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Stability and Change in Adolescent Identity Structure

Stability and Change in Adolescent Identity Structure Stephen C. Peck, Jacquelynne S. Eccles, Oksana Malanchuk, Catherine L. Funk University of Michigan Acknowledgements

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Stability and Change in Adolescent Identity Structure

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  1. Stability and Change in Adolescent Identity Structure Stephen C. Peck, Jacquelynne S. Eccles, Oksana Malanchuk, Catherine L. Funk University of Michigan

  2. Acknowledgements Acknowledgements made (alphabetically) to Elaine Belansky, Celina Chatman, Diane Early, Kari Fraser, Katie Jodl, Ariel Kalil, Linda Kuhn, Karen Macarthy, Rob Roeser, Arnold Sameroff, Sherri Steele, Cynthia Winston, and Carol Wong. This research is supported in part by NICHD Grant #R01 HD33437 awarded to Jacquelynne S. Eccles and Arnold J. Sameroff and in part by a grant from W.T. Grant awarded to Jacquelynne S. Eccles. The original data collection was supported by funding from the MacArthur Research Network on Successful Adolescent Development in High Risk Settings, chaired by Richard Jessor.

  3. Overview • The concept of “identity” • Identity measures from open-ended data • Identity complexity, stability, and change • Identities and activities

  4. Jingle Jangle Jungle ego identity self-theory Personal Identity self beliefs values self-portrait self-perceptions ability schema possible selves self-definition self-attributes awareness of self-sameness self-knowledge talents sense of self roles self-representations self-concept theory of self self-image me-self

  5. Identity as… Content and Process Personal and Social

  6. The sense of our own personal identity…is a conclusion grounded … on the continuity before the mind, of the phenomena compared. James, 1890

  7. The conscious feeling of having a personal identity is based on...the perception of the selfsameness and continuity of one’s existence in time and space. Erikson, 1968

  8. Self-as-Subject Self-as-Object Process Content I - Self Me - Self Sense of self-sameness Self - Identity Personal Identity The knower All-conscious Awareness Ego - Identity Social Identity

  9. Jingle Jangle Jungle Personal Identity ego identity self-theory self beliefs values self-portrait self-perceptions schema ability possible selves self-definition self-attributes awareness of self-sameness self-knowledge talents sense of self roles self-representations self-concept theory of self self-image me-self What is “Identity” ?

  10. Systems Theory Structure Function Process Content Fluctuation Context Change Bahg, 1990

  11. Identity is a complex system Identity is a system… composed of interacting elements Identity is a system… that exists within the context of larger systems

  12. . D´ . . . F´ E´ . . B . C . F . D A . . E . . . . . . . . . . . . . . . Structured Content at Varying Levels of the Self System Context # 1 Context # 2 . . . . . Working Self / Activated B´ . . A´ C´ . . B . C . F Rational / Conscious . D A A A . . E . . . Experiential / Preconscious . . . . . . . Associationistic / Unconscious . . . . .

  13. Phenomenology of Structured Content Context # 2 Context# 1 . . . . Self-Reflectivity / Awareness D´ . . . B´ . . . . F´ A´ C´ E´ stream of behavior . . . . B B . C . C . . F F Explicit Identity / Self-Concept . . D D A A A A . . E . . E enduring yet malleable . . . . . . Implicit Identity / Self-Schemas . . . . . . . . . . . . . . . . . . . . . . . .

  14. Methodology Morphogenic Dimensional Variable-Centered Pattern-Centered

  15. MADICS (Eccles & Sameroff, PI’s)Maryland Adolescent Development in Context Study • 6 (plus) Waves of Longitudinal Data • Questionnaires, Interviews, & Conversations • Target Youth, PCG, SCG, & OS • N’s 1482 (age 12) to 900 (age 23) • 49% Female • 60% Black, 30% White, 10% Other

  16. Hopes Wishes Heroes Adult Traits Desired Occupation Fears Million Dollars Hero Traits Talents Expected Occupation Open-Ended Questions

  17. Artist Athlete (Jock) Brain Intellectual General Leader Religious Social Civic Social General Socialite 9Identity Themes

  18. Percent of 7th, 8th, and 11th Graders at 4 levels of Jock Identity Content

  19. Stability and Change in Open-Ended Jock Identity Content

  20. Validation of Open-Ended Questions 7th Grade Youth Reports 7th Grade Parent Reports

  21. Pattern-Centered Analysis Open-ended Identity Themes • 9 quasi-absolute identity theme dimensions • Cluster analyses • Ward’s method; squared Euclidean distance • Preliminary…SPSS • Final… Sleipner(v2.1; Bergman, Magnusson, & El-Khouri, 2003) • multivariate outliers removed • k-means relocation on Ward’s solution

  22. Increases and Explained Error Sum of Squares for 20 Possible 7th Grade Cluster Solutions

  23. 7th Grade Sleipner Identity Cluster Profiles

  24. Close-up of the 7th Grade Jock-related Cluster Profiles n = 182 13% n = 130 9% n = 128 9%

  25. Increases and Explained Error Sum of Squares for 20 Possible 8th Grade Cluster Solutions

  26. 8th Grade Sleipner Identity Cluster Profiles

  27. Close-up of the 8th Grade Jock-related Cluster Profiles n = 97 10% n = 74 7% n = 85 9%

  28. Close-up of the 11th Grade Jock-related Cluster Profiles n = 80 8% n = 105 11%

  29. Percent in a Jock Identity Cluster Group from 7th to 11th Grade

  30. Percent Who Want vs. Expect a Sports-related Occupation

  31. 7th Grade Cluster Validations Parent Reports   Youth Reports (Explicit Identity)

  32. 7th Grade by 8th GradeIdentity Cluster Crosstabulation

  33. 7th Grade by 8th GradeIdentity Cluster Crosstabulation

  34. 8th Grade by 11th GradeIdentity Cluster Crosstabulation

  35. 8th Grade by 11th GradeIdentity Cluster Crosstabulation

  36. There were NO differences across the several jock versus “other” clusters at 7th, 8th, and 11th grades in… Parent Income Parent Education Parent Occupational Status Demographics

  37. Percent of 8th Grade Black and White Males and Females in each 8th Grade Identity Cluster

  38. Identities and Activities • Reciprocal relations… • Activities as contexts of identity development • Identities at activity selection factors

  39. Percent of 8th Grade Identity Types who Participated in 8th Grade Team Sports

  40. Percent of 11th Grade Identity Types who Participated in Organized Summer or After-School Sports or Rec. Programs

  41. 11th Grade Activity Clusters(Bartko & Eccles, 2003)

  42. Jock Identity and Activity ConfigurationsForm Significant Types

  43. Percent of Identity Typesin Activity Groups

  44. Longitudinal Analyses of Identity – Activity Relations • Predicting Identities from Activities • Predicting Activities from Identities

  45. Percent of 11th Grade Identity Types as a function of 8th Grade Team Sports Participation

  46. Percent of 8th Grade Identity Types who go on to participate in 11th Grade Team Sports

  47. Reciprocal Effect Size Summary Cramer’s V

  48. Summary • Cardinal identity structures exist • Identity structure is complex but coherent • There is intraindividual stability and change • Identities and activities are reciprocally related

  49. Some closing thoughts… http://www.rcgd.isr.umich.edu/garp/

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