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Full-Text Articles in Education
Transforming Learning Communities, Transforming Ourselves: A Qualitative Investigation Of Identity Processes In A Participatory Action Research-Themed Undergraduate Course, Julia Sara Dancis
Transforming Learning Communities, Transforming Ourselves: A Qualitative Investigation Of Identity Processes In A Participatory Action Research-Themed Undergraduate Course, Julia Sara Dancis
Dissertations and Theses
In contrast to the dominant, post-positivist approaches to research in psychology, participatory action research (PAR) programs aim to democratize knowledge production and participate in social action through explicitly value-based and politicized agendas. Despite the inclusive nature of this work, college students are often left out of PAR collaborations and rarely even exposed to this frame of research. The handful of researcher-educators who have conducted participatory and action-oriented research with undergraduate students report a range of benefits for students, their universities, and the surrounding communities, confirming its importance. Left unaddressed are the key identity processes that unfold during knowledge production and …
English Language Learner Labels: Institutions And Identity, Saylor B. Eames
English Language Learner Labels: Institutions And Identity, Saylor B. Eames
University Honors Theses
In recent discussions of identity work, an underexplored issue has been how different labels impact the self-identity of multilingual students. Critics have argued for new labels and have shown how the ELL label supports a deficit view. However, they have not considered what labels are used by different institutions because they participate in different discourse communities. In my work, I explore what labels are used in the institutions of government, education, and linguistics in order to synthesize the potential identity impacts on multilingual students. I acknowledge that other researchers have contributed to our understanding of labels and identity. I will …
The Practice Of Traditional Grading: A Site For Inquiring Into Teacher Identity Friction In A U.S. High School, Sarah Emily Dutton-Breen
The Practice Of Traditional Grading: A Site For Inquiring Into Teacher Identity Friction In A U.S. High School, Sarah Emily Dutton-Breen
Dissertations and Theses
High school teachers' identities and agency are often affected by systems that require their compliance if the teachers are to maintain employment. Sometimes when teachers perform an expected task, they experience identity friction, a term created to explain the residual effect of performing an institutional obligation that is misaligned with a teacher's identity and agency. Considering the potential impact of grades on students' academic opportunities and perceptions of themselves, one teacher obligation that creates identity friction is assigning student grades. And yet, scant research has been done on the impact identity friction -- resulting from working within the traditional grading …
"Like I Was An Actual Researcher": Participation And Identity Trajectories Of Underrepresented Minority And First-Generation Stem Students In Research Training Communities Of Practice, Jennifer Lynn Lindwall
"Like I Was An Actual Researcher": Participation And Identity Trajectories Of Underrepresented Minority And First-Generation Stem Students In Research Training Communities Of Practice, Jennifer Lynn Lindwall
Dissertations and Theses
Although calls for a more diverse workforce in biomedical fields have been widespread, racial and ethnic gaps in biomedical degree attainment remain. Contextualist perspectives seek to understand persistent STEM inequities by examining person-in-context experiences and how systemic factors filter into students' proximal contexts shaping their participation and science identity trajectories. Research training communities of practice aim to offer underrepresented minority and first-generation students support, guidance, and opportunities to learn the practices of science and construct their science identity. However, many students still choose to leave these programs. There is limited research on these students' science identity construction process and their …
Hearing The Voices Of Bicultural And Bilingual Teachers: Using A Case Study Approach To Explain The Professional Identity Development Of Early Career Native Chinese Mandarin Teachers, Jing Chen
Dissertations and Theses
Increasingly, Native Chinese Mandarin teachers have been migrating to the United States and taking positions as Mandarin teachers in U.S. schools. Many have needed support for professional identity development as bicultural and bilingual teachers given their new social cultural context. The purpose of this study was to describe and explain the experiences and professional identity development of early-career Native Chinese Mandarin teachers in one Northwest Pacific city. Using a theoretical framework of social cultural theory in education and the bicultural identity integration construct, I conducted a multiple case study of four early-career Native Chinese Mandarin teachers in four different school …
Survive Or Thrive: A Mixed Method Study Of Visiting Chinese Language Teachers' Identity Formation In The U.S. Classrooms, Li Xiang
Dissertations and Theses
In recent years in the United States, an increasing number of people are learning Mandarin, the dominant Chinese language in China. Because of the shortage of Mandarin teachers, many visiting teachers from China with Chinese educational background are teaching Mandarin in the U.S. schools. In the U.S. classrooms, these teachers are challenged to adapt to a new setting. This experience can lead them to changing their teaching identity, that is, their basic beliefs, attitudes and practices about teaching. Understanding how Chinese teachers may form a new teaching identity in the U.S. context serves to inform future professional development activities designed …