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The current study investigated the components of gender identity development using a neo-Eriksonian process model. We aimed to derive and validate the distinct combinations of commitment, in-depth exploration, and reconsideration of commitment that characterise different states of self-understanding (identity statuses) experienced by transgender individuals in relation to their gender. To do so, we used two-stage clustering to categorise 354 transmasculine respondents on the Utrecht-Management of Identity Commitments Scale, expecting to produce statuses consistent with the theoretical solution of Crocetti and colleagues (2008). Partially supporting the hypotheses, we found that a four-cluster solution comprising Achievement, Closure, Moratorium, and Diffusion optimally captured transgender identity development, consistent with findings in lesbian and gay identity development by Kranz and Pierrard (2018). The current statuses related differentially to identity functions and elements of positive transgender identity which further supports their validity. These findings suggest that the experience of gender identity development for transgender people can be partitioned into meaningful statuses characterised by unique features. [ABSTRACT FROM AUTHOR]

Background: The growing importance of the science, technology, engineering, and mathematics (STEM) fields, accompanied by the rapid advancement of computer science (CS), has positioned these domains as cornerstones of modern education and the global workforce. That there is underrepresentation of students of colour in these fields, particularly Black and Latinx males, is well-documented, often resulting from deeply rooted systemic and institutional challenges influenced by historical inequities, structural racism, and institutional practices. This underscores a need for better understanding of the development of STEM/CS identities and career interests among these students, in order to overcome barriers and foster their inclusion in twenty-first-century career pathways. Purpose: This study aimed to explore the experiences of Black and Latinx male students in one all-male Exploring Computer Science (ECS) class in the United States of America (USA). The goal was to understand how these students begin to develop their STEM/CS identities and career aspirations within the classroom context. Method: The research used a qualitative research methodology involving semi-structured interviews with 12 students enrolled in the ECS course. It focused on identifying the pedagogical, familial, and contextual factors that shape students' identity formation and career interests in STEM and CS. Findings: Analysis of the students' narratives highlighted the importance of culturally relevant pedagogy, teacher support, peer collaboration, and industry role models in fostering STEM/CS identity development. Student autonomy and exposure to relatable guest speakers were also influential in shaping their perceptions and aspirations within these fields. Conclusions: Early exposure to STEM/CS through supportive and affirming educational environments can play a critical role in shaping STEM/CS identities and career interests among Black and Latinx students. Implications for educators and policymakers include promoting inclusive pedagogy, early exposure, and meaningful mentorship to support the development of diverse talent in STEM/CS fields. [ABSTRACT FROM AUTHOR]

To explore young adolescents' negotiation of their national identity in an educational context, we individually interviewed nine students (ages 10–14) with different backgrounds attending an ethnically diverse school in Sweden. The transcribed interviews were thematically and qualitatively analyzed. Results show that students negotiated their national identity as being quantifiable, often as sized portions of a whole or percentages, and dichotomous (Swedish vs. non-Swedish). Their national identity negotiation further related to feelings of belonging as well as to birthplace, appearance, and language. Results suggest that national identity is more complex for youth with immigrant backgrounds and that the status conferred by being part of the majority group is recognized in ethnically diverse and segregated contexts. These findings on young adolescents' national identity negotiations can inform future research or educational practices as well as curricula to support national identity development or feelings of belonging in diverse school settings. [ABSTRACT FROM AUTHOR]

The arts have been connected to well-being by scientists, philosophers, and laypeople for thousands of years. However, studies focused on childhood dance participation as conduits for well-being have received little attention. We examined the connections between dance participation and well-being in children aged 7–12 years old using open-ended questions given to children and parents (N = 65), and qualitative interviews conducted with teachers (N = 17). Data were thematically analyzed and coded for emergent themes using an emic phenomenological coding approach. Thematic findings suggest dance contributes to children’s physical well-being and psychological well-being by acting as a platform for children to express themselves. Other emergent themes suggest dance participation contributes to well-being through promoting self-confidence, self-understanding, and positive identity development, particularly concerning children’s understanding of their marginalized identities. Findings suggest areas for future study and have implications for parents, arts educators, and arts education policy. [ABSTRACT FROM AUTHOR]

This qualitative study explores the interactions among gifted students' vulnerabilities, stressors, supports, and coping mechanisms at a public, high-achieving residential high school. Qualitative interviews (n = 12) revealed that teachers caused stress by (a) failing to provide academic challenges and/or (b) failing to support students' diverse identities; conversely, teachers provided support when they were available, enthusiastic, and understanding. Further, peers added stress through class rank competition but fostered support through accepting diverse identities and building friendships. In general, students heavily relied on problem-focused coping to address academic stress (e.g., changing schools, advocacy), yet had minimal adaptative coping strategies to address social stress. Students also discussed hybrid coping approaches, like extracurriculars and counseling. These findings suggest that interventions, such as teacher training and peer support programs, should address specific vulnerabilities, including diverse identities, and provide direct instruction in developing coping strategies to address social stressors. [ABSTRACT FROM AUTHOR]

