Ch. 6.1 Flashcards
identity
individuals’ perceptions of their characteristics and abilities, beliefs and values, relations, and how their lives fit into the world around them
central questions of adolescence
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
Erikson’s theory
developed comprehensive theory of human dev., w/ a primary focus on adolescence
-each stage of dev. has a ‘central crisis’ (identity v. confusion)
task of adolescence
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
forming a healthy identity
identifications form foundation of identity, try out possible selves while adult responsibilities are postponed (psychosocial moratorium)
obstacles in forming a healthy identity
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
James Marcia
researcher who adapted Erikson’s theories to fruitful research, developing the identity status model (ISM)
identity status model (ISM)
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
diffusion
no exploration and commitments
-individual not actively trying to sort through choices or make enduring commitments about identity
moratorium
exploration but NO commitments
-trying out diff. possibilities to see which is most suited to them
foreclosure
no exploration, BUT committed
-adolescent has committed to certain choices w/o exploring options
achievement
exploration AND commitments
-individual has actively explored various identity choices and made commitments based on exploration
identity status and dev.
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
postmodern critique of ISM
ISM criticized as narrow and outdated model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
gender critique of ISM
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
cultural critique of ISM
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
major ideas of identity formation relove around?
love, work, ideology
ethnic identity
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
Pinney’s 4 categories of ethnic identity status
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
identity and globalization
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
hybrid identity
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
