This article may require copy editing for grammar, style, cohesion, tone, or spelling. (November 2020) (Learn how and when to remove this template message)
Identity formation is a person's mental representation of who they are and is a type of individuation that relates to the development of an individual's distinct personality. This concept is regarded as a persisting entity (known as personal continuity) in a particular stage of life during which individual characteristics are developed or by which a person is recognized or known (such as the establishment of a reputation). This process defines individuals to others and themselves. Various factors make up a person's actual identity, which may include a sense of continuity, a sense of uniqueness from others, and a sense of affiliation based on their membership in various groups—familial, ethnic, occupational, and others. These group identities, in addition to satisfying the need for affiliation, help people define themselves in the eyes of others and themselves.
Identity formation includes creating a sense of personal continuity and uniqueness of self in comparison to other people. In addition to this self-creation, a social identity is formulated from various group memberships, family affiliation, ethnic group interaction, occupation, and other social interactions.
Identity formation sometimes leads to personal identity issues and the formation of an identity where the individual perceives themselves as a discrete and separate entity. This may be through individuation, whereby the undifferentiated individual tends to become unique or undergoes stages through which differentiated facets of a person's life tend toward becoming a more indivisible whole.
Identities are formed on many levels: micro, meso, macro, and global. The micro level is self-definition, relations with people, and issues as seen from a person or individual perspective. The meso level is how identities are viewed, formed, and questioned by immediate communities and/or families. Macro are the connections among and between individuals, issues, and groups as a view from a national perspective. Global are connections among and between individuals, issues, and groups from a worldwide perspective.
Identity is often described as finite and consisting of separate and distinct parts (family, cultural, personal, professional, etc.), yet according to American author and activist Parker Palmer, it is an ever-evolving core where genetics (biology), culture, loved ones, good and bad deeds done to self and others, experiences lived, and choices made come together to form the self.
Many theories of development have aspects of identity formation included in them. Two theories in particular directly address the process of identity formation: Erik Erikson's theory of psychosocial development (specifically the "identity versus role confusion" stage) and James Marcia's identity status theory.
Erikson's belief is that throughout each person's lifetime, they experience different crises or conflicts. Each of the conflicts arises at a certain point in life and must be successfully resolved for progression to the next of the eight stages. The particular stage relevant to identity formation takes place during adolescence, called "Identity versus Role Confusion."
The "Identity versus Role Confusion" stage consists of adolescents trying to figure out who they are in order to form a basic identity that they will build on throughout their life, especially concerning social and occupational identities. They face the complexities of determining one's own identity. Erikson said this crisis is resolved with identity achievement, the point at which an individual has extensively considered various goals and values, accepting some and rejecting others, and understands who they are as a unique person. Once an adolescent has attained identity achievement, they are ready to enter the next stage of Erikson's theory, "Intimacy versus Isolation", where they will form strong friendships and a sense of companionship with others.
If the "Identity versus Role Confusion" crisis is not positively resolved, an adolescent will face confusion about future plans, particularly their roles in adulthood. Failure to form one's own identity leads to failure to form a shared identity with others, which could lead to instability in many areas as an adult. The identity formation stage of Erik Erikson's theory of psychosocial development is a crucial stage in life.
James Marcia created a structural interview designed to classify adolescents into one of four statuses of identity. The identity statuses are used to describe and pinpoint the progression of an adolescent's identity formation process. In James Marcia's theory, the operational definition of identity is whether an individual has explored various alternatives and made firm commitments to an occupation, religion, sexual orientation and a set of political values.
The four identity statuses in James Marcia's theory are:
- Identity Diffusion (also known as Role Confusion): This is the opposite of identity achievement. The individual has not yet resolved their identity crisis, failing to commit to any goals or values and establish future life direction. In adolescents, this stage is characterized by disorganized thinking, procrastination, and avoidance of issues and action.
- Identity Foreclosure : This occurs when teenagers accept traditional values and cultural norms, rather than determining their own values. In other words, the person conforms to an identity without exploration as to what suits them best. For instance, teenagers might follow the values and roles of their parents or cultural norms. They might also foreclose on a negative identity, the direct opposite of their parents' values or cultural norms.
- Identity Moratorium: This postpones identity achievement by providing temporary shelter. This status provides opportunities for exploration, either in breadth or in depth. Examples of moratoria common in American society include college or the military.
- Identity Achievement: This status is attained when the person has solved the identity issues by making commitments to goals, beliefs, and values after extensive exploration of different areas.
