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The author discusses the opera "Four Saints in Three Acts" with libretto by Gertrude Stein and music by Virgil Thomson. She mentions the casting of African Americans in the opera, the use of repetition in the libretto to create a sense of continuity, and the lack of identity in the creation of the characters.

The Alevi movement, originating more than three decades ago in Turkey and the Western European diaspora, has led to significant social and cultural shifts within Alevi communities. This movement witnessed the emergence of Alevi associations, increased religio‐political activities, and a fervent search for a redefined Alevi identity. The quest for a comprehensive understanding of Alevi identity remains a contested debate, prominently reflected within Alevi youth, who navigate complex socio‐cultural landscapes and encounter challenges in defining their identity amidst competing narratives and associations. This paper examines the identity formation strategies of young Alevis in Berlin, drawing on ethnographic fieldwork conducted between 2021 and 2023. Contrary to mainstream portrayals of Alevi youth experiencing a loss of identity, this study argues for the presence of continuity dynamics, emphasising inherited Alevi mindsets and emotions. Through interviews and analysis of a documentary produced by Berlin Alevi youth, the paper explores new narratives about Alevi history, sociology, and theology constructed by young Alevis, highlighting their role in shaping contemporary Alevism in Germany. This research contributes original data and discussions to the existing literature on Alevi youth, shedding light on their evolving identities and the dynamics of Alevi discourse in diasporic settings. [ABSTRACT FROM AUTHOR]

The Irish higher education sector is undergoing transformation as many Institutes of Technology (IoTs) become Technology Universities (TUs). This paper aims to explore lecturer identity in higher education in the context of recent contract structure recommendations by the Organisation for Economic Co‐operation and Development (OECD) for lecturers in the emerging TU sector. This study is of significant relevance as the OECD recommendations are being used to inform future lecturer contracts. First, theoretical perspectives on identity development are explored, focussing on teacher identity, professionality, professionalism and ideal online teacher identity. Using this theoretical framework, lecturer identity as presented by TU lecturers of education in their public, online biographies is deconstructed. Qualitative, desk‐based analysis of these biographies explores (i) lecturers' imagined audience for their online identity; (ii) projected, ideal lecturer identity, including representations of professionality; and (iii) teaching and research values. By aligning lecturer identity portraits to proposed OECD contract structures, the discussion considers how well‐positioned TU lecturers are to changes across the IoT/TU sector nationally and implications for the sector. [ABSTRACT FROM AUTHOR]

This paper examines how the Windrush generation uses phonological and morphosyntactic elements of Jamaican Creole (JamC), London Jamaican (LonJam) and standard British English (SBE) to do identity work in interviews broadcast as part of a celebration of the 75th anniversary of the arrival of HMT Empire Windrush. The data comprise oral history interviews with four members of the Windrush generation. The recordings were analysed using the method of lectal focussing in interaction. Results show variation across the four speakers, with some speakers using very few LonJam and SBE features, while others’ speech contains almost exclusively standard British variants. The use of JamC features clustered around topics such as home and family reunification, whereas LonJam features were especially present when interviewees talked about their youth. The study broadens the scope of world Englishes studies by including diasporic and elderly speakers and has important implications for the study of language and identity. [ABSTRACT FROM AUTHOR]

Increasing demand for high‐quality STEM education calls for the formation and retention of effective educators with STEM expertise; yet endeavors to meet this demand require organizational structures and supports that can overcome the lack of collective understanding around STEM education, limited STEM knowledge by leadership, and mounting teacher attrition. STEM teacher leadership is one mechanism for addressing this challenge by empowering excellent classroom teachers with opportunities to institutionally shape STEM learning, without extracting them from their instructional role. This paper offers a STEM teacher leadership framework that targets teachers' identity development toward an equity‐focused, transformational STEM teacher leader. First, we examine the field of teacher leadership (both STEM‐specific and generally) to provide a foundation for the areas of potential impact by STEM teacher leaders, as well as dispositions and stances that support their emergent leadership. Complementing the literature, we explore and elevate aspiring STEM teacher leaders' perspectives, drawn from baseline surveys and interviews of a multi‐year professional development program for middle grade teachers in STEM disciplines. The framework, iteratively informed by these sources, includes our stance on equity in STEM education, eight dispositions, and four domains of knowledge and practices that shape STEM teacher leadership in K‐8 school settings. [ABSTRACT FROM AUTHOR]

The aim of this paper is to consider the relationship between sport and identity formation by examining testimonies of 24 British women who attended the Solheim Cup golf tournament in 2019 to support a transnational team made up of professional European women players. Relatively little is known about the effects of transnational sports teams on identity formation, not least because such teams are themselves rare. The Solheim Cup, contested by teams of female professional golfers representing the United States and Europe, is one such example. The data set consists of interviews with women who attended the competition that took place in a period of political uncertainty between the UK electorate voting to leave the European Union and Brexit actually taking place. The paper analyses the women's views in relation to national identity, European identity and cosmopolitanism. Although it emerges that most of the women felt more European in the context of a competition involving a team representing Europe and were opposed to the United Kingdom leaving the European Union, they could also be described as cosmopolitan as a result of their educational level, social class and experience of living in or regularly visiting foreign countries. [ABSTRACT FROM AUTHOR]

This paper will describe the promise Hispanic‐serving Community Colleges (HSCCs) have for creating a culture of servingness, including curricular and co‐curricular supports, transfer infrastructure, engineering identity development, and other mechanisms that can positively impact Latinx engineering learners. We will outline current research and trends regarding Latinx engineering collegians at HSCCs. In addition, we will provide recommendations for how community college practitioners at HSCCs can promote a culture of servingness and encourage the development of Latinx engineering students. [ABSTRACT FROM AUTHOR]

