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NASPA Journal, Vol. 40, no. 3, Spring 2003 Conceptualizing Identity Development: Unmasking the Assumptions within Inventories Measuring Identity Development Christy D. Moran ❖ The purpose of this qualitative research was to analyze the dimensions and manifestations of identity development embedded within commonly used instruments measuring student identity development. To this end, a content analysis of ten identity assessment tools was conducted to determine the assumptions about identity development contained therein. Findings suggest the importance of

NASPA Journal, 2009, Vol. 46, no. 3 469 Conceptualizing Identity Development: Unmasking the Assumptions Within Inventories Measuring Identity Development Christy D. Moran v This article was originally published in 2003, vol. 40, no. 3. At that time, Christy Moran Craft, Ph.D., was an assistant professor of higher education administration in the School of Education at the University of Missouri-Kansas City. Currently Dr. Craft is an assistant professor of student affairs in the College of Education at Kansas State University. The purpose of this qualitative

Part I Identity Development

142 7 Identity Development Seth J. Schwartz, Miguel Ángel Cano, and Byron L. Zamboanga Nineteen- year- old Yuliana, a second- generation Dominican American who had grown up in New York City, recently moved to a small Ohio college town to pursue her studies. In NYC, she rarely thought about her ethnic- ity. The Washington Heights neighborhood where she had lived is a densely populated, largely Dominican neighborhood. During early and middle child- hood, when she attended a neighborhood school, most of her friends were other Dominican Americans from the area

Volume 4, Issue 1 2009 Article 7 Multicultural Learning and Teaching Identity Development for Black Adolescents in Predominately White Rural Communities Deborah L. McGriff, University of Wyoming Recommended Citation: McGriff, Deborah L. (2009) "Identity Development for Black Adolescents in Predominately White Rural Communities," Multicultural Learning and Teaching: Vol. 4: Iss. 1, Article 7. DOI: 10.2202/2161-2412.1045 Multicultural Learning and Teaching  (2009

color, and there has been increasing scholarship as to what an effective teacher of students of color is. (p. 429–430) Helping teacher candidates to come to terms with their individual racial identity development and their impact on their teaching pedagogy may be one way of providing an opportunity for such dialogue in order to promote anti-racist consciousness among teacher candidates in their school communities. Giroux (1997 ) supported this approach many years ago when he wrote that: Analyzing Whiteness opens a theoretical space for teachers and students to

NASPA Journal, Vol. 40, no. 3, Spring 2003 Ethnic Identity Development and Collegiate Experience of Asian Pacific American Students: Implications for Practice Shozo Kawaguchi ❖ The purpose of this study was to examine the ethnic iden- tity development of Asian Pacific American college stu- dents in conjunction with their collegiate experience. The conceptual framework for this study was drawn from Weidman’s (1989) undergraduate socialization model and ethnic identity variables. Fifteen graduating Asian Pacific American seniors at a predominantly White

-teacher-authored narratives. Journal of Teacher Education for Sustainability , 19 (2), 21–35. Rashidi, N., & Meihami, H. (2019). The role of negotiation about cultural issues on the ESP teachers’ cultural identity development: A narrative inquiry. Xlinguae , 12 (2), 111–129. Richardson, P. W., & Watt, H. M. (2018). Teacher professional identity and career motivation: A lifespan perspective. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity (pp. 37–48). Cham: Springer. Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profling

framework of translingual practice ( Canagarajah 2013a , 2013b ). Specifically, we explore how teachers’ contact with other languages and cultures in their lifetime shapes their identity negotiation, influencing how they are positioned in their lives and workplaces. We also investigate not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In our narrative study of teachers’ life histories, we examine how their translingual practice emerges and develops in relation to

NASPA Journal, Vol. 42, no. 3 Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders Kristen A. Renn Brent L. Bilodeau v Although a growing body of scholarship describes the development of LGBT identity in college students and abundant literature provides evidence of the developmen- tal impact of campus involvement, little has been known about the experiences of LGBT student leaders. We inter- viewed 15 students from three Midwestern institutions and analyzed data using an emerging model of Leadership Identity Development