The current research explored the influences of role-playing video games (RPGs) on the development of gender identity among transgender and gender non-conforming (TGNC) individuals. In Study 1 (N = 10), we used a Consensual Qualitative Research approach to interview TGNC individuals and identify common themes regarding the perceived impact of RPGs on gender identity development. TGNC individuals highlighted the influence of character customization, exploration, and the function of RPGs as safe spaces. In Study 2 (N = 100), we quantitatively explored the influence of RPG avatar customization on TGNC gender identity development. Although avatar customization was not associated with gender identity commitment, those playing RPGs with highly customizable avatars were more likely to report an impact of RPGs on their gender identity development. Content analyses reinforced Study 1 findings, indicating that RPGs, especially those with customizable avatars, can shape the gender identity journey for TGNC individuals. [ABSTRACT FROM AUTHOR]

Introduction: Type 1 Diabetes Mellitus (T1DM) is a chronic condition increasing among young people. Identity development occurs during an individual's life and can be significantly influenced by a chronic disease such as T1DM. We have critically reviewed the relevant scientific literature to understand young people's identity development with T1DM. Methods: A critical review design was employed to answer the research question: "What does scientific literature state regarding identity development in young people living with Type 1 Diabetes Mellitus?" Numerous databases were searched to include the most relevant scientific literature to answer the research questions. Boolean operator phrases were ultimately used to search for the literature. The initial screening produced 1319 scientific literature, among which seven articles were analyzed thematically. Results: Analysis revealed several significant themes: The identity of young people with T1DM develops differently from those without this chronic condition; young people can either incorporate or contain their T1DM in their identity development, highlighting the complex nature of this process; and numerous external factors significantly influence identity development in young people living with a chronic condition such as T1DM. Conclusion: The study underscores that identity develops differently in young people living with T1DM than in those without chronic conditions. However, the existing studies and literature exploring the experiences of young people living with T1DM have relied on information from caregivers and health professionals. This reliance on secondary sources underscores the urgent need for more research to obtain data from young people living with T1DM as a primary source. Such a shift in research practices is crucial to gaining a more comprehensive and accurate understanding of their experiences. [ABSTRACT FROM AUTHOR]

Family relationships are significant to the experience of developing identity. Scholars have previously indicated the complexity of identity maturation when people carry multiple historically marginalized identities and have to navigate oppressive contexts. These complex experiences are prominent during the young adulthood phase of life when many are pursuing higher education. Building from their previous study on familial relationships among BIPOC LGBTQ+ college students, the authors were curious to further explore the unique experiences of a sub-group of three queer Latinx/a/o identified participants. Thus, the purpose of this narrative inquiry was to understand how family relationships shape identity exploration and development at the intersection of Latinx/a/o and queer identities. Using intersectionality as a guiding framework through analysis, findings yielded three themes: environment shapes meaning making, ethnic gendered roles impact developmental process, and challenges integrating siloed worlds. The authors discuss implications for family science scholars and helping professionals alike to further understand and support identity exploration and development through familial connections, particularly during young adulthood in collegiate settings. [ABSTRACT FROM AUTHOR]

Objectives: Unidimensional measures of sexual and gender identity are most often used in research. Yet, sexuality and gender are defined by complex characteristics. Guided by the Health Equity Promotion Model, we assess multidimensional properties of sexual and gender identity. Methods: This study utilizes 2016 survey data from Aging with Pride: National Health, Aging, and Sexuality/Gender Study (NHAS) to investigate properties of identity (affirmation, visibility, centrality, integration, congruence, continua, transformation) and their association with multimorbidity, disability, general health, depression, quality of life among SGM adults (N = 2233), 50 and older. Results: Higher affirmation, centrality, congruence, and transformation were associated with better health, while identity integration and continua were associated with some adverse health outcomes. Bisexual men, sexually diverse and transgender individuals had the lowest identity centrality and visibility. Discussion: The findings necessitate a multidimensional approach to identity and the use of measures that are comprehensive and responsive to sexual and gender diversity. [ABSTRACT FROM AUTHOR]

This collective case study explored the musical lives of second-generation immigrant children in Miami, Florida, USA, to gain greater insight into music's role in the negotiation, construction, and expression of their "identities in music" and "music in identities." Four children between the ages of 8 and 12 who had at least one parent born outside of the United States participated in the study. Data were collected through participant-created artifacts, observations, and semistructured interviews with the children and other key figures in their homes and communities. Findings suggest that the children explored and evaluated their musical identities through a continuous cycle of musical experiences and social comparisons and that formal, informal, and nonformal music experiences in school, at home, and with the media informed the children's understandings and expressions of musical identities. Additionally, music allowed the children to explore the values, traditions, and expectations of particular social groups. Children's musical experiences also served as a source for understanding, maintaining, and expressing their ethnic, gender, and youth identities. [ABSTRACT FROM AUTHOR]

