The Relationship between Status of Identity Development and Maturity of Faith

1. The Relationship between Status of Identity Development and Maturity of Faith Faculty Conference October 8, 2004

2. Questions Commonly Asked by College Students • Who am I? • What should I do? • What is the meaning of life?

3. Purpose of Study Identity Faith Hypothesis: Students’ level of identity development will be directly related to their faith maturity.

4. Identity Faith: Convictions & Behavior Hypothesis: Students’ with a stronger sense of identity will have deeper faith convictions which will be lived out in concrete behavioral terms.

5. Past Research • The college years are the “critical years” in development (Parks, 2000). • The college years are an important time of change for the individual self and the religious self (Lee, 2002). • Both healthy and unhealthy forms of development occur during the college years (Love and Talbot, 2002).

6. Lack of Research • Theories of spiritual development have existed at the margins of student development theory for 20 years but have not been given serious consideration (Love, 2002). • Spirituality and spiritual development have been conspicuously absent from student development theories and ignored by many student affairs professionals (Love & Talbot, 1999).

7. Importance of Research • Scientific study of faith and identity is necessary for the design, implementation, and evaluation of specific efforts for change and growth among college students. • As an issue of integrity and responsible stewardship, Christians in positions of leadership should be concerned with efforts to promote movement towards greater spiritual and identity maturity (Butman, 1990).

8. Current Study • The intimate and intricate faith-identity linkage makes intuitive psychological and theological sense, however, there is limited research examining this relationship (Bussema, 1999). • The current study was designed to better understand the relationship between faith and identity among college students.

9. Domains of Life Politics Religion Philosophy Occupation Morality Sexuality Relationships Purpose Dimensions Exploration Commitment Identity

10. Identity • The extent of an individual’s exploration of, and commitment to, particular beliefs, roles, and ideologies within the domains of politics, religion, philosophy, occupation, morality, sexuality, relationships, and purpose.

11. Faith Attitudes Importance of faith Strength of belief Life application of faith Understanding of calling Faith Behaviors Public religious activity Private religious activity Experience of spiritual feelings. Faith

12. Methods • Participants: 189 first-year students. • Measures • two measures of identity • two measures of faith

13. Measures • Identity • Faith Objective Measure of Ego-Identity Status Self-Perceptions of Identity Strength Survey Faith Attitudes Survey Faith Behavior Survey

14. Objective Measure of Ego-Identity Status

15. OMEIS Sample Items

16. Self-Perceptions of Identity Strength Survey • Overall identity scores assigned based on contemplation of, and confidence in: career, religion, morality, politics, sexuality, relationships, and purpose. • Sample items • I am confident in knowing what I should major in at Pepperdine. • My parents have taught me to have a good sense of right and wrong • I have thought a lot about my political beliefs. • I am not completely comfortable with my sexuality. • I have a well-developed understanding of what my gifts and talents are.

17. Faith Attitudes Survey

18. Faith Behavior Survey

19. Results

20. Self-Perceived Identity Strength and Faith Identity Strength Faith Attitudes and Behaviors

21. Comparison Between Identity Status and Faith • For faith attitudes: • Diffusion < Foreclosure, Moratorium, Achievement • For faith behaviors: • Diffusion < Moratorium, Achievement

22. Comparison Between Identity Status and Faith • For faith attitudes and behaviors: • Achievement = Moratorium, Foreclosure

23. Comparison Between Identity Status Scores and Faith Diffusion Moratorium Faith Attitudes and Behavior

24. Comparison Between Identity Status Scores and Faith Commitment to Ideologies Faith Attitudes and Behavior

25. Identity Status Scores and Faith Faith Attitudes & Behaviors Foreclosure & Achievement Scores

26. Summary of Findings • Self-Perceptions of Identity Strength Survey • High identity is related to high faith • Objective Measure of Ego-Identity Status • Low identity (diffusion status) is related to low faith • Lack of ideological commitments (diffusion and moratorium scores) is related to low faith • High identity (achievement status) is unrelated to faith • Presence of ideological commitments (foreclosure and achievement scores) is unrelated to faith

27. Necessary-but-not-sufficient Theory • Not having a strong sense of identity is an impediment to faith formation. • Having a strong sense of identity does not impact faith in either direction. • Summary: Individuals must be at a mature stage of identity development in order to develop mature faith, but identity development itself is not the cause of higher levels of faith maturity.

28. Implications • In order to make it possible for students to mature in their faith, students must be encouraged to move beyond the immature stages of identity. • In order to encourage a growth in faith attitudes and behaviors, one must move beyond a focus on identity and find practical ways of fostering spiritual development directly.

29. Encouraging a Shift away from Immature Identity (Parks, 2000) • Network of belonging • Support and challenge in successes and failures • Atmosphere of inquiry • Genuine dialogue, contemplation, awareness, and critical thought • Images of truth, transformation and interrelatedness • Encouragement to aspire to new possibilities.

30. Ways Faculty and Staff can Encourage Faith Maturity (Love & Talbot, 1999) • Recognize the importance of faith • Gain understanding of personal spiritual development • Open attitude towards issues of faith among students • Education and training regarding faith development • Recognition for the spiritual underpinnings of emotional crises

31. Final Thought • The college environment and those interacting with students will have the most effective impact on students’ development of mature identity and faith when practical methods are implemented for the encouragement of a shift away from immature identity and a shift toward mature faith.