Through participant observation of the redemption‐focused identity work of formerly incarcerated citizens affiliated with an urban faith‐based nonprofit organization run by ex‐offenders, this paper examines religiously motivated desistance among eighteen male respondents who attribute lasting desistance to intense religiosity. Recent research portrays the "identity work" of criminal justice‐involved citizens as "narrative labor" fraught with capricious experiences of social rejection and "uncanny" patterns of discrimination and exclusion. Drawing from eight years of participant observation and adopting methodologies of "lived religion" and "appreciative inquiry," life‐history interviews reveal three "frames" of "performative speech" through which religious narrative labor helps signal a "disavowal and recasting" of criminal identities: "coming out of the desert" {learning not to hide}, "bringing it to the altar" {help‐seeking through religiosity}, and "making your test your testimony" {using testimonial storytelling for status elevation}. Prolific integration of Christian scripture into personal narratives mirrors the Identity Theory of Desistance. The paper deepens understanding of how religious narrative labor is performed by ex‐offenders enduring carceral citizenship, arguing for more direct exploration of religiosity by criminologists. [ABSTRACT FROM AUTHOR]

Introduction: Psychological security is the outcome of interaction between individuals and society, and it is an important indicator reflecting adolescent mental health and self‐growth. Previous studies have paid more attention to external security, but less attention to individual's internal psychological security. In addition, few previous studies have examined the changes of psychological security over time and the influence of socio‐cultural environmental factors on psychological security. Methods: A cross‐temporal meta‐analysis was performed using papers that measured the psychological security level of Chinese adolescent college students between 2004 and 2020. Moreover, a time‐lag analysis was conducted to define whether the macro‐social indicators can explain the changes in Chinese adolescent college students' psychological security. Results: (1) A total of 85 papers was included in the final sample (included 48,817 Chinese adolescent college students); (2) the scores of psychological security and its two sub‐dimensions were significantly negatively correlated with the year, indicating that Chinese college students' psychological security declined significantly over time; (3) seven macro social indicators from the socioeconomic environmental, social connectedness and overall social threats can predict the changes in college students' psychological security; (4) the psychological security of male and female college students decreased over time, but the gender difference was insignificant. Conclusions: Evidently, social changes play an important role in predicting changes in Chinese college students' psychological security. The results can provide a research basis for the mental health education of adolescent college students, and also provide an explanation perspective for the increasingly serious "involution" phenomenon among Chinese college students. [ABSTRACT FROM AUTHOR]

This second of two papers focuses on the shame which emerged in the first 14 years of analysis of a woman who was bulimic, self-harmed, and repeatedly described herself as 'feeling like a piece of shit'. To explore this intense and pervasive shame I draw on Jung's and Laplanche's emphasis on experiences of unresolvable, non-pathological 'foreignness' or 'otherness' at the heart of the psyche. Images, metaphors, elements of clinical experience, and working hypotheses from a number of analytic traditions are used to flesh out this exploration. These include Kilborne's use of Pirandello's image of shame as like a 'hole in the paper sky' which, I suggest, points to a crack in subjectivity, and reveals our belief in the efficacy of the self to be illusory. Hultberg's observations on shame as having an existential mode (function) are also explored, as is the nature of analytic truth. Using these ideas I describe my patient's process of finding some small but freeing space in relation to her shame and self-hatred. Through enduring and learning from her shame in analysis she realized that it was part of a desperate unconscious attempt to draw close to her troubled father and so to 'love him better'. [ABSTRACT FROM AUTHOR]

Although the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topicSocial media use for learning is associated with students' academic motivation, engagement and academic achievement.Social media use may have affordances for identity development, especially for ethnic minorities.The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization.What this paper addsSocial media use for math learning was directly and positively related to ethnic minorities' math identity.This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity.Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity.Implications for practice and/or policyPromoting social media use for math learning benefits ethnic minority students' math identity.Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development.Ethnic minority students' math identity socialization processes merit attention. [ABSTRACT FROM AUTHOR]

Identity formation is a complex process and has been discussed by post‐structuralist discourse theorist Ernesto Laclau. This paper focuses on Laclau's proposed ideas on the means of identity production and populism and studies the popular independence movement for Bangladesh under that rubric. It locates charismatic leadership as a necessary condition for populism and identifies Bangabandhu Sheikh Mujibur Rahman as the charismat suturing the various chains of equivalence that rose to become the populist movement that resulted in the nation's struggle for independence in 1971. This paper also looks at the transformational leadership of Sheikh Mujibur Rahman and acknowledges it as a necessary condition for the patterns of identity creation in East Bengal in the late 1960s. [ABSTRACT FROM AUTHOR]

Identity leadership helps group members both to reduce their subjective uncertainty about what to think and how to behave and to obtain a positive social identity. In organizations, procedural justice too supports group members' positive social identity. According to the Uncertainty Identity theory, in uncertain contexts, the motivation to reduce subjective uncertainty takes precedence over the motivation to obtain a positive social identity in driving group identification. The paper tests the hypothesis that, among the most uncertain workers, identity leadership interacts negatively with procedural justice in their association with group identification. By means of three correlational studies carried out in real organizational contexts, the paper examines different types of experienced uncertainty: the uncertainty stemming from a merger (Study 1, N = 152); the broader uncertainty due to market instability and fast technological changes (Study 2, N = 382); the uncertainty related to the frequency of computer‐mediated communication (Study 3, N = 209). Results consistently show that, among the participants who feel the highest uncertainty in their working conditions and the participants who interact using computer‐mediated communication at the highest frequency, the association between group identification and procedural justice becomes weaker as identity leadership increases. Those results highlight the risk that in uncertain contexts, group members keep identifying with their group even in the face of procedural injustice if they perceive their leader as an identity leader. Thus the paper illuminates a condition where identity leadership may lead group members to tolerate and even support toxic environments. [ABSTRACT FROM AUTHOR]

Objective: The goal of this paper is to promote the integration of two approaches to personality and assessment: Contemporary Integrative Interpersonal Theory (CIIT) and the Narrative Identity Approach (NI). Methods: We review CIIT and NI, describe their similarities and differences, and articulate opportunities to integrate the approaches to more fully account for personality dynamics and self‐regulation. Results: We identify several areas within which concepts from CIIT and NI could be synthesized and offer four concrete suggestions for integrating the assessment methods within each approach: (1) using narratives to explicate interpersonal perception, (2) using stories to clarify interpersonal context, (3), using the Interpersonal Situation as a framework for unpacking narrative elements, and (4) coding interpersonal sequences in narrative data. Conclusions: CIIT and NI have potential to augment one another both theoretically and methodologically in ways that would be fruitful for conceptualizing and studying personality dynamics and self‐regulation. [ABSTRACT FROM AUTHOR]

