Identity Theory and the Young Adult Transition

1. Identity Theory and the Young Adult Transition Training Resource Manual 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. Table of Contents Part I. How to use this Handbook A. Questions B. Basics 1. Introduction 2. Keep in Mind 3. Using this Resource Training Manual with the Participant Guide Part II. The Young Adult Transition A. Questions B. Basics 1. The Rise of the Young Adult Transition 2. Rates of Success 3. The Young Adult Transition and Identity Theory Part II. The Young Adult Transition A. Questions B. Basics 1. Identity Standards 2. Input 3. Output 4. Comparator 5. Summary 6. Diagram C. Application 1. Skewed Identity Standards and Mal-Adjusted Behavior 2. Unachieved Identity Standards and Stress 3. Mis-Conceptualization © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

3. Table of Contents (continued) Part IV. Stryker’s Identity Salience A. Questions B. Basics 1. Status and Roles 2. Identity Salience 3. Three Things You Should Know 4. Commitment 5. Salience Hierarchy 6. Summary C. Application 1. Combining Burke and Stryker 2. Organizing and Conceptualizing 3. Promoting Action D. Case Scenarios: The Young Adult Transition, Race and Ethnicity 1. Agatha 2. Emily Part V. Resources A. Handouts 1. Understanding Burke’s Identity Control Model 2. Understanding Stryker’s Identity Salience 3. Understanding Identity Standards and Salience in Action 4. Standards and Salience Worksheet B. Useful Articles © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

4. Part I. How to Use this Handbook A. Questions B. Basics © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

5. Part I. How do Use this Handbook A. Questions What is the young adult transition? How can we better serve our clients? How do racial and ethnic identities impact the transition into adulthood? How can identity theory benefit social workers? What is identity salience? What’s an identity standard? How can we unify our language and systematize our thoughts? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

6. Part I. How do Use this Handbook B. Basics 1. Introduction This study focuses on identity formation during the transformation from late adolescence to young adulthood. This period of life, often referred to as the Young Adult Transition, is a volatile time for identity development whereby individuals forge for themselves identities often in conflict. It is in this stage of life that individuals weigh internal desires, personal needs and unique skills against the external pressures of finding a career, becoming independent, and raising a family. I may desire to be an artist, but it might be more financially responsible to become an accountant. Said in simple terms, adolescents must create identities that balance desires and responsibility. Identity and behavior are linked. Furthermore, this research looks at the role of identity and behavior and on the young adult transition. Of particular interest is how occupational, racial and ethnic identities impact successful transition. Burke claims identities are control cycles that outline the boundaries of appropriate behavior. Consequently, positive behavior is the result of positively formed and maintained occupational, racial, and ethnic identities. Stryker argues identities control individuals based on salience which is measured by probability and commitment. The most salient identities are the strongest dictators of behavior. The young adult transition is conceptualized in terms of identity and behavior research. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

7. Key Points • - This research focuses on the young adult transition, occupational, racial, and ethnic identities, identity control, and identity salience. Understanding the Young Adult Transition • - Burke’s identity control model explains how identities guide behavior. • - Stryker’s identity salience explains why some behavioral patterns are more predominant than others • - Collectively, Burke and Stryker’s work gives insight on why adolescents behave as they do during the identity transition from youth to adult. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

8. How do work identities affect action? Race and ethnic identities? Gender identities? As a social worker, it is important to learn the strong vocabulary identity theorists have used for years. Particularly important are those concepts and principles associated with contemporary theories such as Stryker’s Identity Salience and Burke’s Identity Control Model. Their rich theories have developed unnoticed and are underused by social workers, psychiatrists, and self-help literature. Many in the academic world believe they will impact mainstream society in ways similar to self-esteem research several decades ago. Self-esteem is now a common word in our vocabulary. Salience and Identity Standard should also be. Having learned new vocabulary, social workers will be better prepared to see those concepts mobilized in reality. That is, by knowing about the social psychological phenomena of identity salience and identity control, individuals are better suited to identify it in action. Consequently, social workers can take active and appropriate measures when they see identity salience and identity control at work. That’s the ultimate goal, to empower action. A powerful tool for understanding, predicting, and shaping behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

