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Morgan, Amanda K. "Ethnic Identity and Migrant Youth." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/2847.
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This study sought to examine the relationship between ethnic identity and the grade and gender of the subjects. Changes in ethnic identity over time were also analyzed. Students attending grades four through eight of the Nyssa Migrant School summer program participated in this study. One hundred twenty-four participants completed the pretest, eighty-nine completed the posttest, with a total of seventy-nine completing both the pretest and posttest. Students responded to the Multigroup Ethnic Identity Measure, which examined the subcategories of belonging and exploration to comprise the overall ethnic identity level.
Scores were compared by grade and by gender at pretest and at posttest. Scores were also examined in those same subgroups for a change over time in the 79 subjects completing both the pretest and posttest. Though not statistically significant, results indicated a trend for males as a whole to show a greater increase in overall ethnic identity over the course of the summer school program than their female counterparts. Results also showed an increase (although not statistically significant) in ethnic identity for the group as a whole over the course of the six-week program, warranting further investigation into the summer program's effectiveness for enhancing ethnic identity. This aforementioned increase was more pronounced in children in the older grades, supporting a developmental progression of ethnic identity. At both the pretest and posttest, adjusted means for belonging were statistically significantly higher than those for exploration, F(l, 77) = 171.03,p = .000; F(l, 77) = 141.12,p = .000, respectively. Implications of these findings for future programs and future research are discussed.
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Iglesias, Adam. "Ethnic Identity Development among Rural Adolescent Youth." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2308.
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The current study evaluated the factor analytic structure and developmental trajectory of ethnic identity, as measured by the Multigroup Ethnic Identity Measure, (MEIM) among early rural adolescents. The convergent validity of the measure for rural youth was also examined. The sample for this study was drawn from a larger longitudinal study focusing on violence prevention efforts with an early adolescent sample residing in rural Florida. The final sample size for these secondary analyses was 5,695 participants. The sample was 53 % Caucasian, 24% Latino, 15% African American, and 8% Other. The mean age of the students was 11.3 years. Data were collected at seven time points. A confirmatory factor analysis (CFA) was conducted with the entire sample to determine whether a two-factor model was a satisfactory fit for the entire sample at Times 1-7. Individual growth curve modeling was used to determine ethnic identity trajectories. This study demonstrated that the MEIM taps into two factors (Exploration and Commitment) for rural adolescents. Moreover, the findings demonstrated multigroup equivalence across waves 1-7 of data collection for the Caucasian, African American, and Latino groups. Further, results from the growth curve modeling procedures indicated that Caucasian participants demonstrated a greater increase in Exploration relative to Latino and African American participants. Lastly, results from the convergent validity analyses indicated that Commitment was negatively related to attitudes towards violence and positively related towards attitudes towards nonviolence. Implications for future research and prevention programs that incorporate ethnic identity constructs are discussed.
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Mitchell, Thomas. "Identity in elite youth professional football." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4544/.
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The concepts of Athletic Identity (Brewer, Van Raalte, & Linder,1993) and identity (Erikson, 1950, 1968) both carry notions of having a clear sense of self definition. Applied practitioners in elite professional football settings (e.g. Holt & Dunn, 2004; Harwood, 2008; Nesti & Littlewood, 2010; Nesti, 2013) have championed the notion that individuals who possess a clear sense of self, (generally) cope with the demanding nature of first team football, and the daily challenges that arise from their chosen profession (i.e., injury, de-selection). Conversely, a small number of researchers have consistently argued that professional football club culture may not support the development of a clear sense of identity in (young) players, as it has been described as espousing notions of power, dominance, authority and insecurity (see e.g. Parker, 1995, 1996, 1998, 2001; Roderick, 2006, 2006a). The present thesis explores the role of identity, the impact of football club culture on its formation, and its importance in the career trajectory of youth team footballers. Across three distinct studies, this thesis explores the concepts of Athletic Identity, identity, and the creation of club culture within youth and professional football. Study one used a cross sectional approach, within and across levels of play along with distinct situational, demographic variables to assess any differentiating factors in Athletic Identity in 168 (N = 168) youth team footballers. Football club explained 30% of the variance in exclusivity among players (p = .022). Mean social identity was significantly higher for those players in the first year of their apprenticeship compared to the second year (p = .025). The range of variance for exclusivity amongst players suggested it was the cultural climate created at each individual football club that impacted this subscale of Athletic Identity. Study Two used a qualitative approach with the aim of critically exploring the perceptions of practitioners in relation to; ideal player characteristics, working practices, organisational culture and environmental conditions. These facets are influenced by practitioners within youth development programmes, all of which contribute to shaping a player’s identity (Erikson, 1968). A total of 19 youth development practitioners were interviewed during data collection. Practitioners provided an explicit and clear blueprint of the ideal player characteristics required for successful upward transition, including, self belief, dedication and self awareness, which are synonymous with notions of identity. Finally, Study three used a case study approach to critically examine how players’ experiences of a professional football environment and culture served to shape their identity and allows them to cope with critical moments. A Championship football club served as the case study in which 4 players were interviewed 3 times over the course of one season. Findings were represented as narrative stories of each player. Findings suggested that having a clear sense of identity provided players with a platform for resilience and perseverance throughout a range of critical moments. In summary, it is vital that appropriate internal (club) and external (affiliated organisations) strategies are developed and integrated into practice to ensure that players develop a clear sense of identity and meaning. It is essential that this transcends the professional football domain for players to have the best possible platform for career progression and career termination.
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Stevos, Joyce L. "Youth in action : a study of developing citizen identity /." View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188849.
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Albrecht, Richard E. "A model of self-transformative identity development in troubled adolescent youth." FIU Digital Commons, 2007. http://digitalcommons.fiu.edu/etd/1199.
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Within the Stage II program evaluation of the Miami Youth Development Project's (YDP) Changing Lives Program (CLP), this study evaluated CLP intervention effectiveness in promoting positive change in emotion-focused identity exploration (i.e. feelings of personal expressiveness; PE) and a "negative" symptom of identity development (i.e. identity distress; ID) as a first step toward the investigation of a self-transformative model of identity development in adolescent youth. Using structural equation modeling techniques, this study found that participation in the CLP is associated with positive changes in PE (path = .841, p < .002), but not changes in ID. Increase in ID scores was found to be associated with increases in PE (path = .229, p < .002), as well. Intervention effects were not moderated by age/stage, gender, or ethnicity, though differences were found in the degree to which participating subgroups (African- American/Hispanic, male/female, 14-16 years old/17-19 years old) experience change in PE and ID. Findings also suggest that moderate levels of ID may not be deleterious to identity exploration and may be associated with active exploration.
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Al, Agha Khalil. "New media, identity, and Arab youth in Britain." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7892/.
