Developing an integrated self: academic and ethnic identities among ethnically diverse college students.
Developing an integrated self: academic and ethnic identities among ethnically diverse college students.
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发展整合的自我：不同种族大学生的学术和种族身份。
作者：
M. Syed
本研究的目的是调查大学生的主要选择的发展以及该选择是否与他们发展的种族身份相关联。在他们的第一个，大二和大四时，对九十多种种族多元化的大学生接受了采访。混合方法分析揭示了5种理论上一致的途径，即学生如何随着时间的流逝如何配置自己的种族身份和专业：低意识，意识提高，高知名度，整合和分隔。这些途径与学生的种族和专业有不同的关系，这表明学生的身份经历由他们选择的专业人士进行了调节。这项研究的结果强调了纵向，生命，生命，方法对认同发展的贡献，以理解大学期间身份途径的多样性。这些发现也对实际目的有影响，特别是对建议，咨询和课程发展。
The purpose of the present study was to investigate the development of college students' major selection and whether and how this choice is associated with their developing ethnic identities. Ninety ethnically diverse college students were interviewed in their first, sophomore, and senior years. Mixed-method analyses revealed 5 theoretically consistent pathways of how students configured their ethnic identities and majors over time: low awareness, consciousness-raised, high awareness, integrating, and compartmentalized. These pathways were differentially related to students' ethnicities and majors, suggesting that students' identity experiences are moderated by their chosen majors. The results of this study underscore the contribution of a longitudinal, life-span, approach to identity development for understanding the diversity in identity pathways during college. The findings also have implications for practical purposes, particularly for advising, counseling, and curriculum development.