Contextual identity experiencing facilitates resilience in Native American academics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15260%2F18%3A73590188" target="_blank" >RIV/61989592:15260/18:73590188 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.soscij.2017.12.001" target="_blank" >http://dx.doi.org/10.1016/j.soscij.2017.12.001</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.soscij.2017.12.001" target="_blank" >10.1016/j.soscij.2017.12.001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Contextual identity experiencing facilitates resilience in Native American academics

Popis výsledku v původním jazyce

This article discusses the socio-cultural dynamics that interact with ethno-racial identity experiencing in a previously under-researched group. A qualitative interdisciplinary study with 40 Native American academics from 28 mainstream universities across the U.S. served as a case example with findings that contrasted with historically influential theoretical frameworks postulating identity confusion and conflicts at the intersection of one&apos;s mainstream education and profession versus one&apos;s ethno-racial community grounding. Instead of feeling pressure to identify with only one worldview, the contextual, dynamic identities associated with the inclusive and flexible self-concept of tribal participants allowed them to in turn take advantage of two divergent cultural meaning systems pertaining to their distinct socio-cultural contexts. These shifts were experienced as not endogenous but rather exogenous variables, which did not cause the historically theorized issues. Participants felt their tribal identities instead facilitated meaningful integration of the existing incongruences, which resulted in unexpectedly resilient subjective experiencing.

Název v anglickém jazyce

Contextual identity experiencing facilitates resilience in Native American academics

Popis výsledku anglicky

This article discusses the socio-cultural dynamics that interact with ethno-racial identity experiencing in a previously under-researched group. A qualitative interdisciplinary study with 40 Native American academics from 28 mainstream universities across the U.S. served as a case example with findings that contrasted with historically influential theoretical frameworks postulating identity confusion and conflicts at the intersection of one&apos;s mainstream education and profession versus one&apos;s ethno-racial community grounding. Instead of feeling pressure to identify with only one worldview, the contextual, dynamic identities associated with the inclusive and flexible self-concept of tribal participants allowed them to in turn take advantage of two divergent cultural meaning systems pertaining to their distinct socio-cultural contexts. These shifts were experienced as not endogenous but rather exogenous variables, which did not cause the historically theorized issues. Participants felt their tribal identities instead facilitated meaningful integration of the existing incongruences, which resulted in unexpectedly resilient subjective experiencing.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50902 - Social sciences, interdisciplinary

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

SOCIAL SCIENCE JOURNAL

ISSN

0362-3319

e-ISSN

—

Svazek periodika

55

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

13

Strana od-do

346-358

Kód UT WoS článku

000441898100010

EID výsledku v databázi Scopus

2-s2.0-85040577983