Constructing and Protecting Identity in a Diverse Higher Education Context

Autor/in	Jaspal, Rusi
Titel	Constructing and Protecting Identity in a Diverse Higher Education Context
Quelle	In: Perspectives: Policy and Practice in Higher Education, 19 (2015) 4, S.127-134 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2015.1071291
Schlagwörter	Foreign Countries; Higher Education; Self Concept; Social Psychology; Identification (Psychology); Case Studies; Learning Experience; Coping; Social Class; Ethnic Diversity; Racial Identification; Student Diversity; Social Change; Peer Acceptance; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Sozialpsychologie; Case study; Fallstudie; Case Study; Lernerfahrung; Bewältigung; Social classes; Soziale Klasse; Sozialer Wandel; Großbritannien
Abstract	UK higher education (HE) has become increasingly diverse. Despite the clear social, economic and pedagogical benefits of diversity, it can also be challenging for identity as it may bring about psychological change and compel both the "dominant majority" and "minorities" to adjust to the presence, identities and worldviews of the other. Drawing upon Identity Process Theory from social psychology, the present article explores the potential challenges to identity in a diverse HE context and how students may subsequently cope with these challenges. After a brief overview of Identity Process Theory, two case studies are presented that focus on how social class and ethnic/religious diversity can impact identity. The more general aim of this article is to develop the basic tools for enhancing students' learning experience in a diverse HE context. It is suggested that HE institutions need to support students from diverse backgrounds in ways that are conducive to a positive identity, and that they must facilitate a shared superordinate identity which can be viewed as inclusive and available to all, regardless of class, ethnicity, religion or any other identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01