Ch. 6.1

Question 1

identity

Answer 1

individuals’ perceptions of their characteristics and abilities, beliefs and values, relations, and how their lives fit into the world around them

Question 2

central questions of adolescence

Answer 2

Who am I?

-Where is my life going?

-What do I believe in?

-How does my life fit in into the world around me?

–identity issues

Question 3

Erikson’s theory

Answer 3

developed comprehensive theory of human dev., w/ a primary focus on adolescence

-each stage of dev. has a ‘central crisis’ (identity v. confusion)

Question 4

task of adolescence

Answer 4

reflect on traits, abilities, and interests

-sift through range of life choices available in culture, trying out possibilities and committing to choices in areas of love, work and ideology

Question 5

forming a healthy identity

Answer 5

identifications form foundation of identity, try out possible selves while adult responsibilities are postponed (psychosocial moratorium)

Question 6

obstacles in forming a healthy identity

Answer 6

unsuccessful progress through prior stages (trust v. mistrust, autonomy v. shame, initiative v. guilt, industry v. inferiority)

-unable to sort through and settle on choices

Question 7

James Marcia

Answer 7

researcher who adapted Erikson’s theories to fruitful research, developing the identity status model (ISM)

Question 8

identity status model (ISM)

Answer 8

uses structured interviews to classify adolescents into 1 of 4 categories:
1) diffusion
2) moratorium
3) foreclosure
4) achievement

-categories based on whether adolescents are/have engaged in exploration and commitment

Question 9

diffusion

Answer 9

no exploration and commitments

-individual not actively trying to sort through choices or make enduring commitments about identity

Question 10

moratorium

Answer 10

exploration but NO commitments

-trying out diff. possibilities to see which is most suited to them

Question 11

foreclosure

Answer 11

no exploration, BUT committed

-adolescent has committed to certain choices w/o exploring options

Question 12

achievement

Answer 12

exploration AND commitments

-individual has actively explored various identity choices and made commitments based on exploration

Question 13

identity status and dev.

Answer 13

progress towards identity continues to take place during college years

-by age 21: majority haven’t finished process of identity formation

-industrialized societies: ‘adolescence’ in terms of identity formation is extended
–widely accepted for all of 20s to be trying out diff. possibilities

Question 14

postmodern critique of ISM

Answer 14

ISM criticized as narrow and outdated model

-identity isn’t stable and unitary, nor does it proceed through a predictable set of stages culminating in identity achievement

-postmodern identity changes across contexts
–we show diff. aspects of our identity to friends, family, coworkers

-continues to change over life course as we add new elements to personalities and discard others

-leading to new ways to look at and measure progress towards identity formation

Question 15

gender critique of ISM

Answer 15

accused of being biased towards male dev.

-believed biology is destiny and women’s bodies and capacity for bearing children oriented them towards relationships w/ others
–men’s biology made them oriented towards independence and action

-adolescent girls’ emphasis on relationships were seen as a less desirable deviation from healthy identity dev.

-until recently, gender diff. in identity dev. found in exploration related to occupation

-females more willing to constrain professional and edu. opportunities to maintain closeness to family, friends, or romantic partners

-intimacy as priority for females early on, whereas for males it was a central crisis later, during early adulthood
–recent studies no longer find difference, due to increasing gender equality in Western countries

Question 16

cultural critique of ISM

Answer 16

ISM assumes goal is a strong independent individual

-ignores ideas from collectivist, interdependent cultures

-psychosocial moratorium, where adolescents aren’t taking on adult responsibilities, isn’t universal in all cultures (developing countries)

-explorations of love aren’t permitted in some cultures

Question 17

major ideas of identity formation relove around?

Answer 17

love, work, ideology

Question 18

ethnic identity

Answer 18

for growing # of adolescents in industrialized societies, part of ideology involves beliefs about themselves as an ethnic minority dominated by a diff. majority culture

-identity dev can be more complex within an ethnic minority, as adolescents navigate multiple standards, and explore 2 diff. contexts for identity
–become aware of stereotypes and prejudices that may apply to ethnic minority

Question 19

Pinney’s 4 categories of ethnic identity status

Answer 19

1) assimilation
-high identification w/ majority culture, LOW w =/ ethnic
-“I don’t really think of myself as Asian American, just American.”

2) marginality
-low w/ majority and ethnic
-“With Indian friends, I feel White and vice versa. I don’t really feel like I belong w/ either.”

3) separation
-low w/ majority, HIGH w/ ethnic
-“I’m not part of 2 cultures. Just Black.”

4) biculturalism
-high w/ majority AND ethnic

Question 20

identity and globalization

Answer 20

increased bicultural orientation v. feeling marginalized and confused

-globally, more people develop a bicultural identity, w/ one part of identity rooted in local culture and other part stemming from awareness of global citizenship

Question 21

hybrid identity

Answer 21

integrate global and local culture

-immigrant adolescents may alter some customs to adapt to majority culture

-adolescents in majority culture may also adapt some ideas and customs from immigrant populations they’re exposed to, both modifying cultural identities