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Journal articles on the topic 'Youth identity development'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Schwartz, Seth J., Alan Meca, Miguel Ángel Cano, Elma I. Lorenzo-Blanco, and Jennifer B. Unger. "Identity Development in Immigrant Youth." European Psychologist 23, no. 4 (October 2018): 336–49. http://dx.doi.org/10.1027/1016-9040/a000335.

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Abstract. Rates of immigration are at an all-time high in many Western countries, and immigration can exert profound influences on identity development. These influences occur both at the individual level and at the group level, but these two sets of influences have rarely been considered simultaneously. Accordingly, this article adopts a multilevel approach to identity development among immigrant youth, with a focus on North American receiving contexts. We focus not only on individual ethnic, national, and personal identity development, but also on the societal-level intergroup processes (e.g., threats and stereotypes) that constrain the identity options available to immigrants. We highlight the prominence of biculturalism – endorsement of both heritage and destination-country identities – but also discuss ways in which biculturalism may be difficult to attain for some immigrants and immigrant groups. We also emphasize the interplay between individual immigrants’ identities and the mechanisms through which defensive policies enacted by “threatened” majority groups may harm identity development among immigrant youth. The article concludes with a listing of priorities for future work.

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Erentaitė, Rasa, Lyda Lannegrand-Willems, Oana Negru-Subtirica, Rimantas Vosylis, Jolanta Sondaitė, and Saulė Raižienė. "Identity Development Among Ethnic Minority Youth." European Psychologist 23, no. 4 (October 2018): 324–35. http://dx.doi.org/10.1027/1016-9040/a000338.

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Abstract. In the context of increasing ethnic diversity in many European countries, a successful development and integration of ethnic minority youth becomes a central concern for the future of Europe. It is particularly important to understand specific challenges and opportunities related to identity development among ethnic minority youth. The aim of this review is to integrate recent findings on identity development among ethnic minority youth in Europe. We identified three crosscutting themes in the literature. The “intensified identity work” approach suggests that ethnic minority youth are more engaged in identity work compared to their mainstream peers. The “diverging identity outcomes” themes represents a discussion on the opposite outcomes of identity development among ethnic minority youth. The “third way or hybrid identity” approach suggests that ethnic minority youth can build on globalization and other cultural resources, as well as on their own developmental flexibility to form novel, adaptive patterns of identity. We discuss the complementarity of the three approaches and suggest directions for further studies with ethnic minority youth. We also show how the findings of this review can help practitioners and policy makers in Europe to support ethnic minority youth in their identity development.

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Corona, Rosalie, Efren Velazquez, Shelby E. McDonald, Melissa Avila, Molly Neff, Adam Iglesias, and Raquel Halfond. "Ethnic labels, pride, and challenges: A qualitative study of Latinx youth living in a new Latinx destination community." Journal of Ethnic and Cultural Studies 4, no. 1 (June 30, 2017): 1. http://dx.doi.org/10.29333/ejecs/67.

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Most of the literature on Latinx youths’ ethnic identity development has been conducted in communities with a large Latinx population. Fewer studies have examined Latinx youths’ ethnic identity in communities with a smaller yet rapidly growing Latinx population (i.e., new Latinx destination communities). Twenty-five Latinx youth (10-15 years)living in a new Latinx destination community participated in semi-structured interviews to identify the ethnic labels they use to describe themselves (i.e., ethnic-identity self-identification) and explore their feelings about being Latinx (i.e., ethnic-identity affirmation). Using an existing coding scheme, we found that most immigrant youth used a national origin label alone, while U.S.-born youth used a pan-ethnic term alone or in combination with an American term. Results of the thematic analysis exploring youths’ ethnic identity affirmation indicated three themes among youths’ account of their ethnic affirmation: (a) pride; (b) communication difficulties; and (c) discrimination. Study findings have implications for examining Latinx youth ethnic identity development in new destination communities.

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Ferrer-Wreder, Laura, Carolyn Cass Lorente, William Kurtines, Ervin Briones, Janene Bussell, Steven Berman, and Ondina Arrufat. "Promoting Identity Development in Marginalized Youth." Journal of Adolescent Research 17, no. 2 (March 2002): 168–87. http://dx.doi.org/10.1177/0743558402172004.

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5

Freeman, Melvyn. "Seeking Identity — Township youth and Social Development." South African Journal of Psychology 23, no. 4 (December 1993): 157–66. http://dx.doi.org/10.1177/008124639302300401.

