Stratification economics and identity economics

Author's Introduction Our article outlines the need to bring together the literatures on personal and cultural identity – which have thus far been disconnected from one another. As one develops a sense of personal identity (e.g., goals, values, and beliefs), does one also develop a sense of cultural identity (e.g., how the individual and the group are prioritized, as well as attachment to and affiliation with one's ethnic, cultural, and national group)? This question is becoming increasingly important as Western countries become more and more diverse and multicultural, and as the world becomes more and more international and global. Individuals of European descent in the United States, Canada, Western Europe, Australia, and New Zealand, for example, are no longer insulated from other cultural streams. A generation ago, White Americans, for example, held dominion over the United States and over what ‘American culture’ was. With the advent of mass immigration of ethnic and cultural minorities, as well as globalizing technologies such as email, video conferencing, instant messaging, and virtual chatrooms, we are no longer insulated by our borders. Each of us is a citizen of the world, and this is becoming truer and truer over time. Thus, cultural identity and personal identity are increasingly likely to be related – and the ways in which they influence one another needs to be studied. How does my cultural position in my society (and in the world) influence who I am as a person? How do my cultural beliefs and worldviews influence my personal goals, values, and beliefs? Author Recommends Côté, James E., and Levine, Charles G. (2002). Identity formation, agency and culture: A social psychological synthesis . Mahwah, NJ: Lawrence Erlbaum Associates. This book discusses personal identity within the context of culture, and it clearly sets the stage for a discussion of how personal identity is affected by cultural processes. Arnett, Jeffrey Jensen. (2002). The psychology of globalization. American Psychologist , 57 , 774–783. This article discusses the ways in which globalization affects the personal and cultural identities of people around the world. In particular, the article stresses that individuals will be exposed to various cultural streams even if they never leave their countries of origin and do not come into direct contact with people from other parts of the world. The mass exportation of Western television programs, music, dress styles, fashion, and beliefs is leading people to ‘acculturate’ to Western values and behaviors. Bosma, Harke A., and Kunnen, E. Saskia. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review , 21 , 39–66. This article reviews the ways in which personal identity is developed in ‘individualist’ and ‘collectivist’ contexts. In more individualistic contexts, personal identity is developed through active exploration of different alternatives, commitment to one or more of these, and an in‐depth evaluation of the commitment that has been made. In more collectivistic contexts, personal identity is developed through identification with the goals, values, and beliefs of significant others. This article was one of the first to address personal identity more broadly than through a Western lens. Matsumoto, David. (2003). The discrepancy between consensual‐level culture and individual‐level culture. Culture and Psychology , 9 , 89–95. This article argues that individualism and collectivism (and related constructs such as independence and interdependence) operate differently at the between‐individual level than at the between‐culture level. When studying the interface between personal identity and cultural identity, only individual‐level conceptions of cultural identity should be used. National‐level differences in cultural identity constructs tend to be fairly small – suggesting that most of the differences are between individual people. Schwartz, Seth J., Luyckx, Koen, and Vignoles, Vivian L. (editors, forthcoming). Handbook of identity theory and research . New York, NY: Springer. This forthcoming handbook will consist of state‐of‐the‐art summaries and reviews from some of the leading identity scholars in the world. Chapters will focus on many different domains of identity, including personal and cultural identity but also including national, religious/spiritual, sexual, gender, social, and vocational identity. The book will be an important resource both for students and for professors interested in the field of identity. Sample Syllabus Please add all or a portion of a syllabus that might adopt your article and present it in a broader context to the classroom. Eg. Topics for Lecture & Discussion Week 1 – Overview (What is Identity) Cote, James E. 1996. Sociological perspectives on identity formation: The culture‐identity link and identity capital. Journal of Adolescence . 19: 417–428. A framework for understanding identity formation in an interdisciplinary fashion by addressing the relationship between culture and identity. Grotevant, Harold D. 1987. Toward a process model of identity formation. Journal of Adolescent Research . 2: 203–222. Proposes a model for conceptualizing identity formation that is developmental, contextual and life‐span in scope. Four major components are as follows: individual characteristics, contexts of development, identity process in specific domains, and interdependencies among the identity domains. Weeks 2–4 Neo‐Eriksonian Identity Perspectives (Identity Status, Identity Style, Et Cetera) Berzonsky, Michael D. 1989. Identity style: Conceptualization and measurement. Journal of Adolescent Research . 4: 268–282. A conceptualization of three styles of personal problem solving and decision making – and information orientation that actively seeks and evaluates information, a normative orientation that focuses on internalized conventions, and a diffuse orientation that avoids action until affective cues dictate behavioral reactions. This study measures a validity of a self‐report measure of these styles. Meeus, Wim. 1996. Toward a psychosocial analysis of adolescent identity: An evaluation of the epigenetic theory (Erikson) and the identity status model (Marcia). Hurrelmann, Klaus (Ed.); Hamilton, Stephen F (Ed). (1996). Social problems and social contexts in adolescence: Perspectives across boundaries . (pp. 83–104). xiv, 299 pp. Hawthorne, NY: Aldine de Gruyter. This chapter discusses Erikson's identity theory and Marcia's identity status model, with application to adolescent identity. The author evaluates their empirical validity. Weeks 5–7 Social Identity Perspectives Worchel, Stephen; Morales, J. Francisco; Paez, Dario; Deschamps, Jean‐Claude (Eds.). 1998. Social identity: International perspectives. Social identity: International perspectives. xix, 263 pp. Thousand Oaks, CA: Sage Publications, Inc. This books brings together the latest empirical and theoretical findings in the field of