9. Key Points • - Identities are control mechanisms that help us explain and predict behavior. • - If we understand how identities control behavior, we can also predict and shape behavior. • - Contemporary social psychologists have developed useful theory and vocabulary on what drives behavior. Understanding the Young Adult Transition • - Adolescents, as with all individuals, behave in ways consistent with the identities they value the most. We need to understand what identities are important to adolescents and why. • - As social workers, we are better equipped to discuss and address behavioral problems if we have a strong understanding of theory and vocabulary. The ability to convey complex thoughts with a few select words unifies discussion and accelerates action. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

10. 2. Keep in Mind • - This study focuses on identity formation during the young adult transition. Consequently, the material is divided into two subject areas: the transition, and identity theory. • - Learn how the material stands alone. The young adult transition and identity theory are two independent bodies of knowledge. Depending on your interests and needs, one area may be more interesting and/or useful. • - Learn how the material works in conjunction with each other. Don’t forget to consider how the material on the young adult transition and identity theory work together. The young adult transition is a useful case study to explain identity theory. Conversely, identity theory is a useful perspective to explain the young adult transition. As you read and review this handbook, keep the following in mind to help maximize its potential. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

11. 2. Keep in Mind (continued) • - Focus on how occupational, racial, and ethnic identities may impact successful transition into adulthood. Learn to mobilize these concepts in reality. By knowing about the social psychological phenomena presented here, individuals are better suited to identity it in action. Social workers can take active and appropriate measures when they see identity salience and identity control at work. • - Study the material from Burke’s perspective. That is, how our identities control cycles that outline the boundaries of appropriate behavior? Apply Burke’s theory to your experiences in the field. • - Study the material from Stryker’s perspective. How do identities control individuals based on salience and commitment? Again, apply Stryker’s theory to your experiences in the field. • - Learn new vocabulary. Identity theorists have used this vocabulary for years. Many in the academic world believe these concepts will impact mainstream society in ways similar to self-esteem research. Learn new vocabulary. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

12. 3. Using this Resource Training Manual with the Participant Guide This Resource Training Manual also comes with a Participant Guide. As an instructor, you may or may not choose to make the guide and manual available to your students. I recommend the following: • If you plan on makingonlythe guide or available to your students: • - Prepare use both the manual and the guide. Read the manual first and write your notes in the guide. • - Prepare for your presentation using the Manual PowerPoint. • - Teach from guide. Use the manual for reference. • - Teach using the Guide PowerPoint. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

13. 3. Using this Resource Training Manual with the Participant Guide (continued) • If you plan on makingboththe guide and manual available to your students: • - Prepare use both the manual and the guide. • - Prepare for your presentation using the Manual Power Point. • - Print and copy the manual at its original size. Print and copy the guide at half its original size. • - Teach one section at a time. First review a section from the guide, and then review the corresponding pages from the manual. Keep in mind that the page numbers in the manual do not correspond with the guide page by page. • - Teach using the Manual PowerPoint. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

14. Part II. The Young Adult Transition A. Questions B. Basics1. Rise of the Young Adult Transition as a Stage of Life 2. Rates of Success by Race 3. The Young Adult Transition and Identity Theory © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

15. Part II. The Young Adult Transition A. Questions What is the young adult transition? Why does it matter? Why does the ease and success of the young adult transition vary by race and ethnicity? How can we increase awareness of the social processes that positively and negatively affect identity development during the transition? How do difficulties during thetransition result in additional problems in later life? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

16. Part II. The Young Adult Transition B. Basics As was described earlier, the period of life between adolescence and adulthood has often been referred to as the Young Adult Transition. Let’s consider how this transition stage developed. 1. Rise of the Young Adult Transition as a stage of life Three major factors have contributed to creation of the Young Adult Transition as a stage of life, the first of which is prolongation of education. Increasingly, jobs in today’s workforce require advanced and professional degrees, forcing adolescents to refrain from paid work in favor of additional school. A second major factor is the growth of the period of non-family living after leaving the parent’s home and before forming one’s own household. That is, individuals are spending more time living away from their families and are in less of a rush to start their own families. A third major factor that has contributed to the creation of the young adult transition as stage of life is the delay in marriage and childbirth. Individuals are not in a rush to assume the responsibility of becoming a spouse or child-rearing adult. 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. Cumulatively, these factors result in a prolonged period of transition from child to adult. Individuals aren’t assuming adult responsibilities such as full-time work, marriage, and raising a family as early as their parents and grandparents did. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