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The potential of South African youth to play an economically productive and socially reconstructive role in society has been questioned. In this article it is argued that personal development is central to social development, and that appropriate intervention programmes which target the psychological functioning of youth will substantially enhance the chances of youth playing socially constructive roles in society. A framework for such interventions is suggested. The article applies Erikson's theory of identity development to township youth, first within an historical perspective and then to current youth. It is argued that both historically and currently, identity for many young people has been integrally linked with struggle for political change. A major challenge facing psychologists and other change agents is to help youth shift from this identity, to one in which youth see themselves as builders of and contributors towards a new democratic society. Key elements derived from Eriksonian theory which might facilitate this change are presented.

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Brandon-Friedman, Richard A. "Youth Sexual Development: A Primer for Social Workers." Social Work 64, no. 4 (September 25, 2019): 356–64. http://dx.doi.org/10.1093/sw/swz027.

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Abstract Sexuality and sexual expression are core aspects of most clients’ lives, yet most schools of social work fail to cover sexual development, leaving social workers uninformed about this essential area of human development. This is particularly the case when the sexual development of youths is concerned, as youth sexuality is often considered too controversial to explore. Considering a positive approach to youth sexuality that seeks to enhance youths’ sexual development and promote their achievement of full sexual and reproductive rights, this article seeks to provide social workers with a resource they can use to enhance their understanding of youth sexual development and its applicability to social work practice. The two main theoretical orientations used to understand sexual identity development are covered as well as the research support for each. Following the explanation of theory is a discussion of how the two theoretical orientations can be integrated to form a more expansive base for the understanding of sexual identity development. A final section provides guidance on how an advanced understanding of youthful sexual identity development can enhance social work practice at the micro, mezzo, and macro levels.

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7

Syler, Claire, and Anna Chen. "Casting youth/Developing identity: Casting and racial and ethnic identity development." Youth Theatre Journal 31, no. 2 (July 3, 2017): 92–104. http://dx.doi.org/10.1080/08929092.2017.1370758.

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8

Michael, Paul K. "Youth Vulnerability and the Challenge of Human Development in Africa." Culture and Dialogue 8, no. 1 (May 19, 2020): 129–46. http://dx.doi.org/10.1163/24683949-12340079.

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Abstract This paper offers a philosophical response to an aspect of the youth question in Africa – the question of youth vulnerability and its consequences on the human development outcome. To achieve the desired goal, first, I stretch the concept of pathogenic vulnerability from being more than ordinarily vulnerable to being far more than ordinarily vulnerable. Second, I identify two elements of African cultural structure – primacy of community over the individual and the belief that elders always possess superior knowledge over the youth – that influence and restrict capacity/capabilities in African youth and therefore make their transition to adulthood defective. Consequently, the African youth is deprived of the special opportunity to develop, encounter and explore the various character options from which he/she learns, selects and forms her identity. Third, I argue that these restraints of capacity/capabilities make African youths far more than ordinarily vulnerable to human development outcome.

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Gambone, Michelle Alberti, Hanh Cao Yu, Heather Lewis-Charp, Cynthia L. Sipe, and Johanna Lacoe. "Youth Organizing, Identity-Support, and Youth Development Agencies as Avenues for Involvement." Journal of Community Practice 14, no. 1-2 (January 2006): 235–53. http://dx.doi.org/10.1300/j125v14n01_14.

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Halverson, Erica Rosenfeld. "InsideOut: Facilitating Gay Youth Identity Development Through a Performance-Based Youth Organization." Identity 5, no. 1 (January 2005): 67–90. http://dx.doi.org/10.1207/s1532706xid0501_5.

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Harris, Brandonn S., and Jack C. Watson. "Assessing Youth Sport Burnout: A Self-Determination and Identity Development Perspective." Journal of Clinical Sport Psychology 5, no. 2 (June 2011): 117–33. http://dx.doi.org/10.1123/jcsp.5.2.117.

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The utility of Deci and Ryan’s self-determination theory (1985) and Coakley’s unidimensional identity model (1992) has yet to be adequately assessed in understanding youth athlete burnout. This may be due to a lack of measures available to assess these relevant constructs in a youth athlete sample. Having such inventories would likely enhance practitioners’ ability to identify, prevent, and treat this phenomenon more effectively in young children. Therefore, the current study assessed the psychometric properties for modified burnout, motivation, and athletic identity inventories for a youth athlete sample. Participants included 88 youth swimmers ranging in age from 7 to 12 years, who completed measures assessing burnout, motivation, and athletic identity. Internal consistencies and exploratory factor analyses provided preliminary psychometric support for the use and continued evaluation of these revised measures with young athletes.

