Insights

The Social Identity Map helps to further develop researchers’ reflexivity skills and practice positionality as a source of insight and awareness of the social relations within our work that we may previously have been blind to. Welcome to the world of case studies that can bring you high grades! I was able to excel academically because I was comfortable with my perceived high academic ability and I never underestimated my achievement in relation to my peers, unlike what most girls do. My performance enhancing qualities are in agreement with self categorization theory that describes how people define themselves at group level as well as at an individual level, considering group and individual identities to be different levels of self categorization and more distinct from each other as opposed to social identity theory (Hogg and Terry 2000). I consider a person’s identity as what makes him or her unique as an individual and different from others. These interpretations may have additional connecting lines, phrases, or identifiers added to the map. Despite this tension, she chose to note down both terms on her map in order to (1) share her thoughts on this issue more broadly and (2) reconcile some of these tensions within herself (see Figure 3). Dr. Eakin’s guidance on the development of this paper was invaluable to DJ and NM. For a long period of time, I was so confused about how I identify myself, I was lost in many questions about what am I going to be, I struggled with the pressure I created by myself and boxed in my parents’ expectations. Those using this map are encouraged to add to it by creating additional groupings (Tier 1; see Figure 1) that they identify as important contributors to their unique social identity as well as removing any they feel do not apply. In this article, we have troubled the current approach to positionality, which can be abstract and difficult to grasp in practice for the novice critical qualitative researcher. Although NM’s research is grounded in participants’ lived experiences, her own history and story shaped the interviews, analysis, and interpretation of findings in regard to larger issues of immigration, acculturation, and settlement. Reference this. Although the Social Identity Map has boxes to fill in for visual clarity, we encourage the learner using this map to think outside of these boxes and to not feel limited by them. I understood that two people from wildly different backgrounds were bound to have some sort of disagreement, be it political or social. Furthermore, people should be at liberty to forge their identities out of their own choices guided by their own experiences. In most cases, however, when religion and ethnicity are set exclusively as determinants of identity, then it may lead malignant and violent political circumstance at times. The self-realization that occurred on the third tier revealed to her that she is Indian before she is anything else. For example, there may be more nuanced or different reflections on a researcher’s experience of their gender than the interaction of their gender and race. All work is written to order. This called for need to reflect, evaluate and plan accordingly in order to bring out my future state and achieve consciousness with respect to my own existence in school. The iterative nature of qualitative work makes it extremely important to continue to use and develop tools like the Social Identity Map to reflect on positionality and its impact on research design and preparation. Despite what is already known about positionality, there is a current gap in the literature for addressing how to help novice critical qualitative researchers practice positionality. the site you are agreeing to our use of cookies. For the facets of our social identities in which we experience some form of oppression, it may not be difficult to reflect explicitly on the details that encapsulate them. Based on this observation, it can be argued that high academic achievement is not impending the popularity of a student and the sociability of a student may indicate that strong social skills contribute to high academic achievement as was my case (Jackson, 2006). Ability to identify with the disciplined set of students gave me satisfaction, both academically and psychologically as learning requires diligence and obedience, qualities that are widely associated with feminists. Reactions: My result of the IAT self-awareness test showed slight preference towards the straight people over gay people. Therefore, groups which see themselves as similar should be keen to show intergroup differentiation (Brown, 1984). Religion, ethnic groupings, and nationality came out as strong determinants of identity. On the other hand, associating with truant group of students gave me the excitement and drive to enjoy my teenage life as well as performance of masculinity, which is associated with the highest social status in state schooling environment, a status that I could only achieve through identifying with truant group of students (Fine 2003 & Renold 2006). More specifically, through the Symbolic Interactionist (SI) lens, I will be approaching the topic of the self and identity using Charles Horton Cooley’s idea of the Looking Glass Self, and Erving Goffman’s concept of Dramaturgy. By mapping our social identities and visually exploring how we approach, understand, and interpret our work through the use of this mapping tool, we begin to go beyond our immediate identities and may discover other social forces that shape how we approach our research topics. The key difference between these two types is that while personal identity gives prominence to the individual and identifies him as different from others in the society , social identity identifies him as a member of the society. In consequence, my compliant behaviour towards religion has already been constructed at a young age. Determining which aspects of social identity are key to each individual’s particular research is a vital task when reflecting deeply about how the interconnection of our social identities contributes to our positionality and further impacts our work. Beginning to develop an understanding of how participants see us, regardless of what we think we are projecting, is a reflexive task (Day, 2012). The use of the Social Identity Map goes beyond only naming one’s own social identity. The workshop focused on identifying participants’ social identities and how they may pose challenges and aspects of ease within the critical qualitative research process. As a teenager and a student, social theories of identity worked to my advantage as I managed to strike a balance between different categories of social groups in favor of my performance and social life. They ought to acknowledge the fact that people are different and complicated in their own ways and transverse ethnic and religious boundaries building a relationship with the people who are of similar interests and values. For example, we (authors DJ and NM) reflect that we approach the world in a more cautious way because of the oppression that we experience as women (see Figures 2 and 3). My personal identity is significantly influenced by my family through the approach that my parents have taken to raise and nurture me. I lived well in high school because I could use social theories to manipulate situations for the sake of a peaceful and harmonious existence, while at the same time quenching my curiosity for exciting teenage experience. In addition, individual identity involves a network of convictions and values that shapes and structures ones life (Hirsch, 1982).

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