17. Key Points - 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. Understanding the Young Adult Transition - The transition from adolescence to adult is about taking on the responsibility of adult roles. Delaying entrance into paid work, parenthood, marriage, and family life prolongs the transition from adolescence to adulthood. Individuals effectively evade adult responsibility. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

18. 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. Consider the following statistics: - One of the markers of a successful transition into adulthood is education, such as earning a high school degree. High school completion rates for those 25 years old and older differ according to race: 94% of whites, 86& of blacks, 62% of Hispanics have completed their high school degree. What accounts for the discrepancy between whites and non-whites? - Regarding work, secondary education is increasingly needed to participate in the changing technology and service-driven economy. The best jobs are reserved for those with advanced degrees. College completion rates for those 25 years and older also differ according to race: 28% of whites and 16% of blacks have completed their college degree. - The growing divide between the middle and working class follows ethnic and racial lines. The median family income for white families is 51,224 versus 21,778 for blacks.- Amongst the poorest households in the nation are those headed by single mothers. The percentage of 25 year old black women who are single mothers is 17% compared to 4% for whites. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

19. 2. Rates of Success (continued) In sum, demographic 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. To explain this trend, some literature has pointed to the “disappearance of marriage” among African Americans. Others talk about the additional handicaps experienced by African American men and women during this stage of life including the lack of suitable role-models, cycles of poverty, and “the consequences of slavery.” However, 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

20. Key Points • - Rates of occupational, educational, and martial success differ by race. Understanding the Young Adult Transition - Hardships in identity formation during the young adult transition may account for future socio-economic status discrepancies. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

21. 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. Increase awareness of the social processes that positively or negatively affect identity development during the young adult transition may lead to checklists for identifying risk factors that undermine identity development, and buffering factors that facilitate identity development. Moreover, although adjustment varies along racial and ethnic lines, awareness of risk factors and buffering factors serves to benefit all cases regardless of background. Ultimately, pulling together all we know about differences by race in how people navigate through this period of life will improve identity formation and later life development as young adults transition into the paid workforce and start their own families. How do individuals navigate through this period of life? How can we improve identity formation? We now focus our attention on two such identity theories: Burke’s Identity Control Model, and Stryker’s Identity Salience Hierarchy. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

22. Key Points • - Two important social psychological concepts reviewed in this handbook are identity salience and identity control. Understanding the Young Adult Transition - The young adult transition can be framed from an identity theorist perspective. If social workers understand some of the social psychological issues of maturing adolescents, they will be better able to identify and treat it. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

23. Part III. Burke’s Identity Control A. Questions B. Basics1. Identity Standards 2. Input 3. Output 4. Comparator 5. Summary 6. Diagram C. Application1. Skewed Identity Standards and Mal-Adjusted Behavior 2. Unachieved Identity Standards and Stress 3. Mis-Conceptualization © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

24. Part III. Burke’s Identity Control A. Questions How do identities control behavior? What is an identity standard? How does it influence behavior? Why do individuals modify behavior?What are they trying to achieve? What causes an individual to experience stress? How can stress by avoided? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

25. Part III. 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. As he writes, “Identities bring into play dissonance-reduction mechanisms whereby people modify their behavior to achieve a match with their internalized identity standard.” It’s not as complicated as it might sound. Let’s piece together Burke’s control model. There are four parts to his model, the first being the Identity Standard. 1. Identity Standards In simplest terms, an identity standard is the collection of ideal expectations for a given identity. It is the perfect idea of how an individual acting like a father, mother, teacher, social worker, student or any other identity should behave. Ultimately, as implied by its name, an identity standard is the conceptual standard for an identity. 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