Self-concept or self-identity is the beliefs and ideas of a person about themselves. The self-concept is different from self-consciousness, which is an awareness of one's self. Components of the self-concept include physical, psychological, and social attributes, which can be influenced by the individual's attitudes, habits, beliefs and ideas. These components and attributes cannot be condensed to the general concepts of self-image or self-esteem. Multiple types of identity come together within one person; these can be broken down into the following.
Cultural identity is the (feeling of) identity of a group or culture, or of an individual as far as they are influenced by their belonging to a group or culture. Cultural identity relates to, but is not synonymous with identity politics. There are modern questions of culture that are transferred into questions of identity. Historical culture also influences individual identity, and as with modern cultural identity, individuals may pick and choose aspects of cultural identity, while rejecting or disowning other associated ideas.
Ethnic and national identityEdit
An ethnic identity is an identification with a certain ethnicity, usually on the basis of a presumed common genealogy or ancestry. Recognition by others as a distinct ethnic group is often a contributing factor to developing this bond of identification. Ethnic groups are also often united by common cultural, behavioral, linguistic, ritualistic or religious traits.
Processes that result in the emergence of such identification are summarised as ethnogenesis. Various cultural studies and social theory investigate the question of cultural and ethnic identities. Cultural identity remarks upon place, gender, race, history, nationality, sexual orientation, religious beliefs, and ethnicity.
National identity is an ethical and philosophical concept whereby all humans are divided into groups called nations. Members of a "nation" share a common identity and usually a common origin, in the sense of ancestry, parentage or descent.
A religious identity is the set of beliefs and practices generally held by an individual, involving adherence to codified beliefs and rituals and study of ancestral or cultural traditions, writings, history, and mythology, as well as faith and mystic experience. The term "religious identity" refers to the personal practices related to communal faith along with rituals and communication stemming from such conviction. This identity formation begins with association in the parents' religious contacts, and individuation requires that the person chooses the same—or different—religious identity than that of their parents.
In sociology, gender identity describes the gender with which a person identifies (i.e., whether one perceives oneself to be a man, a woman, outside of the gender binary, etc.), but can also be used to refer to the gender that other people attribute to the individual on the basis of what they know from gender role indications (social behavior, clothing, hairstyle, etc.). Gender identity may be affected by a variety of social structures, including the person's ethnic group, employment status, religion or irreligion, and family.
Disability identity refers to the particular disabilities with which an individual identifies. This may be something as obvious as a paraplegic person identifying as such, or something less prominent such as a Deaf person regarding themselves as part of a local, national, or global community of Deaf People Culture.
Disability identity is almost always determined by the particular disabilities that an individual is born with, however, it may change later in life if an individual later becomes disabled or when an individual later discovers a previously overlooked disability (particularly applicable to mental disorders), and in some rare cases, it may be influenced by exposure to disabled people as with BIID.
Interpersonal identity developmentEdit
Social relation can refer to a multitude of social interactions, regulated by social norms, between two or more people, with each having a social position and performing a social role. In sociological hierarchy, social relation is more advanced than behavior, action, social behavior, social action, social contact, and social interaction. Social relations form the basis of concepts such as social organization, social structure, social movement, and social system.
Interpersonal identity development is composed of three elements:
- Categorisation: Labeling others (and ourselves) into categories. (Tajfel & Turner, 1986)
- Identification: Associating others with certain groups.
- Comparison: Comparing groups.
Interpersonal identity development allows an individual to question and examine various personality elements, such as ideas, beliefs, and behaviors. The actions or thoughts of others create social influences that change an individual. Examples of social influence can be seen in socialization and peer pressure. This is the effect of other people on a person's behavior, thinking about one's Self, and subsequent acceptance or rejection of how other people attempt to influence the individual. Interpersonal identity development occurs during exploratory self-analysis and self-evaluation, ending at various times with the establishment of an easy-to-understand and consolidative sense of self or identity.
During interpersonal identity development, an exchange of propositions and counter-propositions occurs, resulting in a qualitative transformation of the individual in the direction of the interaction. The aim of interpersonal identity development is to try to resolve the undifferentiated facets of an individual. The individual's existence is undifferentiated but this, upon examination, is found to be indistinguishable from others[needs copy edit]. Given this, and with other admissions, the individual is led to a contradiction between self and others, thus forcing the withdrawal of the undifferentiated self as truth. In resolution of this incongruence, the person integrates or rejects the encountered elements. This process results in a new identity. During each of these exchanges which human beings encounter as they go through life, the person must resolve the exchange and then face future exchanges. The exchanges are recurring since the changing world constantly presents exchanges between individuals and thus allows individuals to redefine themselves.