Personal and social identity are critical for entrepreneurs. However, tensions arise in entrepreneurial experiences due to the independence underlying personal identity and embeddedness underlying social identity. In this qualitative study, we explore how novice and experienced entrepreneurs navigate these tensions. We find that novice entrepreneurs are focused on discovering their personal identity via broad interactions within social groups. Experienced entrepreneurs devote more time to their ventures and less time in social groups but they value the targeted collaborations within these social groups. We discuss the mechanisms that underlie the paradox between centrality and salience of personal and social identity.

Social identities play a significant role in the development of personality and various disorders and challenges. In addition, they play an important role in the encounter between representatives of different social groups and can add to personality and interpersonal perspectives to group dynamics. Despite their significance, exploration of social identities occurs mainly in the realms of social psychology and post-colonialist theories and not so much in psychoanalysis, which favours the individual perspective over the social. Foulkes, the founder of group analysis, started a revolution in the field of psychoanalysis when he focussed on the social world and its significant influence on development. However, some of his successors argued that due to political and other reasons, Foulkes did not ‘follow through’ with his own theory and in his therapy groups he did not put sufficient emphasis on exploration of social identities and power relations. This article reviews the concept of social identities through four theoretical disciplines: social psychology, psychoanalysis, postcolonial theories and group analysis. A vignette from an analytic group that has been meeting for two years and coped with the meeting of different social identities in the complex Israeli reality will be discussed.

Jailer of Freedom and Enemy of Growth? The Role of Personal and Social Identities in Educational Choices

This article interrogates and examines the community of Luke and the ambivalence of the location, composition, and identity problematics issues through the Social Identity Complexity perspective (SIC hereafter). The fundamental questions which this article seeks to grapple with are: Was the community of Luke Corinth, Ephesus, or Antioch? Which social boundary markers were erected among the multiple and complex social groups within the community of Luke? The arguments in this article are framed by insights from the Social Identity Complexity Theory which was developed by Roccas and Brewer (2002). The SIC perspective is useful and relevant in re-reading and problematizing identity markers of the numerous social groups within the community of Luke. The article also explores a significant aspect of the troubled composition of the social groups in the community of Luke. This study established that there are multiple and complex social identity formations in Luke's community. Furthermore, the social identities of the members of the Lukan community were fluid, nuanced, and troubled, as highlighted in the discussion in this article.

