Artículos de revistas: "Contextual identity"

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Barrett, Susan E. "Contextual Identity." Women & Therapy 21, no. 2 (1998): 51–64. http://dx.doi.org/10.1300/j015v21n02_04.

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Lalonde, Castro, and Pariser. "Identity Tableaux: Multimodal Contextual Constructions of Adolescent Identity." Visual Arts Research 42, no. 1 (2016): 38. http://dx.doi.org/10.5406/visuartsrese.42.1.0038.

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3

Kulchytska, O., and E. Baloh. "Seymour Glass: Contextual and Linguistic Identity." Journal of Vasyl Stefanyk Precarpathian National University 2, no. 2-3 (2015): 77–86. http://dx.doi.org/10.15330/jpnu.2.2-3.77-86.

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In the article, the personality of Seymour Glass, the chief character of the Glass familysaga by J.D. Salinger, is analyzed from social and his own philosophical perspectives. Two ofSalinger’s works – ‚A Perfect Day for Bananafish‛ and ‚Hapworth 16, 1924‛, which complementeach other in terms of character analysis, – are the focus of our attention. They offer answers to thequestions (a) how the personality of Seymour predetermines the frame structure of the whole Glassseries, (b) why Salinger starts with the end of Seymour’s life and ends with its beginning, and (c)what are the author’s motives in writing ‚Hapworth‛ since one of its central ideas – philosophy ofreincarnation – has already been presented in ‚Teddy‛.

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4

Gold, Steven N., Jon D. Elhai, Bayard D. Rea, et al. "Contextual Treatment of Dissociative Identity Disorder." Journal of Trauma & Dissociation 2, no. 4 (2001): 5–36. http://dx.doi.org/10.1300/j229v02n04_02.

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Gold, Steven N., Jon D. Elhai, Bayard D. Rea, et al. "Contextual Treatment of Dissociative Identity Disorder." Journal of Transnational Management Development 2, no. 4 (1997): 5–36. http://dx.doi.org/10.1300/j130v02n04_02.

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6

Barceló, Joan. "Contextual effects on subjective national identity." Nations and Nationalism 20, no. 4 (2014): 701–20. http://dx.doi.org/10.1111/nana.12080.

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7

WenJie Wang, Yufei Yuan, and N. Archer. "A contextual framework for combating identity theft." IEEE Security & Privacy Magazine 4, no. 2 (2006): 30–38. http://dx.doi.org/10.1109/msp.2006.31.

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8

Olivier, Abraham. "CONTEXTUAL IDENTITY: THE CASE OF ANTON AMO AFER." Phronimon 16, no. 2 (2018): 58–77. http://dx.doi.org/10.25159/2413-3086/3818.

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What does it take for a person to persist through the various changes that he or she undergoes in the course of a lifetime? Consider the case of Anton Wilhelm Amo. Assumed to be born in Ghana in the first half of the eighteenth century, Amo was brought to Germany at the age of three or four, where he was reared by a German Duke. He obtained degrees in the natural sciences as well as philosophy, and became the first black philosophy professor in Germany. Wiredu argues that Amo was an African and a philosopher, therefore, he was an African philosopher. Amo returned to, what Wiredu calls, â€œhomeâ€, â€œto his motherlandâ€, after more than forty years. Could he have felt â€œat homeâ€ in Ghana? Was this really to be his â€œmotherlandâ€? Was Amo actually German or rather deep down Ghanaian? Who was Amo really? Amoâ€™s is no rare case in our time of globalisation. This is reflected by a large number of discussions on migration, immigration, interculturalism and multiculturalism across the globe. Philosophically these questions are typically treated as questions of personal identity. The case of Amo seems to pose above all one particular and persistent traditional philosophical question: What fact about a person such as Amo makes that person the same person through the various changes that he or she undergoes in the course of a lifetime? This paper considers possible responses to this question by comparing concepts of narrative, experiential, communal, cultural and placial identity, and offers an alternative, contextual identity.

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9

Abrams, Laura S. "Contextual Variations in Young Women's Gender Identity Negotiations." Psychology of Women Quarterly 27, no. 1 (2003): 64–74. http://dx.doi.org/10.1111/1471-6402.t01-2-00008.