The term collective identity is a sense of belonging to a group (the collective) that is so strong that a person who identifies with the group will dedicate their life to the group over individual identity: they will defend the views of the group and assume risks for the group, sometimes as great as the loss of life. The cohesiveness of the collective goes beyond the community, as the collective suffers the pain of grief from the loss of a member.
One of the most important affiliations is that of their family, whether they be biological, extended or even adoptive families. Each has its own influence on identity through the interaction that takes place between the family members and with the individual person. "Information regarding possible identities of possible selves comes from various contexts that surround adolescents and temporal commitments are tested and practiced in interaction with others." Researchers and theorists state that an individual's identity (more specifically an adolescent's identity) is influenced by the people around them and the environment in which they live. Also, if a family does not have integration, this seems to help create identity diffusion (this is one of James Marcia's 4 identity statuses, meaning that an individual has not made commitments and does not try to make commitments.) This is true for both males and females. These concepts prove that a family has influence on an individual no matter if the influence is good or bad.
The purpose of this study was to analyze the influence of same-sex friendships in the development of one's identity. This study involved the use of 24 same-sex college student friendship triads, consisting of 12 males and 12 females, with a total of 72 participants. Each triad was required to have known each other for a minimum of six months. A qualitative method was chosen, as it is the most appropriate in assessing the development of identity. Semi-structured group interviews took place, where the students were asked to reflect on stories and experiences concerning relationship problems. The results showed 5 common responses when assessing these relationship problems. The responses involved joking about the relationship problems, providing support, offering advice, relating others' experiences to their own similar experiences, and providing encouragement. The results concluded that adolescents are actively constructing their identities through common themes of conversation between same-sex friendships, in this case, involving relationship issues. The common themes of conversation that close peers seem to engage in help to further their identity formation in life.
Influences on identityEdit
Cognitive development influences identity formation. When adolescents are able to think abstractly and reason logically, they have an easier time exploring and contemplating possible identities. When an adolescent has advanced cognitive development and maturity, they tend to resolve identity issues more so than age mates that are less cognitively developed. When identity issues are solved quicker and better, there is more time and effort put into developing that identity. Having a solid identity earlier is a preferred situation and is one of the first steps in forming the desired life and goals of the individual.
Adolescents that have a post-secondary education tend to make more concrete goals and stable occupational commitments. Going to college or university can influence identity formation in a productive way. Of course, the opposite can also be true, where identity influences education and academics. The two can influence each other, ultimately forming an identity in the process. Education's effect on identity can be beneficial for the individual's identity; the individual will be getting educated on different approaches and paths to take in the process of identity formation. Ultimately, scholastics are important for our brains as well as our identities.
Sociocultural influences are those of a broader social and historical context. For example, in the past, adolescents would likely just adopt the job, religious beliefs, etc. that were expected of them or that were the same as their parents. In a society like today's, adolescents have more resources to explore identity choices as well as more options for commitments. This influence is becoming less significant due to the growing acceptance of identity options that were once less accepted. Also, more of the identity options from the past are becoming unrecognized and less popular today. The changing sociocultural situation is forcing individuals to develop a unique identity based on their own aspirations. Sociocultural influences are playing a different role in identity formation now than they have in the past. However, it still affects identity, just in a different way.
The type of relationship that adolescents have with their parents has a significant role in identity formation. For example, when there is a solid and positive relationship between parent and adolescent, they are more likely to feel freedom in exploring identity options for themselves. A study found that for boys and girls, identity formation is positively influenced by parental involvement, specifically in the areas of support, social monitoring, and school monitoring. In contrast, when the relationship is not as close and the adolescent fears rejection from the parent, they are more likely to feel less confident in forming a separate identity from their parent('s). Of course, there are other outcomes possible in adolescent identity formation when examining the parenting as well as the parent-child relationship.
The internet is becoming an extension of the expressive dimension of the youth condition. There, youth talk about their lives and concerns, design the content that they make available to others and assess the reactions of others to it in the form of optimized and electronically mediated social approval. When connected, youth speak of their daily routines and lives. With each post, image or video they upload, they have the possibility of asking themselves who they are and to try out profiles differing from those they assume in the ‘real’ world. Thus, they negotiate their identity and create a sense of belonging, putting the acceptance and censure of others to the test, an essential mark of the process of identity construction.
In business, professional identity is the "persona" of a professional which is designed[by whom?] to accord with and facilitate the attainment of business objectives. A professional identity comes into being when there is a philosophy that is manifested in a distinct corporate culture - the corporate personality. A business professional is a person in a profession with certain types of skills that sometimes require formal training or education.