Reactions to social vs self-evaluation: Moderating effects of personal and social identity orientations

Our identity consists of knowledge about our individual attributes (personal identity) as well as knowledge about our shared attributes derived from our membership in certain social groups (social identity). As individuals seek to achieve a positive self-image, they aim at comparing favorably with other individuals or their in-group comparing favorably with referent out-groups. Imaging data suggest a network centered on the medial prefrontal cortex (MPFC) to instantiate functions that are integral to the self, conceived as the personal self. Given that the social self is constituted by the same mechanisms as the personal self, we expect MPFC activation also for situations in which the social self is addressed, for instance when situations permit evaluative intergroup comparisons. Accordingly, participants worked on a modified version of the minimal group paradigm in the present functional magnetic resonance imaging experiment. Imaging data revealed activation within a network centered on the dorsal MPFC specifically for social identity processes. Furthermore, this activation showed correlation with the displayed in-group bias. The present findings show that social and personal identity processes draw on the same cerebral correlates and hence it is concluded that a network centered on the MPFC subserves functions integral to the self.

Author’s Introduction In our globalized world individuals are frequently confronted with intergroup encounters. Some of them pass by more smoothly than others. Understanding group members’ motivational dynamics provides the key for positive intergroup encounters and the creation of environments fostering such positive events. For a long time, research on motivation in the domain of intergroup behavior mainly focused on needs and motives such as the need for self‐esteem in social identity theory and the need to reduce uncertainty in uncertainty‐identity theory. In contrast, approaches to motivation in many other domains of psychological research have switched from such need‐based approaches to self‐regulation approaches (i.e., theories and models focusing on the processes underlying motivated action). This change of focus from the content of motivation (i.e., need and motives answering the question what motivates behavior) to studying the motivational processes (i.e., self‐regulation approaches answering the question how motivation translates in to action) has led to an enormous progress. To give just one example, this approach allows for much more precise predictions of behavior. Only recently research on intergroup behavior has adopted this change of paradigms in research on motivation. The current article summarized one line of research within this domain, namely the work applying regulatory focus theory (one of the dominant self‐regulation theories) to intergroup behavior. Author Recommends Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33–47). Monterey, CA: Brooks/Cole. This is a seminal publication on social identity theory and offers important and fundamental information about what intergroup behavior is. At the same time, it presents the first need‐based approach to intergroup behavior. Otten, S., Sassenberg, K., & Kessler, T. (Eds.) (2009). Intergroup relations: The role of motivation and emotion. New York: Psychology Press. This book provides an up‐to‐date overview of research on motivation in the field of intergroup behavior. It provides a good understanding of a variety of intergroup phenomena and explanations for them based on motivational approaches and social cognition approaches to emotions. Carver, C. S. (2004). Self‐regulation of action and affect. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of Self‐Regulation: Research, Theory, and Applications (pp. 13–39). New York, NY: Guilford. The whole book provides an excellent overview of self‐regulation research in a variety of domains. The particular chapter is an excellent, comprehensive, and concise introduction to the basic ideas of self‐regulation. Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist , 52, 1280–1300. This is a seminal publication on regulatory focus theory and offers the fundamental information on what regulatory focus is, what its basic principles are, and outcomes it leads to. Higgins, E. T. (2008). Regulatory fit. In J. Y. Shah & W. L. Gardner (Eds.), Handbook of motivation science (pp. 356–372). New York: Guilford. This chapter provides a summary of the more recent developments that followed regulatory focus theory. Its main focus is on regulatory fit (i.e., the fit between an individual’s behavioural strategy and the options provided by the environment). Sassenberg, K., & Woltin, K.‐A. (2008). Group‐based self‐regulation: The effects of regulatory focus. European Review of Social Psychology , 19, 126–164. This article offers a more extensive analysis and overview of the research on regulatory focus and intergroup behavior. It presents a comprehensive narrative review of this research and how regulatory focus and self‐discrepancies operate at the group level. Levine, J. M., Higgins, E. T., & Choi, H.‐S. (2000). Development of strategic norms in groups. Organizational Behavior and Human Decision Processes , 82, 88–101. This article presents the first study applying regulatory focus theory to the group level. It assesses how regulatory focus – manipulated as part of the instructions for a group task – affects small group decision making. Sassenberg, K., Kessler, T., & Mummendey, A. (2003). Less negative = more positive? Social discrimination as avoidance and approach. Journal of Experimental Social Psychology , 39, 48–58. The research presented in this article is the first in applying regulatory focus theory to intergroup behavior. In studies making use of the minimal group paradigm, it demonstrates how regulatory focus can help to make more precise predictions about intergroup behavior – in this case social discrimination. Seibt, B., & Förster, J. (2004). Stereotype threat and performance: How self‐stereotypes influence processing by inducing regulatory foci. Journal of Personality and Social Psychology , 87, 38–56. This article explains another prominent intergroup phenomenon based on regulatory focus theory, namely stereotype threat. Sassenberg, K., Jonas, K. J., Shah, J. Y., & Brazy, P. C. (2007). Regulatory fit of the ingroup: The impact of group power and regulatory focus on implicit intergroup bias. Journal of Personality and Social Psychology , 92, 249–267. This article connects socio‐structural variables of the intergroup context and regulatory focus by studying how the social power of a group and the regulatory focus of an individual predict whether individuals are interested to become a member of a particular group and how much they like a group they are a member of. Online Materials http://gpi.sagepub.com This is a link to the journal Group Processes and Intergroup relations . Volume 13 will contain a special issue on Self‐regulation within and between groups providing an overview and more examples how self‐regulation approaches allow for a better understanding of (inter)group behavior. In addition, this is a nice place to find some of the current issues being researched in the field of intergroup behavior. It is also a journal to refer students to who are having trouble locating recent articles for class. http://jonathan.mueller.faculty.noctrl.edu/crow/socialidentityassignment.htm This link leads to a small assignment by Michel Schmitt that illustrates the idea of social identity. http://www.youtube.com/watch?v=YWyI77Yh1Gg This link leads to the video “A girl like me” which illustrates that from early childhood on group members (here African‐Americans) internalize the characteristics of their group in comparison to ot