Background: Girls' physical activity and healthful eating behaviors decline throughout adolescence. These trajectories may be linked to the underdevelopment of exercise and healthful eater identities. Youth programs might consider prioritizing identity development as an innovative health promotion strategy, especially during the formative preadolescent life stage. Objectives: This study examines healthful identities and behaviors among a sample of preadolescent girls who participated in SPLASH, a multicomponent youth program consisting of identity development ("I am an exerciser"; "I am a healthy eater"), physical activity, and healthful eating. Methods: SPLASH was piloted in a community-based recreational facility in the Midwest United States. Participants had differing levels of program access: all girls (N = 32, age = 10.6 ± 0.8) attended a 1-week summer day camp, and a subset (n = 16) received supplementary access to a 10-week eHealth program. Using a feasibility framework, we examined SPLASH's (1) preliminary efficacy, (2) implementation, and (3) acceptability. Results: Girls' exercise identities and behaviors improved following camp participation. At follow-up, those in the camp-plus-eHealth group reported greater improvements in physical activity enjoyment relative to girls in the camp-only group. Conclusions: SPLASH is a promising identity-focused health promotion program for preadolescent girls. Community support and family engagement facilitated this pilot study. Programmatic impact should be assessed in additional communities. [ABSTRACT FROM AUTHOR]

Abstract This study explored how emerging adults processed the COVID-19 pandemic based on their identity, mental well-being, and political ideology. Participants (N = 231; M age = 20.3; SD = 1.36) completed an online survey with five ordered measures: Dimensions of Identity Development Scale, pandemic processing narratives, pandemic experience questionnaire, the Patient Health Questionnaire-8, and political ideology and demographic questionnaire. Analyses revealed that individuals with poorer mental well-being and/or more liberal political ideology self-reported more negative effects of the pandemic on their lives. Yet, aspects of emerging adults’ identity development were associated with positive interpretation of experiences during the first year of the COVID-19 pandemic: Greater ‘exploration in breadth’ and ‘identification with commitment’ positively predicted redemptive arcs (finding the positive) in narratives about the pandemic. Finally, political ideology was an important factor in emerging adults’ experience of the pandemic. Notably, conservative participants self-reported better mental well-being, fewer negative effects of the pandemic, and higher levels of identity commitment. Yet, conservative participants with high levels of ‘commitment making’ were less likely to find the positive when writing about negative events. Whereas, greater ‘commitment making’ reduced the likelihood of redemptive arcs when writing about a negative event, but only for those with a conservative political ideology. Together these results suggest that aspects of identity development may be protective when emerging adults face challenges and individual factors (e.g., well-being and political ideology) can also exert effects on emerging adults’ ability to navigate global and political crises.

ABSTRACT Objectives: Establishing a stable identity is considered an important developmental task during adolescence. One salient identity domain is gender identity or the inner sense of gender. Gender dysphoria (GD) may occur when this inner sense of gender does not align with the sex registered at birth. Both poorer overall identity development and GD have been connected to mental health problems in adolescence. The aim of this study was to investigate the associations between mental health problems and identity development among adolescents with GD. Materials and methods: We conducted a study on 114 adolescents (94 birth-registered females and 20 birth-registered males, aged 12–18 (mean age (sd) 16.2 (0.1) years) seeking medical gender reassignment (GR) in specialized gender identity services in Finland. Identity development was measured in terms of “impaired personality functioning” with the 58-item self-report questionnaire Assessment of Identity Development in Adolescence (AIDA). Psychiatric morbidity was assessed by reference to previous psychiatric treatment history, ICD-10 psychiatric diagnoses and psychiatric symptoms recorded in the participants’ case histories before and during the gender identity assessment. The data were analysed using cross-tabulations with chi-square statistics and t-test, and multivariate associations using linear and logistic regression as appropriate. Results: Contrary to our expectations, the AIDA scores were not associated with psychiatric morbidity variables. We suggest that it is, thus, imperative to conduct a comprehensive and holistic evaluation of adolescents seeking medical GR, not relying solely on self-reports. However, higher AIDA scores indicating poorer identity development were connected to not being considered eligible for medical GR. Conclusions: The inclusion of identity development self-assessment can only provide some indications on overall maturity and preparedness for medical GR.

