The uncertainty of identity toolset:analysing digital traces for user profiling

People manage a spectrum of identities in cyber domains. Profiling individuals and assigning them to distinct groups or classes have potential applications in targeted services, online fraud detection, extensive social sorting, and cyber-security. This paper presents the Uncertainty of Identity Toolset, a framework for the identification and profiling of users from their social media accounts and e-mail addresses. More specifically, in this paper we discuss the design and implementation of two tools of the framework. The Twitter Geographic Profiler tool builds a map of the ethno-cultural communities of a person's friends on Twitter social media service. The E-mail Address Profiler tool identifies the probable identities of individuals from their e-mail addresses and maps their geographical distribution across the UK. To this end, this paper presents a framework for profiling the digital traces of individuals.

Imagined intergroup contact and common ingroup identity:an integrative approach

We conducted two studies involving two different age groups (elementary school children and adults) aimed at integrating imagined contact and common ingroup identity models. In the first study, Italian elementary school children were asked to imagine interacting with an unknown immigrant peer as members of a common group. Results revealed that common ingroup imagined contact, relative to a control condition, improved outgroup helping intentions assessed 1 week and 2 weeks after the intervention. In the second study, common ingroup imagined contact led Italian university students to display higher intentions to have contact with immigrants compared to control conditions. In conclusion, results from both studies demonstrate that imagining an intergroup interaction as members of the same group strengthens the effects of imagined contact. These findings point to the importance of combining the common ingroup identity model and the imagined contact theory in order to increase the potentiality of prejudice reduction interventions.

Enjoying the third age! Discourse, identity and liminality in extra-care communities

Extra-care housing has been an important and growing element of housing and care for older people in the United Kingdom since the 1990s. Previous studies have examined specific features and programmes within extra-care locations, but few have studied how residents negotiate social life and identity. Those that have, have noted that while extra care brings many health-related and social benefits, extra-care communities can also be difficult affective terrain. Given that many residents are now ‘ageing in place’ in extra care, it is timely to revisit these questions of identity and affect. Here we draw on the qualitative element of a three-year, mixed-method study of 14 extra-care villages and schemes run by the ExtraCare Charitable Trust. We follow Alemàn in regarding residents' ambivalent accounts of life in ExtraCare as important windows on the way in which liminal residents negotiate the dialectics of dependence and independence. However, we suggest that the dialectic of interest here is that of the third and fourth age, as described by Gilleard and Higgs. We set that dialectic within a post-structuralist/Lacanian framework in order to examine the different modes of enjoyment that liminal residents procure in ExtraCare's third age public spaces and ideals, and suggest that their complaints can be read in three ways: as statements about altered material conditions; as inter-subjective bolstering of group identity; and as fantasmatic support for liminal identities. Finally, we examine the implications that this latter psycho-social reading of residents' complaints has for enhancing and supporting residents' wellbeing.

A közgazdaságtan és a szociológia határán - az identitás-gazdaságtan által felvetett elméleti kérdések (On the borders of economics and sociology. Theoretical questions raised by identity economics)

A tanulmány az identitás-gazdaságtan megközelítését és az általa felvetett elméleti kérdéseket kívánja bemutatni. E tan kiinduló tétele George A. Akerlof és Rachel E. Kranton szerint az, hogy a közgazdaságtanban használt hasznosságfüggvénybe be kell emelni az emberek énképének és az ezzel kapcsolatos egyéni mérlegelésnek a szempontjait. Ezt az indokolja, hogy az emberek társadalmi csoportokhoz/kategóriákhoz tartoznak, amelyekhez normarendszer társul, azaz ha viselkedésükkel megsértik a normákat, akkor önképük sérül, és ezáltal csökken a hasznosságuk is. A tanulmányban bemutatjuk, hogy ez a szemlélet az embereket "túlszocializált" társadalmi szereplőkként mutatja be, akik kevéssé reflektálnak a helyzetükre. További kérdéseket vetnek fel az elmúlt években végzett szociálpszichológiai és viselkedés- gazdaságtani kísérletek, amelyek rámutatnak, hogy az identitás- gazdaságtani elmélet egyik alapját jelentő normák erősen függnek szituációs tényezőktől. _____ The paper introduces the approach of identity economics and the theoretical questions raised by its arguments. According to Akerlof and Kranton, individual identity and personal calculations in relation to this identity should be incorporated into the utility function applied in economics, so that people are placed in social categories that involve normative systems. In line with this, if their actions breach the social norms, this affects negatively their self-image, so in turn decreasing their utility. The paper argues that this approach presents humans as "overly socialized" social actors who do not reflect on their situation. Further questions could be raised by experiments in social psychology and behavioral economics conducted in recent years. The results highlight the fact that the norms which serve as the basis for the theory of identity economics depend strongly on the context and given situation.