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This article explores young women's strategies for seeking personal power and resisting gender-based stereotypes in a wealthy, suburban, White community and a working-class, urban, community of color. Semi-structured interviews with 27 young women were used to examine contextual variations in these gender identity negotiation processes. Both groups of young women were acutely aware of women's subordinate social and cultural position and this awareness contributed to some negative feelings about being female. However, their strategies for locating strength in their identities varied by social contexts. Moreover, the two groups of young women encountered distinct sets of stereotypes in their respective communities. Forms of resistance to these stereotypes led to significantly different behavior patterns. These comparisons build a richer theoretical understanding of the contextual dimensions of young women's gender identity negotiations.

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10

Lensink, Jip. "Contextual Theology as Heritage Formation: Moluccan Culture, Christianity, and Identity." Exchange 50, no. 3-4 (2021): 238–69. http://dx.doi.org/10.1163/1572543x-12341601.

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Abstract This article uses the case of Moluccan Protestantism to argue that contextual theology is not merely a postcolonial theological movement, but in some cases also can be understood as part of a larger post-independence political nation-building project of heritage formation. I show how in two key political periods the interests of the Moluccan Protestant church (GPM) and the Indonesian government coalesced. The word ‘heritage’ is central to the Moluccan contextual discourse, and the development of contextual theology resembles practices of heritage formation, being a controlled political process of careful selection of cultural forms, aimed at a sense of ‘authentic’ local identity. The development of a Moluccan contextual theology partakes in the socio-political effort of preservation of Moluccan cultural heritage. At the same time, and paradoxically, the heritage frame in which Moluccan contextual theology is embedded, also hinders the theological goal of contextualization. This article is based on anthropological research into Moluccan theology. Its innovative contribution and relevance lies in the interdisciplinary postcolonial perspective, that understands Moluccan contextual theology as both a theological exercise of inculturation and as a religious expression of Indonesia’s heritage politics.

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11

Sandy, Jillian, Pamela Mann, and Amanda VerMeulen. "Perspectives: Librarian Teaching Identities are Constructed and Contextual." Canadian Journal of Academic Librarianship 9 (December 19, 2023): 1–10. http://dx.doi.org/10.33137/cjal-rcbu.v9.41042.

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Drawing inspiration from our own experiences, we find that intentional development of teaching identity through a Community of Practice (CoP) may provide opportunities for librarians’ growth as teachers. The way academic librarians think about teaching identity significantly impacts their effectiveness in the classroom, and the formation of a CoP can yield especially impactful supportive relationships, self-reflective practices, and pedagogical discussions. Through a social learning approach, we recognize the positive impact learning in community can yield; additionally, because of the role of context in teaching, we identify possibilities to address barriers to development of teaching identities. Our focus is on practical application for librarians at any professional stage to use elements of a CoP to cultivate their teaching identity and evolve classroom techniques.

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Chen, Xiaoyu, Shuliang Bai, Qidan Ren, Yi Chen, Fangfang Long, and Ying Jiang. "The representation of contextual cue is stimulus-specific yet its expression is flexible." PeerJ 12 (April 30, 2024): e17318. http://dx.doi.org/10.7717/peerj.17318.

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Background Contextual cueing refers to the phenomenon in which individuals utilize frequently encountered environmental contexts, comprised of distractors, as cues to expedite a target search. Due to the conflict between the widespread occurrence of contextual cue transfer and the observed impact of changing the identity of distractors on contextual cue learning, the content of contextual cue representations remains contentious. Considering the independent nature of contextual cue learning and expression, our proposition is twofold: (1) Contextual cue representations are stimulus-specific, and (2) their expression is highly flexible. Methods To validate the model, two experiments were conducted. Experiment 1 aimed to confirm the hypothesis that contextual cue representations are stimulus-specific. We manipulated the identity consistency of distractors within repeated scenes during contextual cue learning. Difficulty in contextual cue learning under the identity-changing condition would suggest the necessity of identity within contextual cue representation, indicating the stimulus-specific nature of these representations. Experiment 2 was designed to affirm the conclusion of Experiment 1 and explore the flexibility in the expression of contextual cue representations. This experiment comprised two phases: learning and testing. During the learning phase, participants were exposed to two sets of repeated scenes in different colors under two learning conditions: load and no-load. Working memory load was introduced to interfere with the expression to prevent it from becoming automatic. In the subsequent testing phase, the colors of the two scene sets were interchanged to impede retrieval based on identity. If both load and no-load conditions demonstrate similar levels of contextual cue effects during the testing phase, it implies the flexibility in the expression of contextual cue representations and confirms the conclusion of Experiment 1. Results In Experiment 1, a notable contextual cue learning effect was observed under the identity-consistent condition (p = 0.001). However, this effect was not evident under the identity-changing condition (p = 0.286). This finding strongly supports the stimulus-specific nature of contextual cue representation. In Experiment 2, the contextual cueing effect appeared but did not show a significant difference between the two conditions (t(23) = 0.02, p = 0.987, BF10 = 0.215), indicating the cognitive system’s ability to flexibly redefine retrieval cues. This adaptability aligns with our hypothesis and confirms the high flexibility in the expression process of contextual cue representations and confirms the conclusion of Experiment 1.

