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How Do Opinions Power the Group Up? A Critical Review of Social Identity Concepts in Opinion-Based Groups 舆论如何增强群体的力量？对意见型群体中社会认同概念的批判性评述
Identity Pub Date : 2024-08-29 DOI: 10.1080/15283488.2024.2389432
Anna Monik, Michał Parzuchowski
{"title":"How Do Opinions Power the Group Up? A Critical Review of Social Identity Concepts in Opinion-Based Groups","authors":"Anna Monik, Michał Parzuchowski","doi":"10.1080/15283488.2024.2389432","DOIUrl":"https://doi.org/10.1080/15283488.2024.2389432","url":null,"abstract":"We conducted a meta-analysis and a narrative review of the concept of the social identity in opinion-based groups and its impact on intergroup relations. The following research questions were explo...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Utilizing sociocultural identity to cope with poverty-related stress: methodological insights from developing a coping intervention 利用社会文化认同应对与贫困有关的压力：从制定应对干预措施中获得的方法论启示
Identity Pub Date : 2024-08-17 DOI: 10.1080/15283488.2024.2383750
Adithi Rajagopalan, Esha Vaid, Beck Scheinberg, Breana G. Genaro, Martha E. Wadsworth
{"title":"Utilizing sociocultural identity to cope with poverty-related stress: methodological insights from developing a coping intervention","authors":"Adithi Rajagopalan, Esha Vaid, Beck Scheinberg, Breana G. Genaro, Martha E. Wadsworth","doi":"10.1080/15283488.2024.2383750","DOIUrl":"https://doi.org/10.1080/15283488.2024.2383750","url":null,"abstract":"Cultural identity affirmation, pride, and belongingness are known to protect youth from negative outcomes in the face of uncontrollable stresses such as discrimination, economic hardship, and commu...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development and Validation of the Identity Negotiation Experiences and Strategies Scale 身份协商经历与策略量表的开发与验证
Identity Pub Date : 2024-07-23 DOI: 10.1080/15283488.2024.2377171
Renee V. Galliher, Joshua G. Parmenter, Lee R. Pradell, Theo A. Klimstra
{"title":"Development and Validation of the Identity Negotiation Experiences and Strategies Scale","authors":"Renee V. Galliher, Joshua G. Parmenter, Lee R. Pradell, Theo A. Klimstra","doi":"10.1080/15283488.2024.2377171","DOIUrl":"https://doi.org/10.1080/15283488.2024.2377171","url":null,"abstract":"","PeriodicalId":501442,"journal":{"name":"Identity","volume":"113 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Avoidance to Competence? How the Identity Project Inspires Teachers to Engage with Ethnicity and Culture with Their Students 从回避到胜任？身份认同项目如何激励教师与学生一起参与种族和文化活动
Identity Pub Date : 2024-07-23 DOI: 10.1080/15283488.2024.2373476
Salman Türken, B. Oppedal, W. A. Ali, Hayat Abdu Adem
{"title":"From Avoidance to Competence? How the Identity Project Inspires Teachers to Engage with Ethnicity and Culture with Their Students","authors":"Salman Türken, B. Oppedal, W. A. Ali, Hayat Abdu Adem","doi":"10.1080/15283488.2024.2373476","DOIUrl":"https://doi.org/10.1080/15283488.2024.2373476","url":null,"abstract":"","PeriodicalId":501442,"journal":{"name":"Identity","volume":"19 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mental Illness Identity: A Scoping Review 精神疾病的身份：范围审查
Identity Pub Date : 2024-07-20 DOI: 10.1080/15283488.2024.2379412
Kari M. Eddington, Emily Badillo-Winard
{"title":"Mental Illness Identity: A Scoping Review","authors":"Kari M. Eddington, Emily Badillo-Winard","doi":"10.1080/15283488.2024.2379412","DOIUrl":"https://doi.org/10.1080/15283488.2024.2379412","url":null,"abstract":"","PeriodicalId":501442,"journal":{"name":"Identity","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers 通过 "身份项目干预 "促进文化敏感性教学：针对职前教师的定性准实验
Identity Pub Date : 2024-07-01 DOI: 10.1080/15283488.2024.2361890
Jolina Ulbricht, Maja K. Schachner, Sauro Civitillo, Linda Juang
