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Identity Theory and the Young Adult Transition

Identity Theory and the Young Adult Transition. Participant Guide. Jonathan Trinidad, M.A., Ph.D. Candidate Department of Sociology New York State University at Buffalo Michael Farrell, Ph.D., Department Chair Department of Sociology New York State University at Buffalo.

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Identity Theory and the Young Adult Transition

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  1. Identity Theory and the Young Adult Transition Participant Guide Jonathan Trinidad, M.A., Ph.D. CandidateDepartment of SociologyNew York State University at BuffaloMichael Farrell, Ph.D., Department ChairDepartment of SociologyNew York State University at Buffalo © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  2. The Young Adult Transition A. Questions B. Basics © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  3. The Young Adult Transition A. Questions © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  4. The Young Adult Transition B. Basics 1. Rise of the Young Adult Transition as a stage of life - The period of life between adolescence and adulthood has often been referred to as the Young Adult Transition. - Continued education, growth of the period of non-family living, delaying marriage and childbirth are major factors that have contributed to the creation on the young adult transition as a stage of life © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  5. I don’t want to work yet. I don’t want to get married yet. I don’t want kids yet. I don’t want to live with my family anymore. Eventually. Just not now. Not yet. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  6. 2. Rates of Success • Research suggests the ease and success of the young adult transition varies by race and ethnicity. - Hardships in identity formation during adolescent development may account for future socio-economic status discrepancies along racial and ethnic lines as young individual transition into paid work. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  7. More rates. - Research done in the last decade and a half indicates that African Americans are more likely than whites to come through the young adult transition in ways that can negatively affect later life development. - There is less research on the social-psychological factors accounting for differences in young adult transition by race. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  8. 3. The Young Adult Transition and Identity Theory - The strength of social-psychological research on identity development during the young adult transition lies in its potential to provide guidelines that prevent problematic adjustments in young adulthood. - Two important social psychological concepts reviewed in this handbook are identity salience and identity control. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  9. How do individuals navigate through this period of life? How can we improve identity formation? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  10. Burke’s Identity Control A. Questions B. Basics C. Application © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  11. Burke’s Identity Control A. Questions © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  12. Burke’s Identity Control B. Basics - Identity theories are important becausethey help explain and predict behavior. - Why is one individual likely to behave functionally in a social situation? Why is another individual likely to behave dysfunctional in the same social situation? - Burke argues that identities are control systems that guide individuals by limiting the range of acceptable behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  13. Burke’s Identity Control B. Basics 1. Identity Standards - An identity standard is the collection of ideal expectations for a given identity. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  14. More than stereotypes. More than individual beliefs. - Identity standards are generated by society and the self. - That is, they reflect both the cultural and personal expectations of a given identity. - They allow for self expression and social responsibility. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  15. Individuals modify their behavior to achieve a match with their identity standard. - Identity standards work as control systems. They control behavior by encouraging action that is consistent with the standard, and discouraging inconsistent action. - Said another way, identity standards outline the boundaries of acceptable behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  16. Consider the identity standard for a parent. What are the ideal behaviors associated with the parent identity? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  17. 2. Input - By taking in information, individuals conceptualize the identity standard. - Input is any contextual information about the situation. - Input aids in the understanding of what the ideal expectations are for a given identity. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  18. Am I appropriately dressed for the situation? How does my attire compare with those around me? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  19. 3. Output - Output is an individual’s behavior. It is the totality of an individual’s observable actions. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  20. Whistling while you work is a form of output. So is putting your feet on your desk. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  21. 4. Comparator - The comparator is the part of the control system that evaluates input in relation to the identity standard in order to produce appropriate output. - Sometimes the input and identity standard match. Sometimes the input and identity standard are at odds. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  22. This is embarrassing. I need a tie. I’m underdressed. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  23. 5. Summary - Identity standards, input, output, and the comparator. - Gather information, comparing the actual with the ideal, and changing the way we act are part of the control process. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  24. We learn to keep our desk at least as neat as our neighbor’s. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  25. 6. Diagram - In the following diagram, two individuals are interacting. Each is going through the process of comparing input against their identity standard. Output is modified accordingly to gain favorable input from the other. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  26. 