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The role of the new media in young people’s lives has led to a debate about the potential of the internet as a means of influencing identity formation and youth participation. A growing body of academic research has shown an interest in understanding this influence. This thesis sets out to study political participation as a form of online engagement through the use of the various new media platforms and how it may affect the process of identity development of Arab youth in Britain. Prior to the recent political developments in the Middle East and the so-called ‘Arab Spring’, British Arab youth were suffering identity uncertainty and had expressed little interest in political participation. During the early stages of the Arab Spring, British Arab youth became involved, in one way or another, in political activities, mainly online. This research combines quantitative and qualitative methodologies in order to achieve accurate results. The targeted group for this study is those between 18 and 25 years old, who were born in Britain or have been living continuously in Britain for at least 10 years. Data collected includes a total of 178 questionnaire samples, and forty individual semi-structured interviews. The core argument of this study is that British Arab youth are willing to participate in politics as long as it is meaningful to them and to the people of their countries of origin. This engagement helps them to balance their cultural identity (Arab) with the host culture (British). That may not contradict with the fact that British Arab youth describe Britain as ‘home’ with confidence. In fact, the balance between Arab and British cultures serves as a stabiliser in the process of identity formation and reformation. The thesis also explores how this active political engagement is reflected, in general, on their own identity construction and development. The evidences of this study suggest that, while online media has a role in providing British Arab youth with accessible and effective online tools, the mechanism of participating and debating all issues without reservation, may contradict the cultural heritage of stepping back from political participation. Therefore, this research affirms the importance of online media tools for British Arab youth reaching new horizons. Participating in political activities is one form of negotiating identity formation or reformation, that in one way or another can contribute to a more effective role of the British Arab community in the public, political and cultural spheres of multicultural Britain.
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Jourdan, Neil Russell. "An investigation into the socio-musical identity of at risk adolescents involved in music therapy." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/31438.
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The context of this study is the National Youth Development Outreach Project (YDO) situated in Eersterust, Pretoria. This study is conducted within a qualitative research paradigm. The data comprises of sentence completion exercises designed to elicit information regarding at risk adolescents’ attitudes towards music. The data is coded, categorized and organized into themes. The themes highlight five different life aspects through which these at risk adolescents identify with music. The study revealed that music therapy is an effective and appropriate way to afford at risk adolescents access to these identified life aspects and is able to facilitate the addressing of various issues within these life aspects.Dissertation (MMus (Music Therapy))--University of Pretoria, 2005.
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Purnell, Rachelle Ashley. "Exploring Cultural Identity and Engagement among Hispanic Youth: Implications for Food Justice and Food System Development." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/79144.
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Creating healthy lifestyles and access to quality, nutritious food for marginalized groups, specifically Hispanics, is becoming an increasing topic of conversation. However, issues of access, availability, lack of initiatives in many areas which allow these individuals to become involved in the local food movement have plagued this population, especially the youth. In recent years, Georgetown, Delaware has become a major immigration hub, seeing large populations of Hispanics migrating to the area. Like many locations which see large numbers of individuals of a particular ethnic group not known to the area, the need for culturally relevant and responsive resources becomes imperative. Considering that youth are a vital part of society and are widely impacted by issues of food insecurity and unhealthy food choices, it is important to address their intentions to become actively engaged in their local food system and the role that their identity as Hispanic youth plays in that intention. To assess Hispanic youth's intentions to engage in their local food system and food heritage, the researcher selected a group of 11 Hispanic youth from Georgetown, Delaware, to participate in a Photovoice project, which called on them to take pictures of items salient to their identity, how they understood their local food system and perceived barriers. Following the two-week photo taking period, youth then participated in two focus group sessions, one to obtain information relevant to the research topic and the other, serving as a member check and to elicit further information. Findings of this study include the idea that cultural identity serves as a major influential factor to youth engagement in the food movement and in food heritage. Cultural identity shapes the attitudes of Hispanic youth towards engaging. Further, attitudes toward food movement involvement and educating others positively impacts youth intentions to engage. Hispanic youth's attitudes toward protecting the authenticity of food and culture serve as an additional influential factor for engaging in the food movement and advocating for food justice. Social pressure from family and peers significantly impacts the food choices and cultural engagement of Hispanic youth. Food system knowledge and awareness contributes to youth attitudes towards the food movement and food and cultural heritage. Lack of knowledge can potentially impede engagement. Lastly, self-efficacy concerning the food movement acts as both a facilitator and inhibitor to youth engagement. However, cultural identity and familial support serve as factors which boost the confidence levels of Hispanic youth to engage in the food movement and food heritage.Master of Science in Life Sciences
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Meyer, Lucille Yvonne. "Youth experiences of a holistic approach to personal transformation : a narrative inquiry." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2628.
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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.Many youth experience some form of identity crisis as they transition into adulthood. This crisis is amplified in the lives of many working-class youth who have to contend with heading households owing to the absence or death of parents and a socioeconomic context of poverty, lack of access to quality learning opportunities, unemployment and deepening inequality. A recent analysis of youth unemployment statistics in South Africa shows that at the end of 2016, at least 7.5 million youth were not in employment, education or training (NEET), with a large percentage residing in the Western Cape. The growing NEET numbers present a huge problem to youth, communities and the state, as youth who are not in employment, education or training have a greater propensity to become disengaged and disconnected from self, family and social, economic, political and cultural activities, further minimising their opportunities for growth and development. Despite the growing NEET numbers, there remains a paucity of research on credible and sustainable solutions to the NEET crises, including research that gives credence to youth voice and experience. The key purpose of the study was to explore youth experiences of a holistic approach to personal transformation as one particular programmatic approach or developmental pathway for vulnerable youth. The imperative is to explore ways of addressing the current NEET crisis and simultaneously deepen the theory and practice of youth development. The study used an ecological perspective as its theoretical framework that illuminated the influence of relationships and contexts on the development of children and youth. A phenomenological approach was chosen as it was deemed best suited to exploring and understanding people’s perceptions and experiences of a particular phenomenon. Narrative inquiry was employed as the methodological framework to explore the views of five youth respondents and their parents or guardians. Techniques to enhance the credibility and trustworthiness of the data included triangulation, which was effected through the collection of two sets of data, an extensive literature review and use of a reflective journal. The findings illustrate that a holistic perspective, as one particular philosophical and programmatic approach to personal transformation, has the potential to foster connection with self and family, enhance the psychological capital of young people and provide the impetus for them to remain on a positive developmental trajectory. The significance of a holistic approach lies in its ability to recognise and integrate all dimensions of their being into the learning process and meet a variety of needs as a result of their particular socioeconomic and psychosocial realities.
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Rinaldi, Roberto L. "A Developmental Intervention Science Outreach Research Approach to Promoting Positive Youth Development." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/342.
