Rel 103. Ch. 6 & 7 : Identity
Read the following. Then try to think of other aspects
of identity in the U.S. or elsewhere which can be called “socially
embedded.” Especially try to think of socially embedded aspects of identity
which are part of some religious heritage or context.
Identity Issues for Adolescents by Bobi White
What Is Desired: a self-image
The image that is desired is "the image of acceptance, by a certain group,
or even one person that we admire" (McCarty, 1995). Achieving this becomes
even more difficult when the image is transitional ... as it is for the
adolescent.
What image is desired by
adolescents, according to McCarty?
According to Erikson (1968), identity development is a "socially embedded"
process. Erikson's theory of psychosocial development recognizes the
connections between biological development and the recognition and
regulation by social institutions on the individual.
Another way to look at it: A teenager may physically and cognitively be able
to drive a car at age 14. But society considers the teenager a child at this
age. Society recognizes and authorizes that teen to drive at 16. In many
such areas, the person's developing identity is "embedded" in the social
world. Society regulates when the person can act on "a new identity."
Give an your own example some
socially imbedded aspect of identity [to show you understand the concept].
The Transition Brings Confusion
The teen is an individual who is in a transitional stage.
His or her care needs are now less direct. This may mean that his parent’s
role can become more of a consultant or advisor. As direct caretaking is
reduced, the parent also must make adjustment. Confusion may develop,
however, when the teen occasionally demands a return to direct care.
The teen's understanding of his identity comes from a reflection of himself
in the eyes of other people. The process becomes bewildering if parents do
not shift their roles and recognize the teen's development. In the same way,
the teen is frustrated when society does not recognize the changes.
What should
parents do when they are no longer the direct caretakers?
Peer pressure and peer acceptance become comforting to the teen who feels
the transitional confusion. Peers may have already dealt with the same
identity issues and so can serve as models for the new role. Peers'
expectations (or what the teen perceives as his peers' expectations) also
provide a model for the new role.
What constructive role can
peer pressure or expectations perform?
Media, too, provide a "guide" to this new teen identity. Through film and
television, visual images guide young people. Music, radio, and the Internet
also guide in terms of message and group identity. Books and magazines
continue to influence adolescent identity as readers of Seventeen (both
females and males) continue to focus on coming-of-age issues. A common theme
across print media is interest in taking surveys, especially by girls.
Surveys on every possible topic capture teens' attention and may provide a
means for self-exploration.
What type of issues do
readers of Seventeen tend to focus on?
Forms of Peer Influence
Because an individual is formed by daily and continued interactions over
time, peers and society have a great impact on many areas of life such as
academic and moral development.
For most teens this peer group is within the local academic setting. In
middle school or junior high, groups may form with strict boundaries. By
high school, groups are selected according to interests, such as music or
drama or sports. Boundaries are typically flexible enough to admit new group
members as long as they enter because of a genuine interest in the group's
focus. While some teens "travel" among several groups, most adolescents can
be described in a primary interest group.
For the teen with multiple living situations, the peer group may be harder
to identify.
Peer influence can take several forms. All of these describe adolescent
group behavior at one time or another.
Identify two kinds of
groups just named in which a high school student might participate.
Conformity — group members display similar behavior without overt
pressure. This is typical of most groups we belong to.
Compliance — a direct request is made for the person to act in a
certain way. This is usually resisted, although some teens may comply with
requests made by very strong group leaders.
Contagion — a particular behavior pattern " sweeps" across the group.
From fashion fads to drinking patterns, behaviors can take very little time
to become universal. Contagion also describes behaviors transferring from
group to group.
Coercion — pressure is exerted by the group on individuals to ensure
they adopt the norms or display the behavior approved by the group.
Teenagers may follow even dangerous behaviors if pressure includes threat of
being cut from the group.
Collusion — group members cooperate to reinforce prevailing attitudes
and norms. Humans' preference for group life supports this cooperation.
In addition to
"Conformity" name two other "C" words on the list given before this
question.
HOW SHOULD WE MEASURE INDIVIDUAL SELF-WORTH?
Read through the options given here. Then rank them, assigning “1" to
the position you think is the best to use in determining self-worth and
“12" to the position you think is least good to use
1. There is no point to doing so because we humans ultimately are of no
worth at all.
2. There is no point to doing so because all of us humans are innately
of great worth or value
3. By the amount of power, wealth and possessions, fame or status a
person has.
4. By the intensity of a person’s loyalty to friends and family.
5. By the worth or status of the social class to which a person belongs.
6. By the degree of obedience a person exhibits to the laws of God
7. By the degree of obedience to basic social duties.
8. By the amount of talent or skill a person has, artistically or
athletically.
9. By how much a person strives to understand and help others.
10. By how much a person is willing to make personal sacrifices even for
a stranger in need.
11. By the self-discipline a person exhibits in pursuit of that person’s
goals.
12. By the amount of joy a person finds in the things of daily life.
You may want to qualify some of your answers, or add other criteria.
First do the ranking; then offer any explanations, qualifications, or
additions below:
For the quiz, of the
12 options given for measuring self-worth, select and memorize the
one you think is best. You may be asked to write it on the quiz.