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13

Cobb, Mark. "THE LOCATION AND IDENTITY OF CHAPLAINS: A CONTEXTUAL MODEL." Health and Social Care Chaplaincy 7, no. 2 (2013): 10–15. http://dx.doi.org/10.1558/hscc.v7i2.10.

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Kim, Kowoon, and Mary Ann Von Glinow. "Contextual determinants in disclosing one’s stigmatized identity during expatriation." Journal of Global Mobility 5, no. 3 (2017): 317–38. http://dx.doi.org/10.1108/jgm-01-2017-0004.

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Purpose The purpose of this paper is to add to the understanding of the international work experiences of lesbian and gay self-initiated expatriates (SIEs) with a particular focus on the effects of different contexts on their disclosure decisions. In doing so, this study responds to the call for more empirical and extensive studies of lesbian, gay, bisexual, and transgender (LGBT) expatriates. Design/methodology/approach This paper is based on in-depth analysis of four interviews of lesbian and gay SIEs. Findings The findings presented in this paper support three contextual determinants – personal, organizational, and country-level context. These contextual determinants significantly influence lesbian and gay SIEs’ disclosure decisions and their overall international work experience. Originality/value Given the rapid globalization and dynamic business environment, workforce diversity has become a business imperative over the past few decades. Diversity in today’s workforce includes not simply gender and racial diversity, but also age, culture, sexual orientation, religion, education, and disabilities as primary categories of diversity. Moreover, new technologies require highly skilled labor the world over, exacerbating existing global talent shortages. These advancements in technology, accompanied by massive shortfalls in skilled labor, have expanded the pool of potential expatriates to include those non-traditional ones who have been excluded from international assignments. Particularly, as LGBT rights to equal employment opportunity and their potential contributions to international assignments have been increasingly recognized worldwide in recent years, attention to LGBT expatriates has grown exponentially. Nevertheless, neither their experiences as lesbian and gay SIEs in international assignments nor the effects of contexts on those experiences, including disclosure decisions, have yet to be fully explored. In this sense, this paper provides a contribution to the deeper understanding of lesbian and gay SIEs in multidimensional contexts of an international assignment. Although the study examined lesbian and gay expatriates, results suggest insights into the entire LGBT expatriate community.

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15

Van Den Berg, Paul. "Be Prestige-Resilient! A Contextual Ethics of Cultural Identity." Ethical Theory and Moral Practice 7, no. 2 (2004): 197–214. http://dx.doi.org/10.1023/b:etta.0000032755.01672.7e.

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16

Dvorakova, Antonie. "Contextual identity experiencing facilitates resilience in Native American academics." Social Science Journal 55, no. 3 (2018): 346–58. http://dx.doi.org/10.1016/j.soscij.2017.12.001.

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17

Song, Bora, Dae Won Kim, and Ki-Hak Lee. "Contextual influences on Korean college students’ vocational identity development." Asia Pacific Education Review 17, no. 1 (2016): 175–84. http://dx.doi.org/10.1007/s12564-016-9420-2.

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Canell, Anastasia, and Grace I. L. Caskie. "CONTEXTUAL FACTORS RELATED TO CAREGIVER IDENTITY DISCREPANCY IN EMERGING ADULT CAREGIVERS." Innovation in Aging 6, Supplement_1 (2022): 559. http://dx.doi.org/10.1093/geroni/igac059.2112.