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Recent intervention efforts in promoting positive identity in troubled adolescents have begun to draw on the potential for an integration of the self-construction and self-discovery perspectives in conceptualizing identity processes, as well as the integration of quantitative and qualitative data analytic strategies. This study reports an investigation of the Changing Lives Program (CLP), using an Outcome Mediation (OM) evaluation model, an integrated model for evaluating targets of intervention, while theoretically including a Self-Transformative Model of Identity Development (STM), a proposed integration of self-discovery and self-construction identity processes. This study also used a Relational Data Analysis (RDA) integration of quantitative and qualitative analysis strategies and a structural equation modeling approach (SEM), to construct and evaluate the hypothesized OM/STM model. The CLP is a community supported positive youth development intervention, targeting multi-problem youth in alternative high schools in the Miami Dade County Public Schools (M-DCPS).
The 259 participants for this study were drawn from the CLP’s archival data file. The model evaluated in this study utilized three indices of core identity processes (1) personal expressiveness, (2) identity conflict resolution, and (3) informational identity style that were conceptualized as mediators of the effects of participation in the CLP on change in two qualitative outcome indices of participants’ sense of self and identity.
Findings indicated the model fit the data (χ2 (10) = 3.638, p = .96; RMSEA = .00; CFI = 1.00; WRMR = .299). The pattern of findings supported the utilization of the STM in conceptualizing identity processes and provided support for the OM design. The findings also suggested the need for methods capable of detecting and rendering unique sample specific free response data to increase the likelihood of identifying emergent core developmental research concepts and constructs in studies of intervention/developmental change over time in ways not possible using fixed response methods alone.
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Stenstad, Camilla Charlotte. "BLACK ROSES Faces of Jamaican Youth : - The Significance of Identity and Place." Thesis, Norges teknisk-naturvitenskapelige universitet, Geografisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17041.
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Youth is a contested term which has been described as difficult to define and ‘pin down analytically’ (De Boek and Honwana 2005:3). In much youth development related issues, youth is categorised as a person between the ages of 15-24, which is defining a person only in terms of one’s chronological age. Age is a good indicator of where in life a person is, I used thus a wider range to include also older youth. Youth are often viewed in relation to other social categories as adults or children, and notions of youth are often as becomings, dependent, powerless, rebellious, risky (behaviour) and irresponsible, a focus merely on ‘negative’ aspects of youthhood, are these notions really describing the general youth? This study explores given youth identities in terms of behavioural patterns of being ‘in place’ and/or ‘out of place’. Identities are in this thesis approached as socially constructed, and people can hold multiple identities. This thesis therefore presents different identity narratives of Jamaican Youth ‘faces’. I used qualitative research methodology to collect and analyse the empirical data generated during fieldwork in Jamaica, Port Antonio in the period of February to beginning of May 2009. Methods such as informal conversations, observations, key informant interviews and photography is the main sources of the collected data, but also secondary data has been used in the analysis to grasp the surrounding realities. The youth participants of this study, 37, are persons who define themselves as youth and are viewed as youth by the Jamaica society based on their activities and behaviour, and are not dependent of their age, gender, class or occupation. In addition twelve (12) adults have contributed to the outsider’s views. The analytical concept of place is used to examine youth’s different behavioural patterns, based on socially accepted activities which are preformed in socially constructed youth places. The social meanings that identity performance have for the sense of being ‘in place’ and belonging to a place are explored to examine how this affects their identity building processes within a specific place. Also outside processes as national youth policy making, media representations and statements from ‘locals’, are evaluated as contributing to the present perceived Jamaican youth identities. I found multiple constructed ‘faces’of Jamaican youth; ‘the naughty’, ‘the nice’, the sexy’, ‘the wise’ and ‘the runner’ , are presented. These identities are fluid and transferable between different places in society and in time. The participants in this study each hold several of these ‘faces’, but often one which are more prominent in relation to the place one uses at that time. The located youth places; the youth centre place, the marina place and the dancehall place, are sites where the identity building processes takes form and social identities are constructed in relations to the socially acceptable conventions in the places in which youth occupy. These social conventions and identities may be negotiated, modified, reconstructed, challenged, contested or resisted in the ‘never-ending’ identity and place production processes. Identity, which is a complex term, holds several of attributes within categories as gender, race, age ect., but none of these attributes exist alone, and place as a contributor to the identity building processes is in this thesis seen as significant in the dynamic relation to all the attributes a person holds, which are preformed at different scales in society, both to be ‘in place’ and/or ‘out of place’. The youth ‘faces’ in Jamaica are also related and part of the national identity, they should therefore be accepted rather than rejected as ‘unwanted behaviour’, since a person rarely just hold one identity.
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Duerden, Mathew David. "An Examination of the Relationship Between Adventure Recreation and Adolescent Identity Development." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1382.pdf.
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Eichas, Kyle Robert. "An Investigation of Multiple Pathways of Developmental Intervention Change." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/239.
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Convergence among treatment, prevention, and developmental intervention approaches has led to the recognition of the need for evaluation models and research designs that employ a full range of evaluation information to provide an empirical basis for enhancing the efficiency, efficacy, and effectiveness of prevention and positive development interventions. This study reports an investigation of a positive youth development program using an Outcome Mediation Cascade (OMC) evaluation model, an integrated model for evaluating the empirical intersection between intervention and developmental processes. The Changing Lives Program (CLP) is a community supported positive youth development intervention implemented in a practice setting as a selective/indicated program for multi-ethnic, multi-problem at risk youth in urban alternative high schools. This study used a Relational Data Analysis integration of quantitative and qualitative data analysis strategies, including the use of both fixed and free response measures and a structural equation modeling approach, to construct and evaluate the hypothesized OMC model. Findings indicated that the hypothesized model fit the data (χ2 (7) = 6.991, p = .43; RMSEA = .00; CFI = 1.00; WRMR = .459). Findings also provided preliminary evidence consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes that operate through effects on positive outcomes. Furthermore, the general pattern of findings suggested the need to use methods capable of capturing both quantitative and qualitative change in order to increase the likelihood of identifying more complete theory informed empirically supported models of developmental intervention change processes.
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Bullen, Patricia L. "Identity projects and positive youth development: The importance of efficacy, integrity, and belonging during adolescence." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5675.
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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB).
In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB.
For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions.
The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.
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Copitch, Belinda Joy. "Roots and routes : identity development of researcher and researched in a Jewish Youth Movement context." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496034.
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This thesis examines the issue of ethnicity and kinship and explores the advent of identity formation, specifically in a Reformn Jewish context, via youth movement participation. Through the mediums of informal education, focus group discussion and individual semi-structured interviews, I engage in an exploration of identifying what it means to be Jewish, how youth movements augment and abet Jewish identity formation, and the boundaries that exist between young Jews and their host communities. Youth movement youngsters are observed in situ and Grounded Theory (Strauss, 1987; Glaser, 1978; Glaser, 1992; Giaser, 1998; Glaser, and Strauss, 1968) is employed to elucidate their engagements and interactions. Three case studies (Stake, 1995) are then presented to illustrate the experience of youth movement "graduates". Interpretive Phenomenological Analysis (Smith, 2004; Smith and Osborn, 2003) is used to consider the dimensions of their relationship to Judaism, their youth movement and mainstream society.
