孤独症群体身份认同及其影响的研究趋势及启示

培养积极的身份认同能对普通人群的精神健康产生重要作用。近年来,身份认同对孤独症谱系障碍患者精神状态的影响也逐渐引起学界关注。本文对国外有关孤独症患者身份认同及其对精神状态影响的研究进行了系统梳理。结果显示,由于长期处于社会污名、排斥等负面境地,孤独症群体的身份认同水平普遍偏低,这导致该群体更易出现焦虑、抑郁等负面精神状态。帮助孤独症群体建立积极的身份认同能够有效改善他们的精神健康状况,并提升他们的社交意愿和水平,这需要包括媒体、教育者、家属在内的全社会共同努力。     

身份及其相关研究进展

身份是由一系列的自我观点组成．这些自我观点是在特定的群体或角色中,通过自我归类或认同活动基础上形成的。身份具有社会性、独特性、稳定性和建构性。身份激活依赖于身份突出性,而认同身份过程主要依赖身份确认。当前身份研究的焦点主要集中在多重身份和身份确认失败上。未来的研究需要解决的主要是认同身份理论与社会身份理论的融合问题,以及身份确认与心理健康的关系问题。     

身份污名的建构与主体性应对策略——基于云南昆明市农民工子女的实证研究

在以户籍制度为主导的资源分配和地方治理逻辑下,通过知识精英、大众传媒的符号生产及城市居民的社会标签运作,农民工子女负面刻板印象被固化,导致其地位受损,出现内化污名倾向。面对污名,农民工子女的应对策略包括:建立新的社会分类标准,区别和离弃所属群体,认同并模仿强势群体,以及辨认和展示自我优势。农民工子女身份污名的消除需要从个体、群体以及社会与制度多层面综合介入。     

论屯堡人对身份认同的建构——基于《天龙郑氏字辈谱》的考察

认同观念是社会经验的产物,自我/本族依靠对差异性的感知以区别他人/他族,通过认同行为加强对自我/本族的认可。个人的身份认同是多元的,在不同的情境中能够进行不同的身份认同转换。对贵州省平坝区天龙屯堡郑氏宗族的考察发现,字辈谱在屯堡人的身份认同建构中发挥着重要作用,分别从血缘、历史记忆、亲属称谓构筑起宗族、族群以及成员三个维度的身份认同。     

试论高校教师身份认同的重塑

基于高校教师身份认同出现危机这一问题,探讨了教师身份认同存在的问题,审视了导致这一问题的原因,进而为教师对自己的身份认同,从宏观、中观、微观三个层面提出了提高高校教师对自己身份认同的建议.     

消费主体身份认同——明星广告的符号学分析

现代社会中,大规模的消费已经成为社会的主要特征,成为促进社会发展的重要因素。广告作为一种媒介,成了刺激消费强有力的营销手段,刺激消费者的购买兴趣,促进消费者的身份认同。在消费社会中,消费者关注的已经不仅仅是商品的使用价值,更重要的是隐藏在使用价值后的符号价值。大众通过自己的消费行为,将自己归属于特定的圈子,寻找自己的归属感,进行自我身份认同和社会身份认同。商品作为一种符号,使得符号价值远远超过其本身原有的价值。通过明星代言,树立偶像形象,引起大众的注意力,向大众传输新的消费理念,影响大众选择消费品的意向,调动他们对商品的积极性,促使他们完成消费体验。     

从空间理论分析《江城》中何伟的身份认同定位

身份认同对于人们能够正确定位自己的角色和价值起到重要作用,而空间理论认为不同空间的碰撞可以对身份认同起到同化和异化的作用,从而促使身份主体更加积极寻求自己的角色定位。本文通过分析《江城》中作者在中国生活的思想经历,研究探讨空间变更对身份认同定位的影响。     

改革开放以来中小学教师身份体验的历史演变

教师的身份体验,是教师群体基于不同的时代状况和生活场景角色扮演时所引发的心理过程,这些心绪、情感等通过态度和行为倾向影响着职业认同,参与社会形象塑造。自改革开放以来,伴随着社会与教育的改革与发展,中小学教师群体的职业身份闪耀过,暗淡过,也焦虑过。与此相应,教师的身份体验也几经转变:从改革开放初期的认同,到社会转型期的边缘化,再到互联网时代的道德污名。这些历程是我们思考教师队伍建设的重要参照点,鉴往知来,为当下的教师研究提供历史经验。     

高校辅导员的身份认同与价值重构

在现代教育话语体系中,身份认同是人们获得荣誉感和幸福感的源头,直接支配着人们对未来职业的选择。在身份认同视域下,辅导员具有制度身份、社会身份和自我身份,这种多重身份使得辅导员队伍面临以下困境：一是角色冲突,辅导员身份丛集且内部失调;二是效能感低,辅导员产生习得性无助感;三是理性失衡,辅导员工具理性与价值理性的博弈;四是增益不足,辅导员社会支持力度低于现实所需。在新时代背景下,需要从动力系统、社会支持、职业权威和职业文化等四个层面探寻辅导员身份认同的价值重构路径。     

多民族国家视域下的公民身份与国家认同

公民身份与国家认同是一种高层次的现代文明意识.公民身份是人们国家属性的反映,对公民身份的认可是人们对国家认同的一种表达,国家认同是超越其他认同的高级认同.作为多民族国家的公民,通过公民教育,要将对本民族的认同意识与公民身份认同、国家认同三个维度协调、统一起来,不仅有效激发各民族公民的国家认同感和主人翁意识,也有利于保留少数民族的传统历史文化不致断裂与消失.在我国现阶段正确认识公民身份与国家认同,有利于社会稳定,对维护国家的统一、增强中华民族的凝聚力具有十分重要的现实意义.     