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Tran, Tham Thithu, and Elizabeth Bifuh-Ambe. "Ethnic Identity among Second-Generation Vietnamese American Adolescents." Journal of Ethnic and Cultural Studies 8, no. 2 (April 4, 2021): 167. http://dx.doi.org/10.29333/ejecs/622.

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Prior research shows that minority youths face many challenges as they develop their ethnic identity. These challenges include cultural conflicts (between home and school), language conflicts, and intergenerational conflicts. These conflicts may cause negative impacts on adolescents’ self-identification, mental health, behavioral patterns, and tensions in family relationships. This qualitative study examines the development of ethnic identity in second-generation Vietnamese American adolescents. Data collection took place in the form of focus groups, individual interviews, observations, and free listing of eleven Vietnamese American adolescents and two parents at their homes and at a Buddhist youth program. The results suggest that within a structured youth program that validates their individuality, ethnic minority youths can develop a healthy sense of ethnic identity; and in the process, socio-cultural and intergenerational conflicts can be mitigated.

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Engler, Jennifer N., and Constance M. Wiemann. "Separation-individuation and identity development in at-risk youth." Vulnerable Children and Youth Studies 5, no. 3 (October 4, 2010): 274–83. http://dx.doi.org/10.1080/17450128.2010.507802.

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Cheung, Christopher W., and Jacqueline M. Swank. "Asian American Identity Development: A Bicultural Model for Youth." Journal of Child and Adolescent Counseling 5, no. 1 (January 2, 2019): 89–101. http://dx.doi.org/10.1080/23727810.2018.1556985.

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15

Kim, Sujin. "Migrant youth identity work in transnational new mediascape." Journal of Asian Pacific Communication 28, no. 2 (August 10, 2018): 281–302. http://dx.doi.org/10.1075/japc.00013.kim.

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Abstract This paper argues that transnational new media space is an important developmental context for migrant youth who have multiple social networks across geographical and cultural locations. Informed by the ecological model of development and literacy studies, this paper examines Korean migrant adolescents’ sense of self and belonging in relation to the three intertwined identity categories – nationality, race, and ethnicity; and the role of new media in youth’s identity negotiation and representation. Using an ethnographic case study design, this paper analyzes adolescents’ identity work reflected in their verbal interviews and multimodal new media literacy practices. Findings suggest that despite the complexity of youths’ identity as seen in their shifting meaning of being Korean across national, ethno-cultural, and racial contexts, youths actively reconstructed and shared a fuller range of their identity constructs drawing on the resources and linguistic tools in transnational new media.

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16

Wu, Yi-Ju, Corliss Outley, and David Matarrita-Cascante. "Cultural Immersion Camps and Development of Ethnic Identity in Asian American Youth." Journal of Youth Development 14, no. 2 (June 20, 2019): 166–82. http://dx.doi.org/10.5195/jyd.2019.708.

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The purpose of this study was to explore camp outcomes specialized in ethnic identity among Asian American youth after they participated in a residential cultural immersion camp. In this study, the cultural immersion camp is viewed as a mediating factor that channels other influences in such a way as to guide Asian American youth to commit more expressly and more fully to their perception of ethnic identity. The results obtained from 3 cultural immersion camps located in the Western United States reveals that cultural immersion camp experiences significantly increase perceived levels of ethnic identity among Asian American youth. Implications of cultural immersion camp on the development of Asian American youth are discussed.

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Skerrett, Allison. "The Role of Language in Religious Identity Making." Literacy Research: Theory, Method, and Practice 66, no. 1 (June 30, 2017): 325–40. http://dx.doi.org/10.1177/2381336917718176.

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This article explores the processes of religious identity development in a Caribbean-Chinese adolescent who is from a multifaith, multilingual home. Findings include (1) the youth developed a Christian religious identity through his multiple situatedness within home and school worlds that privileged that faith and the dominant language of English with which it was associated and (2) the youth’s limited knowledge of his mother’s Chinese languages was associated with his limited exploration of an additional religious faith within his home. While previous links have been established between youths’ religious and cultural identities, this analysis submits the significance of language in religious identity development.

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Awokoya, Janet. "Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians: The Impact of Family, School, and Peer Contexts." Harvard Educational Review 82, no. 2 (June 1, 2012): 255–81. http://dx.doi.org/10.17763/haer.82.2.9v77p329367116vj.