The career development of an individual focuses on how individuals manage their careers within and between organizations and how organizations structure the career progress of their members, and can be tied[by whom?] into succession planning within some organizations.
Within the business realm and many careers is the role of management.[clarification needed] Management tasks can enhance leadership, by creating an environment where all team members know and assume responsibility for their roles. Employees' self-concept and affiliation are often[quantify] aligned with their roles in an organization.
Training is a form of identity setting, since it not only affects knowledge, but also affects a team member's self-concept. Knowledge, on the other hand, of the position introduces a new path of less effort to the trainee, which prolongs the effects of training and promotes a stronger self-concept. Other forms of identity setting in an organization include Business Cards, Specific Benefits by Role, and Task Forwarding.[need quotation to verify]
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement/permission on Wikimedia Commons. Text taken from Youth and changing realities: rethinking secondary education in Latin America, 44-45, López, Néstor; Opertti, Renato; Vargas Tamez, Carlos, UNESCO. UNESCO.
- The Free Dictionary (2012). "Individuation". Retrieved 11 October 2012.
- "Identity/Identity Formation". psychology.jrank.org.
- Williams, B. A. O. (1956–57). "Personal Identity and Individuation" (PDF). Proceedings of the Aristotelian Society. 57: 229–252. doi:10.1093/aristotelian/57.1.229 – via http://www.jstor.org/stable/4544578.
- Kirk and Okazawa-Rey, Gwyn and Margo. "Identities and Social Locations: Who am I? Who are My People?" (PDF).
- Palmer, P. J. (2008). "The heart of a teacher: Identity and integrity in teaching" (PDF). Archived from the original (PDF) on January 5, 2012. Retrieved October 1, 2012. Cite journal requires
- Erikson, Erik H. (1968). Identity: Youth and Crisis. New York: Norton.
- Berger, Kathleen Stassen (2014). Invitation to the Life Span, Second Edition. New York: Worth Publishers.
- Marcia, James E. (1966). "Development and validation of egoidentity status". Journal of Personality and Social Psychology. 3 (5): 551–558. doi:10.1037/h0023281. PMID 5939604.
- Baumeister, Roy F. (1997-01-01), Hogan, Robert; Johnson, John; Briggs, Stephen (eds.), "Chapter 26 - Identity, Self-Concept, and Self-Esteem: The Self Lost and Found", Handbook of Personality Psychology, San Diego: Academic Press, pp. 681–710, doi:10.1016/b978-012134645-4/50027-5, ISBN 978-0-12-134645-4, retrieved 2020-10-16
- Goltz, Heather Honoré; Smith, Matthew Lee (2014-11-01). "Forming and Developing Your Professional Identity Easy as PI". Health Promotion Practice. 15 (6): 785–789. doi:10.1177/1524839914541279. ISSN 1524-8399. PMID 25015568. S2CID 206740294.
- Liu, Qiang; Turner, David (2018-10-15). "Identity and national identity". Educational Philosophy and Theory. 50 (12): 1080–1088. doi:10.1080/00131857.2018.1434076. ISSN 0013-1857. S2CID 148946775.
- Wang, Timothy (2012-01-01). "Religious Identity Formation Among Adolescents: The Role of Religious Secondary Schools". International Christian Community of Teacher Educators Journal. 7 (2). ISSN 1932-7846.
- Hurd, E (2010). "Confessions of Belonging: My Emotional Journey as a Medical Translator". Qualitative Inquiry. 16 (10): 783–791. doi:10.1177/1077800410383117. S2CID 145755071.
- Grotevant, H. D. (1997). "Family processes, identity development, and behavioral outcomes for adopted adolescents". Journal of Adolescent Research. 12 (1): 139–161. doi:10.1177/0743554897121008. S2CID 146541540.
- Goossens, L (2008). "Dynamics of perceived parenting and identity formation in late adolescence". Journal of Adolescence. 31 (2): 165–184. doi:10.1016/j.adolescence.2007.04.003. PMID 17629552.
- Steinberg, L. (2008). Adolescence. Boston: McGraw Hill.
- Willemsen; Waterman, K. (1991). "Ego Identity Status and Family Environment: A Correlational Study". Psychological Reports. 69 (3_suppl): 1203–1212. doi:10.2466/pr0.1991.69.3f.1203. PMID 1792292. S2CID 23967119.
