This qualitative study explores how women, nonbinary, and trans individuals define their identities in relation to contemporary fashion. To gather insights about the connection between fashion choices and the expression of complex identity categories, four 45-minute long interviews were conducted and transcribed using Otter.ai software. A two-stage coding approach was used to analyze the data, and the findings suggest that people intentionally use their clothing to communicate aspects of their identities to others. In particular, the study found that clothing helps individuals learn, perform, and embody their gender. Intersectional feminist theory argues that oppressed identity categories combine to create unique experiences for people who belong to marginalized groups, including those related to gender, race, and sexual orientation. The results of this study contribute to the discussion of intersectionality by highlighting the ways in which people are empowered by fashion to both express and celebrate their identities, as well as to challenge oppressive societal norms. The unique combination of traits to make a different lived experience creates a new and improved understanding of who the person is and the different ways they express their activities.

In this thesis, we identify and analyze several chosen themes of Asian American identity that we feel are touched on in interesting ways within the body of films and media we’ve chosen to focus on. We do not argue that these themes are the most important for all Asian Americans, but we do believe that these themes reflect some of the commonly discussed questions of Asian American identity, particularly within the mainstream middle class. In one vein, these themes underline desires and longing present within Asian America and parallel competing notions of exclusion and integration: dreams of success, belonging, and connection.

My thesis is a practice in Italian writing and Italian-English translation. During my semester abroad in Italy, I kept a journal of my experiences in Italian as a way to improve my proficiency and explore another facet of my identity. The entries included here range in topic from language acquisition, relationships, the experience of living in a foreign country, and self-exploration. Upon returning to the US, I translated each entry into English to see the different ways each language functions, as well as how my voice as a writer and individual comes through in both.

The increasing presence of International Teaching Assistants (ITAs) in English-speaking graduate schools has prompted scholars to investigate the various challenges they face, including linguistic, pedagogical, and social hurdles. Previous analyses have primarily focused on assessing ITAs’ teaching performance while neglecting to consider their individual backgrounds and aspirations. Employing the framework of identity and investment as proposed by Norton (1995, 2000; Kanno & Norton, 2003; Norton, 2013), this study aimed at investigating the identity and investment of ITAs by examining their experiences and identifying the symbolic and material gains they aim to achieve through their commitment to teaching English composition classes. The research also delves into how this investment contributes to enhancing their cultural capital. The research involved interviewing 12 ITAs with diverse backgrounds, each having taught English composition courses for at least three years. Data was collected by gathering ITAs’ experiences and personal insights through questionnaires and multiple interviews. The collected data was then analyzed using the qualitative method known as Interpretative Phenomenological Analysis (IPA). The study’s findings indicate that ITAs’ experiences play a crucial role in shaping their identity, contributing to increased confidence, trustworthiness among students, emotional stability, and effective management of classroom expectations. Furthermore, the educational journeys of ITAs are significantly influenced by their deliberate choices to invest selectively in areas that help them overcome initial understanding barriers, encourage them to adapt novel teaching strategies and seek engaging resources for the classroom, all to ultimately enhance their credibility and increase their value as English composition teachers in both their current and prospective communities. Keywords: investment, identity, international teaching assistants, interpretative phenomenological analysis

The issue of teacher shortages has been a national crisis in the United States. Teachers have expressed feeling exhausted and burnt out from the profession. The COVID-19 pandemic made these feelings worse, with the rates of teachers leaving the profession being higher than what has occurred in the past. Teachers’ sense of belonging at their schools and their professional identities as educators can have an impact on their decisions to stay in or leave the field of education. Participation in a community of practice has been shown to have a positive impact on teachers’ sense of belonging and identities. This qualitative study cultivated a community of practice composed of teachers who were new to their schools but not necessarily new to teaching. Data collected included interviews, recordings of community of practice meetings, participant reflection documents, and a researcher journal. Results suggested that teachers valued getting to know their colleagues, learning unique classroom practices, and that their participation in the community of practice had a positive impact on their sense of belonging at their new schools. The impacts of the community of practice on teachers’ professional identities were inconclusive. The discussion included an analysis of themes that emerged from the data, limitations of the study, and recommendations for researchers and practitioners.

This paper explores political indifference in Arizona State University undergraduate students. Indifference is growing at an alarming rate, and as of the last 50 years, young voters between the ages of 18 and 29 have the lowest voter turnout rate. This analysis into ASU students finds that a combination of identity, media, and uncertainty play a large role in political indifference through the lens of communication theory.

For my graduate thesis, I present an annotated bibliography that evaluates and summarizes a list of resources available for use in future research. The resources focus on how pectus excavatum, a congenital birth anomaly affecting the thoracic wall, may impact identity formation and subsequent behavior during a period characterized by significant physical and psychological development, from the ages 12 to 18, known as adolescence. I examine resources that specifically look at congenital birth anomalies, pectus excavatum, developmental psychology, psychoanalysis, and identity crises. The following provides background and an annotated bibliography to establish whether there is a causal relationship between individuals born with congenital birth anomalies, specifically pectus excavatum (PE), and the impact it has to identity development during adolescence. This work is important to me because I was born with pectus excavatum, and I believe a causal relationship does exist. While I claim the causal relationship does exist, I should note this is conjecture and anecdotally based on 7 years of interacting with patients in both a clinical and personal setting. The conversations are reflective of discussions that have taken place about having been born with pectus excavatum and how the condition has impacted our lives.