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Past scholarship on immigrant racial and ethnic identity construction tends to ignore the processes by which social context influences identity at the individual level. In this qualitative study, Janet T. Awokoya presents a complex understanding of 1.5- and second-generation African immigrant youths’ identities. Awokoya explores how three major contexts—family, school, and peer groups—affect the ways in which African immigrant youth construct and negotiate their racial and ethnic identities. Further, she contends that the ways in which African immigrant youth are expected to conform to ideals of what it means to be African, Nigerian, African American, and Black, which dramatically shift across contexts, significantly confound the racial and ethnic identity constructions and negotiations for these youth. The article concludes with a discussion of practical and theoretical implications for identity development among Black immigrant youth.

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Phalet, Karen, Fenella Fleischmann, and Jessie Hillekens. "Religious Identity and Acculturation of Immigrant Minority Youth." European Psychologist 23, no. 1 (January 2018): 32–43. http://dx.doi.org/10.1027/1016-9040/a000309.

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Abstract. This review proposes an integrative contextual and developmental approach to religious identity development and acculturative adaptation among adolescents with an immigrant background. Relevant research with minority adolescents has addressed three main research questions: (1) What is distinctive about religious identity development in (Muslim) minority youth? (2) How does religious identity relate to their acculturative adaptation? and (3) What is the role of interpersonal and intercultural relations in specific acculturation contexts? In line with multiple developmental pathways in specific acculturation contexts, Muslim youth in Europe showed either stability or an increase in religious identification throughout adolescence, yet religious identity development varied greatly across religious communities and receiving societies. In support of the adaptive function of identity development in acculturating youth, (2) the religious identity of Muslim adolescents contributed positively to their psychological adaptation through the commitment to heritage culture values and identities; and it was either unrelated or conflicting with mainstream culture adoption and sociocultural adaptation, depending on specific acculturation contexts. Finally, religious identities reflect the bicultural social world of minority adolescents: strong and stable religious identities were premised on religious transmission in interpersonal relations with immigrant parents and minority peers. Moreover, religious identity conflict or compatibility with mainstream cultural values and identities was contingent on intercultural relations: perceived discrimination and Islamophobia fuel identity conflict in Muslim youth, whereas more harmonious intercultural relations enable compatible and adaptive pathways of religious identity.

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Kriukova, Olena, and Maryna Reva. "The Development of Professional Identity and Professional Mentality of Youth." Journal of History Culture and Art Research 9, no. 4 (December 22, 2020): 87. http://dx.doi.org/10.7596/taksad.v9i4.2736.

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Furrow, James L., Pamela Ebstyne King, and Krystal White. "Religion and Positive Youth Development: Identity, Meaning, and Prosocial Concerns." Applied Developmental Science 8, no. 1 (January 1, 2004): 17–26. http://dx.doi.org/10.1207/s1532480xads0801_3.

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22

Crocetti, Elisabetta, Rasa Erentaitė, and Rita Žukauskienė. "Identity Styles, Positive Youth Development, and Civic Engagement in Adolescence." Journal of Youth and Adolescence 43, no. 11 (February 2, 2014): 1818–28. http://dx.doi.org/10.1007/s10964-014-0100-4.

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Kaddoura, Nadya, and Ketty M. Sarouphim. "Identity development among Lebanese youth: An investigation of Marcia's paradigm." Heliyon 5, no. 11 (November 2019): e02851. http://dx.doi.org/10.1016/j.heliyon.2019.e02851.

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Arnold, Mary Elizabeth. "Supporting Adolescent Exploration and Commitment: Identity Formation, Thriving, and Positive Youth Development." Journal of Youth Development 12, no. 4 (December 13, 2017): 1–15. http://dx.doi.org/10.5195/jyd.2017.522.

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The large body of literature on adolescent identity formation, pre-dating and found largely outside the main body of positive youth development (PYD) literature, shows that identity formation remains a key process for adolescent well-being. This paper revisits the critical adolescent task of identity formation proposed by Erikson (1950) and outlines an alignment of identity formation with adolescent thriving and PYD. By highlighting the congruency of identity formation and PYD the paper considers the role that youth development programs can play in assisting the process of identity formation in adolescents. Practical program implications for facilitating identity formation are presented.

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Tsang, Sandra K. M., Eadaoin K. P. Hui, and Bella C. M. Law. "Positive Identity as a Positive Youth Development Construct: A Conceptual Review." Scientific World Journal 2012 (2012): 1–8. http://dx.doi.org/10.1100/2012/529691.