Do you persist as the same person over time because you keep the same mind or because you keep the same body? Philosophers have long investigated this question of personal identity with thought experiments. Cognitive scientists have joined this tradition by assessing lay intuitions about those cases. Much of this work has focused on judgments of identity continuity. But identity also has practical significance: obligations are tagged to one's identity over time. Understanding how someone persists as the same person over time could provide insight into how and why moral and legal obligations persist. In this paper, we investigate judgments of obligations in hypothetical cases where a person's mind and body diverge (e.g., brain transplant cases). We find a striking pattern of results: In assigning obligations in these identity test cases, people are divided among three groups: "body‐followers," "mind‐followers," and "splitters"—people who say that the obligation is split between the mind and the body. Across studies, responses are predicted by a variety of factors, including mind/body dualism, essentialism, education, and professional training. When we give this task to professional lawyers, accountants, and bankers, we find they are more inclined to rely on bodily continuity in tracking obligations. These findings reveal not only the heterogeneity of intuitions about identity but how these intuitions relate to the legal standing of an individual's obligations. [ABSTRACT FROM AUTHOR]

Centering the identity‐related impact of spatial structures and physical environments in shaping the sense of being and belonging of people in the diaspora is a key decolonial feminist project for and within psychology. This paper presents an ethnographic study that combines observations at three Black hair salons in England with a total of 25 qualitative interviews with Black women (n = 18) and experts such as hairdressers (n = 7). The question this study seeks to answer is: ''How are Black women's racial identities constructed, structed and shaped by and through their interactions with and navigation of the Black hair care and beauty landscape in England?" This paper shows that participants reflected on the navigation of space as an identity‐relevant experience. Moreover, racial identity construction happens in place through encounters and socio‐spatial interactions and Black women's ways of seeing, being, and inhabiting the world. Lastly, this paper argues the centrality or marginality of Black hair salons is relative, dependent upon the location and situatedness of the person searching or visiting it. This paper thus highlights avenues for future research into the space‐ race‐identity nexus and invites an examination of the identity‐related significance that spatial arrangements carry for people in the diaspora. [ABSTRACT FROM AUTHOR]

This paper offers tools to rethink global critical insights on "race" in the contemporary structural transformation of European identity politics from the perspectives of postcolonial global historical sociologies. "Race" regimes rest on the following background assumptions: (1) The claim that humankind consists of a finite number of disjunct (non‐overlapping) "groups," "populations" or, in the extreme, "races"; (2) The presumption that it is valid to arrange those "groups," "populations" or "races" in a system of moral super‐ and subordination; (3) The contention that the resulting moral hierarchy forms a single constant, irrespective of socio‐historical contexts, criteria, or purposes of comparison; (4) Insistence that single, ahistorical/decontextualized hierarchy can be mapped on to body shape, skin pigmentation or other epiphenomenal "features" of "groups," "populations," or "races," such that (5) "Whiteness" is always already at the top, "Blackness" is always already at the bottom of that hierarchy. This paper focuses on the workings of "Whiteness" as a moral‐geopolitical superiority claim, whose defining element is an ahistorical/decontextualized claim, indeed demand, for unconditional global privilege. "Whiteness" is an unfounded, un‐found‐able—hence eminently unstable and contested—identity category. It is a relational category whose core is fixed as a constant, inaugurating the "White" subject's relations ("superiority") to its constitutive outside. I introduce two conceptual innovations: "eurowhiteness"—result of an internal structuring of the category of "Whiteness" whose purpose is separating an even more exalted, even more superior "cultural" —"racial" distinction within the universe of "Whiteness" and "dirty whiteness"—to capture the epistemic position of quantitative undervalued, positions within the moral quasi‐community of "White" claims for global privilege, especially in their east European variants. [ABSTRACT FROM AUTHOR]

This paper explores the initial integration experiences of Syrian refugee children in schools in Canada. We conducted two focus groups with twelve Syrian refugee parents and three focus groups with eighteen children. Our research shows that Syrian refugee children experienced emotional barriers while struggling with their identity as Syrian "refugees." Their low English proficiency, English only practice in classrooms and teachers' low expectations further exacerbated the barriers to children's school integration. Syrian refugee children not only found it difficult to make friends with local students but were also subjected to constant bullying and racism that affected their sense of belonging and connection. Our research has both local and global implications, given a global increase in refugee student population. This paper makes an important contribution to the student voice theory by integrating the voices and concerns of Syrian refugee children trying to integrate into the Canadian school system. [ABSTRACT FROM AUTHOR]

Background: Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID). Purpose: This paper addresses the following research questions:RQ1: How does the ECT experience contribute to students' relational LID?RQ2: What other factors influence ECT participants' LID?RQ3: Does the ECT experience provide opportunities for LID that are different from those provided by other experiences? Design: This paper reports the second phase of a mixed‐methods study. ECT members participated in individual semistructured interviews. Transcripts were analyzed via an interpretivist approach using deductive and constant comparative methods. The analysis employed the LID model as the primary theoretical construct. Results: ECTs contributed to most participants' LID. Factors affecting the extent of development included project complexity, team practices related to the claiming and granting of a leadership identity, positional leadership experience, involvement with other organizations, and preconceptions of leadership. Compared with other experiences, ECTs placed more emphasis on leadership based in expertise. Technical competence was considered a key attribute of ECT leaders. Conclusions: ECTs enhanced the LID of most participants, helping them understand leadership as a relational process. The LID model offers promise for designing engineering leadership development programs. [ABSTRACT FROM AUTHOR]

This paper draws from ethnographic fieldwork conducted among Filipino migrant families in Hong Kong and explores the various ways that Filipino parents instil a sense of Filipino identity in their children. I argue that for these families, the home is the primary environment in which the children learn about their ethnic heritage, in turn strengthening their sense of Filipino identity. I present three activities that strengthen Filipino consciousness in the home: speaking Filipino, visiting the Philippines frequently, and cooking Filipino food at home. I argue that these activities evoke an imagined, remembered, and reconstructed notion of the Philippines. Specifically, the paper adds to the discourse on the experience of migrant Filipino families and the development of a Filipino identity among second‐generation Filipinos in Hong Kong. In addition, it helps fill the gap in the literature relating to migrant Filipinos in Hong Kong, as most of the literature is focused on the labour diaspora of Filipina domestic helpers. [ABSTRACT FROM AUTHOR]