6. Diagram (continued) © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  27. Burke’s Identity Control C. Applications - Let’s review a few of the many applied benefits and implications of Burke’s work. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  28. 1. Skewed identity standards may lead to mal-adjusted behavior. - Since individuals compare their behavior against this ideal standard, it vitally important that the identity standard is properly conceptualized. - Not all identity standards are created equal. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  29. Fathers are suppose to protect. Aren’t they? • For example, if a man believes the ideal father protects his family from any and all possible harm, he may develop an overly skewed and sensitive identity standard, and may become over-protective and deny his family basic freedoms. - He may not lets his wife drive the car, let his kids visit their friends’ homes, or allow them to play sports. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  30. How do stereotypes influence identity standards? - Let’s consider examples involving racial identity standards. A young African American may develop an identity standard that black men and women excel at sports, as evidence by their success in professional and local sports. - The problem with stereotypes has always been that people often believe them to be true in all cases. That is, stereotypes often become overly rigid, and individuals are judged against standards that don’t reflect their individuality. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  31. Don’t ever leave the house. It’s too dangerous out there. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  32. We consider how others use stereotypes against us. Have we considered how we use stereotypes against ourselves? - Take into account how individuals may develop skewed identity standards that over emphasize culturally prescribed stereotypes. - The young African American child for example, may behave super stereotypically because of an over-emphasized black identity standard. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  33. Ultimately, promoting positive behavior begins with promoting a positive identity standard. - In the same way a skewed identity standard results in skewed output and behavior, so too does a well conceptualized identity standard result in well adjusted behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  34. Questions you might ask yourself. - How does the a client’s identity standard affect output. - Is the identity standard skewed? - How did the individual develop that identity standard? - What are the sources of influences? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  35. More questions you might ask yourself. - In what ways is the identity standard beneficial and/or destructive to the individual? - If the identity standard ultimately produces destructive behavior, how can a more positive standard be fostered? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  36. 2. Failure to achieve the identity standard may lead to stress, frustration, and depression. - When input is inconsistent with the identity standard, individuals modify their output until favorable input is restored. - For example, the office worker who realizes that co-workers are unimpressed with his sneakers may wear different shoes hoping for a better response. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  37. We learn not to tell a bad jokes. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  38. Stressed out. - Sometimes individuals are unable to achieve favorable input that affirms the identity standard no matter how many times they modify their output. - This kind of failure to achieve the identity standard may lead to stress, frustration, and depression as in the case of the young office worker that can’t find appropriate clothing to wear to work. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  39. I’m so stressed out because I can never find suitable work clothes. I always feel underdressed. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  40. The severity of the stress and depression • How important is the identity standard? - What is the degree of inconsistency? - What is the frequency of inconsistency? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  41. Don’t wear a ball gown to a casual dinner party. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  42. 3. Mistakes can be made while conceptualizing a new identity standard. - When entering a new context, individuals may be unfamiliar with the appropriate identity standards. - As a result, the identity control cycle lacks guidelines by which to evaluate action. - The lack of a reference point to compare one’s action to can lead to inappropriate (but unintentional) behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  43. Inappropriate behavior is always inappropriate, but not always intentional. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  44. The next adventure in identity research. • We now focus our attention to Sheldon Stryker’s theory of Identity Salience. - Burke explains how behavior is controlled by identity standards. Stryker explains which identity standards are the most important in a situation. - That is, given a range of acceptable identity standards, why is one chosen in particular? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  45. Stryker’s Identity Salience A. Questions B. Basics C. Application D. Case Scenarios: The Young Adult Transition, Race and Ethnicity © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  46. Stryker’s Identity Salience A. Questions © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  47. Stryker’s Identity Salience B. Basics - Stryker asks, Given a range of acceptable identity standards, which do individuals choose to express the standards they do? - Why is one identity standard expressed when others are equally available? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  48. Why pay attention? Why not take a break?What’s motivating you to stay in your seat? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  49. Promote the identity associated with the desired behavior. - To understand Stryker’s work, we need to discuss concepts such as statuses, roles, identities, identity salience, salience hierarchy, and commitment. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

  50. 1A. Statuses - Identity theorists have long posited that society is composed of statuses or recognized social positions that an individual occupies. - Think of a status as a title or position that comes with expected behaviors. - That is, we expect a person with the status of professor to behave a particular way. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

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