26. Key Points • - According to Burke, identities are control systems that govern behavior. • - The first part of Burke’s control model is the Identity Standard, or the collection of ideal expectations for a given identity. Understanding the Young Adult Transition • - During this transitional stage, adolescents form many identity standards. They use family, friends, and the media to develop an idea of what it means to be an adult, employee, etc. • - Adolescents also re-evaluate their childhood identity standards. Their beliefs about what constitutes the perfect son, daughter, sibling, etc. change as they experience new freedoms and responsibilities. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

27. 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. For example, culturally, the parent identity includes being a loving caregiver. Personally, an individual may perceive the parent identity to include being available for dinner and conversation every night. Likewise, culturally, the student identity includes reading, studying, and learning. Personally, the student identity may also include participating in extra-curricular activities such as art, music, and sports. Identity standards balance self expression and social responsibility. The fact that identity standards are a product of social and self experience makes them more than cultural stereotypes or individual beliefs. Because of the duality of identity standards, they allow for self expression but require social responsibility. Consider your identity standards. What expectations are culturally derived? Personally derived? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

28. Key Points • - Identity standards reflect both the cultural and personal expectations of a given identity. Understanding the Young Adult Transition - Helping adolescents properly transition into adults requires an understanding of how their identity standards developed. Standards over-influenced by the media may be unrealistic and impossible to achieve. Standards over influenced by peers may be too narrow-minded and inaccurately reflect reality. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

29. Still on track? Whether they are conscious of them or not, individuals have identity standards for themselves. That is, they have ideal models of who they wish to be. Individuals modify their behavior to achieve a match with their identity standard. As Burke argues, people modify their behavior to match their identity standards. Again, each identity standard is associated with a series of expected behaviors derived from society and self. Thus, to achieve the ideal model, individuals behave in ways that are consistent with the expectations of the identity standard. In that way, identity standards work as control systems. They control behavior by encouraging action that is consistent with the standard, and discourage action that is inconsistent. In what ways would a young parent modify his/her behavior to achieve the parent identity standard? Said another way, identity standards outline the boundaries of acceptable behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

30. Key Points • - Identity standards outline the boundaries of acceptable behavior for a given identity. • - Individuals modify their actions to fulfill their desired identity standards. Understanding the Young Adult Transition • - Some children must also contemplate racial, ethnic, and gender identity standards during the young adult transition. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

31. 2. Input Input is the second part of Burke’s Identity Control Model. By taking in information, individuals conceptualize the identity standard. Individuals gage their behavior against the identity standard. Let’s get specific. Input is any contextual information about the situation. Consider an adolescent on his first day of work who surveys the environment for input regarding the legitimacy of his behavior. He may look at other employees to see if he is appropriately dressed. He may notice that there isn’t an official lunch hour and employees eat at their desks. He may notice employees mingling by the coffee machine, but not at the photocopier. He may notice it is frowned upon to leave work early. Am I appropriately dressed for the situation? How does my attire compare to those around me? These observations are all forms of input which aids the individual’s understanding of the situation. Input may be good or bad such as praise from a boss for being on time, or a warning for being late. Ultimately, the input gathered helps the individual conceptualize an appropriate identity standard. Said another way, 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

32. Key Points • - Input is the second part of Burke’s Identity Control Model. Input consists of any contextual information about the situation. • - Input allows an individual to develop the appropriate identity standard for the given identity and specific situation. Understanding the Young Adult Transition - Adolescent children are especially sensitive to input. They observe everything. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

33. 3. Output There’s more to know about input, but we need to introduce output in order to make sense of it. Output is the third part of Burke’s Identity Control Model. Whistling while you work is a form of output. So is putting your feet on your desk. Said simply, output is an individual’s behavior. It is an individual’s forms of action. Consider again an adolescent on his first day of work. He may be nervous and speak with a weak voice. He may be unsure about his assignments and ask his officemate a question. He may feel lazy and put his feet up on his desk. He may whistle while he works. These behaviors are all forms of output. It is the totality of an individual’s observable actions. Output is the totality of an individual’s observable actions. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

34. Key Points • - Output is the third part of Burke’s Identity Control Model. Output is an individual’s forms of behavior or action. Understanding the Young Adult Transition • - During this transitional phase, adolescents experiment with their output. They behave in new ways and are especially sensitive to input that praises or rejects their modified behavior. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