Negative framing of the image of Muslims, especially after 9/11, has caused numerous Muslim communities to become apprehensive about the way their identity is presented in the mass media. One such community being affected by negative representations based on Islamophobia and other gender‐related stereotypes is Pakistan. As a result, these misunderstandings are being addressed through the construction of alternative and contrasting online identities by Pakistani vloggers through digital media. This paper excavates the diversified constructions of vloggers' online identities using two theoretical approaches to explaining identity construction: micro‐hegemonies and the investment model. Nineteen Pakistani vloggers were purposively selected for the study, who were observed over a period of two years using online observations, interviews, and email conversations, adopting a digital ethnographic approach. The investigation found that the vloggers choose to portray their religious practices, Pakistani identity, and local culture and norms while simultaneously utilizing Western norms to indicate their modernity. Moreover, they regularly emphasize that they are normal, regular human beings. Hence, the paper contributes to understanding how Pakistanis present a complex, hybrid identity which counters the dominant narratives in the media. [ABSTRACT FROM AUTHOR]

This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning‐making and uncover complex perspectives through collaboration and conversation. This enabled us to question what we as educators were losing and what we were gaining as a consequence of shifting to more online modes of teaching via university mandated platforms and processes. Through this methodology, various themes emerged: the role of corporeality; how we constructed ourselves through texts; how others materialised us in virtual spaces; the experience of online time; and our transforming practices and identities. This paper provides a snapshot of a significant cultural milieu in academia as we were afforded time to engage in reflexive practice about teaching online just as the academic world was abruptly mandated to shift almost wholly online. It also provides unique insights into the significance of understanding ourselves as both embodied and social, and the importance of community within academia. Practitioner notesWhat is already known about this topic Higher education's shift online, both before and during COVID, has had a substantial effect on university staff, including discomfort and loss of agency.What this paper adds Considering the material and embodied is important in online education, particularly because it can be taken‐for‐granted and hence overlooked.Feelings of disconnection can result from the inevitable gap between how educators represent themselves online and how others perceive ("materialise") them online.Experiencing a lack of connection with online students provides the opportunity to question assumptions about student experiences and develop more nuanced online teaching practice.Teaching requires some kind of reconciliation between the linear time as laid out in learning design and the not‐yet‐here/always‐there time of online learning.Implications for practice and/or policy Attention must continue to be paid to the experiences of educators as even experienced ones find teaching online disturbs identities and practices.Collegially sharing virtual spaces may assist university educators in making sense of the shifts demanded by online teaching and allow more active modelling of meaning‐making processes for students.Teaching may benefit from deliberate consideration of developing online personas and reflection on how to accommodate them within academic professional identities. [ABSTRACT FROM AUTHOR]

Children learn literacies as social practices in context. Increasingly, these contexts include technological tools. Moreover, children engage with psychosocial identity tasks that involve more than cognitive growth. With the rapid rise in digital personalisation, there is a need to consider ways to ensure that digital technologies attend to literacies using understandings about psychosocial development. In this paper, we share ideas from Erik Erikson about the psychosocial tasks children must achieve in their communities from infancy and we relate these to literacy. The psychosocial tasks are trust, autonomy, initiative and industry. We explain how digital personalisation efforts might contribute to holistic psychosocial development that are also supportive of expansive literacies. Then, we make three recommendations for enhancing the digital personalisation efforts. These include attending to identity tasks, considering multiple types of growth simultaneously and involving multiple systems (eg, parents, caregivers and community) in planning, implementing and evaluating personalised instructional materials for young children. Practitioner notesWhat is already known Personalisation is a concept centred on meeting learners' individual needs.Digital personalisation tools and practices for young children have not fully leveraged unique aspects of childhood versus other phases of life.What this paper adds Digital personalisation processes for young children can be enhanced through psychosocial considerations within social contexts, particularly for literacy learning.Psychosocial developmental theories offer new ways to think about how to involve parents and other caregivers in digital personalisation processes.Implications for practice Planners, implementers and evaluators of digital personalised instructional materials should tether their efforts to psychosocial identity tasks.Planners, implementers and evaluators should also consider ways to layer multiple types of learning (cognitive, social and psychological) within identity tasks.Planners, implementers and evaluators should work to include multiple support systems (parents, educators and communities) in their efforts to personalise digital activities and materials. [ABSTRACT FROM AUTHOR]

Theories of economic nationalism have shown that identities can be constructed around various economic discourses. Yet, much of the literature focuses on official discourses while empirical tests on the citizen level are short in supply. The debate about the European demos exemplifies this shortcoming as EU institutions construct two competing visions of a European identity around economic issues. The European economy is depicted as a neoliberal competitor or as an economic space characterised by a social model. This paper investigates which of these two official visions EU citizens subscribe to. Based on 18 focus group interviews in France, Germany and Poland, I argue that citizens only share a conception of a European social model while a marriage of neoliberalism and nationalism can be detected for national economies. These findings highlight the importance of studying everyday nationhood, as not all official visions can be expected to resonate with citizens. Studies of discursive identity formation cannot only focus on official discourse, but should be flanked by investigations on the citizen level. [ABSTRACT FROM AUTHOR]

As developmental scholars increasingly study ethnic and racial identity among white youth, careful reflection is needed regarding its framing, implementation, and interpretation. In this three‐part conceptual paper, we offer a foundation for such reflection. First, we discuss the sociocultural context of white supremacy that shapes U.S. society, psychology, and adolescent development, and situate the study of ethnic and racial identity among white youth within this context. Second, we consider Janet Helms's White Racial Identity Development model, reviewing theory and research building on her argument that race—and whiteness, specifically—must be centered to achieve racial justice‐oriented scholarship on white identity. We conclude by offering four guiding insights for conducting critical research on racial identity development among white youth. [ABSTRACT FROM AUTHOR]

