A Study on Identity Development James Marcias Identity

A Study on Identity Development James Marcia’s Identity Statuses Annie Rindone Kristina Rainwater

Bibliography • Hoover, Kenneth R. , J. E. Marcia, and Kristen Diane Parris. The Power of Identity Politics in a New Key. Chatham House studies in political thinking. Chatham, N. J. : Chatham House Publishers, 1997. • Jean Piaget Society, Jean Piaget Society. Meeting, Cynthia Lightfoot, Christopher A. La. Londe, Michael J. Chandler. Changing Conceptions of Psychological Life. New York: Routledge, 2004. • Marcia, J E. “Development and Validation of Ego Identity Status. ” J. Personal. Soc. Psychol. (Buffalo: University of New York) 3: 551 -8, 1966. http: //www. garfield. library. upenn. edu/classics 1984/A 1984 TR 911000 01. pdf • Marcia, James E. “Identity, Psychosocial Development, and Counseling. ” Burnaby, British Columbia, Canada. http: //www. iclass. info/docs/marcia_paper. pdf • Email from Marcia and attached essay

James Marcia • left the graduate program at Ohio State for an internship at Massachusetts Mental Health Center in Boston and then returned to write his dissertation • Canadian developmental psychologist and Emeritus Professor of Psychology at Simon Fraser University in British Columbia, Canada • Erikson’s theory was the platform from which Marcia developed identity statuses as well as a procedure to collect data

Erikson • Developed theory of social development of human beings • Eight Stages Form identity within each stage reconcile physical changes and cultural forces encountered at each stage

Introduction to Erikson • inaccurate diagnosis of a sixteen year old boy • read Identity in the Life Cycle and became interested in Erikson and his theory • influenced his dissertation topic and research

James Marcia • Extended Erikson's theory by distinguishing different forms of identity – end of childhood and the beginning of adulthood – synthesis of childhood skills, beliefs, and identifications – provides the young adult with both a sense of continuity with the past and a direction for the future

Email • Hi Annie and Kristina, I've attached a chapter that should answer the first part of your questions. Regarding the second part, the identity statuses were intended initially as operationalizations of Erikson's theory. That is, could something as complex as identity be reliably measured. So, they were kind of "snapshots" of identity resolutions at one point in time. Then, as validating evidence began to accumulate, it made sense to look at the statuses as a kind of developmental sequence - also, it became clear that no one is just one status, but an admixture of statuses with one predominating. So - most people enter adolescence as foreclosed (some, unfortunately as diffused), then proceed through a more or less protracted, more or less difficult, exploratory period (moratorium), and arrive, ideally, at their first identity (achievement). Not everyone does this - some stay foreclosed, some remain diffuse, some get stuck in an endless moratorium. Any other questions, let me know. Jim Marcia

“Although Erikson's is not a theory of psychotherapy, it is a comprehensive framework within which psychotherapist of many theoretical persuasions can carry out their work. It does not tell them what to do- other theories are available for that- but it does tell them where their clients might be coming from, where they are currently, and where they might be expected to go. It is not a vehicle, but it is a superb map. ” “I find Erikson solid ground on which I can stand in order to understand the scope and course of human development, my patients, and myself. ”

Vocabulary • Identity Crisis- a time of upheaval where old values or choices are being reexamined – the outcome of a crisis leads to a commitment to a certain value or role • Exploration- the process of discovering, through experimentation, your own personal beliefs in a certain life domain • Commitments- a solid belief in the realm of politics, occupation, religion, intimate relationships, friendships, and gender roles

What is Identity? • Identity is reflected on the ways individuals commit themselves: – religion, politics, and future occupation • Formation of Identity vs. Self-Constructed Identity

Marcia’s Four Identity Statuses • Identity Diffused • Foreclosure • Moratorium • Identity Achieved

Identity Diffused • Characterized by many adolescence • Have made no commitments and have not experienced an identity crisis • Pressure from peers, parents and society help to wrestle with these crisis decisions

Dorothy • Never displayed any commitment to one idea or goal • Focused her attention on whatever guy was in the spotlight • No clear direction

Foreclosure • Have not experienced a crisis • Have made commitments but they reflect those of their parents, society, or another outside force • Cannot distinguish between the adolescence’s goals and the goals his or her parents have

Jim • Lived his life based on parents expectations • Did not consider any other options besides the football scholarship • Sense of self according to parents and society

Moratorium • Have experienced a crisis • Have not made commitments • Have a lot of anxiety and confusion about their identity and act out in rebellious ways

Homer • Struggles with his plans and the expectations of his father and society • Experiences a crisis • Also an example of identity achieved • “No. Coal mining may be your life, but it's not mine. I'm never going down there again. I wanna go into space. ”

Identity Achieved • Experienced and resolved crisis • Have made decisions on own • Characterized by selfacceptance, stable self definition, and commitment to vocation, religion, and political ideology • Still worried about achieving goals • Most adolescence do not achieve this