During the COVID‐19 pandemic, closure of schools and other public places changed the circumstances under which young people engaged in identity development. This qualitative study examines the impact of COVID‐19 on the gender identity development of 295 transgender and gender diverse youth, ages 13–22. Responses to the open‐ended question ‘How has the COVID pandemic changed or affected your own understanding of your gender identity?’ were analysed through thematic analysis. Findings revealed six major themes and nine subthemes: (a) time for identity development (self‐reflection and self‐realization, self‐acceptance and self‐worth and self‐expression and experimentation), (b) no changes, (c) COVID‐19‐specific factors (masks help pass, limited expression/identity suppression and break from social pressures), (d) trans/non‐binary visibility on online platforms (knowledge, connection and personal increased visibility), (e) increased confusion/pain and (f) unspecified but significant changes. Close to 30% of participants reported no change to their understanding of their gender identity. Of the participants who did report change, the most common theme was time for identity development (56.3%). This study indicates that the COVID‐19 pandemic and lockdown had important, largely positive impacts on individuals' gender identity development. [ABSTRACT FROM AUTHOR]

Branded clothes and accessories are objects whose meaning extends beyond their use value. Branded items are widely used and consumed by adolescents worldwide, affecting their perception of themselves and of others. Then, how does the use of branded clothes and accessories relate to the identity development and the social relations between adolescents? To answer, we present the result of a netnographic case study focusing on a Brazilian young man, using a mixed-method approach involving observation, social media analysis and semi-structured interviews. First, we develop an innovative theoretical framework in which cultural psychology of semiotic dynamics and psychoanalysis enter in dialogue to understand identity development. Then, we analyse how branded clothes and accessories function as an identifying sign, for both the construction of the participant's own identity and in relation to others. Finally, we discuss identity beyond the tautology of the self-identical subject, supporting the development of the concept of identity as an identifying mosaic, where identifications are organized fluidly and dynamically throughout an individual's life. [ABSTRACT FROM AUTHOR]

Gender and sexual identity development (GSID) are formative tasks of adolescence and young adulthood. For LGBTQ2S+ individuals, these processes may be complicated by issues of safety, support, and access to resources. A potential avenue for identity experimentation is tabletop role-playing games (TRPGs), cooperative narrative games wherein players adopt fictional personas and describe their actions within a fantasy setting arbitrated by a facilitator. Previous studies provide indications of the significance of TRPGs to GSID but have generally been limited to small sample sizes and/or specific demographic subgroups that lack a specific inclusion of LGBTQ2S+ youth within their samples. The current study sought to address these gaps and investigate the role of TRPGs to GSID among LGBTQ2S+ individuals during adolescence and young adulthood by generating and analyzing a digital ethnography composed of anonymous online public posts (N = 211) across four social media platforms authored by current self-identified LGBTQ2S+ youth and young adults, or self-identified LGBTQ2S+ adults retroactively reflecting on their youth and/or young adulthood (N = 199). Thematic analysis revealed a range of themes highlighting the significance of TRPGs to GSID organized under five overarching categories: (a) Identity Expression, Exploration, and Experimentation through Role-Play; (b) Navigating Safety and Visibility; (c) Enactment and Embodiment of Possibility through Fantasy; (d) Agency, Power, and Resistance; and (e) Personal Significance and Impact to Life and Well-Being. [ABSTRACT FROM AUTHOR]

This study explored how emerging adults processed the COVID-19 pandemic based on their identity, mental well-being, and political ideology. Participants (N = 231; Mage = 20.3; SD = 1.36) completed an online survey with five ordered measures: Dimensions of Identity Development Scale, pandemic processing narratives, pandemic experience questionnaire, the Patient Health Questionnaire-8, and political ideology and demographic questionnaire. Analyses revealed that individuals with poorer mental well-being and/or more liberal political ideology self-reported more negative effects of the pandemic on their lives. Yet, aspects of emerging adults' identity development were associated with positive interpretation of experiences during the first year of the COVID-19 pandemic: Greater 'exploration in breadth' and 'identification with commitment' positively predicted redemptive arcs (finding the positive) in narratives about the pandemic. Finally, political ideology was an important factor in emerging adults' experience of the pandemic. Notably, conservative participants self-reported better mental well-being, fewer negative effects of the pandemic, and higher levels of identity commitment. Yet, conservative participants with high levels of 'commitment making' were less likely to find the positive when writing about negative events. Whereas, greater 'commitment making' reduced the likelihood of redemptive arcs when writing about a negative event, but only for those with a conservative political ideology. Together these results suggest that aspects of identity development may be protective when emerging adults face challenges and individual factors (e.g., well-being and political ideology) can also exert effects on emerging adults' ability to navigate global and political crises. [ABSTRACT FROM AUTHOR]

The sense of belonging and integration are complex psychological phenomena that are crucial for the health and well-being of individuals as well as for the stability and harmony of societies. Architecture, through its physical and symbolic elements, influences the spatial experiences of individuals and social groups, and consequently, can affect their sense of belonging and integration. A key element in community building is the engagement of its members in the process of reconstruction and the shaping of space, which can contribute to finding the appropriate spatial form and function of the newly shaped housing environment. Analysis of theoretical works and examples of pro-social housing projects presented in the article allows us to approach possible directions for the reconstruction of war-damaged areas. A properly designed architectural space can stimulate positive interactions among people, strengthen their sense of community, and influence the development of identity and belonging in the local community. The authors emphasise the role of the community in shaping such housing estates and the benefits for residents and the natural environment, including the application of the Segal method. [ABSTRACT FROM AUTHOR]