Sociolinguistic research has increasingly explored the ways in which semiotic features are variably recruited to stylistically perform enregistered social personae. In this paper, I add to this body of work by exploring the emergence of a stereotypically feminine style and persona that is widespread in British social media. Specifically, I examine the prevalence of non‐standard spellings (e.g., darling, gorgeous), discourse features (e.g., hun, babe, u ok hun?), and characterological tropes (e.g., the life motto 'live, love, laugh') as indexical representations of a particular type of classed, gendered, and ethnic identity in a corpus of Instagram memes. I demonstrate that these features have become enregistered as a characterological figure of a British working‐class White woman—the Hun—that is stylistically deployed as a digital commodity register. Concluding, I emphasise the need for research to engage more fully with stylisation and commodification in social and digital media interaction. [ABSTRACT FROM AUTHOR]

Addressing equity issues in science education requires a reorientation to how science students are advised and how science, technology, engineering, and mathematics (STEM) education, particularly science, is viewed. STEM education is often figuratively described as a pipeline containing students who leak out before reaching the nexus of their STEM education/career journey. The authors of this paper argue that STEM education must be viewed from an ecosystems perspective, where students interact with one another, their physical environment and cultural contexts, and other humans who can support them in becoming STEM professionals. Within this STEM ecosystem, many individuals have a pivotal role in supporting students as they learn and develop within the science field. These individuals, particularly advisors, must possess knowledge, beliefs, skills, and dispositions that help students cultivate a sense of belonging, engage them in critical thinking about their academic and career choices, and aid their identity development in learning as becoming in STEM professions. The authors describe who these individuals are, the roles they play, and also provide practical examples, using vignettes, of how advisors can support students of color pursuing science degrees and careers. Finally, recognizing that students' STEM advising ecosystem operates at any grade level or stage of life, the authors have organized the descriptive portion of this study according to the following levels elementary, secondary, undergraduate, graduate, and career. [ABSTRACT FROM AUTHOR]

Objectives: While peer teaching has been found to be an effective technique during simulation, no peer teaching training curriculum (PTTC) has been developed for simulation‐based learning. The objective of this study, therefore, was to develop, implement, and evaluate a PTTC during a high‐fidelity trauma simulation. Methods: When developing the PTTC, we combined several validated learning models for teaching and learning procedural skills. We then implemented it over 6 days in two phases: instructional (learning how to teach) and experiential (practicing teaching). Our research team conducted a qualitative evaluation to evaluate the effectiveness of the PTTC. We analyzed written self‐reflections from 20 second‐year medical students who completed the PTTC. Using an iterative inductive approach to data analysis, our research team first individually coded the reflection papers. We then met to define and categorize the codes into themes. Finally, we compared these themes to the PTTC's objectives to evaluate the curriculum's effectiveness. Results: The following themes emerged from the data: 1) learning through teaching; 2) self‐actualization as an educator; and 3) role of physician as leader, advocate, and educator. The students described how the peer teaching experience improved their own procedural knowledge and skills. They also reported an increase in their leadership and communication skills as they effectively provided guidance and feedback to their peers, which led to their self‐actualization as an educator. This self‐actualization inspired the peer teachers' professional identity formation as leaders and educators in medicine. Conclusions: Based on these themes, we found our PTTC to be an effective curricular design. Our results reinforce previously described benefits to both peer teachers and learners in regard to medical knowledge and skills acquisition and furthers the academic emergency medicine community's understanding of how students' involvement as peer teachers in simulation‐based education impacts their professional development. [ABSTRACT FROM AUTHOR]

In this paper, we review the concept of collective narratives and their role in shaping group behaviour. We see collective narratives as 'meta‐stories' embraced by groups that incorporate values and beliefs about social reality, therefore providing a blueprint for group norms which, in turn, inform group members' behaviour. Our aim is to both describe the psychological processes underpinning the relation between collective narratives and group behaviours and develop an integrative typology of the functions of collective narratives (as they connect to various collective behaviours). We start by discussing definitions in the recent literature and propose an integrative conceptualisation which positions collective narratives in the context of collective action research. Next, we focus on the process by which collective narratives provide the bases for identity formation, development, and change, thus shaping group behaviour. We see collective narratives as central in understanding group behaviour, as they function as 'meta‐stories' that incorporate moral codes and values, and beliefs about the ingroups and outgroups—providing a blueprint for group norms which, in turn, inform group members' behaviour. In the second part of the article, we describe a typology of collective narratives according to their functions, structured around two core dimensions: the context/s in which collective narratives develop and are shared (i.e., intragroup vs. intergroup) and their effects within these contexts (i.e., driving consensus vs. driving dissent). We identify four distinctive types of collective narrative functions and review research showing how each of them shapes specific social identity content, including behaviour prescribing norms. We then show how these specific norms shape behaviours ranging from cooperation and pro‐social action to hostile intergroup conflict. The implications of this contribution are twofold. First, by providing a systematic account and categorisation of how collective narratives function in society and of their connections to social identities (and their content), we can more accurately deduct group norms and predict behaviours in specific circumstances, including in relation to political violence. Second, by better understanding the narratives that provide the bases of identity formation, development, and change, we can improve attempts to create alternative narratives that unify rather than divide people, so that pathways to co‐operation might be chosen over conflict. [ABSTRACT FROM AUTHOR]

Through the retelling of some familiar biblical stories – Jonah, Acts 1, Acts 10 – and gospel narratives of inclusion, this paper looks at the transformation of politics and identities made possible by the sending of the Holy Spirit and the mission of reconciliation to which Christians are called. Through an examination of the themes of power, prejudice, partnership, and identity, the paper aims to offer a concrete approach to rethinking the spaces and places where a reconciling mission can be enacted. Central to an understanding of reconciliation are the disruption and transgressing of boundaries in which Jesus engaged. In addition to this, Jesus creates these unique spaces for reconciliation around his very person, and the Spirit leads the church into these same contexts. Finally, selections of John 17 are examined through a biographical lens in order to offer a new understanding of the politics of identity and the surprising contexts where God's Spirit reconciles all things in Christ. [ABSTRACT FROM AUTHOR]