• • • Miss Riley Committed to the idea that her students could achieve whatever goal they set and were not limited to coaling mining Strong sense of commitment to her students regardless of societal pressures “Principal Turner: Miss Riley, our job is to give these kids an education. Miss Riley: Mmm-hmm. Principal Turner: Not false hopes. Miss Riley: False hopes? Do you want me to sit quiet, let 'em breathe in coal dust the rest of their life? Principal Turner: Miss Riley, once in a while. . . a lucky one. . . will get out on a football scholarship. The rest of 'em work in the mines. Miss Riley: How 'bout I believe in the unlucky ones? Hmm? I have to, Mister Turner, I'd go out of my mind. ”

Our Project • Adolescence (12 -18 Years) – Transition from Childhood to Adulthood – Form own identity based on exploration Questions: Out of Marcia’s four identity statuses, which do high school students most exhibit in regards to their plans for after graduation? Have high school students explored different options and/or have experienced an identity crisis?

Hypothesis • We hypothesize that high school students are too young to be classified as identity achieved. Based on our experience, high schools students are not given the opportunity to explore or have not experienced a significant crisis. Rather, society has made college an expectation rather than an option and views it as the time when individuals are more qualified to consider other options.

Survey 1) 2) 3) 4) 5) If you plan to go to college, what do you plan to major in at this time? If you are planning to go to a trade school or other type of educational institution, please explain what you plan to study. Then, explain what you plan to do once you have completed your course of study. If you are undecided on a major, what do you hope to gain by attending college. Is deciding to go to college a difficult decision to make? Why or why not? What do you find attractive about continuing your education? Have you ever considered another option besides continuing your education? If so, why did you decide not to pursue that option instead of continuing your education? Has anyone influenced your decision to continue your education after graduating from high school?

Method of Evaluation • Together, we evaluated the responses using a detailed rubric based on Marcia’s four identity statuses. Due to the lack of detail in responses, we ultimately analyzed the answers individually and decided on a predominating identity status for each answer independent of the other answers given by that participant.

1. Identity Diffused Foreclosure Moratorium Identity Achieved I don’t care I don’t know Overwhelmed Not Motivated No exploration No commitment My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

2. Identity Diffused Foreclosure Moratorium Identity Achieved I don’t care I don’t know Overwhelmed Not motivated No exploration No commitment My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

3. Identity Diffused Foreclosure Moratorium Identity Achieved I don’t care I don’t know Overwhelmed Not Motivated No exploration No commitment My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

4. Identity Diffused Foreclosure Moratorium Identity Achieved I don’t care I don’t know Overwhelmed Not Motivated No exploration No commitment My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

5. Identity Diffused Foreclosure Moratorium Identity Achieved I don’t care I don’t know Overwhelmed Not motivated No exploration No commitment My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Identity Diffused I don’t care I don’t know Overwhelmed Not motivated No exploration No commitment 8 Foreclosure Moratorium My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own 20 5 Identity Achieved Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set 17

Subject Identity Diffused Foreclosure Moratorium Identity Achieved I don’t care I don’t know Overwhelmed Not motivated No exploration No commitment My parents believe… I have been brought up to… My parents want me to… My friends think, believe, are going to… Going along with expectations Rebellious Dissatisfied Perplexed I am still trying to figure out… Confused Not looking to others/ figuring out on their own Self-acceptance Commitment to vocation Have committed themselves regardless of others influences (peers, parents, etc. ) May still worry about achieving the goals they have set Subject 1 2 Subject 2 4 Subject 3 3 1 1 Subject 4 2 1 2 Subject 5 2 3 Subject 6 2 3 Subject 7 3 2 2 3 Subject 8 1 5 Subject 9 Subject 10 3 3 2

Conclusion and Limitation • Our hypothesis was correct as every participant answered college as their plans for after graduation. However, we realize that we had a limited pool of subjects who come from families associated with UD or who are expected to attend college. • Our hypothesis was also correct as none of our subjects described a crises and only some briefly explored another option, though had accepted society’s and their parents’ expectations. Though we do realize that it is possible for high school students to explore other options or experience a crisis, it was not in our data. • We therefore conclude that high school students are unable to commit themselves to an identity.

Nature vs. Nurture Nature Marcia Nurture

Bibliography • Hoover, Kenneth R. , J. E. Marcia, and Kristen Diane Parris. The Power of Identity Politics in a New Key. Chatham House studies in political thinking. Chatham, N. J. : Chatham House Publishers, 1997. • Jean Piaget Society, Jean Piaget Society. Meeting, Cynthia Lightfoot, Christopher A. La. Londe, Michael J. Chandler. Changing Conceptions of Psychological Life. New York: Routledge, 2004. • Marcia, J E. “Development and Validation of Ego Identity Status. ” J. Personal. Soc. Psychol. (Buffalo: University of New York) 3: 551 -8, 1966. http: //www. garfield. library. upenn. edu/classics 1984/A 1984 TR 911000 01. pdf • Marcia, James E. “Identity, Psychosocial Development, and Counseling. ” Burnaby, British Columbia, Canada. http: //www. iclass. info/docs/marcia_paper. pdf • Email from Marcia and attached essay