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Kwee, Janelle L. Nelson. "Identity and moral reasoning among street girls in Bolivia." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0142.
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Madrazo, Vanessa L. "The Effects of a Positive Youth Development Intervention on Problem Behavior Outcomes." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/437.
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This study reported an Outcome Mediation Cascade evaluation of the Changing Lives Program (CLP), a positive youth intervention. This study examined the effects of participation in the CLP on positive outcomes (Personal Expressiveness and Well-Being) and negative outcomes (Internalizing and Externalizing problem behaviors) as mediated by Identity Distress. 137 females and 101 males comprised the sample of this study, which draws from archival data of adolescents in alternative high schools in Miami. Findings indicated that the hypothesized model fit the data (χ2 (11) = 14.544, p = .020; RMSEA = .04; CFI = .995; SRMR = .028). Findings also provided preliminary evidence consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes.
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Kephart, Christina Marie. "Identity Development and Acculturation Processes in Gay, Lesbian, and Bisexual Youth: Associations with Depressive and Suicidal Symptoms." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-08212003-142701/.
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Menon, Anita. "South Asian youth in the Canadian diaspora: media influences on identity development from Hollywood to Bollywood." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86978.
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This study explores identity construction for first-generation South Asian youth growing up in the Canadian diaspora. Attention is placed on the influence of competing medias in shaping hybrid or dual identities that blend the home and mainstream cultures. This study takes particular interest in what is not being represented. The images of South Asians portrayed by Western media and Bollywood characterize only a slice of the South Asian population, homogenizing an heterogeneous group of peoples. This study explores the effect that the homogenization process has on South Asian-Canadian youth that are misrepresented in Hollywood and unrepresented in Bollywood through a phenomenological examination of lived experience through autoethnography.Cette étude explore la construction d'identité de la première génération des jeunes de l'Asie du sud qui ont grandi dans la diaspora canadienne. L'attention est établie sur l'influence des médias qui font concurrence pour modeler les identités hybrides ou doubles qui mélangent le pays natal avec les cultures traditionnelles. Cette étude s'intéresse en particulier à ce qui n'est pas représenté. Les images des sud-asiatiques représentées par la média occidentale et Bollywood dépeignent juste une partie de la population sud-asiatique, ce qui homogénéise un groupe hétérogène de personnes. Cette étude examine l'effet de l'homogénéisation sur les jeunes sud-asiatiques qui sont mal représentés à Hollywood et non-représentés à Bollywood à travers un examen phénoménologique des expériences vécues par autoethnographie.
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Meca, Alan. "Personal Control and Responsibility Measure: A Psychometric Evaluation." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/665.
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The Changing Lives Program (CLP) is a Positive Youth Development (PYD) program that seeks to empower adolescents attending voluntary alternative high schools to take control and responsibility over their lives so they may change their negative life pathways into positive ones. The current study seeks to evaluate the CLP’s Personal Control and Responsibility Measure, an eight item scale devised to assess individuals control and responsibility over life change goals (CRLCG) and life in general (CRG). Using a weighted least squares mean and variance adjusted (WLSMV) estimator available in Mplus for categorical variable modeling, the current study ran confirmatory factory analysis on two theoretically possible models, a single factor and a two factor structure. After items regarding control over consequences dropped, results confirmed the hypothesized two factor model (CRLCG and CRG). Furthermore, analysis of measurement invariance found the factor structure form, factor loadings, and intercepts to be invariant across condition, gender, ethnicity, and time (time 1 and 2). Limitations of the current study and implications for future evaluations of the Changing Lives Program (CLP) are discussed.
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Turner, William L. "Ego identity development in black college students: the effects of self-esteem, ethnic identity and family environment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39099.
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Gonthier, Oceane. "A Capability Approach to Understanding the Intersections between Language, Educational Opportunities, and Identity in South Africa: A Xhosa Speaking Youth Perspective." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33745.
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The education system is a source of language discrimination and exclusion for many young people in South Africa. In South Africa, African languages are spoken by more than 70% of the population, while the colonial languages English and Afrikaans represent less than 25%. However, most South African schools use English or Afrikaans as the main language of instruction. Learners' transitioning to using and learning in a colonial language, and the role languages plays in youth education and development are the root cause of many challenges, including poor academic performance, unequal access to opportunity, social exclusion, and challenging identity formation. This qualitative study aimed to explore the intersection between language, educational opportunities, and identity from an isiXhosa speaking youth perspective in Cape Town, Western Cape. In depth individual interviews were conducted with 12 black African Xhosa youth, between the ages of 18 and 29. The researcher sought to examine the effects of the language challenges faced by isiXhosa speaking youth during their education journey and to gauge the perspective of isiXhosa speaking youth regarding the role of language in their academic performance, opportunities, and social identity. The researcher adopted the following three concepts as a framework for analysis: Sen's capability approach (1999), social identity theory by Tajfel and Turner (1979), and Soudien's work on language in post-apartheid education (2012). This study was important in order The findings revealed that participants faced various challenges in relation to language use in education, specifically transitioning to English as the main medium of instruction. The participants' experiences differed depending on the age at which they transitioned to using English in the education system, but the outcomes of this transition were similar. Their academic performance was negatively impacted by needing to learn in a different language. They had unequal opportunities throughout their education compared with native English speakers, putting them at higher risk of social exclusion and impacting negatively their access to higher education and employment. The participants' advocated for the need to decolonise education, specifically in regard to perceptions and use of languages, because of the prejudices and judgments based on their ability to speak English rather than their actual skills and capabilities. Participants tended to compare languages and look down on isiXhosa, then facing identity crises when returning to their Xhosa families. They had to navigate multiple identities depending on the language and context in which they found themselves. This study recommended reducing inequities by implementing inclusive language policies and measures to accommodate learners with non-colonial first languages, provide support through their transition to a new language, and not weighting incorrect English against them in non-English class. The recommendations also included the need to adapt national exams and grading systems to ensure all learners' have the opportunity to perform to their best ability. The government must also increase its investment in South African languages to promote their use in professional and public spaces. Finally, institutions must be encouraged to use multiple languages in schools, universities, and workplaces.
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Johansson, Linnèa, and Mattias Österberg. "För alltid syskon : Ungdomar och deras vardag tillsammans med syskon med funktionsnedsättning." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5458.
