1 / 28

Movin’ On Up

Movin’ On Up. Carolina Ordoñez and Casandra Treviño. Two Theorists. Erik Erikson James E. Marcia. Erik Erikson. Born in Frankfurt, Germany on June 15, 1902 Grew up in Baden, Germany Parents separated before his birth, mother remarried

mandy
Download Presentation

Movin’ On Up

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Movin’ On Up Carolina Ordoñez and Casandra Treviño

  2. Two Theorists • Erik Erikson • James E. Marcia

  3. Erik Erikson • Born in Frankfurt, Germany on June 15, 1902 • Grew up in Baden, Germany • Parents separated before his birth, mother remarried • As a child his interests were art, language, and history

  4. Moved to Vienna, Austria to run a school Participated in the Viennese Psychoanalytic Society 1930s moved to Copenhagen for a brief time then to Boston Worked at Yale University’s Institute of Human Relations then University of California at Berkley 1950 Childhood and Society Moved back Massachusetts worked at the Austen Riggs Center

  5. Erikson’s 5th developmental stage • Identity vs. identity confusion • Encountered during adolescence • Adolescents are encountered with many new adult roles • Identity- emerges from (1) the selective affirmation and repudiation of an individual’s childhood identifications (2) the way in which the social process of the times identifies young individuals

  6. Crisis- necessary turning point when development must move one way or another Identity Confusion or Identity Crisis – a normative and necessary experience that can form a core disturbances aggravating and aggravated by pathological regression

  7. James E. Marcia • Psychology professor at Simon Fraser University in British Columbia, Canada • Focused his study on adolescent psychosocial development • Elaborated on Erikson’s proposal • “Theory of Identity achievement”

  8. Theory of identity achievement • Time of choosing or crisis and commitment • A crisis is a time of upheaval where old values or choices are being reexamined

  9. Identity Status Interview • Semi – structured interview method • Proposed four stages aka Identity Statuses • Identity Diffusion – no experience of a crisis no commitments • Identity Foreclosure – make a commitment but still no crisis • Identity Moratorium – in the midst of a crisis • Identity Achievement – undergone a crisis and made a commitment

  10. How we tied it together We took Erikson's’ fifth developmental stage and made a modified version of Marcia’s Identity Status Interview: Late Adolescent College Form Our study was quantitative rather than qualitative in order to produce statistics to demonstrate our results

  11. Movin’ On Up Study Please specifiy your age 18 19 20 Over 20 What is your classification? a. Freshman b. Sophomore c. Junior d. Senior Gender Male Female What is your father’s highest level of education No high school Some high school High school diploma or GED Some college Associated degree (completed a program at a junior college) Bachelor’s degree (completed a program at a 4-year college/university) Some graduate school Master’s degree Doctoral Degree What is your mother’s highest level of education No high school Some high school High school diploma or GED Some college Associated degree (completed a program at a junior college) Bachelor’s degree (completed a program at a 4-year college/university) Some graduate school Master’s degree Doctoral Degree What level of education do you aspire to achieve? No high school Some high school High school diploma or GED Some college Associated degree (completed a program at a junior college) Bachelor’s degree (completed a program at a 4-year college/university) Some graduate school Master’s degree Doctoral Degree

  12. What is your ethnicity? a. Caucasian/white b. Black / African American c. American Indian or Alaska native d. Native Hawaiian or Pacific Islander e. Asian; f. Hispanic or Latino Have you experienced any of the following “crises” since coming to UD? Check all that apply. Poor performance or failure in a course related to my major/potential major Negative Professor influence Discovered that I just did not like the material related to my major/potential major Negative Peer influence Family Financial problems Loss of my scholarship/financial aid Do not really “fit in” with others in my major/potential major Drugs or Alcohol Severe intimidation by students who seem so much smarter than I am Other personal crisis No crisis My mother is a role model to me. 1 2 3 4 5 Strongly Disagree Somewhat Disagree Agree Somewhat Agree Strongly Agree My father is a role model to me. 1 2 3 4 5 Strongly Disagree Somewhat Disagree Agree Somewhat Agree Strongly Agree I want to do better than my parents (career-wise). 1 2 3 4 5 Strongly Disagree Somewhat Disagree Agree Somewhat Agree Strongly Agree I worry that I will not do better than my parents (career-wise). 1 2 3 4 5 Strongly Disagree Somewhat Disagree Agree Somewhat Agree Strongly Agree I think education is important. 1 2 3 4 5 Strongly Disagree Somewhat Disagree Agree Somewhat Agree Strongly Agree

  13. Critical Questions • How do the identity statuses of college students differ from across the board? • Does identity status predict / influence vocation (more inclined to follow parents’ advice)? • Is there a correlation between the level of education the persons parents’ acquired and the level of education that the person aspires to?

  14. We hypothesize that….. • There is a correlation between the level of education the persons’ parents’ acquired and the level of education that the person aspires to. • We are also testing to see if ethnicity, amount of “crises” experienced, their opinion on their mother as a role model & father as a role model, desire to be better than parents (career-wise), concern over being better than parents (career-wise), and importance of education affect the level of education the person aspires • The number of “crises” a student experiences increases through the years.

  15. Setting • UD Campus; classroom, tables on the mall, rooms, etc. • We distributed the questionnaire • Roughly 5-10 minutes to answer

  16. Method • A convenience sample of University of Dallas students • 77 Females • 56 Males • Likert-type survey consisting of 13 questions • Demographic questions, education related questions, family oriented questions

  17. Method (continued) • a bivariate correlation between the level of education aspired to by the individual and the level education achieved by both parents • a multiple regression with the level of education aspired to by the individual as the dependent variable and the following as predictor variables: ethnicity, amount of “crises” experienced, mother as a role model, father as a role model, desire to be better than parents (career-wise), concern over being better than parents (career-wise), and importance of education.

  18. Results: Multiple Regression • Aspired Education: r²= .184 • F(131)=2.478, p < .01 • Father Edu- β= .306, p < .01 • Education is Important- β= .286, p < .001

  19. Results: Bivariate Correlation • r (N=133) .575, p < .001

  20. Father’s Education v. Aspired Education

  21. Mother’s Education v. Aspired Education

  22. “Crises” • Our number of participants per classification and the total number of “crises” was: • Freshmen(44): 58 “crises” • Sophomores(21): 44 “crises” • Juniors(46): 94 “crises” • Seniors(27): 76 “crises”

  23. “Crises” Revealed

  24. Limitations • Lack of Time • A convenient sample of UD students (meaning we can’t generalize our data) • Fatigue level of individual students

  25. Was our hypothesis correct? • After viewing the results it can be said that it was not possible to reject the null hypothesis. • The correlation between the level of education the persons parents’ acquired and the level of education that the person aspires to was not significant. • An interesting find among the tests was that overall females tend to look up to either parent as a role model more than males. • In looking up to parents as role models, both sexes were more likely to look up to their father rather than their mother. • Number of “crises” does seem to increase overall but there was a disruption in flow which could’ve been caused not having equal numbers in each classification.

  26. What we would have done differently • Students from other colleges take the survey • Students from a more diverse ethnic / cultural background

  27. New Questions • Would our results differ if we had used high school students as was first intended?? • Does socio economic background have an influence on a person’s vocational aspirations? • If not parents, then who/what influences aspired education in a person?

  28. Nature vs. Nurture NatureNurture Rousseau Piaget Locke |-----------------------------------|-------------------|---------|--------|-----| KantSkinner\Bandura Erikson/Marcia

More Related