This article uses the Palazzo della Civiltà Italiana (PdCI) in the Rome suburb of EUR as a case study to explore how Italians have negotiated the "difficult heritage" of Fascism since 1945. Following Sharon Macdonald, the paper understands the term difficult heritage to refer to a historically significant past that remains materially visible through sites, buildings, artworks, monuments and other artefacts, but which is difficult to reconcile with "a positive, self‐affirming contemporary identity". The paper employs a biographical approach to reveal and analyse the post‐Fascist "lives" of the PdCI, one of the most recognisable — and, in recent decades, most admired — examples of Fascist monumental architecture in Italy. With reference also to other examples of difficult Fascist heritage in Italy, and to sites associated with the difficult heritage of Nazism in Germany, the paper offers new insights into how Italy has confronted its Fascist past and places the Italian experience of difficult heritage within the broader international context. [ABSTRACT FROM AUTHOR]

In the United States, work is a central institution that reflects and reproduces gender hierarchies that organize social institutions, interactions, and ideologies across social life. Through an ethnographic study of New Orleans‐area bartenders, this paper analyzes the everyday/every‐night experiences of women bartenders to understand how gender relations map onto women's identity construction projects through their occupational role. I argue that women's identity negotiation is constructed in relationship to gender hegemonies that produce female bartenders as pariah femininities outside the protections of respectable femininity. Sexual harassment, fetishization, and double standards are systematic forms of heteronormative punishment that ensure women bartenders remain feminized workers in masculinized workplaces. While women actively refashion retaliatory punishment into an affirmative self‐identity: the rebel barmaid, this study finds that through gender essentialist and individualist frames, the rebel barmaid falls short of revolutionary potential. [ABSTRACT FROM AUTHOR]

The participatory view of learning emphasises students' identity construction. However, identity research in the context of programming education to cultivate students' computational thinking is scarce. In this study, an instrument of computational identity with components of engagement, imagination and affiliation, was developed and validated. Convenience sampling was used to select 1066 senior primary school students studying programming to respond to the instrument, and to a programming empowerment instrument developed previously with components of meaningfulness, self‐efficacy and impact. The two instruments' factor structure was confirmed to have acceptable discriminant validity and support gender invariance. There was a positive relationship between programming empowerment and computational identity. Specifically, students' perceived meaningfulness and self‐efficacy of programming related to all aspects of computational identity. The perceived impact of programming is related only to the imaginative aspect of computational identity. The establishment of the instrument enables researchers to investigate further factors related to students' computational identity development. The results also indicate that the programming curriculum should be carefully designed so that students can realise the meaning of the activities and foster their programming self‐efficacy. This, in turn, is critical to enable these primary school students to participate in and become a member of the digital community. Practitioner notesWhat is already known about this topic Cultivating students' computational thinking (CT) has become an educational goal in various countries around the world.It is necessary to develop appropriate tools to assess students' CT development.Founded on a participatory view of learning, identity has been employed in different subject areas to assess students' development, but identity research in CT is scarce.What this paper adds An instrument of computational identity with components of engagement, imagination and affiliation is developed and validated with a sample of senior primary students.This study shows the importance of empowerment in developing primary students' computational identity.Students' perceived meaningfulness of programming and self‐efficacy relate to all aspects of identity, but the impact of programming only relates to the imaginative aspect of identity.Implications for practice and/or policy The curriculum for CT should be designed carefully to foster the development of students' computational identity.The curriculum should allow students to see the meaning of programming activities and how young people can make an impact by means of CT.The programming tasks should be designed at an optimal level of difficulty so that students' self‐efficacy can be fostered. [ABSTRACT FROM AUTHOR]

Borderline personality disorder (BPD) is a relatively highly prevalent psychiatric disorder that is associated with very high personal and socioeconomic costs. This paper provides a state-of-the-art review of the relationship between complex trauma and key features of BPD, with a focus on problems with self-coherence and self-continuity. We first review evidence for the high prevalence of complex trauma in BPD patients. This is followed by a discussion of emerging knowledge concerning the biobehavioral mechanisms involved in problems related to self and identity in BPD. We emphasize three biobehavioral systems that are affected by complex trauma and are centrally implicated in identify diffusion in BPD: the attachment system, mentalizing or social cognition, and the capacity for epistemic trust-that is, an openness to the reception of social communication that is personally relevant and of generalizable significance. We formulate a new approach to personality and severe personality disorders, and to problems with self and identity in these disorders, rooted in a social-communicative understanding of the foundations of selfhood. We also discuss how extant evidence-based treatments address the above-mentioned biobehavioral systems involved in identity diffusion in BPD and related disorders, and the supporting evidence. We close the paper with recommendations for future research. [ABSTRACT FROM AUTHOR]

Animalism is the view that we human individuals are animals. And standard animalists claim that if we are animals, we are animals essentially. This is because they believe that if we are animals, we are essentially members of the human kind (e.g., human animal, Homo sapiens), and as a result, we have the criterion of identity by virtue of that kind. The goal of this paper is to reject the claim that our being animals implies our essentially being animals. I begin by reformulating the standard animalist's argument for the claim that we are essentially biological entities of some sort. I then argue that the very same argumentative strategy can be applied against standard animalism. Specifically, the standard animalist's reasoning for the claim that we are contingently psychological beings faces a dilemma that undermines the claim that we are animals essentially. In the remainder of the paper, I reply to various objections to my argument and consider a strategy that animalists can pursue in attempting to block the dilemma. [ABSTRACT FROM AUTHOR]

This paper examines the identity work of women undergoing high‐cost religious disaffiliation by examining the exit experiences of members of the Church of Jesus Christ of Latter‐day Saint (LDS, Mormon). Previous research into religious change has not fully engaged with the extensive identity work that exiters do as they leave these groups. I propose a stage model of religious exit identity development to expand upon the process of identity transformation during and after high‐cost religious exit. Additionally, I examine how the gender regimes of high‐cost‐religions result in different pathways out and experiences during disaffiliation for women and men. Though constructed to describe high‐cost religious exits, this model may also be helpful in understanding other "high‐cost" exits. A video abstract is available at https://youtu.be/hup3KFXvODs. [ABSTRACT FROM AUTHOR]