35. 4. Comparator Thus far we’ve discussed three parts of Burke’s identity control model – the identity standard, input, and output. The relationship between these three parts gives rise to the fourth and final part, the 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. Let’s review it step-by-step. The comparator asks, is input consistent with the identity standard? Individuals gather input from the environment. That is, they collect information from the setting and those around them. Sometimes input is good such as a smile from co-worker, and sometimes input is bad such a warning from a boss. Next, individuals compare input against the identity standard, the collection of ideal expectations for a given identity. This is where the comparator comes in. The comparator assess whether the input is consistent with the identity standard. Sometimes the input and identity standard match, such as the young worker who actualizes his belief that ideal workers are on time. Sometimes the input and identity standard are at odds, such as the young worker who thought he was appropriately dressed for work, but feels he is being stared at for not wearing a tie. This is embarrassing. I need a tie. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

36. Key Points - The final part of Burke’s control model is the comparator. The comparator evaluates input against the identity standard. Understanding the Young Adult Transition - Consider how adolescent children compare what they are against what they would like to be. Or how they compare themselves against their peers, the media, their parent’s expectations, their siblings, their younger selves, their potential selves. Is it any wonder why adolescents are so stressed at times? How does a teen integrate parents, peers and the media? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

37. Gather information, comparing the actual with the ideal, and changing the way we act are part of the control process. Finally, individuals modify output to gain favorable input. Again, if the young worker wants to avoid being stared at work for inappropriate clothing, he will come into work with a tie the next day. By changing his behavior – in this case, wearing a tie – he is attempting to draw positive responses. 5. Summary Let’s summarize Burke’s control model. - Individuals have identity standards, or ideal expectations for a given identity. How would the perfect parent, worker, or student behave? - From our environment we gather input, or contextual information about the situation. My boss frowned at me. My desk is more cluttered than my neighbors’. I’m the only one not wearing a tie. - The comparator, is the part of the model that compares input against the identity standard. Does the input I am receiving from the environment and other people match the identity standard I want to achieve? What are others thinking about me? - Finally, output is our behavior. Individuals constantly modify behavior to gain favorable input. I’m going to wear a tie tomorrow. I’m going to re-arrange my desk. 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

38. Key Points - In Burke’s identity control model, individuals compare input against the identity standard and modify output accordingly to foster positive input. Understanding the Young Adult Transition - Throughout the transition, children begin conceptualizing an ideal for themselves. They modify their behavior to achieve that ideal and use the reaction of others to judge whether the new behavior is successful. - As a social worker, know what audience is most important to the youth. That is, which source of input is the most influential? Peers? Media? Parents? The most important source of input may also be the most influential on the child’s identity standards. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

39. 6. Diagram Conceptualizing Burke’s identity control model as a diagram may aid in your understanding. In the diagram below, two individuals are interacting, and 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

40. Part III. Burke’s Identity Control As was stated in the introduction to the previous section, Burke’s identity control model re-conceptualizes identities as systems of control that guide our actions by limiting the range of acceptable behavior. Having discussed the basics of Burke’s model, let’s review a few of the many applied benefits and implications. C. Applications 1. Skewed identity standards may lead to mal-adjusted behavior. At the root of Burke’s model is the identity standard. We’ve described the identity standard as the perfect idea of what an identity is. For example, how should an individual acting like a parent, worker, and student behave? What is standard for the given identity? 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. Not all identity standards are created equal. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

41. Key Points - If an individual develops a skewed identity standard, his/her behavior will reflect it. That is, individuals behave in ways consistent with their identity standard. - It is vital that identity standards are properly conceptualized. Understanding the Young Adult Transition - Is it healthy to have an identity standard heavily influenced by the media? © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

