Who Do You Say I Am?: African American Women Clergy and the Construction of Ministerial Identity

The purpose of this study was to examine how African American women in ordained ministry construct and develop ministerial identity in the context of the Black Church. This study employed a qualitative multicase study methodology and the purposive participant sample was comprised of 13 women who were ordained or pursuing ordination in the Baltimore or Washington conferences of the AME Church. Semistructured in-depth interviews were conducted with the participants, and member checks were employed as a triangulation method. This study reveals that the primary factor impacting ministerial identity development is the relationship with the senior pastor and explores the various ways in which that impact is felt. This study also connects aspects of that relationship and its resulting impact to African American cultural traditions and values, as well as offers several suggestions to women cultivating ministerial identity and the organizational systems within which that process occurs.

The construction of social identity in new nuclear operators : a longitudinal study

Countless studies have stressed the importance of social identity, particularly its role in various organizational outcomes, yet questions remain as to how identities initially develop, shift and change based on the configuration of multiple, pluralistic relationships grounded in an organizational setting. The interactive model of social identity formation has been proposed recently to explain the internalization of shared norms and values – critical in identity formation – has not received empirical examination. We analyzed multiple sources of data from nine nuclear professionals over three years to understand the construction of social identity in new entrants entering an organization. Informed by our data analyses, we found support for the interactive model and that age and level of experience influenced whether they undertook an inductive or deductive route of the group norm and value internalization. This study represents an important contribution to the study of social identity and the process by which identities are formed, particularly under conditions of duress or significant organizational disruption.

The construction of social identity in newly recruited nuclear engineering staff : a longitudinal study

This study examines the process by which newly recruited nuclear engineering and technical staff came to understand, define, think, feel and behave within a distinct group that has a direct contribution to the organization's overall emphasis on a culture of reliability and system safety. In the field of organizational behavior the interactive model of social identity formation has been recently proposed to explain the process by which the internalization of shared norms and values occurs, an element critical in identity formation. Using this rich model of organizational behavior we analyzed multiple sources of data from nine new hires over a period of three years. This was done from the time they were employed to investigate the construction of social identity by new entrants entering into a complex organizational setting reflected in the context of a nuclear facility. Informed by our data analyses, we found support for the interactive model of social identity development and report the unexpected finding that a newly appointed member's age and level of experience appears to influence the manner in which they adapt, and assimilate into their surroundings. This study represents an important contribution to the safety and reliability literature as it provides a rich insight into the way newly recruited employees enact the process by which their identities are formed and hence act, particularly under conditions of duress or significant organizational disruption in complex organizational settings.

Diasporization and family relations in Nella Larsens Quicksand and Jamaica Kincaids Lucy: the construction of female identity

O principal objetivo desta dissertação é investigar e analisar como os movimentos diaspóricos e as relações familiares exercem influência na construção das identidades das mulheres em Quicksand, de Nella Larsen, e Lucy, de Jamaica Kincaid. As questões a que pretendo responder são: Como as personagens principais, Helga Crane e Lucy, lidam com as diferentes culturas que encontram nas suas trajetórias ? ; Como essas diferentes culturas lidam com essas mesmas personagens?; e Como o encontro entre essas diferentes culturas e as relações familiares são descritos e influenciam na construção da identidade feminina nessas obras?. Minha hipótese é que encontraremos nas obras selecionadas duas jornadas, portadoras tanto de aspectos comuns quanto distintos, que começam com o desejo das personagens principais de escapar da opressão patriarcal. Isto é, Helga Crane e Lucy passam por um período de muitas descobertas sobre elas mesmas e as sociedades com que têm que lidar, o que determina dois produtos diferentes: a construção das identidades híbridas de Lucy, em meio a sua solidão, na obra de Kincaid, e a construção e o sufocamento das identidades de Helga pela religião, o patriarcado e as relações familiares, na obra de Larsen

The discursive construction of place-identity: british lifestyle migrants in the Algarve

Tese dout., Philosophy, Lancaster University, 2011

Widening gaps, productive spaces : the construction of Victorian identity in Thomas Carlyle, Lewis Carroll and George Eliot

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The construction of national identity as a developmental process from childhood to adolescence in Catalonia