Fostering the development of identity and intimacy during late adolescence

This dissertation tested the effectiveness of a psychosocial intervention, the Personal Development in the Context of Relationships (PDCR) program. The aim of the PDCR seeks to foster the development (or enhancement) of a sense of identity and intimacy among adolescents who participate in the program. The PDCR is a psychosocial group intervention which utilizes interpersonal relationship issues as a context to foster personal development in identity formation and facilitate the development of an individual's capacity for intimacy. The PDCR uses intervention strategies which include skills and knowledge development, experiential group exercises, and exploration for insight. Participants consisted of 110 late adolescents. A mixed-subjects design (pre-post-follow up) was used to assess the effectiveness, efficacy and utility of the PDCR on the experimental condition relative to a content/social contact control group and a time control condition. Identity exploration and identity commitment were measured by the Ego Identity Process Questionnaire (EIPQ). Total intimacy and identity role satisfaction were measured by the Erikson Psychosocial Stage Inventory (EPSI). Relationship quality and closeness were measured by the Relationship Quality Scale (RQS) and the Relationship Closeness Inventory (RCI) in an effort to assess whether any potential impact on interpersonal relationships occurs. Mixed MANOVAs were used to analyze the data with results yielding significant values for increased total identity exploration from pre to post test and decreases in total identity commitment from pre to post to follow-up test in the experimental group relative to the control conditions on the EIPQ. Further results indicated increases in total intimacy from pre to post to follow-up test in the experimental group relative to the control conditions on the EPSI. No clear trends emerged from pre to post to follow-up test for the Relationship measures. Results are discussed in terms of both practical and theoretical implications. ^

Building better relationships workshop: An intervention fostering identity formation and interpersonal development in middle adolescents

The aim of this study was to further knowledge development concerning the formation of a sense of identity and intimacy. This study drew on the growing recognition by many researchers in the psychosocial development field of the need to target interventions at the interface of the development of identity and intimacy. The specific aim of the study was to address the question of whether it would be possible to develop intervention procedures for fostering identity and intimacy exploration and development. Using both qualitative and quantitative measurements, the results appeared to clearly support an affirmative answer to this question. A total of sixty-three middle adolescent students from an urban, public high school participated in this study. Twenty-nine participants in the treatment group and 34 participants in the comparison group were pre- and post tested on measures of identity and intimacy. Participants in this study consisted of multiethnic, urban youth that presented themselves for relationship counseling. Repeated measures analysis of variance's (RMANOVA's), used to evaluate the impact of the intervention on the quantitative measures of identity and intimacy exploration, clearly supported the efficacy of the intervention. In addition, the findings also provided tentative support for the view that the increase in exploration that results from entering a period of active exploration is associated with a “loosening” of commitment. Finally, the findings of this study also contributed to the empirical knowledge-base about procedures for intervening with respect to the process of intimacy development. More specifically, both the qualitative and quantitative findings of this study began to shed some light on the potential impact of exploration for interpersonal insight as that as a process for fostering intimacy development. ^