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Abstract Approximately 12-18% of unpaid family caregivers to older adults in the U.S. are 18-25 years old, yet minimal research focuses on this subgroup of caregivers (Levine, 2005). Because caregiver identity theory postulates that the extent to which informal caregivers integrate their caregiving roles and duties into their identity may relate to caregiver distress (Montgomery & Kosloski, 2012), contextual factors related to higher reported caregiver identity discrepancy should be assessed. In a sample of 135 emerging adult informal caregivers, the current study compared caregiver identity discrepancy across two factors: level of caregiving responsibility and caregiver gender. Caregiving responsibility had four groups: (1) primary with minimal help (n=54), primary but receiving some help (n=51), secondary (n=18), or shared (n=12). Caregiver identity discrepancy was measured using the five subscales of the Family Caregiver Identity Scale (Eifert et al., 2019). Caregiver identity discrepancy differed significantly by caregiving responsibility (p&lt;.001) and gender (p=.046). Emerging adult caregivers identifying as women reported statistically more caregiver identity discrepancy in family obligation (p=.003) and master identity (p=.036) domains than men. Caregiving responsibility showed statistically significant differences in role engulfment (p&lt;.001), loss of shared identity (p&lt;.001), family obligation (p=.013), and master identity (p=.010) domains of identity discrepancy. Emerging adult caregivers identifying as the primary caregiver with minimal help from others reported significantly more identity discrepancy than all other groups across subscales. These results demonstrate that young caregivers who have little support in task responsibilities and identify as a woman may be at particular risk for experiencing caregiver identity discrepancy.

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19

Byrne, Jennifer. "Contextual Identity among Liberian Refugees in Ghana: Identity Salience in a Protracted Refugee Situation." Politics & Policy 44, no. 4 (2016): 751–82. http://dx.doi.org/10.1111/polp.12169.

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YODER, AMY E. "Barriers to ego identity status formation: a contextual qualification of Marcia's identity status paradigm." Journal of Adolescence 23, no. 1 (2000): 95–106. http://dx.doi.org/10.1006/jado.1999.0298.

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21

Brieger, Steven A. "Social Identity and Environmental Concern: The Importance of Contextual Effects." Environment and Behavior 51, no. 7 (2018): 828–55. http://dx.doi.org/10.1177/0013916518756988.

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This study draws on social identity theory to explain differences in individual support for environmental protection, a conative component of environmental concern. It argues that an individual’s identification with higher social units—community, nation, and world—strengthens its in-group solidarity and empathy and, in consequence, its readiness to protect the environment benefiting the in-group’s welfare. The study hypothesizes that country-level manifestations of social identity (a) lift individuals’ support for environmental protection above the level that their own social identity suggests (elevator effect) and (b) reinforce the effect of individuals’ social identity on their support for environmental protection (amplifier effect). Using a sample of more than 30,000 individuals located in 38 countries around the world, the study finds strong evidence for the two contextual effects. The findings indicate that social identity plays an important role not just as an individual attribute but also as a central component of culture in fostering environmental concern.

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Zemmrich, Eckhard. "Developing Christian Identity." Ecclesial Practices 1, no. 1 (2014): 111–33. http://dx.doi.org/10.1163/22144471-00101006.

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For the comparatively young Protestant churches in Indonesia, questions of Christian identity are of vital importance within their cultural environments which are shaped by other religions. Drawing on examples of developments in the history of three Indonesian churches in Sulawesi, Java and Bali, different aspects of the struggle to contextualize Christian identity are traced. For this, two Academic concepts of Indonesian contextual theology are employed, those of Theodorus Kobong and Emanuel Gerrit Singgih. Interpreted with the aid of basic categories used in theories of intercultural theology, those developments are read as pointing to the question on which role ecclesial practice plays within the hermeneutic circle between text and context for constituting Christian identity.

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Vella, Anthony Joseph. "A Digital Identity: Creating Uniqueness in a New Contextual Domain." E-Learning and Digital Media 10, no. 3 (2013): 285–93. http://dx.doi.org/10.2304/elea.2013.10.3.285.

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Xu, Jennifer, G. Alan Wang, Jiexun Li, and Michael Chau. "Complex Problem Solving: Identity Matching Based on Social Contextual Information." Journal of the Association for Information Systems 8, no. 10 (2007): 525–45. http://dx.doi.org/10.17705/1jais.00141.

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Schmitz, Rachel M., and Kimberly A. Tyler. "Contextual constraints and choices: Strategic identity management among LGBTQ youth." Journal of LGBT Youth 15, no. 3 (2018): 212–26. http://dx.doi.org/10.1080/19361653.2018.1466754.

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McNaughton, Susan Maree, and Jennie Billot. "Negotiating academic teacher identity shifts during higher education contextual change." Teaching in Higher Education 21, no. 6 (2016): 644–58. http://dx.doi.org/10.1080/13562517.2016.1163669.