Understanding the sexual identity development of the sexual and gender minority among Malay women (SGMMW) is necessary for providing them with appropriate services. However, owing to a paucity of studies on this subject, the present study thus explores the sexual identity development of SGMMW. A phenomenology study was performed on 30 SGMMW. In-depth, semi-guided virtual interviews were conducted, each lasting 45-90 min. Recordings of the interviews were transcribed verbatim. Subsequently, all transcriptions were added to ATLAS.ti 8 for analysis and coding. Three themes were elucidated from the study: awareness of incongruence, exploration of self-identity, and consolidation in the L Community. These three themes represent three phases of the sexual identity development of SGMMW. In Phase 1, SGMMW becomes aware of their sexual orientation toward females. In Phase 2, SGMMW explored information, community, and partners that could affirm their identities. In Phase 3, SGMMW consolidated itself into a new community that aligned with its new identity, also known as the L Community. Sexual identity development is influenced by environmental factors such as family, friends, institutions, and social media; personal factors such as a belief that men are bad; and behavioral factors such as behaving like a man to protect the self and others. In conclusion, SGMMW identity development involves three phases and is influenced by environmental, personal, and behavioral factors. [ABSTRACT FROM AUTHOR]

This article explores the lived experience of two Black women within the enclave of their educational environments and childhood upbringing. The authors examine their lived experiences through the lens of Black Feminist Thought (BFT) and Transnational feminism. Using a duoethnographic approach, these women unpacked and re-wrote their stories through three themes: Hair as a site of performance for Black Womanhood, The othering of Blackness in the academy, and Owning our Black womanhood. The findings from this study add to the literature on de-centering whiteness and colonization among Black women in academia through a cross-cultural understanding of Blackness. [ABSTRACT FROM AUTHOR]

Values in the Latino community play a significant role in the identity development of Latino male college students and can have an impact on their college student success. Though often maligned in the literature, machismo, when focusing on the caballerismo attributes, can aid in the academic success of Latino men while in college, if channeled through educational and cultural groups on campus. A small-scale scoping review was conducted to identify what is known about how machismo, caballerismo, and other masculinity-related values and constructs shape the identity development of Latino male college students. Ten empirical articles all published within the last ten years (2012–2022) were selected as part of this scoping review. Our findings are categorized into three groups: 1) cultural capital & support, 2) expectations & cultural values, and 3) machismo and caballerismo. Guided by Yosso's Community Cultural Wealth Model and Umaña-Taylor's ethnic identity theory, Latino men are influenced by familial values, cultural beliefs, and gender constructs of what a Latino man should be and when in college, these play a role in their development and growth. [ABSTRACT FROM AUTHOR]

The Queen's Gambit (2020) addresses gender inequality against women in male-dominated industries like chess. Queen's Gambit displays patriarchal structural and representational judgment of women. Gender discrimination affects women's careers, identities, and development. Thus, the study examines gender discrimination's intersectionality and its effects on Beth Harmon, a white low-class young woman. Pictures and talks from the series are the key data in this qualitative study. Also used are intersectionality theory to analyze gender discrimination statistics and stages of development theory to examine character identity development. Gender, age, ethnicity, class, prejudices, and appearances encountered by Beth Harmon shaped her multifaceted identity. Discrimination hindered Beth's development as a chess player and woman throughout her school years, adolescence, and young adulthood, leading to both dystonic and syntonic effects. Stereotypes and injustice give rise to discrimination; therefore, we must acknowledge various identities and histories to prevent a "double burden" of discrimination that impedes growth. [ABSTRACT FROM AUTHOR]

Research on third-culture individuals (TCIs) is an emerging topic in college student development. However, while emerging literature on TCIs exists, research on TCIs’ personal development in postsecondary contexts is still lacking. This literature review addresses this issue. In this review, I argue that the literature predominantly illustrates that TCIs experience a negative transition to college that negatively impacts their personal development. I then synthesize the literature, identifying the background of the research surrounding TCIs. Next, I summarize the four main themes that the literature identifies as struggles that TCIs experience while transitioning into college: family, social connections, mental well-being, and identity construction. I then highlight the important contribution that resilience has to TCIs’ lives in college. I conclude by arguing that recommendations from the literature and practice should be adopted by all postsecondary institutions to better support TCIs. [ABSTRACT FROM AUTHOR]

This study inquires into the experiences of 15 doctoral students from universities in the United Kingdom and Hong Kong to examine the factors that contribute to publishing first-authored academic papers and explores their self-perceptions of their scholarly identities. Using Leadership for Learning as a theoretical framework, the research findings show that successful academic publishing is underpinned by powerful learning experiences, the sharing of leadership and a shared sense of accountability. The study demonstrates that student agency, which links leadership and learning, is manifested through purposeful action, relational engagement and self-transformation. The research results acknowledge the unequal power dynamics in different research collaborations and reveal that doctoral students’ identity development is interlinked with a passion for research, strong learning experiences, the way that others position themselves and autonomy. The study highlights the need for robust learning experiences, tailored support for academic publishing and leadership development opportunities that facilitate academic collaborations. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. Public Significance Statement: We tested changes in college students' mental health, identity development, and functioning across a 4-year span of the COVID-19 pandemic. We found that context shifts from remote learning back to in-person college activities predicted broad improvements in student health and development. Over time, students also endorsed simultaneous decreases in COVID-19 stressors and increases in autobiographical reasoning that helped to explain improvements in mental health, identity development, and college functioning. [ABSTRACT FROM AUTHOR]

