SAGE Journal Articles
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Article 1:
While there is growing interest in professional identity construction (e.g. Clarke et al., 2009), little is known about how stigma may influence the development of professional identity. Professional identity is defined as one’s professional self-concept based on attributes, beliefs, values, motives, and experiences (Ibarra, 1999; Schein, 1978). Professional identity construction under conditions of stigmatized cultural identity presents an interesting puzzle. Professional roles are defined as prestigious and provide the role holder with autonomy (Benveniste, 1987) and, often, a degree of privilege. However, stigmatized persons are often accorded little prestige and/or privilege because their identities are tainted. Thus, the purpose of our research is to build and enrich theory around professional identity construction by investigating the development of professional identity under conditions of stigmatized cultural identity. To accomplish this goal, we study narratives written by 20 prominent African American journalists (Terry, 2007) who discuss what it means to be both Black and reporters.
Questions to Consider:
- Chapter 14 of your text guides your exploration of your emerging professional identity. After reading this article, explore the role of multiculturalism in your development of a professional identity. Are there aspects of your majority/minority viewpoint that will impact your professional development? Are you prepared to discuss these in supervision?
- In your opinion, is there an inherent conflict between professional identity and stigmatized cultural identity? What steps are outlined to integrate the two in a meaningful way?
- What identity affirming experiences have you had both professionally and personally that you would like to integrate into your identity as an emerging professional? Perhaps you can share these with your supervisor to practice the integration process.
Article 2:
Introduction: Role-emerging placements are increasingly used to help occupational therapy students develop the skills, knowledge, and attributes needed to become the therapists of tomorrow. Whilst literature on role-emerging placements is growing, studies have tended to be general placement evaluations, with only a limited number exploring students’ experiences in detail. Method: This study used interpretative phenomenological analysis to gain a deeper understanding of how five MSc pre-registration occupational therapy students experienced and ascribed meaning to their role-emerging placements. Findings: The role-emerging placements acted as a strong catalyst for the students’ ontological development (that is, their understanding of self and development of ways of being and enacting occupational therapy practice). Through engaging in challenging and autonomous learning experiences, students developed deeper insights into who they were becoming as professionals, leading to a professional identity of their own making. Conclusion: Having to continually reflect on and verbalize the core essence and contribution of occupational therapy, students developed clarity of understanding about the uniqueness of the profession. This is important in light of the historical difficulty occupational therapists have had in articulating their unique role and professional identity.
Questions to Consider:
- How does this article parallel your training path thus far? Would you consider your field placement to be a role-emerging placement that influences your professional identity as described here?
- Using this article as a guideline, how have you “ascribed meaning” to your experiences in your field placement?
- Discuss with your supervisor the ways in which you have used your field placement experiences to help formalize your professional identity?