Prioritizing morality in the self and consistent moral responses despite encouragement to behave immorally

ABSTRACT

When morality is important and central to individuals’ identities (moral identity), it may heighten their sense of responsibility to behave in moral ways. Although research has linked moral identity to various moral actions, research has yet to demonstrate the association between moral identity and individuals’ consistent moral choices, despite situational sanctions (i.e., peer group approval) to behave immorally. The purpose of this study was to examine if prioritizing morality in the self is associated with individuals’ consistent moral responses in four situations encouraging the expression of immoral behavior. After reading about situations in which peers approved of and encouraged immoral behavior (i.e., stealing a laptop, drunk driving, cheating on an exam, keeping someone else’s money), 185 participants reported the degree to which they disagreed or agreed that: (1) each situation was immoral; (2) they would resist the ‘temptation’ to behave immorally; and (3) they would attempt to convince their peers of the ‘right thing’ to do. Results revealed that, despite being encouraged to behave immorally, heightened moral identity predicted individuals’ moral responses in three (of the four) situations. When morality is important and central to individuals’ identities, moral choices tend to emerge despite opportunities to behave immorally.     

Making a good Victoria Sponge cake: Schooling Empire,class, gender and sexuality

Despite the increasing interest in the experiences of multiracial individuals, as evidenced by the emergent body of literature and research related to multiracial experiences, we lack an understanding of methodological concerns related to research with multiracial individuals. Here, we seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate our own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from our analysis for other researchers. We conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals. Additionally, we conclude that navigating multiracial identities in research situations is a particularly complicated process aided less by a shared sense of identity or community between researcher and participants and more by experiences that stem from a similar need to engage in micronegotiations of racial and ethnic identities.     

Learner identities in vocational education and training – from school to apprenticeship

The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice.     

The identity of educated women in India: confluence or divergence?

Under the combined effects of commercialisation, urbanisation, migration and employment, significant changes are taking place in India’s process of modernisation. One change is the emergence of a population of women with degrees in higher education. These degrees, and the individuals’ desire to pursue professional positions that relate to their education, may influence the ways in which women perceive their identity. This study explores the situations and circumstances of college‐educated Indian females’ identity and illuminates the complexities and consequences of the university‐educated Indian woman’s life. Twenty‐five women from different parts of India were interviewed. The findings, which emerged by marital status, showed identities of single women appeared to be influenced by their interest to maintain a positive attitude about life, develop cognitive intelligence that relates to an interest, and explore the meanings of and learn independence. The identity of married, divorced and widowed women appeared to be affected by their goal to pursue an interest; need to balance personal interests and family responsibilities; and obligation to live in an extended family. The results are discussed in the context of shifting roles of women and the adoption of multifaceted identities.     

The significance of critical incidents and voice to identity and agency

Human agency is significant to the understanding of professional identities and actions. It is through human agency that individuals can become powerful in changing or authoring their own identities. Stemming from a larger narrative inquiry focused on understanding the professional identities of public preschool teachers, this paper draws on cultural models theory to explore identity, agency and professional practice through the lived stories of CeCe, an African-American public preschool teacher from the United States. Findings demonstrate the influence of CeCe’s lived experiences to her developing sense of human agency and highlight the importance of critical incidents and voice to identity and human agency.     

Narrative construction of professional teacher identity of teachers with dyslexia

This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession.     

Learning,literacy and identity: ‘I don’t think I’m a failure any more’

The impact of participation in adult literacy programmes on learners’ identities is examined through an interrogation of their past and current experiences and the assessment of the effect of particular pedagogies. The findings show how learners’ positive experiences in their programmes had caused them to re-evaluate their previous understandings and enabled the construction of new identities as people that are able to learn. These changes had come about through the challenging of negative discourses, the creation of new figured worlds and imagined futures, and the use of a learning curriculum where learners’ experiences were utilized as positive resources.     

Herder identity in Lesotho: implications for non-formal education

This paper reports on selective findings from a larger qualitative PhD study of 30 adult herders in Lesotho. It uses theories of identity and social capital to examine their life histories and educational needs in order to inform the national Non-Formal Education (NFE) policy. The key findings of the study were that the herders demonstrated two distinct identities – public and private. Their public identities were reflected through themes of culture which included notions of masculinity and negative experiences of being ‘othered’. This negative public perception of the herders influenced how they related to wider society and their ambitions to learn. However the findings revealed private identity characteristics which reflected a more positive inner sense of self and freedom to be who they are, supported by strong social capital networks and significant others. The study suggests that NFE should consider including these positive herder identities in a targeted curriculum that would facilitate more harmonious inclusion of the herders into the wider Lesotho society but also address issues of power relations that potentially impact on their access to education. The study also suggests that NFE should further explore the added value of significant others in supporting the provision of learning for the herders.     

Educational Identities of Adult University Graduates

The age structure of university students has changed dramatically in Finland. Now one third of all university students and one quarter of undergraduate students in Finnish universities are aged 30 years or over. The focus of this article is the changing educational identities of students who start and complete their university studies as adults. For the study, 21 adult university graduates were interviewed using the life‐history approach. The concept of educational identity is applied in the analysis, first to capture the changes that have taken place in the way the interviewees think about themselves as learners and as individuals with high educational levels. Secondly, the analysis clarifies how adult university graduates see themselves to be treated by other people after graduation. The results suggest that it is possible for adults to form new educational identities and reform the old ones on both individual and social levels.