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Supple, Andrew J., Sharon R. Ghazarian, James M. Frabutt, Scott W. Plunkett, and Tovah Sands. "Contextual Influences on Latino Adolescent Ethnic Identity and Academic Outcomes." Child Development 77, no. 5 (2006): 1427–33. http://dx.doi.org/10.1111/j.1467-8624.2006.00945.x.

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Quek, Genevieve L., and Marius V. Peelen. "Contextual and Spatial Associations Between Objects Interactively Modulate Visual Processing." Cerebral Cortex 30, no. 12 (2020): 6391–404. http://dx.doi.org/10.1093/cercor/bhaa197.

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Abstract Much of what we know about object recognition arises from the study of isolated objects. In the real world, however, we commonly encounter groups of contextually associated objects (e.g., teacup and saucer), often in stereotypical spatial configurations (e.g., teacup above saucer). Here we used electroencephalography to test whether identity-based associations between objects (e.g., teacup–saucer vs. teacup–stapler) are encoded jointly with their typical relative positioning (e.g., teacup above saucer vs. below saucer). Observers viewed a 2.5-Hz image stream of contextually associated object pairs intermixed with nonassociated pairs as every fourth image. The differential response to nonassociated pairs (measurable at 0.625 Hz in 28/37 participants) served as an index of contextual integration, reflecting the association of object identities in each pair. Over right occipitotemporal sites, this signal was larger for typically positioned object streams, indicating that spatial configuration facilitated the extraction of the objects’ contextual association. This high-level influence of spatial configuration on object identity integration arose ~ 320 ms post-stimulus onset, with lower-level perceptual grouping (shared with inverted displays) present at ~ 130 ms. These results demonstrate that contextual and spatial associations between objects interactively influence object processing. We interpret these findings as reflecting the high-level perceptual grouping of objects that frequently co-occur in highly stereotyped relative positions.

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Zrudlo, Leo. "A search for cultural and contextual identity in contemporary Arctic architecture." Polar Record 37, no. 200 (2001): 55–66. http://dx.doi.org/10.1017/s0032247400026759.

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AbstractThis paper describes a two-decade search for a means of giving cultural and/or contextual identity to contemporary architecture in Arctic Québec. Although the search took place in Arctic Québec and for the Inuit of that area, it is proposed that the process and the examples could be useful for the Arctic in general. The notion of global uniformity in architecture is presented and the possible disappearance of the identity of any small cultural group and its consequences are considered. The lack of visual indicators in contemporary Arctic architecture is discussed, and it is suggested that the buildings were not designed for the Inuit people or for a very harsh climate in an unusual physical environment. A few examples of buildings from the early 1970s to more recent times, which display some hint of cultural or contextual sensitivity, are discussed. Definitions for culture and context from various architects, theorists, critics, and organisations are given. An analytical framework that correlates Arctic cultural and contextual sources with three different perceptual levels of expression to be integrated into a design at various levels of architectural representation is set out. A research project on culturally appropriate Inuit housing and several architectural design studios on a variety of building types are then delineated, giving a brief account of their genesis as well as a discussion of their cultural/contextual sources of inspiration, the perceptual level of expression, and the level of architectural representation.

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Arabo, Abdullahi, Qi Shi, and Madjid Merabti. "Context-Aware Identity Management in Pervasive Ad-hoc Environments." International Journal of Advanced Pervasive and Ubiquitous Computing 1, no. 4 (2009): 29–42. http://dx.doi.org/10.4018/japuc.2009100103.

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Contextual information and Identity Management (IM) is of paramount importance in the growing use of portable mobile devices for sharing information and communication between emergency services in pervasive ad-hoc environments. Mobile Ad-hoc Networks (MANets) play a vital role within such a context. The concept of ubiquitous/pervasive computing is intrinsically tied to wireless communications. Apart from many remote services, proximity services (context-awareness) are also widely available, and people rely on numerous identities to access these services. The inconvenience of these identities creates significant security vulnerability as well as user discomfort, especially from the network and device point of view in MANet environments. In this article, the authors address how contextual information is represented to facilitate IM and present a User-centered and Context-aware Identity Management (UCIM) framework for MANets.

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NEO, Jaclyn L. "A Contextual Approach to Unconstitutional Constitutional Amendments: Judicial Power and the Basic Structure Doctrine in Malaysia." Asian Journal of Comparative Law 15, no. 1 (2020): 69–94. http://dx.doi.org/10.1017/asjcl.2020.8.