{"title":"Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers","authors":"Jolina Ulbricht, Maja K. Schachner, Sauro Civitillo, Linda Juang","doi":"10.1080/15283488.2024.2361890","DOIUrl":"https://doi.org/10.1080/15283488.2024.2361890","url":null,"abstract":"The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are cr...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141550824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Identity Disclosure Matrix: A Conceptual Framework for Why and How We Share Our Identities 身份披露矩阵：我们为何以及如何分享身份的概念框架
Identity Pub Date : 2024-06-29 DOI: 10.1080/15283488.2024.2361896
Aaron M. King, Christopher J. Davis, Chadé Darby, Devon Proudfoot, Anthony L. Burrow
{"title":"The Identity Disclosure Matrix: A Conceptual Framework for Why and How We Share Our Identities","authors":"Aaron M. King, Christopher J. Davis, Chadé Darby, Devon Proudfoot, Anthony L. Burrow","doi":"10.1080/15283488.2024.2361896","DOIUrl":"https://doi.org/10.1080/15283488.2024.2361896","url":null,"abstract":"Psychological inquiry into identity has focused predominantly on its construction, contents, or consequences for individuals. However, often overlooked in identity research agendas are the motivati...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"232 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141518362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Finding one’s Occupational Path – Identity Content in Repeated Narratives Across Early Adulthood 寻找自己的职业道路--成年早期重复叙述中的身份内容
Identity Pub Date : 2024-06-28 DOI: 10.1080/15283488.2024.2363385
Caroline Järdmo, Py Liv Eriksson, Ann Frisén
{"title":"Finding one’s Occupational Path – Identity Content in Repeated Narratives Across Early Adulthood","authors":"Caroline Järdmo, Py Liv Eriksson, Ann Frisén","doi":"10.1080/15283488.2024.2363385","DOIUrl":"https://doi.org/10.1080/15283488.2024.2363385","url":null,"abstract":"Early adulthood comprises an important period for occupational identity development; therefore, the aim of this study is to understand which occupational experiences continue to be a stable part of...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141612599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Professional Development for Providing Time and Opportunities for Change in U.S. Teachers’ Ethnic-Racial Identity 为改变美国教师的民族-种族身份提供时间和机会的专业发展
Identity Pub Date : 2024-06-27 DOI: 10.1080/15283488.2024.2366892
Michael R. Sladek, Adriana J. Umaña-Taylor, Helen A. Neville, Ashley Ison, Stefanie Martinez-Fuentes, Pamela Mason, Yerin Park, M. Dalal Safa, Megan Satterthwaite-Freiman, Eric Soto-Shed, Kristia A. Wantchekon
{"title":"Professional Development for Providing Time and Opportunities for Change in U.S. Teachers’ Ethnic-Racial Identity","authors":"Michael R. Sladek, Adriana J. Umaña-Taylor, Helen A. Neville, Ashley Ison, Stefanie Martinez-Fuentes, Pamela Mason, Yerin Park, M. Dalal Safa, Megan Satterthwaite-Freiman, Eric Soto-Shed, Kristia A. Wantchekon","doi":"10.1080/15283488.2024.2366892","DOIUrl":"https://doi.org/10.1080/15283488.2024.2366892","url":null,"abstract":"The purpose of this qualitative study was to describe teachers’ perceptions of changes in their ethnic-racial identity after completing professional development designed to support facilitation of ...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141930980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers 初始教师教育中的种族框架：以学生教师为对象的焦点小组研究
Identity Pub Date : 2024-06-20 DOI: 10.1080/15283488.2024.2366905
Amina K. Abdullahi, Sofia Berne, Linda P. Juang, Ann Frisén
{"title":"Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers","authors":"Amina K. Abdullahi, Sofia Berne, Linda P. Juang, Ann Frisén","doi":"10.1080/15283488.2024.2366905","DOIUrl":"https://doi.org/10.1080/15283488.2024.2366905","url":null,"abstract":"This study aimed to explore how student teachers experienced the framing of ethnicity in initial teacher education in Sweden. Ten focus group discussions were conducted (N = 42; 21% minoritized eth...","PeriodicalId":501442,"journal":{"name":"Identity","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141518363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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