Voices at the shore: Ethnolinguistic identity among adolescent Haitian students

Newly immigrated Haitian adolescent students enrolled in the Miami-Dade Public School System and designated as Limited English Proficient (LEP) face many challenges as they adjust to new expectations for performance and success in the family, school, and community. The dissertation examines the emerging self-identities of 32 Haitian LEP students attempting to fit in and succeed within the classrooms and larger community of Miami. Research questions asked include (1) What models for self-identity, including education and careers, are postulated for young Haitians? (2) What are the discourses and cultural models through which these identities are expressed? (3) How does the school assign identities to Haitian students? (4) How do the notions of identities conflict? and (5) How do emergent identities affect the students, orientations, adaptation, and performance in the worlds of secondary and higher education? ^ Research was conducted longitudinally over a three-year period (1996–1999) within the Miami-Dade Public School System and within the Miami Haitian community. Research methods included ethnographic research (participant and nonparticipant observation); interview; collection of oral histories; focus groups; and the examination of school records (grades, attendance, test scores). ^ The findings suggest that despite pressures from school and peers many Haitian students maintain a strong ethnolinguistic identity that provides the means to maintain an ideal “student” identity even as it conflicts with the American school Is negative marking of the LEP students I social background, culture, and language. The label “limited proficient” also limits the Haitian students' access to strong remedial or advanced academic programs and hence to future opportunities. ^ In conclusion, it is recommended that a re-working of the ways Haitian immigrant students are identified, tested, counseled, and advanced to other academic programs is necessary. ^

Schools and the formation of Black identity during the Civil Rights Movement: Change and resistance in Holly Springs, Mississippi, 1964--1974

Desegregation of social and public spaces was the most visible result of the Civil Rights Movement. After 1960, the integration of schools in Mississippi became a source of conflict. The social change of Civil Rights attacked the social order of White Resistance that supported the state superstructure. The public schools were a place for the discovery of identity for Blacks. The integrated on of the schools caused many Whites to leave rather than be integrated with Blacks. Desegregation of schools was also a slow process because the local and state government could not enforce the decisions of the US Courts, leading Blacks to realize their place in American society could only be secured through individual action. ^ This work explains the role of schooling during the integration of the Holly Springs Separate School System. The process of forging a new identity by local Blacks is examined against the forces of social change and resistance. I addition, this work examines the perils for the Blacks as they faced the uncertainty of change in the crucial Civil Rights years between 1964 and 1974. ^ This work analyzes how the Black community dealt with the problems triggered by the desegregation of the school system in Holly Springs, of a constructed social condition, a psychological state of being, the realities of racism and segregation, and the change and resistance between the individual and the collective. It is based on six months of field work investigation. Although the schools were a crucial aspect of community life for Blacks and Whites, Blacks did form their identity in them. Other institutions, such churches were more crucial. Second, the aspect of politeness and belief in law made the experience in Holly Springs unique to that place, and thus, warrants further study to determine its place within the Civil Rights Movement. Finally, while the political and economic control of Holly Springs remained with Whites, desegregation led to the resegregation of the public schools: as Whites left to private schools. ^

Rastafarianism and the Nation of Islam as institutions for group-identity formation among blacks in the United States: A case study comparing their approaches

This dissertation explores the Rastafari movement and the Nation of Islam as institutions that provide a group-identity for their adherents. The study seeks to determine the characteristics of the identity that is institutionalized by each movement, and the nature of the institutionalization process. The research was conducted primarily in South Florida where both movements exist. An extensive literature review in conjunction with in-depth field interviews were used as the primary research methodologies. What was of particular interest were the reasons that the members of the movements chose one movement over the other, also the similarities and dissimilarities between the movements in their role as institutions for group-identity formation. The research showed that both movements imbued their members with a sense of pride, high self-esteem and a strong sense of race consciousness. In addition, it showed that there was significant variation in identity orientation within the Rastafari Movement, which contrasted with the Nation of Islam where the identity variations within the movement were negligible. This was due largely to the difference in structure between the movements, the Nation of Islam being a centrally organized movement with one leader while the Rastafari movement is a decentralized polycephalous one. ^ Both movements were found to be millenarian in nature, essentially because of the significant utility of the concept that their members would rise to prominence through God's grace. Additionally, both movements were identified as expressive social movements, since they were determined as being primarily concerned with changing the attitudes of their members rather than effecting structural social change. ^