(2001). Developmental Psychology, 37, 431446. Intersecting scapes and new millennium identities in language learning. Educational Psychologist, 46(4), 222238. In these school-related contexts, the contents of, respectively, the mathematics, student, musical, and social, personal and school identities that adolescents develop were examined. Three ethnographic studies in which a sociocultural perspective is adopted (Basu et al. Look, mom, Im a boy - dont tell anyone I was a girl. This chapter examines identity formation in terms of a social-cognitive model. Edwards-Groves, C., & Murray, C. (2008). Golombok, S., Rust, J., Zervoulis, K., Croudace, T., Golding, J., & Hines, M. (2008). As one participant mentioned, [The summer camp] has changed my identity, its changed my daily outlook, what I buy, how much I buy when I go to stores, its changed my transportation, my daily living habits (quote in Stapleton 2015, p. 105). British Educational Research Journal, 33(6), 845866. Journal of Research in Music Education, 62(1), 1832. 2013; Cobb et al. (2010) reported that various Asian-American students shared that they thought their science teachers and administrators were supportive and had high expectations of them, whereas several African-American and Latino students talked about how they felt their teachers had lower expectations of them than of others. Measuring sex differences and similarities. Lewis, C., & Del Valle, A. The ego identity status approach to ego identity. For example, Hughes et al. Educational Studies in Mathematics, 83(3), 341368. Schachter, E., & Galili-Schachter, I. Applied Developmental Psychology, 62, 231238. Vetter, A. M., Fairbanks, C., & Ariail, M. (2011). Psychological androgyny and childrens mental health: A new look with new measures. Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2015). (2002). Andrews, N. C. Z., Martin, C. L., Field, R. D., Cook, R. E., & Lee, J. Martin, C. L., Kornienko, O., Schaefer, D. R., Hanish, L. D., Fabes, R. A., & Goble, P. (2013). Longitudinal associations between gender and ethnic-racial identity felt pressure from family and peers and self-esteem among African American and Latino/a youth. Therefore, we argue that, to support adolescents identity development in our contemporary society, future researchs first priority should be to map to what extent identity exploration is encouraged in current formal curriculums and to provide insights into how adolescents identity development can successfully and intentionally be fostered in formal education. Cultural Studies of Science Education, 4(1), 5166. 239287). Teachers College Record, 112(7), 17921829. Re-engaging students in science: issues of assessment, funds of knowledge and sites for learning. Ligorio, M. B. 2015; Kendrick et al. Dialogical relationship between identity and learning. Connecting learning and identity development through a transformative activist stance: application in adolescent development in a child welfare program. In total, the search resulted in 3599 unique articles. Psychological Science, 3, 203206. Rahm, J., Lachane, A., & Mathura, A. Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. As can be derived from Table 5 in Appendix B (Online Supplement), these articles comprise one theoretical paper and 16 ethnographic studies. Therefore, we coded the abstracts, when possible, for methodological information (i.e., research design, sample, type of data collection). Tan, E., & Calabrese Barton, A. Bosson, J. K., & Michniewicz, K. S. (2013). We used EMA to conduct a 2-week study investigating contextual variation in endorsement of femininity/communion and masculinity/agency. (2012) study, in which a psychosocial perspective was adopted, demonstratedthrough classroom observations, student assignments, and student focus groupsthat writing assignments may help adolescents to enter a dialogue with certain parts of themselves, such as a younger version of themselves. Gender schema theory and its implications for child development: Raising gender-aschematic children in a gender- schematic society. Developmental Psychology, 29, 255263. Environment and Behavior, 43(3), 344362. Even though learning experiences are often not referred to as such in the literature, our analysis of the existing body of research caused us to distinguish between in-breadth, in-depth, and reflective explorative learning experiences that all, in their own way, support adolescents in exploring who they are and want to be. Finally, one theoretical (Brickhouse 2001) and various empirical studies in this group of literature (Barrett and Baker 2012; Bruin and Ohna 2013; Johnson et al. In the arts-based workshops, adolescents were asked to question and challenge dominant ideologies by engaging in theater assignments, writing assignments, and collage-creating assignments. Zucker, K. J., & Bradley, S. J. Identity | Request PDF - ResearchGate Teachers College Record, 115(2), 136. For example, Hazari et al. Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2006). Second, other articles (again differing in the perspective on identity development they employ) focus on how teachers can communicate to their students that they are allowed to make mistakes (Archer et al. Next to articles on educational processes that may unintentionally or intentionally play a role in adolescents identity development, we identified 37 articles that focus on preconditions that are thought to be required when teachers intentionally want to support adolescents in exploring their identities. Twelve exclusively empirical studies in our literature selection addressed the role selection practices at the school level or differentiation processes at the classroom level may unintentionally play in the development of adolescents identities. Journal of Women in Culture and Society, 8, 598616. They also asked the respondents about their identification with school and learning. 