Identity narratives enhance the understanding of women's leadership, but there exist very few in‐depth analyses of negative identity tensions that influence agency. In this study, we examine the negative identity tensions of well‐to‐do women from small towns in India, who hold two leadership positions: organizational and social movement. We borrow from the discourse on well‐to‐do women's participation in social movements in India to draw on the notions of identity, perceptions of feminism, and patriarchal challenge. Our data are derived from 49 in‐depth interviews with women leaders. Findings from qualitative analysis and creation of a composite narrative show that negative identity tensions arising from two leadership positions are gendered in nature. Furthermore, agency is (i) contingent on one's reflection on challenges, (ii) rooted in an underlying principle, and (iii) practiced through the mechanisms of "managing femininity," a concept that is widely discussed in the Western paradigms of postfeminism and neoliberalism. This paper contributes to the feminist dialog on the global South in the context of gender, class, and geographical location intersection by revealing certain non‐Western ways of managing femininity. However, in the process, the hegemony of Indian men remains intact. [ABSTRACT FROM AUTHOR]

In this article, I argue against the conventional view that Buddhist philosophy of personal identity regards the self as an illusion. Critically engaging the work of Miri Albahari, I defend the view that it is instead centered around the properly diagnostic claim that the overwhelming majority of human beings suffer from a delusion concerning the nature of the self. In the central section of the paper, I draw from contemporary work in philosophy of psychiatry to gain clarity on what delusions are and how they are distinct from illusions. On the narrative theory of delusions I thence develop, delusions are best understood as faulty and harm‐inducing self‐referential narrative constructions. Buddhist views on human beings' confusion concerning the self, I then submit, consist of the diagnosis of a delusion in precisely this sense. At the end of the article, I argue that in addition to its intrinsic merits this interpretation has the added advantage of bringing into sharper focus the irreducibly therapeutic character of Buddhist philosophy of personal identity, and I discuss the implications of this for future cross‐cultural research on the problem of selfhood. [ABSTRACT FROM AUTHOR]

This article explores how the group identity is constructed in the process of individualization by reconstructing the public life of square‐dancing groups. The study finds that, on the one hand, groups whose members retired from the work‐unit and whose family structure is waning obtain institutional identities and group membership through external forces. On the other hand, groups play different roles, relying on three types of capital including power, ability, and relationships, and they ultimately reshape the collective identity of the groups with the internally made identity consensus and the externally assimilated identity mechanism. With the social changes in China, the groups have achieved identity construction during the interaction between the state and the individuals. The mutual influence of the reflexive actions of individuals and the support of the state system is also addressed in this paper. Thus, in the interaction between the state and the individual, the basic question of whether free individuals can achieve a universal connection that allows them to maintain public life is answered. [ABSTRACT FROM AUTHOR]

This paper focuses on the qualitative findings from a mixed‐methods study of the educational and employment experiences of male and female Syrian refugees who settled in Regina, Canada. Canada admitted over 40,000 Syrian refugees who settled in 350 communities across Canada, including many smaller, non‐traditional refugee‐receiving centres. This influx necessitated the expeditious development of additional services as well as a re‐allocation of local resources. Drachman's (Social Work, 37, 68, 1992) three‐phase migration framework was employed to trace the experiences of these Syrian refugees through the pre‐migration, transit and resettlement phases. The findings demonstrated that the participants perceived a shift from independence to dependence on the government as they moved through each of the successive phases of migration. While participants had constructed identities as "hard workers" back home, they found that their experiences and credentials from back home were devalued and learning English was a prerequisite for employment. [ABSTRACT FROM AUTHOR]

Evidence points to embodiment being perceived as a lived human experience that bridges the natural and the cultural. Therefore, embodied social identities seem to be related with the way people perceive their body as beautiful/ugly, namely worthy/not worthy. Using data from interviews with employees with disability, this paper explores the process of shaping the body within the postcolonial masculine organizational culture. On these grounds, we argue that the above process involves taking decisions at three levels: first, one must decide what their body is; second, define what their body can be; and third, assume what their body will be. Further, the data revealed how those with "ugly bodies" construct their identities in relation to nondisabled colleagues. Our theoretical and managerial contribution includes a better understanding of how workplace and social life tend to be organized based on the ideal(able) body. [ABSTRACT FROM AUTHOR]

Using a cyber‐ethnographic method, this paper investigates how Kurdish women in Kurdistan‐Iran (i.e. Rojhelat/East Kurdistan or Iranian Kurdistan) represent and reconstruct their ethno‐national identity on social media. The research studied Instagram as the most popular social media platform among Rojhelat and Iranian women wherein different groups can now play an active role in the reproduction of their narratives, as well as in the representation of their own media content. The research discussed: 1) the dominant patterns related to the representation of the virtual identity of Kurdish women in Iran; 2) the strategies and techniques used in these patterns for the representation and reconstruction of ethno‐national identity; 3) the personal preferences or environmental variables influencing the different identity types of Rojhelat Kurdish women on Instagram; and 4) the factors that lead to the continuity of media practices with respect to the representation of these women's virtual identity in society. [ABSTRACT FROM AUTHOR]

This paper describes a 6‐month period of compassion‐focused therapy (CFT) for a client who has a 35‐year history of hearing voices that are threatening, derogatory, and abusive. In this intervention, the client is encouraged to develop compassionate motives toward herself and to her voices, recognizing that her voices may have been functional in the context of difficult early experiences. The client develops a compassionate self‐identity, which becomes the vehicle through which she approaches therapeutic tasks, such as listening and talking to voices, engaging with traumatic childhood pain, and resolving emotional conflicts. The client is an author on this study, so is able to provide valuable first‐hand insights into the experience of working compassionately with her voices, and of experiencing CFT techniques for the first time. [ABSTRACT FROM AUTHOR]