Full textAbstract:
Studien utgår från kvalitativa semistrukturerade intervjuer med sju ungdomar i åldern 15-18 år som lever med minst ett syskon med någon form av funktionsnedsättning. Syskonens funktionsnedsättningar är neuropsykiatriska, fysiska samt i ett fall, förvärvad. Med utgångspunkt i utvecklings- och identitetsteori analyseras ungdomarnas upplevelser av sin vardag och beskrivning av sig själva. Syftet med studien är att utifrån ungdomarnas berättelser undersöka om utvecklingen och deras egen identitet påverkas av att växa upp med syskon med funktionsnedsättning. Studiens resultat visar att om föräldrarna fått förutsättningar, stöd och verktyg att kunna hitta strategier för vardagen, samt har förmåga att fördela resurserna utifrån samtliga syskons individuella behov, har ungdomarnas identitet och utveckling inte påverkats negativt. Har det inte funnits resurser för ungdomarna att parera negativa konsekvenser uppvisar ungdomen tendenser till att kunna utveckla negativa och långvariga konsekvenser. Om föräldrarna inte själva kan hitta strategier för att kunna få ihop sin vardag kan det vara nödvändigt för samtliga familjemedlemmar att få hjälp kring hur de kan hitta dessa strategier och lösa uppkommande problem.The study is based on qualitative semi-structured interviews with seven young people aged 15-18 who live with at least one sibling with some kind of disability. The siblings’ problems are neuropsychiatric, physical, and in one case, acquired disabilities. Based on development and identity theory we have analyzed the young people's experience of their everyday lives and descriptions of themselves. The purpose of the study is to examine how and in which way development and identity are influenced by growing up with a sibling that has a disability. The results show that if parents have opportunities, support and tools to be able to find strategies for everyday life, and are able to allocate resources on the basis of all the siblings' individual needs, youth identity and development is not adversely affected. If there have not been resources for the youth to fend off the negative consequences the youth shows tendencies to develop negative and long-lasting consequences. If parents are unable to find strategies to be able to live their daily lives, it may be necessary for all family members to get help on how they can find these strategies and solve emerging problems.
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MacKenzie, Benjamin Roe. "Designing the Part: Drama and Cultural Identity Development Among Ghanaian Teenagers." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300477046.
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Webb, Keelie Suzann. "Exploration Through Visual Art: Ego-Identity Development Among Hispanic American Adolescents." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333757499.
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Phan, Tatum, and Tatum Phan. "Exploring the Influence of Family Worldview and Cultural Socialization on Positive Outcomes in American Indian Youth." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12561.
Full textAbstract:
The purpose of this study was to explore the influence of family worldview and cultural socialization on indicators of positive youth development in American Indian youth. Hierarchical linear modeling was used to determine whether cultural socialization moderated the relationship between family worldview and indicators of positive development in American Indian youth as measured by ethnic identity, pro-social activity, positive family relationships, hope, self-regulation, and future orientation. Individual and family differences were also examined. Participants included a community sample of 311 American Indian children and youth from 174 American Indian families from three tribes in the Pacific Northwest. Results demonstrated that the amount of variance between families for each of the positive youth outcomes was significant enough to warrant hierarchical linear modeling (HLM). Family worldview was not significantly related to any of the positive youth outcomes and when entered into the HLM models did not significantly explain any variation in mean scores between families. The relationship between cultural socialization and ethnic identity was significant and positive and when entered into the HLM models significantly explained 10% of the variation in mean scores between families. There was a significant difference between the ethnic identity scores of males and females, with females having a higher mean than males. Positive family relationship scores were negatively correlated with age. Older youth tended to report less positive family relationships than their younger counterparts. Implications for research and practice are discussed.
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Boutwell, Laura R. ""This, What We Go Through. People Should Know:" Refugee Girls Constructing Identity." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/72997.
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This study examines ways in which African and Afro-Caribbean refugee girls and young women negotiate and perform identity in varied social contexts. Designed as youth-centered participatory action research, the study draws from three years of engagement with a group of refugee girls, ages 11-23, from Somalia, Liberia, Haiti, Burundi, and Sudan. The research occurred in the broader context of The Imani Nailah Project, a program I initiated for refugee middle and high school girls in May 2008. Through in-depth interviews, youth-led focus groups, and arts-based research, Imani researchers (study participants) and I explored experiences and expressions of gender, race/ethnicity, nationality, age, religion and citizenship status, as well as the intersections among these multiply-located identities. This study spans a wide range of identity negotiations and performances, from micro-level interactions to macro-level impacts of dominant culture.
Three interrelated chapters focus on programmatic, methodological, and theoretical components of the dissertation research: (a) how refugee girls and university volunteers pursue mutual learning within a service context; (b) how girl-centered participatory action research can serve as a vehicle towards relational activism, and (c) how broader discourses of othering shape the salience of refugee and citizen identities in the lives of refugee girls. Combined, these articles expand our understanding of how refugee girls narrate self as they participate in and contribute to multiple social worlds.Ph. D.
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Woods, Taniesha A. Kurtz-Costes Beth. "Racial socialization, racial identity, and achievement in the context of perceived discrimination understanding the development of African American middle school youth /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,365.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology (Developmental Psychology)." Discipline: Psychology; Department/School: Psychology.
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Richards, Christopher Owen. "Questions of youth, identity and social difference in the classroom study of popular music : a case study in the development of media education." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10018983/.
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This thesis is centrally concerned with just one specific practice, teaching Media Studies with school students in the 14-18 age phase, and with one marginal feature of that practice, the study of popular music. The thesis explores the place of popular music in Media Studies and, in doing so, engages with issues of social and educational identity for people in the last years of secondary schooling. The introduction initiates an autobiographical theme, subsequently informing discussion of the negotiation of identities between the researcher and the school students. Chapter 1 provides an account of popular music in the literature of media education and in the parallel literature of music education. Chapter 2 reviews aspects of debates around 'adolescence' and 'youth', with reference to questions of 'agency', and thus provides a background for the analysis of data presented in Chapters 4, 5 and 6. Chapter 3 offers an overview of methodology and sets out a chronology of the research with particular emphasis upon its progressi ve focusing. The methodological precedents for the thesis lie in action research and in the development of 'reflective practice' in teacher education, and particularly within English and media education itself. Chapters 4 and 5 report upon a taught unit relating to popular music, conducted in collaboration with a Head of English. Within the frame of the institutional relation between teacher and taught, issues of class and gender are given particular attention in the analysis of the data. Chapter 6 reports a more 'experimental' intervention in Media Studies practice. The chapter derives from a further phase of research with first year A Level Media Studies students in a selective school and extends the earlier discussion of gender and class in relation to modes of (self) representation within particular educational settings. Chapter 7 reviews the research and possibilities for teaching pop music in Media Studies.
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Cokely, Raven. "The role of mentoring on the development of ethnic identity as it relates to body image concerns in ethnic minority women." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/840.
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Emerging literature emphasizes the importance of mentoring in the development of minority youth. In particular, mentoring influences the development of youths' sense of self and self-concept. By examining the conceptual frameworks of both mentoring and racial socialization, this study summarizes the theoretical processes associated with youth development and how such development relates to young women's ethnic/racial identity including their body image. The mentoring relationship is examined with a small pool of ethnic-minority, college-aged female participants to explore whether there is a relationship between having received positive mentoring and the participant's current body image perceptions.B.S.
Bachelors
Sciences
Psychology
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Gould-Taylor, Sally. "Bullets and Badges: Understanding the Relationships Between Cultural Commodities and Identity Formation in an Era of Gaza vs. Gully: A Jamaican “Rural” Ethnography." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/370445.