42. Don’t ever leave the house. It’s too dangerous out there. Said another way, if an individual develops a skewed understanding of what it means to be a father, his behavior will also reflect that. For example, if a man believes the ideal father protects his wife and children 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 let his wife drive the car, let his kids visit their friends’ homes, or allow them to play sports. His overly protective output is the result of a skewed identity standard. The same can be said of a student who believes the student identity standard requires a perfect score on every exam, or the athlete who believes the athlete identity standard requires having the best records in all events, or the employee who believes that the employee identity standard requires constant promotions. 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. Or consider a Japanese American that develops an identity standard that Asian men and women are all financially successfully and white collar. The same can be said of an Indian American who develops an identity standard that middle-eastern men and women are successful in small business. These examples are stereotypical beliefs about racial and ethnic groups. 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

43. Key Points - For some individuals, racial, ethnic, and gender identity standards are a non-concern. That is, their race or gender has no bearing on how they behave. For others, it is an important source of identity and behavior. Understanding the Young Adult Transition - Find out if children you are working with are overly concerned with race, ethnicity or gender. If they have skewed identity standards, it might be a risk factor towards successful transition into adulthood. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

44. We consider how others use stereotypes against us. Have we considered how we use stereotypes against ourselves? We consider how others use stereotypes against us, but 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. Believing the ideal black identity standard is being an athlete, the adolescent’s output may overly reflect that skewed standard. Alternative paths towards success may be compromised; athletic output may be over-expressed. Good or bad, racial and ethnic stereotypes are powerful influences on identity standards. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

45. Key Points - Stereotypes, including racial and ethnic ones, influence identity standards. Over-dependence on stereotypes may result in skewed identity standards. Understanding the Young Adult Transition - Healthy identity standards rely on balance. Overemphasizing any one aspect or audience (i.e. peers, media, etc.) may result in a skewed identity standard. - Unfortunately, the young adult transition is often a time of imbalance when children are forced to grow up too fast, peers are given too much attention, media is too predominant, parents are too protective (or not protective enough), etc. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

46. 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. Ultimately, as a social worker, promoting positive behavior begins with promoting a positive identity standard. It is important to consider the identity standards of clients and how those standards affect output. Is the identity standard skewed? How did the individual develop that identity standard? What are the sources of influences? 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? Questions you might ask yourself. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

47. Key Points - Positive identity standards result in positive behavior. Understanding the Young Adult Transition - Ultimately, adolescents need identity standards that are positive and possible. That is, they must be able to achieve their standards if they give reasonable effort. Standards that are impossible to achieve only set individuals up for failure, frustration, and disappointment. Standards that are too easily achieved provide little sense of accomplishment or self-esteem. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

48. 2. Failure to achieve the identity standard may lead to stress, frustration, and depression. In Burke’s identity control model, individuals aim for input that is consistent with their identity standards because favorable input affirms that the standard is being met. There are many forms of favorable input including a compliment about one’s work, a smile from friend, a good conversation, etc. However, when input is inconsistent with the identity standard – such as a demotion at work, a look of resentment, avoidance, laughter at one’s expense, etc. - individuals will 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 dressier shoes hoping for a better response. Likewise, the husband who sees his wife crying because he forgot their anniversary will work harder to remember the next occasion. Same with the comedian who learns not to tell a particular joke because the audience didn’t laugh. Individuals modify their output until favorable input is achieved. Wearing dressier shoes the following day is an example of modified output. So is learning not to tell a bad joke. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

49. Key Points - Favorable input affirms that the identity standard is being achieved. - Output is modified until favorable input is achieved. Understanding the Young Adult Transition - All individuals, especially maturing adolescents, need to feel as if their behaviors reaffirm their highest aspirations. That is, they need to feel that their output is appropriate as affirmed by positive input. Positive input re-affirms that the identity standard is being met. © 2005-2006 CDHS/Research Foundation of SUNY/BSC College Relations Group

50. Sometimes however, for whatever reason, 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. Simply said, he or she may not be accustomed to working in an office, may not have enough money to buy appropriate clothing, may not know what is considered appropriate/inappropriate, maybe putting an honest effort but missing the mark each time, may not know enough that clothing is in fact an issue, etc. I’m so stressed out because I can’t find suitable work clothes. One factor that influences the severity of the stress and depression is how important the identity standard is. Arguably, the work identity standard is one of the most important standards for anyone who relies on work to pay bills. Consequently, failure with the work identity standard is likely to cause more stress than failure at leisurely identity standards. 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