Keywords: Covid-19; COVID-19 pandemic; denial; outreach in psychoanalysis; psychoanalysis; psychoanalysis and society; psychoanalysis beyond the couch; splittings; unconscious fantasies EN Covid-19 COVID-19 pandemic denial outreach in psychoanalysis psychoanalysis psychoanalysis and society psychoanalysis beyond the couch splittings unconscious fantasies 109 120 12 06/24/21 20210601 NES 210601 INTRODUCTION The COVID-19 pandemic has changed our lives during the last year dramatically and in a totally unexpected way. However, especially the discussions about the intersubjective turn of psychoanalysis have shown in the meantime that the metaphor of the analyst as an "objective", "neutral", and affect-free surgeon described by Freud, or of the analyst as "clear but hard and not flexible mirror" were problematic. Commitments of psychoanalysts and psychoanalytic institution in the pandemic Anna Maria Nicolò (Rome, Italy) summarizes in her paper I The COVID-19 Pandemic and individual and collective defences i some observations on the specific nature of the trauma caused by the pandemic and subsequent defenses on the social and individual level. All the psychoanalysts describing their experiences as clinicians or "activists" during the COVID-19 pandemic in this Special Issue are directly or indirectly describing these complexities of clinical psychoanalytic practice during such existential crises as the pandemic. [Extracted from the article]

According to Naming and Necessity, proper names usually work referentially as rigid designators. In this paper, I argue that proper names have also attributive uses that systematically emerge in particular contexts. Attributive uses are then exploited to show that simple identity claims (such as "Hesperus is Phosphorus") are open to a double interpretation. The main aim of the paper is arguing that the impression that certain true identities are a posteriori is mostly due to one of the two readings, a reading according to which, however, the expressed truth is only contingently true. [ABSTRACT FROM AUTHOR]

Aim: Ecoinformatics offer new opportunity to test islands as biogeographic and ecological models. In this paper we predicted three hypotheses: (1) plot‐based data issuing from vegetation surveys can be used to predict Island Species‐Area Relationships (ISARs) or island similarity; (2) the habitat area is an independent predictor of species richness patterns within island; (3) species richness and composition are more dependent on habitat type than island identity in land‐bridge islands. Area: Tuscan Archipelago, Italy. Methods: We assembled a database of all the vegetation plots available for the archipelago. For the first hypothesis we calculated ISARs, using Arrhenius model, and Beta Diversity, using Jaccard dissimilarity, on both published floras and cumulative plot data. For the second hypothesis, we modelled Habitat Species‐Area Relationships (HSARs), using Arrhenius model. For the third hypothesis, we used additive partitioning of species richness, NMDS and PERMANOVA. Results: Island Species‐Area Relationships based on plot data mirrored those on published floras, but absolute values of c and z parameters were different. Beta diversity based on plot data resembled those of published floras, but was higher. Species richness was significantly related to the habitat area. The total species richness of the archipelago was linked to large scale drivers, such as island identity, while plot species composition was driven by both habitat type and island identity. Conclusions: Data assembled issuing from vegetation surveys are useful to describe biogeographic patterns. Species richness in the archipelago is driven by spatial factors such as the amount of habitats and the differences among islands, while the species composition of local assemblages is largely driven by habitat filters rather than by island identity, as expected in land‐bridge islands. [ABSTRACT FROM AUTHOR]

Why do regional identities develop (or not)? While we know about the institutional incentives that make some identities more salient than others, we know much less about the conditions that make nation‐builders more or less successful. To fill this gap, this paper examines the organizational dimensions of identity formation and the peripheries of Kachin nationalism in Myanmar. It argues that identity formation is shaped by political entrepreneurs' capacity to (1) create inclusive inter‐elite alliances and (2) turn individuals into "citizens" of a larger ensemble. Empirically, it seeks to understand why we find resistance to a pan‐Kachin identity among two "Kachin" subgroups: Rawang and Lisu. The article shows that their conditional Kachin identity is the outcome of (1) incomplete inter‐elite alliances due to the uneven spread of Christian networks through which nation‐builders worked; and (2) the KIO's variable and declining capacity to provide public goods inclusively across all Kachin groups. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of agency and positioning in a context of British migration in the Ariège département of south-west France. A narrative positioning framework is used to explore the relationship between local discursive positioning and broader social obligations, specifically by integrating data from an online forum for British residents with an interview carried out with two forum users. Although there is thematic coherence across the datasets, particularly in relation to the social obligation to be the 'right kind' of migrant, the two speakers in the joint interview represent their actions using conflicting approaches. The analysis of agentive positioning shows the strategic use of both agentive and inagentive language where the narrated actions did not align with those of the 'right kind' of migrant constructed by forum members. The study shows how attempts at positive self-representation can reflect awareness of the ideological context but can nevertheless be interpreted in very different ways. The paper concludes that we should not restrict ourselves to seeking recurrent and stable patterns when exploring indexical links between micro contexts and wider social reality, particularly when the interactional context is overshadowed by a broader moral landscape. [ABSTRACT FROM AUTHOR]

Originally presented at the Journal's one day conference entitled 'Displacement: Contemporary Traumatic Experience' held in London in November 2019, this paper expands on the author's theory of the implicit psychological organizing gestalt, an associated pattern of psychic functions which operate in an integrated way to simultaneously structure and organize our experience of self-cohesion and self-continuity. The gestalt, which implicitly links the formation of psychic skin, body image, cultural skin and both personal and cultural identity with place, functions as an emergent non-conscious permanent presence or background 'constant'. It develops over time and emerges out of embodied emotional experiencing with the total environment - both human and non-human. The author argues that it is the rupture of this gestalt and the disorganizing consequences of its loss which underlies the experience of displacement trauma. If disruptions in the formation of the gestalt and/or its later rupture remain unrecognized and unrepresented then the absence creates a void which can be intergenerationally transmitted. Case material is presented which describes this and which highlights the ways in which the gestalt can contribute to our understanding of collective displacement anxiety, cultural trauma and cultural complexes. [ABSTRACT FROM AUTHOR]

In this essay, I have the task of drawing together some important threads between the three excellent articles by Tadashi Dozono and Rebecca Taylor, Troy Richardson, and Doug Yacek. My own initial hunch is that although some of the techniques Dozono and Taylor suggest in their paper are excellent practices for teaching open-mindedness in many situations and for many subjects,[4] quite different techniques would be needed to teach transformative open-mindedness. It might be that to teach more traditional open-mindedness directed at setting aside one's own doxastic claims to consider alternative ones, only more traditional open-mindedness needs to be practiced by teachers (Dozono and Taylor may say that this is precisely what they have in mind). One difficulty teachers face, which Dozono and Taylor acknowledge, is that a teacher may simply not know where students are coming from no matter how open she is herself. [Extracted from the article]