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Urban EducationPh.D.
This ethnographic study examines the relationships between cultural commodities and identity formation in a Jamaican rural locale. This study represents 24 months of participant observation, participant interviews and artifact analysis in St. Thomas, Jamaica. This study provides analytic descriptions of how identity development is experienced by youth in St. Thomas during the era of Gaza vs. Gully. Chapter one outlines the statement of the problem and the research questions. Chapter two frames the literature and theoretical frameworks utilized in the study. The methodology of the study and the case for the utilization of ethnography is explained in Chapter three. The social, cultural, and political context of St. Thomas as well as the Gaza vs. Gully era is discussed in Chapter four along with the introduction of the four main participants of the study. Chapter five utilizes examples and experiences from the lives of the four main participants to analyze the features of identity development in this specific “time and space”. Conclusions about and implications of the data from the participant observation presented will continue to be addressed in Chapter six. The study’s findings should interest anthropologists focused on popular culture, globalization, and development as well as educational researchers who seek to understand the role cultural commodities play in identity formation and the conceptualization of youth cultures.
Temple University--Theses
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Byrd, Rebekah J., and Danica Hays. "School Counselor Competency and Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/884.
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Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.
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Wamucii, Priscilla. "Scoring for Social Change: A Study of the Mathare Youth Sports Association in Kenya." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188311928.
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Hawkins, Leha Anaya. "Picture the Magic: Exploring Black girl identity using photovoice." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3686.
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Using a youth-led participatory action inquiry and photovoice methodology, this study investigated the self-perceptions of Black girls in a suburban area of Northern California. The objective of the project was to explore the perspectives and lives of Black girls. It is through gained insight from their lived experiences that we can come to understand their needs and develop approaches to advance their own holistic empowerment. By gathering self-perceptions of Black girls using photovoice, the project aimed to inform youth workers, educators, and youth-serving organizations such as Magic Black Girls Leadership Institute (MBG) on how to meet the needs and cultivate developmental assets among Black girls. Magic Black Girls was conceived to empower young, Black women to create their own space to grow, become personally aware of their own worth, and stand in their own power. The findings of this study indicate a need for positive counterspaces in which Black girls can generate a counter narrative, gain cultural awareness, experience a sense of community, experience joy, and build skills of activist leadership. The developmental tasks of adolescence for Black young people are complicated by the added context of oppression and racial discrimination which makes it essential to recognize and take action to create supportive environment that nurtures the positive development of Black girls. Further, the findings of this study contended that the use of innovative, holistic youth empowerment strategies are essential in the formation of spaces dedicated to encouraging, enlightening and empowering of young Black girls.
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Rummell, Christian L. "A Unique Support for Sexual-Minority Identity Development: An Interpretative Phenomenological Analysis of a Long-Term Formal Mentoring Relationship Between an Adult and a Youth From the Gay Community." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1487.
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An important need exists to build a baseline understanding of the phenomenon of formal mentoring relationships involving adults and youth from the gay community. During the formative years when gay adolescents navigate through the process of understanding, defining, accepting, and sharing their identity as a sexual minority, they are often faced with high levels of environmental risks, including victimization, stress, and negative social sanctions by others. Formal mentoring has been recommended as a potential strategy to offer unique one-to-one support to gay youth that can help to foster resilience and a range of positive outcomes, including strengthening processes involved in identity development; yet, no previous studies have captured insights about these relationships. Using Interpretative Phenomenological Analysis (IPA), this study investigated the following research questions: (a) What are the most important characteristics of long-term formal mentoring relationships between gay adults and gay youth from the perspectives of the participants? (b) How, if at all, do mentors and mentees perceive potential benefits and limitations for gay youth participating in long-term formal mentoring relationships with gay adults? (c) How, if at all, do mentors and mentees perceive their mentoring relationship uniquely contributing to sexual-minority identity development in gay youth? After a 2-year search for participants, a purposeful sample of one mentoring dyad was chosen. Semi-structured in-person interviews were conducted with the match at the 17-month and 22-month mark of their relationship. This study contained four assertions based on this study's findings: (a) This long-term mentoring relationship between an adult and a youth from the gay community shared numerous similarities with other high quality mentoring relationships; (b) This mentoring relationship offered insight into how to create individualized and long-term support for sexual-minority identity development in youth; (c) This mentoring relationship represented an important but unrealized type of support that can potentially be used to complement existing peers, internet, and community-based resources for gay youth; and (d) Complexity continues to exist in using language and self-labeling to define, inquire, and provide support to individuals from the gay community--especially youth. Recommendations for programming, policy, and future research are provided.
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Glover, Erica Joi. "This is Why I Teach! An Investigation into the ongoing Identity Development of African American Educators Teaching in Urban Settings." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495550892760682.
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Byrd, Rebekah J., and Danica Hays. "School Counselor Competency and Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/896.
Full textAbstract:
Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.
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Antoon, Diana. "Religiösa ungdomars identitetsskapande och positionering i skolan : En kvalitativ intervjustudie av fyra ungdomars religiösa identitetsskapande." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43983.
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Identity and identity formation affects all people in life. There has been done much research on what can develop human identity. There are also theories about how people develop their identity and which factors affect people's identity. The aim of this paper is to examine the factors that affect the identity of religious youth. The purpose is also to examine the significance and place of religion in the lives of the informants and how the Swedish school presents students' own religious tradition in religion studies in school. The study was conducted through a qualitative interview study with four high school students. Furthermore, the results have been analyzed in relation to Anthony Gidden’s theory of identity, Thomas Ziehe’s theory about identity, and the socialization theory. The result showed that religion is a big part of informants' lives. It has been stated that fasting, prayers, and religious attire are factors that affect the lives of the informants. Furthermore, it emerged that religion, family, society, school, and social media are factors that affect the identity development of the informants. It is also expressed that the Swedish school presents the students' own religious traditions in a foreign way for those students who do not belong to the majority religion, Christianity. The conclusion of this paper is that religion and faith, family, school, society, and the internalized world are factors that shape the informants' lives in how they develop their identity.
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Treiber, Danielle N. "Is It Who Am I or Who Do You Think I Am? Identity Development of Adolescents With Substance Use Disorders." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1561825820386228.
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Rontani, Maurizio. "Patrimonito: a visual storytelling of World Heritage from and for children." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23123.
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This is a brief research investigating issues such as world heritage and sustainable development in their existing links with youth and local communities, tourism and identity. Some heritage related narratives created by youngsters worldwide are considered.Connections among education, participation and heritage preservation, in the framework of a communication for development perspective, are investigated. Specifically, winning storyboards of a UNESCO Patrimonito competition are analyzed. The analysis on the collected media texts was conducted using a qualitative approach, including semiotics and visual methods.The findings emerged from the study made clearer the researched topic and allowed to formulate some final recommendations for further studies on the subject.