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Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual’s identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure of identity and examines its importance on adolescent developmental outcomes. It traces significant determinants of identity and proposes strategies for cultivation of positive identity. Observations on current research gaps in the study of identity and future research directions will also be discussed.

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Bates, Adam, Trish Hobman, and Beth T. Bell. "“Let Me Do What I Please With It . . . Don’t Decide My Identity For Me”: LGBTQ+ Youth Experiences of Social Media in Narrative Identity Development." Journal of Adolescent Research 35, no. 1 (November 3, 2019): 51–83. http://dx.doi.org/10.1177/0743558419884700.

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Social media provides Lesbian Gay Bisexual Transgender Queer Plus (LGBTQ+) youth with daily access to a broader sociocultural dialogue that may shape narrative identity development. Through in-depth narrative interviews, this study sought to understand the lived experiences of 11 LGBTQ+ undergraduates ( age range = 19-23) building narrative identities in the cultural context of social media and the role of social media within this process. Interviews were analyzed using an interpretative, individual analysis of personal stories. These experiences were then compared and contrasted through thematic analysis to identify four shared narrative themes. Narratives of merging safe spaces highlight how LGBTQ+ youth now have regular access to safe environments online/offline which facilitate more secure identity development. Narratives of external identity alignment describe social media as a tool for LGBTQ+ youth to seek out identities that match their preexisting sense of self. Narratives of multiple context-based identities encapsulate how adolescents’ identity markers are multiple and invoked in a context-dependent manner. Finally, narratives of individuality and autonomy characterize how LGBTQ+ youth perceive themselves as highly individualized members of a wider community. These findings highlight the complex role social media plays within LGBTQ+ youth identity development. The implications are discussed within.

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Bruner, Mark W., Shea M. Balish, Christopher Forrest, Sarah Brown, Kristine Webber, Emily Gray, Matthew McGuckin, Melanie R. Keats, Laurene Rehman, and Christopher A. Shields. "Ties That Bond: Youth Sport as a Vehicle for Social Identity and Positive Youth Development." Research Quarterly for Exercise and Sport 88, no. 2 (March 31, 2017): 209–14. http://dx.doi.org/10.1080/02701367.2017.1296100.

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28

Baker, Lucy. "Rational versus Fashionable: Youth Identity, Play and Agency in Namibian Cycling Mobilities." Progress in Development Studies 21, no. 3 (June 16, 2021): 264–79. http://dx.doi.org/10.1177/14649934211018519.

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The bicycle has been prescribed as an ‘intermediate mode of transport’ intended as a low-cost approach to address mobility inequality and poverty in sub-Saharan Africa. Within this framework, the bicycle is commonly intended to technologically advance head portage for those who cannot access motorized transport. The singular vision of the bicycle as a load-carrying device has sought to encourage industrious activities over alternative practices, such as play, embodied sensory experiences of mobility and conspicuous consumption for identity performance that are important aspects of youth agency. This article alternatively demonstrates the complexity of mobility and consumer behaviour among young Namibians as they negotiate multiple identities embodied in their mobility. In doing so, the article examines the limitations of youth agency expressed in play, mobility and subject formation, given the normative understandings of gender.

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Fairweather, Ian. "Heritage, Identity and Youth in Postcolonial Namibia." Journal of Southern African Studies 32, no. 4 (December 2006): 719–36. http://dx.doi.org/10.1080/03057070600995566.

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Ibold, Hans. "Disjuncture 2.0: youth, Internet use and cultural identity in Bishkek." Central Asian Survey 29, no. 4 (December 2010): 521–35. http://dx.doi.org/10.1080/02634937.2010.537135.

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Bingham, Natasha, and Christopher Duffy. "National Identity after a Conflict: National Identity Choice among Northern Irish Youth." Comparative Sociology 16, no. 6 (November 22, 2017): 716–45. http://dx.doi.org/10.1163/15691330-12341443.

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Abstract This work uses multinomial logistic regression to explore how Northern Irish youth view their national identity and the factors that shape their self-identification post-1998 Good Friday Agreement. We use the 2005-2015 Northern Ireland Young Life and Times Surveys of 16-year-olds to investigate these questions. The results indicate that intergroup contact is less influential than environmental factors on national identity. Residential and school composition has more of an effect on solidifying Irish identity than British identity (relative to that of a Northern Irish identity). Our work adds to the literature on national identity development and choice among young adults in post-conflict and post-peace-agreement environments.