Queer individuals face a variety of complicated and fraught processes for coming to understand, navigate, and develop their gender and sexual identities. While many existing gender and sexual identity development models propose stages through which individuals might proceed in an orderly and predictable pattern, these models often fail to account for contextual factors and intersections with racism and racial identity development. In this study with LGBTQ + people in the Deep South region of the U.S., we document the ways that identity navigation processes were complicated, cyclical, and tenuous, as well as the ways that contextual factors variously constrained or facilitated identity processes. We also argue that racism and racial identity development intersected with gender and sexual identity development as well as interacting with contextual factors. [ABSTRACT FROM AUTHOR]

Migration-related risk factors may impact the association between coping strategies, resilience, and identity development, one of the fundamental developmental tasks in adolescence. We examined the relationship between resilience and coping strategies in immigrant and non-immigrant adolescents' identity development. On a sample of Turkish adolescents (n = 399, 50.9% girls), we conducted six hierarchical regression models to predict identity dimensions from resilience and coping strategies. For both immigrants and non-immigrants, seeking social support predicted a more mature and successful identity while avoidance predicted less reconsideration of commitment. For non-immigrants, seeking social support and avoidance was associated with in-depth exploration whereas for immigrants, only seeking social support was linked to in-depth exploration. Additionally, resilience predicted a successful identity for immigrants. Results were discussed considering migration-related difficulties [ABSTRACT FROM AUTHOR]

Genderqueer and non-binary (GQNB) people are increasingly recognized within the gender-diverse community, yet how they navigate the sociocultural constructions of GQNB identity remains underexamined. This article examines the constructions of GQNB identity at the intersection of racial-ethnic identity among 19 racially diverse GQNB college students at an elite, predominantly white, Midwestern university. Participants completed a one-on-one semi-structured interview regarding their experiences with the expectations others hold about their identities. Using thematic analysis, we identified five related themes that characterize participants' identity-relevant expectations: (a) Racial/Ethnic Stereotypes, (b) Queer Normativity, (c) Privilege & Power, (d) Binary Rigidity, (e) Educating Others. We then analyzed how participants negotiate these expectations using the master narrative framework to interlace personal and societal identity narratives. Rigidity regarding how to be GQNB demonstrates the transactional nature of identity as individuals internalize and resist sociocultural norms. Implications for the broader literature on gender identity and its development are discussed. [ABSTRACT FROM AUTHOR]

International students choose Indonesia as a destination for their studies for various reasons, and they face unique challenges while studying abroad in the country. The purpose of this study is to explore the experiences of master's students who participate in study abroad programs in Indonesia. By understanding these experiences, the study aims to provide insights that can enhance the support and structure of such programs. To achieve this, the researchers employed a narrative inquiry methodology, focusing on the stories of two international participants in the program. This approach allows for an in-depth understanding of the participants' personal experiences and the meaning they derive from them. Through the analysis of their narratives, the study highlights the value of studying overseas for a student’s overall development. The findings emphasize that studying abroad in Indonesia offers significant benefits, contributing to the students' personal and academic growth. The experiences shared by the participants reveal how they navigated the cultural, social, and academic challenges encountered during their time in Indonesia. These challenges, while initially daunting, ultimately contributed to their resilience and adaptability. In conclusion, the study underscores the importance of international study programs in fostering global understanding and cooperation. By sharing the narratives of the international participants, the research highlights both the challenges and the profound benefits of studying abroad. These insights are crucial for universities aiming to provide enriching and supportive study abroad experiences that contribute to the personal and professional development of their students.

The article presents a narrative analysis on two autobiographies by women writers diagnosed with autism as adults. We analyse the issues related to neurodivergent identity development, masking, and educational trajectory combining performativity theory and cultural psychology.1 The analysis highlights three main themes: the early life challenges; the diagnosis as a turning point; and the new sense of self involving reflections of the meaning and significance of autistic identities. We claim that the complexity and intersectionality of the neurodivergent identity cannot be reduced to a single trait, and the process of construction happens through a dynamic tension between social suggestions and personal agency. [ABSTRACT FROM AUTHOR]