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Müller, Miriam. "Girls’ Agency and Decision-making around Teenage Motherhood – A qualitative study in Nicaragua." Doctoral thesis, Humboldt-Universität zu Berlin, 2019. http://dx.doi.org/10.18452/20388.
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Nicaragua hat eine der höchsten Teenager-Geburtenraten in Lateinamerika. Das Ziel dieser Studie ist es, die subtilen Konzepte, Wahrnehmungen, Überzeugungen und Einflussfaktoren zu verstehen, die zu unterschiedlichen Fertilitätsentscheidungen junger Frauen führen können. Die Ergebnisse basieren auf qualitativen Daten, die im städtischen Nicaragua erhoben wurden. Die Studie zeigt, dass zwei strukturelle Beschränkungen die Wahlmöglichkeiten von Frauen und ihre Fähigkeit beeinflussen, aktiv an der Definition ihrer Lebenswege teilzunehmen: Armut und traditionelle Geschlechternormen. In einer armen Umgebung aufzuwachsen, bedeutet nicht nur finanzielle Benachteiligung, sondern auch mangelnde Bildungsqualität, Mangel an effektivem und zeitnahem Zugang zu Gesundheitsdiensten, Gewalt in den Wohnvierteln, Mangel an Chancen auf dem Arbeitsmarkt, Mangel an positiven Vorbildern. Darüber hinaus beeinflussen traditionelle Geschlechternormen das sexuelle Verhalten junger Frauen, ihre Interaktionen mit ihren Familien und Partnern und die Art und Weise, wie sie sich ihr Leben vorstellen. Diese Faktoren haben nicht nur Auswirkungen auf den Entscheidungsprozess, sondern auch auf die Konsequenzen dieser Entscheidungen für die jungen Frauen und ihre Kinder.Nicaragua has one of the highest adolescent fertility rates in the region. The objective of this study is to understand the subtle concepts, perceptions, beliefs, and influencing factors that may lead to different fertility outcomes among young women. The results are based on qualitative data collected in urban Nicaragua. The study shows that two structural constraints affect women’s choices and their capacity to actively participate in defining their life paths: poverty and traditional gender norms. Growing up in a poor environment not only means monetary deprivation, but also exposure to a lack of quality education, a lack of effective and timely access to health services, violence in neighborhoods, an absence of opportunities in the labor market, and a lack of positive role models. In addition, traditional gender norms affect young women’s sexual behavior, their interactions with their families and partners, and the way they envision their lives. Those factors have implications not only for the process of decision-making, but also for the outcomes of those decisions for the young women and their children.
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Rautenbach, Alge. "Fasilitering van 'n bate-gebaseerde benadering ter bevordering van leerders se psigososiale ontwikkeling in 'n nywerheidskool." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06032009-104719.
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McHargue, Timothy Ely. "Narratives of adolescent sociopolitical identity: A study of youth, the historical moment, and the constant of change." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2597.
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This study examines late adolescent sociopolitical identity formation. Research questions examined how 18–20 year old adolescents think about their development, conceptualize their time and place in history, and understand social and political topics. Using cultural and narrative psychology perspectives, interview items addressed three topics: growing up in changing times; living history; and understanding political concepts. Special attention was given to student reflections on the September 11, 2001 terrorist attacks and their aftermath. Ten late adolescents, 18–20 years of age and students at a community college, were interviewed on two occasions for a total of approximately three hours. Responses were analyzed utilizing qualitative approaches drawn from the biographical and phenomenological traditions. Individual profiles were created based upon each student's interview, making extensive use of the students' narratives. Cross-participant responses were analyzed for related items. In this study of sociopolitical identity, it was found that: these adolescents conceptualize national and international events from the perspective of their personal, lived experience. Second, students' knowledge of political concepts was limited. In contrast, students' political interest and affect was high. Third, most students had a strong desire to contribute to and influence their society in a positive way, but had yet to find a means of doing so. Fourth, students exhibited a multicultural and multinational orientation. It was evident that these students experience a world that transcends national boundaries. Fifth, it was found that student attitudes and affects in the aftermath of the September 11 th terrorist attacks were characterized by fear, anxiety, and empathy for the victims and their families. The event and subsequent developments were seen as changing life irreparably, and students reported uncertainty about the impact of these historical periods on their future prospects. Recommendations to psychologists and educators include encouraging and building upon adolescents' sociopolitical affect and interest and providing service learning experiences in the public schools. Also, helping adolescents and young adults conceptualize their activities and interests in a sociopolitical framework, and encouraging a narrative that speaks to the social and political nature of their lived experience is strongly suggested. Further studies that examine late adolescent sociopolitical narratives are recommended.
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Stolz, Suzanne Margaret. "Disability trajectories disabled youths' identity development, negotiation of experience and expectation, and sense of agency during transition /." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3403098.
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Thesis (Ed. D.)--University of California, San Diego, 2010.Title from first page of PDF file (viewed June 2, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (leaves 230-238).
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Lee, Joanna M. "Black Youth and the Boys in Blue: Associations Between Police Treatment, Mental Health, and Ethnic Identity in African American Juvenile Offenders." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/5124.
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PsychologyPh.D.;
The present study was conducted to further our understanding of the correlates of and variations in perceptions of police treatment among African American adolescent offenders. Ethnic identity development can play a role in youths' sensitivity to stigma, but whether this finding applies to black youth involved in the juvenile justice system has not been explored. Although there is evidence for a robust association between perceptions of discrimination and negative psychological outcomes, there is a dearth of research that investigates a) the directional nature of these associations, and b) how associations vary as a function of perceptions of personal and group discrimination. Participants were 501 African American youth ages 14-18 who were adjudicated of a felony or serious misdemeanor in Philadelphia. Data were taken from annual interviews conducted over the course of four years. Increased ethnic identity exploration was related to the perception that police use biased behavior against people from different racial/ethnic backgrounds. Furthermore, there was a relatively stronger association between psychological distress and perceptions of police behavior among youth who reported taking an active role in making meaning of their ethnicity,. Finally, the results of this study support drawing a distinction between personal and global perceptions of discrimination, in that their links to psychological distress differed with respect to the direction of effects. Specifically, whereas negative personal encounters with the police lead to higher levels of distress, being distressed led to more negative global perceptions of the police. This study provides evidence that normative processes in adolescence, like ethnic identity development, operate much the same way among high risk youth (e.g., juvenile offenders) as in more normative samples. This is especially important given that the consideration of normative developmental processes in high-risk samples like juvenile offenders can have implications for rehabilitation efforts. Finally, the present research highlights the need for the education of law enforcement agencies regarding adolescent development and factors that might increase or decrease young people's willingness to comply with the law.
Temple University--Theses
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Kopp, Mindee. "A follow-up study on primary prevention of child abuse the development of the Children's Parenting Inventory (CPI) to identify high-risk parenting attitudes among at-risk middle school children /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005koppm.pdf.
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De, Klerk Elizabeth. "Identiteitsbeelding van twee jeugkarakters in die film Paljas / E. de Klerk." Thesis, North-West University, 2004. http://hdl.handle.net/10394/317.