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Browning, Christopher R., and Julia Hall. "Canal Town Youth: Community Organization and the Development of Adolescent Identity." Contemporary Sociology 32, no. 2 (March 2003): 202. http://dx.doi.org/10.2307/3089597.

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Atkins, Robert, and Daniel Hart. "Neighborhoods, Adults, and the Development of Civic Identity in Urban Youth." Applied Developmental Science 7, no. 3 (July 1, 2003): 156–64. http://dx.doi.org/10.1207/s1532480xads0703_6.

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Pollock, Lealah, and Stephen L. Eyre. "Growth into manhood: identity development among female-to-male transgender youth." Culture, Health & Sexuality 14, no. 2 (February 2012): 209–22. http://dx.doi.org/10.1080/13691058.2011.636072.

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Ullah, Philip. "Second‐generation Irish youth: Identity and ethnicity." New Community 12, no. 2 (June 1985): 310–20. http://dx.doi.org/10.1080/1369183x.1985.9975904.

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Nikitorowicz, Jerzy, Krzysztof Sawicki, and Emilia Zylkiewicz-Plonska. "YOUTH IDENTITY FROM ECOLOGICAL PERSPECTIVE BETWEEN EDUCATION AND PREVENTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 243. http://dx.doi.org/10.17770/sie2017vol3.2372.

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Socialisation is one of the key processes that shapes the identity of youth. This construct, which over the last century has undergone significant transformation, became a pattern for determining the purposes of upbringing (Nature vs. Nurture), or interpretative model that is used to explain character of this process from a socio-cultural perspective. On the basis of ecological framework, the concept of resilience and positive psychology, in recent years it has been developed a new approach towards socialisation - Positive Youth Development (PYD). Because of its relevance, pragmatic assumptions, this model is worth examining in terms of teleology, epistemology and methodical context.According to the Ecological Systems Theory of Urie Bronfenbrenner the youth socialisation process is included in the micro, meso, exo and macro systems. While the socialisation process, youth experiences the interactions between these systems, which in consequence shapes its identity. An element that fits into a methodical context is the characteristic of chosen supportive, educational and preventive actions undertaken towards youth in the northeastern Poland.

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Omukoba, Deckillah S., and Tommy K. Kiilu. "Online Group Interaction and the Development of Virtual Identity Among the Youth in Nairobi County, Kenya." International Journal of Business Management, Entrepreneurship and Innovation 3, no. 2 (September 19, 2021): 15–30. http://dx.doi.org/10.35942/jbmed.v3i2.187.

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The internet has taken the new role of community through online groups where youth congregate to interact, exchange ideas and pursue interests. As they engage in self-expression and self-presentation online, it is important to understand how virtual identity is negotiated and formed in those spaces. This research analyzed online group interaction and the development of virtual identity among the youth in Nairobi County. The objectives guiding the study were: 1) To establish the extent to which the youth are part of online groups. 2) To establish the reasons that influence the youth to join online groups. 3) To determine the extent to which online group membership develops the virtual identity of the youth. The independent variable in the study is online group interaction while the dependent variable is virtual identity development. Review of literature in this research is based on various aspects of online group interaction in relation to its potentiality in forming the virtual identity of group members. The communication theory of identity (CTI) and uses and gratification theory (U&G) were adopted to form the theoretical framework for this research. The study employed a mixed method research design in which the main methods used in data collection included; Self-administered questionnaires, Focus Group Discussions, and In-depth interviews. This study comprised four focus group discussions of ten members each sampled from two Universities in Nairobi County, a young professionals group in Kasarani sub-county and a youth support group in Mwiki Nairobi, County. Eight social media experts were interviewed. A cross-sectional survey targeting the youth was conducted in two Universities in Nairobi in which 384 questionnaires were administered to the targeted respondents. The data collected was analyzed qualitatively and quantitatively based on the themes derived from the objectives of this study. Quantitative data was analyzed using the SPSS software, while the qualitative data was analyzed using the NVIVO software. The three-dimensional identity model by Crocetti, Rubini, & Meeus, (2008) was also used to analyze objective three of this study. Findings revealed that the independent variable of online interaction influenced the performance of users online leading to the development of a virtual identity that they are associated with. Equally the reasons for interaction online such as bonding and bridging influence the kind of self-expressions that the users exhibit online thus characterizing their virtual identity. The study concluded that because the youth are engaging online, they are performing ever-changing identities. There is therefore a need for them to be guided for positive outcomes. Equally the study made the following recommendations, firstly, online group interactions could be used positively as a platform for social interaction and change. Secondly, more online groups that address youth related matters should be created as a way of addressing this transitional stage in life. The study suggested further research in rural context and the adult segment.