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AbstractThis article takes a contextual approach to analyzing judicial engagement with the doctrine of unconstitutional constitutional amendments. It argues that in assessing judicial reception of the basic structure doctrine, and the content of the constitutional identity that such a doctrine seeks to preserve, a normative universalist or even functionalist approach is not sufficient. Instead, such a doctrine should be justified and understood contextually. It is necessary to contextualize constitutional identity in order to give it a robust character, rather than assuming a set of characteristics most often associated with liberal democratic constitutionalism and without understanding the political, social, and economic conditions in which the constitution operates. This article thus uses the example of Malaysia and how the courts have engaged with the basic structure doctrine to show how a contextual approach could have greater explanatory effect, including on why certain issues are more strongly contested in some countries than in others.

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Doane, Gweneth A. Hartrick. "Am I Still Ethical? the socially-mediated process of nurses’ moral identity." Nursing Ethics 9, no. 6 (2002): 623–35. http://dx.doi.org/10.1191/0969733002ne556oa.

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In a recent, currently unpublished, research project that sought to examine the meaning and enactment of ethical nursing practice across a variety of clinical settings, the significance of moral identity was highlighted. This article describes the findings and illuminates how the moral identities of the nurse participants arose and evolved as they navigated their way through the contextual and systemic forces that shaped the moral situations of their practice. The study revealed the socially-mediated process of identity development and the narrative, dialogical, relational and contextual nature of nurses’ moral identities.

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Heimbrock, Hans-Günter. "“RELIGIOUS IDENTITY” BETWEEN HOME AND TRANSGRESSION." International Journal of Education and Religion 2, no. 1 (2001): 63–78. http://dx.doi.org/10.1163/1570-0623-90000032.

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Jewish and Christian theologies are guided by the same convictions, basically a message about the non-identic. This article presents a critical theological evaluation of the use of religion as means to develop identity. After addressing the concept of “religious identity” in contemporary discussions, it summarizes basic elements of a theological approach. Third, these insights about identity are reformulated within a contextual and life world theological approach. Finally, the text draws some conclusions, which focus on identity formation within pluralistic cultures.

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Salinas, Danisa. "EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile." World Journal of Education 7, no. 6 (2017): 1. http://dx.doi.org/10.5430/wje.v7n6p1.

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The research aims at exploring how macro and micro contextual factors have influenced on the construction ofEnglish as a foreign language (EFL) teachers’ identity in education reform contexts in Chile based on socioculturaltheories. Grounded theory was used in the methodological design to analyse and categorize data utilizing theATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFLteachers participated in the research. From a macro contextual environment, results show that educational demandsturn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers’ identity resultingin a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond,and work climate) and cognitive dimensions (in-service training) with a dual role – strengthening or weakening EFLteachers’ identities.

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Seaman, Jayson, Erin Hiley Sharp, and Andrew D. Coppens. "A dialectical approach to theoretical integration in developmental–contextual identity research." Developmental Psychology 53, no. 11 (2017): 2023–35. http://dx.doi.org/10.1037/dev0000383.

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Todorova, Irina L. G., and Tatyana Kotzeva. "Contextual shifts in Bulgarian women's identity in the face of infertility." Psychology & Health 21, no. 1 (2006): 123–41. http://dx.doi.org/10.1080/14768320500143354.

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Pennington, Martha C., and Jack C. Richards. "Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors." RELC Journal 47, no. 1 (2016): 5–23. http://dx.doi.org/10.1177/0033688216631219.

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Reveles, John M., and Bryan A. Brown. "Contextual shifting: Teachers emphasizing students' academic identity to promote scientific literacy." Science Education 92, no. 6 (2008): 1015–41. http://dx.doi.org/10.1002/sce.20283.

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Simon, Xolile. "MISSION AS FRONTIER-CROSSING AND IDENTITY FORMATION: AN INTEGRATING CONTEXTUAL MISSIOLOGY." Scriptura 100 (June 12, 2013): 89. http://dx.doi.org/10.7833/100-0-657.

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Henfield, Malik S., Ahmad R. Washington, Lisa De La Rue, and Janice A. Byrd. "Black Male School Counselor Educator Contextual Explorations in Leadership." Professional School Counseling 21, no. 1b (2017): 2156759X1877359. http://dx.doi.org/10.1177/2156759x18773591.

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The counseling profession has seen an increase in research exploring counselor educators’ professional identity development. Leadership skills are noted in the Council for Accreditation of Counseling and Related Educational Programs standards as an important part of a school counselor’s identity, but scholars have paid less attention to leadership identity development for counselor educators. This lack of emphasis in the literature is even more evident when considering the leadership development of racial and ethnic minority counselor educators in school counseling programs. This article explores and critiques noted leadership approaches and provides firsthand accounts of two Black male counselor educators’ experiences leading school counseling programs.

