This thesis explores the intricate relationship between education, identity formation, and oppression, drawing from psychosocial and sociocultural perspectives. I delve into how education serves as a critical arena where individuals encounter various internal psychological conflicts and external social influences that shape their sense of self. By analyzing the perspectives of writers such as Paulo Freire, bell hooks, Kate Chopin Charlotte Perkins Gilman, and Erin Gruwell, the thesis seeks to answer how education impacts the self and how it intersects with systems of oppression. Furthermore, I explore the role of education in fostering critical consciousness and empowerment, particularly in the face of oppressive structures that seek to marginalize individuals based on race, gender, sexuality, class, and ability. Through an analysis of these themes, I aim to illuminate the transformative potential of education in shaping individual identities and dismantling systemic inequalities.
","abstract_html":"<p>This thesis explores the intricate relationship between education, identity formation, and oppression, drawing from psychosocial and sociocultural perspectives. I delve into how education serves as a critical arena where individuals encounter various internal psychological conflicts and external social influences that shape their sense of self. By analyzing the perspectives of writers such as Paulo Freire, bell hooks, Kate Chopin Charlotte Perkins Gilman, and Erin Gruwell, the thesis seeks to answer how education impacts the self and how it intersects with systems of oppression. Furthermore, I explore the role of education in fostering critical consciousness and empowerment, particularly in the face of oppressive structures that seek to marginalize individuals based on race, gender, sexuality, class, and ability. Through an analysis of these themes, I aim to illuminate the transformative potential of education in shaping individual identities and dismantling systemic inequalities.</p>","abstract_has_math":false,"creators":["Sakzlyan, Sofia"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Ian Barnard","Jan Osborn","Margie Curwen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-01T07:00:00Z","date_published":"2024-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:37Z","subjects":["Education","identity","oppression","Freire","hooks","Educational Methods","Educational Psychology","Other English Language and Literature"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/english_theses/76","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ian Barnard","Jan Osborn","Margie Curwen"]},{"key":"dc:creator","label":"Author","values":["Sakzlyan, Sofia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","identity","oppression","Freire","hooks","Educational Methods","Educational Psychology","Other English Language and Literature"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/english_theses/76"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis explores the intricate relationship between education, identity formation, and oppression, drawing from psychosocial and sociocultural perspectives. I delve into how education serves as a critical arena where individuals encounter various internal psychological conflicts and external social influences that shape their sense of self. By analyzing the perspectives of writers such as Paulo Freire, bell hooks, Kate Chopin Charlotte Perkins Gilman, and Erin Gruwell, the thesis seeks to answer how education impacts the self and how it intersects with systems of oppression. Furthermore, I explore the role of education in fostering critical consciousness and empowerment, particularly in the face of oppressive structures that seek to marginalize individuals based on race, gender, sexuality, class, and ability. Through an analysis of these themes, I aim to illuminate the transformative potential of education in shaping individual identities and dismantling systemic inequalities.
"]},{"key":"dc:source","label":"Dc Source","values":["Sakzlyan, Sofia. Navigating Identity Through Education in Literature and in the Classroom. 2024. Chapman University, MA Thesis. Chapman University Digital Commons, https://doi.org/ 10.36837/chapman.000561"]},{"key":"dc:title","label":"Title","values":["Navigating Identity Through Education in Literature and in the Classroom"]}]}],"canonical_facts":{"dc:contributor":["Ian Barnard","Jan Osborn","Margie Curwen"],"dc:creator":["Sakzlyan, Sofia"],"dc:description.abstract":["This thesis explores the intricate relationship between education, identity formation, and oppression, drawing from psychosocial and sociocultural perspectives. I delve into how education serves as a critical arena where individuals encounter various internal psychological conflicts and external social influences that shape their sense of self. By analyzing the perspectives of writers such as Paulo Freire, bell hooks, Kate Chopin Charlotte Perkins Gilman, and Erin Gruwell, the thesis seeks to answer how education impacts the self and how it intersects with systems of oppression. Furthermore, I explore the role of education in fostering critical consciousness and empowerment, particularly in the face of oppressive structures that seek to marginalize individuals based on race, gender, sexuality, class, and ability. Through an analysis of these themes, I aim to illuminate the transformative potential of education in shaping individual identities and dismantling systemic inequalities.
"],"dc:identifier":["https://digitalcommons.chapman.edu/english_theses/76"],"dc:source":["Sakzlyan, Sofia. Navigating Identity Through Education in Literature and in the Classroom. 2024. Chapman University, MA Thesis. Chapman University Digital Commons, https://doi.org/ 10.36837/chapman.000561"],"dc:subject":["Education","identity","oppression","Freire","hooks","Educational Methods","Educational Psychology","Other English Language and Literature"],"dc:title":["Navigating Identity Through Education in Literature and in the Classroom"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T01:38:37Z"}