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Moncloa, Fe, Nancy Erbstein, Aarti Subramaniam, and Claudia Diaz Carrasco. "Guiding Principles for Reaching and Engaging Latinx Youth in Youth Development Programs." Journal of Youth Development 14, no. 2 (June 20, 2019): 46–63. http://dx.doi.org/10.5195/jyd.2019.679.

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This qualitative study presents practices associated with sustained youth engagement at 13 Latinx-serving youth development programs located in 3 California counties: 1 rural, 1 suburban and 1 urban. Empirical findings reflect 5 key dimensions of practice: (a) integrate extended understandings of positive youth development, (b) support positive ethnic identity development, (c) contend with physiological and social effects of discrimination, (d) respond to the ramifications of economic poverty, and (e) act upon the diversity of local and regional Latinx experience. Study findings translate into guiding principles that youth development programs are encouraged to operationalize based on local interests, needs, and resources.

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Chen, Zi, and V. Scott H. Solberg. "Pathways From Caring and Engaging Adults to Youth Vocational Identity: The Mediational Roles of Career Search Self-Efficacy and Goal Capacity." Youth & Society 50, no. 6 (August 16, 2017): 780–800. http://dx.doi.org/10.1177/0044118x17725459.

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This study examines the role played by access to caring and engaging adults, career search self-efficacy (CSSE), and goal capacity in the development of youth vocational identity. The study used a bootstrapping approach to analyze data, collected from a survey of 1,579 youths enrolled in 14 U.S. high schools, to test a hypothesized serial multiple mediation model. Results indicate both direct and multiple indirect pathways from adults influences to the youth vocational identity. Two specific pathways of influence were found through CSSE and goal capacity respectively. Additionally, a serial multiple mediation effect was found whereby CSSE and goal capacity collectively mediated the relationship. This indicates that greater access to caring and engaging adults contributes to higher CSSE, which accounts for a higher level of goal capacity, and eventually leads to the better vocational identity in youth. These findings establish notable implications for practices that are discussed in closing.

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Hofmann, Susanne. "¿Qué Onda? Urban Youth Culture and Border Identity - by Bejarano, Cynthia L." Bulletin of Latin American Research 28, no. 2 (April 2009): 315–17. http://dx.doi.org/10.1111/j.1470-9856.2008.298_20.x.

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Hasanah, Enung, Zamroni Zamroni, Achmad Dardiri, Setyabudi Indartono, and Supardi Supardi. "Literature Review of Parenting Style to Support the Development of Adolescent Identity." Asian Social Science 14, no. 6 (May 29, 2018): 157. http://dx.doi.org/10.5539/ass.v14n6p157.

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The purpose of this literature review is to identify the pattern of family care to support the development of adolescent identity. The results of the literature review show that the pattern of parenting that is able to optimize the identity of adolescents is authoritative parenting pattern. Parents are believed to be more democratic in communicating, giving adolescent independence to think and act about something that concerns their life, and put the youth as the center of family education.

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Wolak, Jennifer, and Carey E. Stapleton. "Self-Esteem and the Development of Partisan Identity." Political Research Quarterly 73, no. 3 (May 21, 2019): 609–22. http://dx.doi.org/10.1177/1065912919851556.

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Why do young people choose to identify with a political party? While existing accounts emphasize the importance of political socialization, we propose that young people’s self-perceptions also influence the adoption of partisan identities. Using survey data from the National Longitudinal Survey of Youth, we show that self-esteem plays an important role in the development of partisanship among young people, where those with higher self-esteem are more likely to adopt a partisan identity than those with low self-esteem. Using responses from the 2012–2013 American National Election Study, we further show that the effects of self-esteem are concentrated among young adults, promoting the adoption of partisan identities during one’s impressionable years. By focusing on the inheritance of partisanship from one’s parents, scholars have underestimated the importance of young people’s traits in influencing the development of partisan identities.

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Nolte, Insa. "Identity and violence: the politics of youth in Ijebu-Remo, Nigeria." Journal of Modern African Studies 42, no. 1 (March 2004): 61–89. http://dx.doi.org/10.1017/s0022278x03004464.