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Clément, Richard, and Bonny Norton. "Ethnolinguistic Vitality, Identity and Power: Investment in SLA." Journal of Language and Social Psychology 40, no. 1 (2020): 154–71. http://dx.doi.org/10.1177/0261927x20966734.

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This article concerns the relationship between social context, identity and intergroup relations. It reviews early formulations pertaining to contextual influences and proceeds to examine vitality theory, specifically, ethnolinguistic vitality (EV). The ensuing discussion considers objective aspects of EV such as the demographic representation of a group and delineates multiple influences modulating their impact on intergroup relations. Subjective formulations of EV focusing on how it is perceived are then examined in view of their interaction with intergroup issues such as ideologies, the formation of networks and language loss. While acknowledging the wide conceptual girth of EV, a central intergroup issue remains communication. Following through, issues pertaining to language acquisition are therefore scrutinized as they relate to EV, linguistic identification, and motivation. A parallel is drawn with Bourdeusian approaches, which orient the analysis toward the dynamics of power and investment. Specifically, attention is directed to ideological and identity processes underpinning the learner’s involvement in the learning task. The paper concludes with a discussion of the relevance of the concept of global English as well as the necessity for a framework of contextual factors reaching beyond intrapsychic constructs.

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Butler, Clare, Jocelyn Finniear, Anne Marie Doherty, and Steve Hill. "Exploring identity: a figurative character image-elicitation approach." Qualitative Research in Organizations and Management: An International Journal 9, no. 2 (2014): 151–68. http://dx.doi.org/10.1108/qrom-10-2012-1103.

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Purpose – The purpose of this paper is to explore the potential of incorporating visual methods in the study of identity and identity work. Design/methodology/approach – Scholars have proposed a range of approaches to the study of identity. However, studies have typically relied on interviews or surveys with little exploration of the dynamic narrating of self-in-situ inherent to identity and identity work. The paper reviews the aforementioned methods, builds on the power of visual approaches, and proposes a method involving figurative character image-elicitation (FCI). FCI uses personal, contextual cartoon-style images to mobilize and encourage the narration of identity. The paper details the development of the approach, drawing on a pilot study, and reports its use in an exploratory study of employee identity. Findings – The results suggest that the use of FCI provides a situated focus for the narration of identity with the signifying – self-insitu – nature of the images providing room for participants to position themselves as subject. These features are also suggested to provide a safe distance for a more in-depth and expressive discussion which transcends impression management. Originality/value – The use of FCI has highlighted the power of visual methods in the exploration of identity and identity work. The approach is personally engaging and contextually adaptable providing methodological opportunities for a range of organizational and societal studies.

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Schmitz, Rachel M., and Kimberly A. Tyler. "‘Life has actually become more clear’: An examination of resilience among LGBTQ young adults." Sexualities 22, no. 4 (2018): 710–33. http://dx.doi.org/10.1177/1363460718770451.

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Though lesbian, gay, bisexual, transgender and queer (LGBTQ) young adults in the USA experience identity-based adversities, they also develop resilience. Research overemphasizes these young people's risks without fully considering their unique social environments. This study documents how LGBTQ young people subjectively and contextually interpret arduous life experiences. Based on 46 LGBTQ young adults aged 19–26 who are either homeless or attending college, we examine how LGBTQ young people with diverse contextual life situations develop understandings of resilience. Findings underscore nuanced processes young people use to reframe their identity-related challenges that enrich their lives in meaningful, resilience-building ways.

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44

Liu, Cong, Kalinka Timmer, Lu Jiao, Yuan Yuan, and Ruiming Wang. "The influence of contextual faces on bilingual language control." Quarterly Journal of Experimental Psychology 72, no. 9 (2019): 2313–27. http://dx.doi.org/10.1177/1747021819836713.

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How do faces with social-cultural identity affect bilingual language control? We approach this question by looking at the switch cost patterns and reversed language dominance effect, which are suggested to reflect bilingual language control mechanisms, in the absence (i.e., baseline context) or presence of faces with socio-cultural identity (Asian or Caucasian). In separate blocks, the face matched (i.e., congruent context) or mismatched (i.e., incongruent context) the language to be spoken. In addition, cue preparation time was manipulated to be long (Experiment 1) or short (Experiment 2). In both experiments, a unique asymmetric switch cost with larger costs for L2 was observed in the congruent context as compared with the baseline and incongruent contexts. Furthermore, the reversed language dominance effect was not modulated across contexts. These results suggest a critical role of contextual faces in modulating local but not global language control. Thus, bilingual language control changes flexibly within an environment that includes faces with socio-cultural identity.

