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Looking for Development in Leadership Development: Impacts of Experiential and Constructivist Methods on Graduate Students and Graduate Schools
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| 2 |
Uses of Complex Thinking in Higher Education Adaptive Leadership Practice: A Multiple-Case Study
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| 3 |
Circle as pedagogy: Aboriginal tradition enacted in a university classroom.
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| 4 |
Exploring Factors that Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast
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In: Doctoral Dissertations and Projects (2013)
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| 5 |
Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
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In: Doctoral Dissertations and Projects (2009)
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| 6 |
The experience of nontraditional students enrolled in a transitions course in an undergraduate program
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In: Doctoral Dissertations (2009)
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| 7 |
Novice teachers and knowledge acquisition: Reminiscent reflections of experienced teachers.
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| 8 |
How classroom teachers conceptualize continuing professional development: Emergence of a practice-based participation model.
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| 9 |
A case study of self-directed learning as applied to the Chinese Self-Taught Higher Education Examination.
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Liu, Jun.. - : Northern Illinois University., 2006
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| 10 |
Learning beyond borders: A phenomenological investigation of transnational adult education.
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| 11 |
Negotiating identity in a second-language environment: A narrative study of nine East Asian female international students.
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Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 273 p. ; A narrative study was conducted to investigate how East Asian female international students negotiate their identities in a second-language environment. Nine adult female international students from East Asia participated in this study. Data were collected mainly via taped individual interviews. Two categories emerged from the transcribed interviews: identity development and identity negotiation. This study found that although the participants' identity development can be explained also by their high aspirations to personal growth, their identities were developed mainly by the play of social contexts and individuals. Therefore, the findings challenge the conceptual approach that defines identity as something that develops naturally and make it clear that identity formation may not be detached from social relations of power.This study found that most of the participants experienced what they perceived to be constraints on their identities imposed by the American ideology of cultural homogeneity. The ideology not only attributes a deficient identity to them, but it also involves social injustice issues. Therefore, this study suggests that the responsibility for international students' identity development lies with the international students and with the host society. Although most of the participants experienced constraints on their identities, instead of passively reacting to the dominant cultural and social norms, they strove to construct their agency of identity and depended mainly on less confrontational communication and their psychological resources to negotiate their identities. However, because their emphasis on intraharmony kept them from acting upon the social world, most of the participants had difficulty negotiating a social identity acceptable or desirable to them, although they achieved a positive self-identity. Therefore, their ethnic cultural influences also posed an additional constraint on their identities.The findings of this study suggest that the participants have experienced identity development differently; hence, they render the assumption of a universal pattern of adult identity development inaccurate. However, although each narrated story is different, there is a commonality among the participants' patterns of self- and personal identity development. They all developed a more positive self-perception and a more expressive self-representation than they had before studying in the United States or upon their arrival in the United States.
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Keyword:
Adult and Continuing; Asian American college students Ethnic identity; Bilingual and Multicultural; Education; Higher; Women college students Race identity
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URL: http://hdl.handle.net/10843/11451
http://commons.lib.niu.edu/handle/10843/11451
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| 12 |
The evolution of an open computer laboratory for English as a second language (ESL) in a community college context.
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| 13 |
Exploring identities: An inquiry into the identity (re)construction of adult immigrants of Filipino heritage with implications for adult ESL programs.
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| 14 |
Ida B. Wells' "A Red Record": A social justice curriculum for educating the adult in post-Reconstruction America.
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| 15 |
Lessons learned while suspended between two cultures: The life history of a Latina adult educator.
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| 16 |
On interaction of first-language transfer and universal grammar in adult second language acquisition: WH-movement in L1-Japanese/L2-English interlanguage
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In: Doctoral Dissertations (2003)
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| 17 |
Reading skills of deaf adults who sign : good and poor readers compared
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| 18 |
A naturalistic investigation of homeschooling parents as adult learners.
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| 19 |
Expanding the small space: Rastafarians as knowledge producers.
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