In the current qualitative study, we explored the perceived benefits of Black mothers' villages as cultural resource systems of social support. We used consensual qualitative research methods to analyze semi-structured interview data from 28 Black mothers (25–60 years, M age = 46) in the United States. We identified seven main themes. For Black daughters, village support offered: (a) models of positive relationships, (b) access to social and enriching activities, (c) natural mentorship, and (d) gendered racial identity affirmation. For Black mothers, village support offered the necessary time and space to: (e) engage in personal restorative practices, (f) find joy in Black mama sister circles, and (g) experience support for educational and occupational opportunities. In addition to appreciation for the various ways village members showed up, mothers valued village members' contributions to daughters' self-esteem and gendered racial pride. Narratives highlighted Black mothers' intentional village-making, underscoring fictive and extended kin networks' enduring importance in Black girls' identity development and well-being. Our findings hold implications for culturally relevant socialization frameworks for Black girls and stimulate new discussions on supporting Black mothers and daughters more effectively. [ABSTRACT FROM AUTHOR]

This study aimed to identify components of asexual identity development and internalisation in the context of an allonormative society, with an added focus on the intersection of gender roles and romantic identities. 99 participants between the ages of 18 and 72 (M = 27.97, SD = 10.36) completed an open-ended questionnaire which was analysed using thematic analysis. Four major themes were identified: being asexual; becoming asexual; intimate social expression; and internalisation. Findings suggest that the process of discovering asexuality and identifying with the asexual community is a common experience among asexuals, and is not dependent upon a specific sexual, romantic or gender identity. Moreover, the negative ways in which many participants understand their lack of sexual attraction may be related to allonormativity and the internalisation of negative attitudes towards asexuality. However, participants' approach to disclosure and relationships, as well as their willingness to openly express their asexuality appeared to be dependent upon their gender identities and the nature of their desired relationships. Romantic-identified participants typically sought emotional intimacy and considered their asexuality to hinder their relationships, and female participants experienced greater sexual coercion when coming out. The theoretical implications of each theme within asexual identity development and internalisation are discussed. The research outlines asexual identity development within the context of a sexualised society. Evidence suggests that while discovering and adopting an asexual identity is a common experience among asexuals, disclosure and how participants navigate their relationships may be subject to other features of identity such as gender and romantic attractions. [ABSTRACT FROM AUTHOR]

Two of the goals of elementary school are to help students to develop a healthy sense of identity and learn social communication skills. However, there are many factors figure into students' experience during their early years of school. Othering by the other sex is one of these factors, especially in Saudi Arabia, which has just sex-desegregated their elementary schools for the first time. Through in-depth, semi-structured interviews and field observations, the authors explore the role of othering in the experience of students in first to third grade. Open and focused coding of the interviews and structured observations help to identify the mechanisms of othering and resistance, which shape the students' sense of identity, their understanding of gender roles, and their social interactions with one another. [ABSTRACT FROM AUTHOR]

Study abroad is often hailed as a unique and important learning experience that prepares students for life and work in a global society. Many benefits and learning outcomes such as language learning, personal growth and development, educational and career attainment, and the development of intercultural competence are ascribed to study abroad. Study abroad, however, has an elitist history and often uses approaches steeped in whiteness, which ignore the unique needs and experiences of Black indigenous people of color (BIPOC) students. Previous research also indicates that intersecting identities may shape students' experiences while abroad, limiting or enhancing their learning in different ways. Utilizing intersectionality and the Intersectional-Model of Multiple Dimensions of Identity as guiding frameworks, the purpose of this narrative inquiry was to explore BIPOC women's stories of study abroad. Based on two interviews with each of the six BIPOC women participants, we found that intersecting identities shaped participants' experiences with study abroad, from their interest in study abroad to their experiences while abroad. Intersecting systems of oppression created unique barriers for BIPOC women to access study abroad, led to concerns about safety, and influenced students' interactions with host nationals. These experiences led to increased identity exploration, with participants sharing that study abroad made them feel more confident in their intersecting identities. We discuss implications for future research and practice. [ABSTRACT FROM AUTHOR]

This study aimed to explore the mediating role of body image in the association between The utilization of strategies aimed at enhancing subjective well-being, friendship qualities, and identity development. The participants consisted of 270 early adolescents, comprising 157 girls (58.15%) and 113 boys (41.85%). Data were collected using several scales, including the "Body Appreciation Scale," "Subjective Well-Being Increasing Strategies Scale for Adolescents," "Friendship Qualities Scale," and "The Dimensions of Identity Development Scale." Two-stage structural equation modeling was employed to analyze the gathered data. The findings indicated a positive model of identity development in adolescents, highlighting that subjective well-being increasing strategies contribute positively to identity development, and this relationship is mediated by positive body image. Furthermore, the study found that positive body image also mediates the association between adolescents' identity development and the establishment of quality friendships. [ABSTRACT FROM AUTHOR]

