March 25, 2009

“Time, Context, and Identity: “Real World” Versus “Little Bubble Fantasy World”

The present qualitative study examines the role of time and context in identity exploration processes. A stratified sample of 20 (10 female) residential students was interviewed to theoretical saturation. All participants attended a large Midwestern public university. Using open and axial coding, three sub-themes emerged: (1) college provides a set time frame for exploration; (2) college is separate from parents/home; (3) college provides increased freedom and independence – enabling emerging adults to engage in identity exploration. Results underscore the importance of different time and contextual perspectives in identity exploration.
Author(s)/Presenter(s): Bibiana Koh, MSW, LICSW, doctoral student and Dr. Jodi Dworkin, Ph. D.

Implications of Racial Socialization for Black Youth

An exhaustive examination of the literature has identified 3 different areas of race-related socialization that parents address with their children: (1) cultural socialization [i.e.: customs, traditions, values], (2) minority socialization [i.e.: preparation for bias and promotion of mistrust], and (3) mainstream socialization [i.e.: goals and values of the dominant culture]. A critical analysis of the literature has been completed that examines the state of the literature on child mental health outcomes associated with such African American parental racial socialization messages. The purpose of this presentation will be to discuss the conclusions of this analysis as well as to explore implications for clinical practice with this particular population as well as future research.
Author(s)/Presenter(s): Kimberly Diggles, M.Ed