2000; Calabrese Barton et al. In J. E. Marcia, D. R. Matteson, J. L. Orlofsky, A. S. Waterman, & S. L. Archer (Eds. Based on the literature, it can be recommended that becoming more aware of and reflect more upon the messages that these practices may communicate could help to prevent adolescents identity development from being influenced in a negative manner. Gender constancy and the effects of sex-typed televised toy commercials. In T. Eckes & H. M. Trautner (Eds. Pauletti, R. E., Cooper, P. J., & Perry, D. G. (2014). These studies stress the importance of opportunities to try out and reflect upon various activities (e.g., Charland 2010). Yet, studies grounded in a psychosocial, social psychological, or sociological perspective on identity development are less prevalent (also see Table 2). Chapter 4 - adol. psych Flashcards | Quizlet In some cases, this appeared to support adolescents in gaining insights into who they currently are and into who they want to become, as was reflected in their narrated self-understandings. Walby, S. (1990). With regard to more circumscribed identity dimensions, the existing research was highly skewed towards studies on the development of adolescents STEM identities. 2015; Tan and Calabrese Barton 2007) or by making adolescents aware of what they have in common (Hardee and Reyelt 2009; Jones and Deutsch 2013; Parker 2014; Tan and Calabrese Barton 2007). This is a preview of subscription content, access via your institution. British Journal of Developmental Psychology, 29, 288304. PubMed When it comes to the role of school in adolescents identity development, some scholars employing a social psychological perspective are interested in the attributes adolescents themselves ascribe to other groups of adolescents that, for example, differ from them when it comes to the high school track they are in (e.g., a prevocational track, a pre-academic track; Jonsson and Beach 2013). However, based on classroom observations and interviews with students and teachers, Horn found that the other schools teaching strategy stressed instead that everyone is able to improve their mathematics skills for as long as they want to. Development of expectancies of gender-based social exclusion and inclusion and their school-related consequences. Maccoby, E. E. Collective school-type identity: predicting students motivation beyond academic self-concept. Martin, C. L. (1989). 2010; Brickhouse et al. Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. International Journal of Behavioral Development, 43, 289304. Failure of teens to achieve a sense of identity results in role confusion and uncertainty about the future. Robb, N., Dunkley, L., Boynton, P., & Greenhalgh, T. (2007). See more ideas about identity development, art, identity. This program offered hands-on activities, scientist talks, visits to a museums behind the scenes research labs and collections, and field trips. These studies presented in these articles are often performed in formal education settings (n=48) and concern educational processes that are part of what could be called the hidden curriculum (Jackson 1968): through these processes, messages can be implicitly communicated to adolescents about who they are, should, and can be. 2011; Jones and Deutsch 2013; Stapleton 2015; Van Sluys 2010), irrespective of their perspective on identity development (also see Table 2), that providing adolescents with such experiences may invite them to adopt new interests, to identify undiscovered talents, and to try out new identity positions. Hardee, S. C., & Reyelt, A. What perspectives underlie 'researcher identity'? A review of two However, no insights are provided into whether and how this informed the students self-understanding. The interviews with 13 of the participating adolescents indicated that being introduced to people and sites that are affected by climate change stimulated many to become more engaged with environmental issues. International Journal of Lifelong Education, 26(5), 495511. An educational and analytical tool. Science Education, 92(4), 567590. Educational Psychologist, 44(2), 7377. Oxford. Research on schools role in the development of, for example, adolescents history identities or geology identities is non-existent, and studies concerning the role of school in adolescents literacy identity are scarce. Various theoretical articles that either do not explicitly mention a perspective on identity development (Hall 2007) or combine various perspectives on identity development (Harrell-Levy and Kerpelman 2010; Ligorio 2010) also argued that engaging adolescents in (internal) dialogues can help them to learn more about what their interests are, about what they value, and about what kind of persons they want to become. This appeared to jeopardize these students opportunities to further develop their self-understandings as readers in a constructive way. For example, in an art program studied by Hardee and Reyelt (2009), adolescents were asked to create art pieces. & Volman, M. The Role of School in Adolescents Identity Development. Gender born, gender made. Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2011). 20. Journal of Research in Science Teaching, 47(8), 9781003. Lambert, R. (2015). Associations between affect, context, and sexual desire in depressed young women. (2014) examined a multi-year out-of-school STEM program for adolescents with a general interest in STEM. We explore the various meanings of civic identity, and suggest that the concept is . International Journal of Inclusive Education, 17(10), 10891105. 806853). (2014). Exclusion, engagement and identity construction in a socioeconomically diverse middle school wind band classroom.

Pearson Specification, Articles C