Ethnic and Academic Identities: A Cultural Practice Perspective on Emerging Tensions and Their Management in the Lives of Minority Students

Nasir, Na’ilah Suad; Saxe, Geoffrey B.

doi:10.3102/0013189x032005014

Cited by 192 publications

(153 citation statements)

References 28 publications

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“…They also highlight the important study inclusion of the academic setting and the discipline in which a woman EdD student enters, which may encourage or impede doctoral persistence, influences her view of self and her identities, and, ultimately, her choice to persist. Nasir and Saxe (2003) reinforced this and the study's focus on social and cultural influences of identity as their research emphasized the role of social and cultural influences on identity development when examining conflict and tension between ethnic identities and academic identities. Application of their finding to this study of women doctoral students suggested the manner in which women doctoral students manage and negotiate the internal identity tensions and external forces are ultimately influential in their choice to persist.…”

Section: Theoretical Underpinningsmentioning

confidence: 97%

“…Corroborating persistence literature (Tinto, 1997) and identity research (Kogan 2000;Nasir & Saxe, 2003;Sweitzer, 2009) findings acknowledge that the academic identity trajectory for women who are mothers or desire to be mothers is both individual and social; the narratives of the women in this study revealed that the successful transformation from student to scholar involves personal and institutional factors and the interaction between the two. Fifteen of the seventeen participants described their development from a student to a scholar as dependent upon all four of the following elements: (a) competence in research, (b) confidence to conduct research, (c) positive attitude toward research, and (d) envisioning of self as a motherscholar or womanscholar.…”

Section: The Academic Identity Trajectory: Moving From Student To Schmentioning

confidence: 98%

“…Application of their finding to this study of women doctoral students suggested the manner in which women doctoral students manage and negotiate the internal identity tensions and external forces are ultimately influential in their choice to persist. Lack of successful negotiation of these tensions could result in increased attrition in an academic setting (Nasir & Saxe, 2003), or, conversely, relationship fractures or ruptures. The importance of negotiating tensions is consistent with well-known attrition theories.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

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Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

Rockinson‐Szapkiw

Spaulding

Lunde

2017

IJDS

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Aim/PurposeThe purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional) to persist. Background It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistence. Methodology Data were collected from 17 women via questionnaires, life maps, and interviews and were analyzed in accordance with grounded theory procedures. ContributionThis study generated a novel theoretical model to explain women EdD students' academic identity progression from students to scholars and its intersection with other salient identities, especially mother, and the core sense of self in alignment with other identity theories. Findings Academic identity development from student to research scholar is complex and challenging, but follows a unique progression that begins with gaining competence in research, followed by a confidence to conduct research. This positive attitude toward research is often shaped by an influential advisor or mentor, a relationship that enables a student mother to envision herself as a scholar and mother. However, it is a woman's social conditions (e.g., supportive spouse, friends, or employer) that provide her the confidence and space to difWomen in Distance Doctoral Programs 50 ferentiate, develop, and intersect multiple identities, a process that allows for successful negotiation and integration of identities, and ultimately, persistence and attainment of the doctorate. Recommendations for PractitionersFindings highlight the need for more women faculty role models in higher education. To increase the number of women faculty mentors in academia, program administrators can recruit, retain, and support and encourage parental visibility through developing structures and supports for faculty with families. Given the women candidates' emphasis on stewardship, faculty should design coursework to allow students to intersect assignments with professional goals and practices, and support empirically and theoretically grounded dissertations aimed at not only solving problems of practice but also aimed at advocacy. Recommendation for ResearchersResearch is needed with women doctoral candidates in other disciplines from other institutions and regions of the country, including those without children and individuals in non-heterosexual relationships. Impact on Society This study is an important first step in better understanding female identity development through the doctoral process. Future ResearchThemes uncovered in this research need further investigation. Ruptures in relationships were uncovered but not fully explored or saturated. More research is needed to understand the specific co...

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Section: Theoretical Underpinningsmentioning

confidence: 97%

Section: The Academic Identity Trajectory: Moving From Student To Schmentioning

confidence: 98%

Section: Theoretical Underpinningsmentioning

confidence: 99%

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Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

Rockinson‐Szapkiw

Spaulding

Lunde

2017

IJDS

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“…Because of this, they oftentimes must engage in identity work around their ethnicity, as their under-representation serves as a context that makes those identities salient (Nasir & Saxe, 2003;Syed, Azmitia, & Cooper, 2011).…”

Section: Identity Content In Context 24mentioning

confidence: 99%

An integrated developmental model for studying identity content in context.

Galliher

McLean

Syed

2017

Developmental Psychology

199

147

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Historically, identity researchers have placed greater emphasis on processes of identity development (how people develop their identities) and less on the content of identity (what the identity is). The relative neglect of identity content may reflect the lack of a comprehensive framework to guide research. In this article, we provide such a comprehensive framework for the study of the content of identity, including four levels of analysis. At the broadest level, we situate individual identity within historical, cultural, and political contexts, elaborating on identity development within the context of shifting cultural norms, values, and attitudes.Histories of prejudice and discrimination are relevant in shaping intersections among historically marginalized identities. Second, we examine social roles as unique and central contexts for identity development, such that relationship labels become integrated into a larger identity constellation. Third, domains of individual or personal identity content intersect to yield a sense of self in which various aspects are subjectively experienced as an integrated whole. We explore the negotiation of culturally marginalized and dominant identity labels, as well as idiosyncratic aspects of identities based on unique characteristics or group memberships. Finally, we argue that the content of identity is enacted at the level of everyday interactions, the "micro-level" of identity. The concepts of identity conflict, coherence, and compartmentalization are presented as strategies used to navigate identity content across these four levels. This framework serves as an organizing tool for the current literature, as well as for designing future studies on the identity development.

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“…It is noteworthy that the recognition of the importance in informal learning processes of the fusion of emotion/intellectual domains and the social/identity issues relating the learner-of to the learned-from have been rediscovered in newer work focusing on identity formation in informal learning by youth as it relates to their participation in activities (Holland, Lachiotte, Skinner, & Cain, 1998;Nasir & Saxe, 2003), in larger discourses of disciplines (Gee, 1996), and in issues of affective and motivational issues that underlie and catalyze informal learning (Resnick, 1987;Schauble, et al, 1998).…”

Section: Importance Of Identity and Broader Units Of Analysesmentioning

confidence: 99%