La idea que per entendre alguna cosa hem d'entendre el procés pel qual s'ha produït va ser assumida des de l'origen de l'estudi "La construcció de la identitat nacional com a procés de desenvolupament des de la infància a l'adolescència a Catalunya". Per tal d'estudiar el procés de desenvolupament relacionat amb la construcció de la identitat nacional, no és suficient considerar-lo en el seu context social, sinó que és necessari considerar la seva construcció social. Tres objectius principals van orientar el nostre estudi . Primer, indagar si els processos de categorització, identificació, coneixement, imatge, avaluació i afecte són també elements implicats en la construcció de la identitat nacional des de la infància a l'adolescència. Segon investigar el procés de desenvolupament d'aquests elements des dels 6 anys fins als 15 anys per contribuir amb dades a I'explicació sobre com es desenvolupa del coneixement social. Tres són les explicacions principals; la primera que es basa en processos cognitius d'inclusió-decentració; la segona, si aquest desenvolupament es dóna en cercles concèntrics des de I'interior (contextos quotidians) fins a l'exterior (amb intercanvis més amples i una educació formal envers la vida social); i la tercera, si el desenvolupament del coneixement social d'allò més immediat i directe es reorganitzat i adquireix nous significats per la integració dels elements més generals i abstractes. Tercer, donat el fet que el 50% de les famílies tenen el català com a llengua materna, hem estudiat la influència de la llengua o llengües utilitzades en el context familiar en el procés de construcció de la identitat nacional. Es va dissenyar una entrevista individual seguint una estructura amb les parts següents: identificació subjectiva i identificació nacional; coneixement dels països; estereotips, avaluació i sentiments, i entorn social. La mostra del present estudi va estar formada per 495 nens i adolescents de 6, 9, 12 i 15 anys d'edat. Es va utilitzar per cada grup un número similar de nens i nenes. La mostra es va dividir en tres grups segons la o les llengües utilitzades pel nen o nena en el seu context familiar. Tres van ser les categones lingüístiques utilitzades: castellà, nens que només utilitzin el castellà a casa; català, nens que només usen el català en el context familiar; i bilingües, nens que utilitzin tots dos idiomes a casa. Aquestes categories lingüístiques s'han utilitzat com a indicador dels contextos familiars. Dues conclusions principals es poden extreure d'aquest estudi. Primer, I'ús de categories nacionals no és una conseqüència del procés cognitiu d'inclusió-decentració ni en cercles concentrics (concret/abstracte). La idea d'un procés del món en paral·lel, d'un coneixement que integra simultàniament creences i sentiments de l'ambient concret o proper i de l'abstracte o llunyà pot explicar millor els nostres resultats. Els nens aprenen i pensen sobre la vida quotidara, les característiques de l'ambient, la informació circulant en el seu entom social i la importància o els diferents nivells de coneixement depenent del context. Els nens integren la informació que està circulant en el seu ambient i construeixen un món que necessàriament no ha de coincidir amb el món deis adults, però que els ajuda a comunicar-se i a entendre les situacions en les quals estan immersos. Els nens més joves són capaços d'utilitzar categories nacionals de manera similar als adolescents. Segon, la identitat nacional a Catalunya es construeix al voltant del nucli de la llengua parlada a casa. A través de tot I'estudi es pot veure un resultat consistent i reiterat. Els infants d'un entom familiar en què s'usa només el castellà s'identifiquen com a pertanyents a tots dos grups nacionals, Espanyol i Català. Els infants d'un entom familiar que utilitzen només el català s'identifiquen com a pertanyents només al grup Català. Aquestes identificacions guien com aquests nens avaluen i senten envers el propi grup nacional i els altres. A més, sembla que el context sòcio-polític és un vehicle important en la transmissió de les estructures de semblances i que I'estructura d'afecte es transmet principalment a través de I'entom familiar.

Hip-hop and Construction of Group Identity in a Stigmatized Area. : A Field Study regarding Cultural Capital among Roma Youths in Konik, Montenegro.

This research aimed for an extended knowledge and understanding of young people in stigmatized areas and their construction of group identity. With a focus on Roma youths in Konik, Montenegro, and their involvement in hip-hop we wanted to explore what this culture meant to them in relation to their context. An ethnographic approach was used in collecting the empirical data through observations, interpreting music lyrics and conducting qualitative semi-structured interviews. Five young Roma boys from Konik, all involved in hip-hop, were interviewed. Theoretical perspectives on identity, youth culture and stigmatization were central. In addition, Bourdieu’s theory regarding cultural capital was emphasized and connected to youths and hip-hop. The empirical material showed that involvement in hip-hop provided the Roma youths with a group identity that they referred to in positive terms. Contextual factors of stigmatization excluded the Roma group from the majority population and the engagement in hip-hop created a possibility for the youths to be someone. The cultural capital gained through hip-hop was not used to verify and legitimate an authentic Roma identity. It was rather a way for them to create boundaries towards the negative elements in their community.

The Function of Norms and Values in the Construction of Social Identity in Groups who experienced intergroup Conflicts

I present my explorative research about conflict and social identity. The Social Identity Approach of Henri Tajfel and John Turner is used as theoretical frame in the study. The main question is how the construction of social identity of group members is influenced by an inter-group conflict. The research project consists of two parts: 1. An empirical study conducted with qualitative research methods to investigate a today’s congregation of the Swiss reformed Church who experienced a conflict about twenty years ago. This conflict ended by the separation of a sub-group from the congregations. This group forms an independent community today. Members of both congregations where interviewed about the meaning which membership has for them and about their interpretation of the conflict. 2. An analysis of the Gospel of Matthew with questions who where developed out of the empirical study and the Social Identity Approach to better understand the separation conflict between the Matthean community and the synagogue.