An agile approach has become very popular over the last decade, which requires good communication and teamwork within teams as well as with outside stakeholders. Therefore, social interaction is central for a software development team to be successful. Such social interactions form social identities and social structures in both teams and organizations. This study investigates possible effects that the social identity of individuals may have on the effectiveness of software development through seven in-dept interviews. The qualitative data from interviews were analyzed and summarized using summative content analysis, and the seven individuals also answered a questionnaire on social identity taken from social psychology research. The qualitative result shows that aspects of social identity affect software developers' behavior, and that we need to build cross-functional stable teams over time also from a pure social identity perspective in addition to the product related aspects to avoid a decreased effectiveness. However, we did not see clear connections to our operationalization of effectiveness in this study, and the quantitative analysis was also inconclusive, but we see value in our suggested method when investigating social identity in software development.

It is difficult to find the ideal term to refer to the complex process of establishing and asserting one's identity-as an individual or as part of a group. This process, referred to by some as constructing a social reality is, indeed, personal and self-initiated but, at the same time, it is dynamic, interactive, and in part, reactive. The mirror in which an immigrant sees his or her identity is, in part defined by the community in which he or she lives and, within that community, his or her social networks. Farmworker's ambivalence as to whether their identity can really be reduced to life as braceros, working machines, or, whether there is more to life than that is inevitable. Mexican immigrants' ambivalence expressed by as to whether they should be left out of the decennial census and remain statistically invisible because they don't belong, is equally predictable. However, effective engagement implies an identity-a perspective, hopes, dreams, ideals, and a personal style. One's personal identity, or one's social identity as a member of an informal or formal group is the fulcrum for social interaction and, thus, for participation.The process of defining and asserting one's identity is a lifelong one and it is fairly obvious that for most of us it is something of a struggle, a never-ending work in progress, punctuated with fitful starts, experiments, adjustments, and modulations. As Verba, Schlozman, and Brady point out, the process of developing skills is affected both by personal experience in informal settings and by learning experiences in formal educational settings. However, the Civic Voluntarism model tacitly assumes that the social context in which all of these learning experiences take place are the same one. This is not the case when it comes to immigrants. Because immigrants find themselves transitioning from one environment to another, the basic assumptions which govern our overall model of skills development do not hold true. Past experience, knowledge of processes, styles of communication,, and understanding of how civic systems work must be adjusted to a new reality and the inferences which govern this translation involve much more than just acquiring a new skills set; they involve creating a new personal identity, a new social identity (i.e. persona), and developing a new voice, that includes personal style and modes of communication.At the level of community life, this dynamic process of re-invention is not simply a personal one but, also, one which may engage an entire family, an entire social network, or, an entire ethnic group (since ethnicity, by definition, refers to self-identification and network relationships). We focus on two particular cases, each of which exemplifies a more general challenge relating of immigrants' adaptation to California society and development of activism.My analysis highlights the experiences and reflections of two quite different immigrant activists. One is Jorge San Juan, a young Mixteco construction worker who is also the volunteer coordinator of a Mixtec cultural group Se'e'Saavi, and a member of the Board of Directors of a community-based organization, the Centra Binacional para el Desarollo Indigena Oaxaqueno (CBDIO). Jorge's story is relevant not simply to his individual development but to the more general challenge of Mixteco immigrants' re-assertion of their cultural, social, and political identity in a transnational space now referred to by some researchers as Oaxacalifornia. The second of these community activists is Raquel Velasco, a middle-aged mother of two teenager daughters and a grown son, who was, for several years, the informal but charismatic unpaid leader of a group of immigrant activists seeking to secure affordable housing in Winters. Her story, too, transcends her personal struggle, to reflect on the challenges faced by Mexican women in negotiating new gender roles in the course of their life in California Through these two activists' accounts of their experiences and perspectives, we explore both the process through which individual immigrants' re-invent their identity in the brave new world of California life and the process through which groups of immigrants engage in the process of creating or strengthening bonding social capital and deploying it within the arena of local life. …

