Browsing by Subject "Identity (Psychology) in adolescence"
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Item Creating new spaces : investigating opportunities for identity exploration in a high school English classroom(2007-05) Vetter, Amy Maurine, 1976-; Fairbanks, Colleen M.; Maloch, BethItem Creating new spaces: investigating opportunities for identity exploration in a high school English classroom(2007) Vetter, Amy Maurine; Fairbanks, Colleen M.; Maloch, BethThe purpose of this qualitative study was to examine how identity exploration occurred in a high school English classroom. This semester-long study employed ethnographic methods of data collection, including student and teacher interviews, classroom observations, and video and audio recordings of classroom events. Data was analyzed using the constant comparative method and discourse analysis (Davies and Harré, 1990; Gee, 2005; Strauss and Corbin, 1990). Sociocultural theories of language and literacy and theories of identity and agency were used to inform analysis about the relationship between identity and literacy in this high school English classroom with a White teacher and African American and Latino/a students (Bakhtin, 1981; Holland, Skinner, Lachicotte, and Cain, 1998; Wells, 1999). Findings suggest that the following four categories of instructional practices and talk were used to facilitate identity exploration by the teacher: (a) connection of classroom literacy practices to the everyday lives and literacies of students, (b) encouragement of multiple perspectives and viewpoints, (c) engagement in the investigation of sociopolitical issues, and (d) development of student agency. These practices and ways of talking attempted to create a figured world that valued students’ backgrounds and discourses. The case studies of three students provided insight into how they appropriated, resisted, and/or transformed identities and literacy practices during identity work. The students’ stories indicated that identity exploration provided a space for them to reshape old identities and imagine new identities, to transform the classroom structure in order to be successful, and to examine tensions in order to make changes within their local contexts. This study offers insight into the possibilities of identity exploration in literacy classrooms and argues that identity work may be one way for teachers to transform opportunities in the classroom for students with diverse backgrounds.Item Mexican American adolescent identity development and possible selves theory(Texas Tech University, 1999-05) MargeeThe process of identity development is an essential task during adolescence. This development has a major impact on an adolescent's performance, interaction with others and his or her behavior. Successful development results in an adolescent being capable of making choices that lead to acceptable school accomplishment, the ability to form healthy relationships with family and others, and behavior that is sanctioned by society. Although most adolescents report participating in risky behavior, for the majority of adolescents this behavior does not become chronic or severe. Poor developmental outcome can result in chronic or serious delinquent behavior including drug use and violence, repeated school failure, and either unemployment or underemployment. Society has a legitimate interest in curbing adolescent delinquent behavior. Effective interventions are an essential element of society's response to adolescent delinquency. Previous research has shown that the process of adolescent identity development includes the ability to generate the possibility of both a positive and negative future self. Studies have shown that successful outcomes can be predicted based on the adolescent's balance between positive and negative selves. Levels of delinquency are related to levels of balance in possible selves. Current research approaches are integrated to explore intra-psychic, interpersonal, and the wider social context to expand understanding of adolescent identity development and behavior. This research project includes proven measures of internal locus of control, identity style, parental bonding, general family function, levels of adolescent risk based on behavior, as well as the balance of possible selves. This dissertation expands prior research to include a population of Mexican-American adolescents. The Mexican-American population has been seriously underrepresented in previous research studies. The participants for this research include adolescents with a range of risk behavior. The subjects include those with high academic performance and no behavioral problems as well as incarcerated adolescents. An improved understanding of an adolescent's delinquent identity development and behavior contributes to the quality of intervention programs. This research makes an important contribution to the understanding of cultural differences in adolescent identity development.Item Mexican-origin girls as researchers: exploring identity and difference in a participatory action research project(2006) Martinez, Leticia Raquel; Fairbanks, Colleen M.