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This article examines the politics of youth in Ijebu-Remo (henceforth Remo) from the 1950s to the present. The emergence of the politics of youth in the 1950s and 1960s drew on precolonial discourse and was closely associated with the emergence of Remo's anti-federal postcolonial political identity. Since Nigeria's political and economic decline in the mid-1980s, strong feelings of exclusion – strengthened further by the political sidelining of Yoruba-speaking politicians in national politics between 1993 and 1999 – have contributed to an increase of nationalist sentiment in Remo youth politics. This is enacted through secrecy, a reinvention and utilisation of ‘traditional’ cultural practice, and the growing definition of local identity through ethnic discourse. Traditionally, Remo youth and elite politics have legitimised and supported each other, but the cohesion between these groups has declined since the return to democracy in 1999. Rivalry and conflict over local and national resources have led to bitter intergroup fighting, and young men's strategies to combat social exclusion remain mostly individual.

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Joo, Julia Noelani Javier. "A Summer of Discovery at Filipino Cultural School." Journal of Youth Development 14, no. 2 (June 20, 2019): 239–40. http://dx.doi.org/10.5195/jyd.2019.768.

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Culturally specific youth development programs have a strong influence on the identity development of a number of youth from diverse cultural backgrounds. The following essay details a young person’s experiences while attending a cultural school and provides important implications for youth development practitioners who serve youth from various cultural backgrounds and experiences.

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Anderson, Kim M., and Rachael Mack. "Digital Storytelling: A Narrative Method for Positive Identity Development in Minority Youth." Social Work with Groups 42, no. 1 (December 20, 2017): 43–55. http://dx.doi.org/10.1080/01609513.2017.1413616.

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Smith, Emilie Phillips, and Craig C. Brookins. "Toward the Development of an Ethnic Identity Measure for African American Youth." Journal of Black Psychology 23, no. 4 (November 1997): 358–77. http://dx.doi.org/10.1177/00957984970234004.

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Khanlou, Nazilla, and Charmaine Crawford. "Post-Migratory Experiences of Newcomer Female Youth: Self-Esteem and Identity Development." Journal of Immigrant and Minority Health 8, no. 1 (January 2006): 45–56. http://dx.doi.org/10.1007/s10903-006-6341-x.

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Fisher, Sycarah, Jennifer L. Reynolds, Wei-Wen Hsu, Jessica Barnes, and Kenneth Tyler. "Examining Multiracial Youth in Context: Ethnic Identity Development and Mental Health Outcomes." Journal of Youth and Adolescence 43, no. 10 (August 7, 2014): 1688–99. http://dx.doi.org/10.1007/s10964-014-0163-2.

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Alshoaibi, Maha Ali. "Social Media and Its Impact on Arab Youth Identity." Review of European Studies 11, no. 1 (December 26, 2018): 1. http://dx.doi.org/10.5539/res.v11n1p1.

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Through the analysis of influences from social networking sites surrounding the revolts of the Arab Spring, this paper seeks to evaluate about how the identity of Middle Eastern youth has been shaped by social media, and what future impact it could have on Middle Eastern social and political spheres. This paper relies on two key theories of the development of identity and self-perception - Social Cognitive Theory by Albert Bandura (1986) and Social Comparison theory by Festinger (1954). The paper shall try to make some unique contribution towards understanding the role that social media plays in transforming Arab youth identity, and its socio-political impact.

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Lu, Chieh, Verónica Benet-Martínez, and Richard W. Robins. "The Development of Ethnic Identity From Late Childhood to Young Adulthood: Findings From a 10-Year Longitudinal Study of Mexican-Origin Youth." Social Psychological and Personality Science 11, no. 5 (February 12, 2020): 709–17. http://dx.doi.org/10.1177/1948550619887699.

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Ethnic identity is a crucial developmental task for ethnic minority youth. The present study investigated the development of ethnic identity in a large sample of Mexican-origin youth ( N = 674) assessed biennially from age 10 to 19. Latent growth curve modeling was used to examine the trajectory of ethnic identity and its two facets: exploration (efforts to explore one’s ethnic group) and affirmation (positive connection to one’s ethnic group). Results showed a linear decline over time for ethnic identity and both facets; exploration declined more rapidly than affirmation. Using multigroup modeling, we tested whether the trajectories differ across gender and nativity. Compared to boys, girls’ ethnic identity, exploration, and affirmation decreased less. The trajectories did not differ for youth born in Mexico versus the United States. Discussion considers the impact of developmental, acculturative, and social–contextual processes on ethnic identity development as well unique features of our ethnic identity measure.

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