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45

Ramarajan, Lakshmi, Julie Yen, Vanessa Conzon, et al. "Shaping Professional Identity and Practice: The Role of Personal and Contextual Factors." Academy of Management Proceedings 2020, no. 1 (2020): 12691. http://dx.doi.org/10.5465/ambpp.2020.12691symposium.

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Thomas, Anita Jones, Denada Hoxha, and Jason Daniel Hacker. "Contextual Influences on Gendered Racial Identity Development of African American Young Women." Journal of Black Psychology 39, no. 1 (2012): 88–101. http://dx.doi.org/10.1177/0095798412454679.

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Julian, Nikki, David K. Duys, and Susannah M. Wood. "Sexual Identity Formation of Women Who Love Women: A Contextual View Point." Journal of LGBT Issues in Counseling 8, no. 2 (2014): 189–205. http://dx.doi.org/10.1080/15538605.2014.895665.

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Destin, Mesmin. "Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education." Current Directions in Psychological Science 29, no. 2 (2020): 161–66. http://dx.doi.org/10.1177/0963721420901588.

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A growing amount of psychological research contributes to the understanding of complex social issues, including socioeconomic disparities in academic outcomes. At a basic level, several studies demonstrate the ways that socioeconomic resources and opportunities shape the identities of students during adolescence and young adulthood, particularly emphasizing how they imagine their lives in the future. These future identities, in turn, affect how students engage in school tasks and respond to academic difficulty. The implications of these basic insights connecting socioeconomic resources, identity, and academic outcomes are most meaningful when considered within various levels of social-contextual influence that surround students. A collection of studies demonstrates how peers, parents, teachers, and educational institutions as a whole can be targeted and leveraged to support student identities and outcomes. This deepened engagement with various levels of context can complement and advance the existing emphasis on individual-level intervention as a strategy to contribute to the progress of psychological science toward greater influence and significance.

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49

Bornman, Elirea. "Identity, social groups and communication." Communicare: Journal for Communication Studies in Africa 23, no. 1 (2022): 149–70. http://dx.doi.org/10.36615/jcsa.v23i1.1787.

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The recent flourishing in discourses on identity in the social sciences as well as the factthat struggles of identity have become the paradigmatic form of social and politicalconflict in the modern world form the contextual framework of this article. Firstly, itexplores the development of theorising and research on identity in a sister discipline ofCommunication Science, namely Psychology, and specifically the development of socialidentity theory that acknowledges the vital role of social groups in identity processes.Furthermore, it explores how some subdisciplines of Communication Science deal withidentity issues and, more specifically, with the role of social identities in communicationrelatedphenomena. An alternative theoretical framework for the study of communicationand identity is discussed. Finally, attention is given to the way in which processesassociated with identity could influence communication-related phenomena and couldbe incorporated in the theorising and research within various subdisciplines ofCommunication Science.

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Quinaud, Ricardo T., Ana Fernandes, Carlos E. Gonçalves, and Humberto M. Carvalho. "Student-Athletes’ Motivation and Identity: Variation Among Brazilian and Portuguese University Student-Athletes." Psychological Reports 123, no. 5 (2019): 1703–23. http://dx.doi.org/10.1177/0033294119892885.

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This study examined the variation of student-athletes’ identity and motivation across Portuguese and Brazilian universities, accounting for variation in gender, student-athletes’ training hours per week, sports level, student-athletes status within each university, and university type. We initially established the validity of the Baller Identity Measurement Scale questionnaire and the Student-Athletes’ Motivation toward Sports and Academics Questionnaire-based observations among 441 Brazilian and Portuguese student-athletes. Then, the validated version of the questionnaires was applied to a total sample of 765 student-athletes from Brazil (n= 568) and Portugal (n = 197). We further considered individual (hours of training and student-athlete status) and contextual characteristics (university type and country). Multilevel regression and poststratification were used to estimate each student-athlete identity and motivation as a function of his or her individual and contextual characteristics. Overall, the predictions showed that cultural (country), academic (type of university), and athletic (training hours) context likely have a substantial influence on student-athletes’ identity and motivation.

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