According to recent studies, social media are settings where adolescents construct their identities while engaging in social interactions. In digital spaces, adolescents can interact with, display, and receive feedback about themselves, contributing to the development of a clear and integrated sense of self. This paper reviews the available empirical evidence and discusses four overarching themes related to identity construction in social media: self-presentation (attempting to control images of self to others), social comparison (compare themselves with others, especially evaluating the self), role model (media figures that are social references for behavior), and online audience (friends, peers, unknow/know referents with whom users may interact online). Moreover, it proposes a new contextual perspective on identity development on social media. Informed by research on these themes that social media features allow adolescents to perform self-presentations, offering the opportunity to express interests, ideas, and beliefs about themselves (identification and role exploration). The image presented on social media exposes them to feedback, online audiences, and social comparison with peers or social models. Audiences have an impact on how adolescents think about themselves (self-concept validation). Role models can facilitate the learning of behaviors through imitation and identification (exploration and commitment). Thus, the digital world provides a context for the development of adolescents' personal identity. This proposal aims to contribute to the construction of future theories on identity in social media and advance this area of research. [ABSTRACT FROM AUTHOR]

There are growing numbers of non-binary youth in the U.K. with increasing representation, whilst simultaneously forms of gender diversity are being heavily regulated. Non-binary youth face unique challenges regarding their gender development due to age-based expectations for single and stable identities, and the gender binary. This article explores the regulation of gender identity borders and how non-binary youth navigate these. Ten non-binary youth living in the U.K. aged 16–21 years old took part in semi-structured individual interviews. Feminist Relational Discourse Analysis was used to explore forms of regulation through discourse analysis whilst also tracing the personal experiences through the discursive realms by constructing I poems. The analysis highlights how a non-binary gender provides freedom from the gender binary for identity development and understanding of oneself in context. However, the freedom provided by non-binary identities is precarious and risks being regulated by individualism and attempts to shame, which cause youth to censor their gender diversities. The research contributes to non-binary theory by focusing on the intersection of age to highlight the discursive realms and voiced experiences of non-binary identity development. [ABSTRACT FROM AUTHOR]

Secure attachment relationships with important others (one type of emotional bond) can lead to more adaptive identity formation. We studied the relation of attachment representations with meaning-making and in-depth exploration, two factors contributing to identity formation. Meaning-making is a process of understanding identity from past events, while in-depth exploration is a process of deeply considering identity issues. Our participants were Japanese university students (N = 100; male = 50%; Mage = 20.91; SD = 1.35). We measured attachment representations, positive and negative meaning-making, and in-depth exploration using interviews and questionnaires. The results revealed that secure attachment representations related to positive meaning-making but did not relate to negative meaning-making or in-depth exploration. Overall, this study highlights that individuals with secure representations found a positive meaning in their identity when narrating their past events. [ABSTRACT FROM AUTHOR]

Narrative identity has proven valuable in understanding identity development. However, its application to emerging adults in college settings has been limited. This qualitative research explored the narrative identity of Christian college students in Western New York through a life story analysis. Ten in-depth interviews with students were recorded and transcribed, resulting in 173 pages of transcripts that were analyzed using seven coding categories. The study revealed that the participants' identities were shaped by a complex interplay of factors, including their Christian faith, interpersonal connections with family and peers, academic and professional aspirations, and challenges related to physical and mental well-being. The findings highlight the dynamic nature of identity, constantly evolving as individuals interact with their surroundings. The participants' rich life stories painted a vivid picture of who they were, and their identity evolved as their stories unfolded. These findings can illuminate future research on the identities of Christian college students and guide them in navigating their journey of self-understanding and positive identity development. This research can also inform the development of programs and support services that address the specific needs and challenges faced by Christian college students as they navigate their identities. Understanding the sources of social support these students value can be crucial in creating a more supportive campus environment. [ABSTRACT FROM AUTHOR]

Teachers' professional identities are continuously being shaped by new knowledge gained through continued coursework and professional development (PD). Traditionally, PD programs and coursework tend to focus on assets such as knowledge or competencies but forego helping students answer questions about their professional identity. This study examines the professional identity development of content-area teachers earning an English as a Second Language endorsement in an online PD program. Using thematic analysis to analyze reflective writings, the researchers examine the identity development of these teachers. Even with the short duration of the PD, changes in professional identity occurred. Shifts included participants' views on appropriate methods and instructional strategies in the ELL classrooms, their contextual understanding to support ELLs based on their teaching experience and pedagogical approaches, and their overall perception about the social constructs ELLs are experiencing. The change allowed the participants to increase their effectiveness in working with ELLs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has radically transformed social, educational, and economic life worldwide, with containment measures such as social isolation and school closures profoundly impacting relational dynamics and psychological well-being, especially among children and adolescents. Numerous studies have highlighted how the educational and social contexts were altered, with long-term implications still uncertain (Panchal et al., 2020). The school-age group, from 6 to 18 years old, is particularly vulnerable as, during this phase, the process of socialization is crucial for identity development and relational skills. This research aims to investigate the relational modes of students in the post-pandemic context, analyzing changes in interactions with peers and teachers. Using a qualitative methodology and the Core Conflictual Relationship Theme (CCRT), the study seeks to understand how the pandemic has influenced young students' perceptions of others and their psychological adaptation. [ABSTRACT FROM AUTHOR]