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With a view to conducting a study of the identity portrayal as presented in the film Paljas - and
more specifically of the two youth characters, Willem and Emma - a few relevant theoretical
concepts are included in this investigation, i.e. developmental psychology, film theory and
narratology. By analysing and interpreting the film-related representation of the two youth
characters it was possible to establish to which extent and in which way the identity portrayal
of the two youth characters enhances the main theme of the film. It was, accordingly, also
possible to elucidate facets of the placement of the fictional reality as represented in the film
text and the reality as such in parallel correlation.
According to the research method that was implemented certain aspects of different related
sciences proved to be of integral importance. Such aspects included the psychological
development of the child during mid-childhood years, the psychological development of the
late adolescent, the application of film-related techniques pertaining to character portrayal and
characterisation in narratology.
During the course of this research the focus was on the identity portrayal of the two characters,
Willem and Emma as youth characters in the film Paljas. An analysis of the identity portrayal of
the youth characters implies that the investigation and application of narratology and film
theory be incorporated in conjunction with theories pertaining to developmental psychology as
specific point of focus. The research results were thus described by means of an integrated
method.
The children's experience of interpersonal communication at their home exercises an important
influence on their identity development. The parents create the primary framework of reference
for the children's attitude, value systems and convictions in connection with life in general as
well as for their own sense of the self and their self-estimation.
Key words: film, film text, film theory, identity portrayal, interpretation, youth characters, late
adolescence, mid-childhood years, narratology, developmental psychology, Paljas, reception
theory.Thesis (M.A. (Languages))--North-West University, Potchefstroom Campus, 2004.
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Van, der Walt Hester Carina. "Identiteitsbeelding in poësie vir die adolessent : 'n vergelykende studie tussen 'n Afrikaanse en 'n Nederlandstalige bloemlesing / H.C. van der Walt." Thesis, North-West University, 2004. http://hdl.handle.net/10394/308.
Full textAbstract:
Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These
anthologies are published at quite lengthy intervals, because they are post-publications in
which already published volumes are absorbed. These anthologies are, however, to an
increasing extent the medium by which readers become aware of poetry and are also
introduced to different poets. For that reason it can be concluded that anthologies inform
poetic taste.
The empathy and love towards poetry experienced by young children in both languages are
gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in
general during adolescence. The first reaction to poetry is usually emotional and this indicates
the way for further intellectual development. When selecting poems for the adolescent reader,
the different developmental aspects affecting the adolescent and his identity development
must be taken into consideration. The needs of the adolescent reader must be kept in mind.
Needs in reading develop as a result of general needs that should be satisfied in the first place.
Should this be the case, the need for reading would develop.
In this study different theoretical points of view, namely reader-response criticism,
developmental psychology, general needs and reading-related needs are used to determine the
representation of identity in poems. Specific theories of poetry are used as instruments in text
studies and analyses with regard to representation of identity in anthologies for adolescents.
Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn
(Van Coillie) are analysed focusing on the representation of time and space, speaker and
perspective, atmosphere and metaphorical language. For the purposes of this study analyses
were conducted to evaluate and interpret the representation of identity in the texts of both
anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for
the adolescent had to be identified. The differences were used to determine which type of text
would support the Afrikaans identity, the Dutch identity or the Flemish identity. The
similarities, on the other hand, were used to determine the type of text that would not appeal
to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general.
In this study method-pluralism is scientifically unavoidable. Different methods were
systematically combined to support the specific methods of approach. The research was done
in accordance with four methods: a synopsis of existing and appropriate theory of literature
and forming of theory with regard to relevant concepts and terms; the analyses of texts in two
anthologies; a summary of critical opinions stated in different reviews as well as surveys and
interviews based on consultations via e-mail with the different role players, i.e. the anthology
composers, illustrators and publishers.Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.
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Flanagan, Sean. "Career development among risk-immersed youth: an applied exploration of vocational identity development." Thesis, 2019. https://hdl.handle.net/2144/38214.
Full textAbstract:
Drawing from the foundations of developmental science and vocational psychology, the present study examines the career development of risk-immersed young adults (n = 543) confronted with challenges in the school-to-work transition. The present study leverages The Psychology of Working Theory (Blustein, 2006; Duffy, Blustein, Diemer, & Autin, 2016) and Career Construction Theory (Savickas, 2012) as two complementary career development frameworks that are well-suited to be integrated as a career-specific expression of Spencer’s (1997) Phenomenological Variant of Ecological Systems Theory (PVEST); a broader theory of human development focused on young people developing in social contexts offering more risk than protective factors. The integration of these theories provides an identity-focused cultural ecological (ICE; Spencer, 2006) perspective on the career development of young people at risk of being derailed from productive career pathways during the critical school-to-work transition. The author employs a correlational, cross-sectional, quantitative research design to examine survey responses from a sample of 543 risk-immersed young adults. Structural equation modeling was used to examine the associations between contextual predictors (i.e., social marginalization, economic constraints) and vocational identity development, as well as the mediating role of psychosocial career constructs career adaptability and work volition. Results indicate that social marginalization had both direct effects on vocational identity development and indirect effects via work volition, but not career adaptability. Overall, results suggest that higher levels of social marginalization is associated with lower levels of vocational identity development and higher levels of self-doubt; in part, as a function of one’s perceived work volition. Additional positive direct associations were observed between mediating variables and vocational identity processes, suggesting that higher levels of career adaptability and work volition promote career exploration and commitment and reduce self-doubt about one’s career choice. Findings are discussed with a focus on implications for theory, research, practice, and policy to better serve the career development needs of risk-immersed youth.2021-09-28T00:00:00Z
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Matsuura, Mika. "Voices of Japanese Brazilian Youths in Japan: Identity Development and Language in Transcultural Environment." Thesis, 2015. http://hdl.handle.net/1828/6390.
Full textAbstract:
This thesis explores the relations between Japanese Brazilian youths’ identity development and language use in their transcultural environment. After the amendment of Immigration Control and Refugee Recognition Act in 1990, a number of Nikkei- foreign nationals of Japanese ancestry- came to Japan to work as blue-collar laborers. The majority of those Nikkei were from Brazil since they had suffered an economic collapse since the early 1980s. Japanese Brazilian families are often called as “transcultural/ transnational community” by researchers of Japanese Brazilians as they are frequently forced to move around cities in Japan or between Japan and Brazil in order to find new employment. Applying the theoretical framework of narrative and qualitative content analysis, this thesis listens to the voices of Japanese Brazilian youths living in Japan who have accompanied their sojourner parents. Examining how Japanese Brazilian youths who were raised in Japan developed their sense of belongingness and identity both in the host and immigrant societies is crucial since they have the potential to play an important role in the future of globalization by taking advantage of their multiple language ability and their transcultural background. The voices of Japanese Brazilian youths in this study reveal five main themes related to their transcultural experiences.Graduate