School History and Identity in Troubled Youth: A Narrative Approach to Understanding Identity Development in Context
Clark, Alyssa Geneieve
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/82061
Description
Title
School History and Identity in Troubled Youth: A Narrative Approach to Understanding Identity Development in Context
Author(s)
Clark, Alyssa Geneieve
Issue Date
2004
Doctoral Committee Chair(s)
Carol I. Diener
Rappaport, Julian
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Language
eng
Abstract
Drawing from theoretical frameworks linking self and narrative, the present study uses a collective case study design to investigate the link between self-concept and school experience in youth receiving special education services for emotional and behavioral difficulties. This study aimed to provide a better understanding of the messages special education students receive about themselves in school settings, such as messages about disability and limitations, and the ways in which these messages shape the students' self-concepts. In-depth interviews about experiences in school were conducted with 4 high-school students of a day-treatment school for special education students. Interviews with 8 school staff members and school records were used to assess the school-level perceptions of each student. Recurrent themes in the interview and school record data were identified using accepted qualitative analytic techniques. The data supports the conclusion that the students received many direct and indirect messages about disability and ability within school settings. The ways in which the students resist and internalize these messages in the construction of personal identity are highlighted. The results of this study underscore the importance of school settings as contexts of development. It is argued that the stories told about and around students can dramatically inform how they learn to think about themselves. Further, it is argued that schools should consciously foster the development of positive self-concepts in students by communicating messages to students about their strengths, rather than about disability and deficit.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