The Providing Enhanced Access to Child Health Services (PEACH) initiative at the Sydney Children’s Hospitals Network (SCHN) aims to reduce inequity in healthcare access and outcomes for priority population children and young people (including Aboriginal and/or Torres Strait Islander, culturally and linguistically diverse, from refugee or asylum seeker backgrounds, living in out-of-home care or recipients of the National Disability Insurance Scheme). Central to PEACH is active children and caregivers engagement through co-design, recognising the importance of understanding their experiences to facilitate enhanced healthcare provision. This qualitative study explored the experiences of priority population children and caregivers at SCHN before the implementation of PEACH initiatives, with the aim of identifying strengths, limitations, and recommendations for enhancing healthcare services tailored to priority population needs. Guided by an experience-based co-design methodology, 28 qualitative semi-structured interviews were carried out with a total of 38 participants from priority population group(s) who had accessed care at SCHN. The data were analysed via inductive thematic analysis. The findings are presented through the lens of the concept of identity, delineated into personal and social identity. Personal identity is related to person before problem and demography, while social identity is linked to cultural responsiveness. Participants emphasised both the significance of social identities in health service design, and the importance of an individualised approach that recognises and respects their unique personal identities within the broader social context. This research advocates for a person-centred approach to healthcare delivery that recognises and responds to the dynamic interconnected relationship between personal and social identities.

Although identity research has predominantly focused on college-bound adolescents, it has largely neglected vocational high school students who enter the job market immediately after graduation. Furthermore, most studies have concentrated on personal identity and have overlooked the concurrent development of social identity. This study examined the relationship between adolescents’ personal and social identities over three years of vocational high school. The participants were 4,264 vocational high school students in Japan (Time 1: 46.44% girls; Mage = 15.78). Using a random intercept cross-lagged panel model, the results indicated that within-person increases in social identity predicted increases in personal identity one year later. These findings highlight the importance of social identity as a valuable resource for personal identity development among vocational high school students, a group underrepresented in identity research.

The Relationship between Early Maladaptive Schemas and Aspects of Identity in Obesity

A new measure sensitive to differences in the importance that people ascribe to their social (group) and personal identities is described. The Social and Personal Identities (SIPI) scale distinguishes between the interpersonal level of self which differentiates the individual as unique from others, and the social identity level of self whereby the individual is identified by his or her group memberships. In contrast to perspectives that emphasize the context-dependence of self-conception, our measure was designed to capture individual differences in participants' readiness to categorize themselves using group and personal self-categories as measured by the degree of importance or centrality assigned to each. Factor and reliability analyses support the scale's stability as a two-factor structure with high internal consistency, and these factors are modestly correlated. Results from six studies substantiate the scale's criterion and construct validity.

Stratification Economics as an Economics of Exclusion