- Morgan, Elizabeth M.; Korobov, Neill (2012-12-01). "Interpersonal identity formation in conversations with close friends about dating relationships". Journal of Adolescence. The Intersection of Identity Development Processes and Peer Relationship Experiences. 35 (6): 1471–1483. doi:10.1016/j.adolescence.2011.09.005. ISSN 0140-1971. PMID 21986354.
- Morgan, Elizabeth M. & Korobov, Neill. (2011). Interpersonal Identity Formation in Conversations with Close Friends About Dating Relationships. "Journal of Adolescence".
- Sartor, Carolyn E. & Youniss, James. (2002). The relationship between positive parental involvement and identity achievement during adolescence. Adolescence, 37, 221-234.
- López, Néstor; Opertti, Renato; Vargas Tamez, Carlos (2017). Youth and changing realities: Rethinking secondary education in Latin America (PDF). UNESCO. pp. 44–45. ISBN 978-92-31 00204-5.
- Salvador, José (2009). MBA CookBook.
- A Erdman,A Study of Bisexual Identity Formation. 2006.
- A Portes, D MacLeod, What Shall I Call Myself? Hispanic Identity Formation in the Second Generation. Ethnic and Racial Studies, 1996.
- AS Waterman, Identity Formation: Discovery or Creation? The Journal of Early Adolescence, 1984.
- AS Waterman, Finding Someone to be: Studies on the Role of Intrinsic Motivation in Identity Formation. Identity: An International Journal of Theory and Research, 2004.
- A Warde, Consumption, Identity-Formation and Uncertainty. Sociology, 1994.
- A Wendt, Collective Identity Formation and the International State. The American Political Science Review, 1994.
- CA Willard, 1996 — Liberalism and the Problem of Knowledge: A New Rhetoric for Modern Democracy, Chicago: University of Chicago Press. ISBN 9780226898452; OCLC 260223405
- Schryer, CF (2005). "Genre Theory, Health-Care Discourse, and Professional Identity Formation". Journal of Business and Technical Communication. 19 (3): 249–278. doi:10.1177/1050651905275625. S2CID 143754499.
- CG Levine, JE Côté, JE Cãotâ, Identity Formation, Agency, and Culture: a social psychological synthesis. 2002.
- Blustein, DL (1989). "Relationship between the Identity Formation Process and Career Development". Journal of Counseling Psychology. 36 (2): 196–202. doi:10.1037/0022-0184.108.40.206.
- Grotevant, HD (1987). "Toward a Process Model of Identity Formation". Journal of Adolescent Research. 2 (3): 203–222. doi:10.1177/074355488723003. S2CID 145135577.
- G Robert, C Bate, C Pope, J Gabbay, A le May, Processes and dynamics of identity formation in professional organisations. 2007.
- HL Minton, GJ McDonald, Homosexual identity formation as a developmental process.
- Abu-Saad, I (2006). "State-Controlled Education and Identity Formation Among the Palestinian Arab Minority in Israel". American Behavioral Scientist. 49 (8): 1085–1100. doi:10.1177/0002764205284720. S2CID 144236547.
- Côté, JE (1996). "Sociological perspectives on identity formation: The culture-identity link and identity capital". Journal of Adolescence. 19 (5): 417–428. doi:10.1006/jado.1996.0040. PMID 9245295.
- Craig-Bray, L; Adams, GR; Dobson, WR (1988). "Identity formation and social relations during late adolescence". Journal of Youth and Adolescence. 17 (2): 173–187. doi:10.1007/bf01537966. PMID 24277583. S2CID 13088109.
- Boyes, MC; Chandler, M (1992). "Cognitive development, epistemic doubt, and identity formation in adolescence". Journal of Youth and Adolescence. 21 (3): 277–304. doi:10.1007/bf01537019. PMID 24263844. S2CID 13501906.
- MD Berzonsky, Self-construction over the life-span: A process perspective on identity formation. Advances in personal construct theory, 1990.
- RB Hall, (Reviewer) Uses of the Other: 'The East' in European Identity Formation (by IB Neumann) University of Minnesota Press, Minneapolis, 1999. 248 pages. ISBN 0-8166-3082-8 International Studies Review Vol.3, Issue 1, Pages 101-111
- Sabatelli, RM; Mazor, A (1985). "Differentiation, individuation, and identity formation". Adolescence.
- Schwartz, SJ; Kurtines, WM; Montgomery, MJ (2005). "A comparison of two strategies for facilitating identity formation processes in emerging adults". Journal of Adolescent Research. 20: 309–345. doi:10.1177/0743558404273119. S2CID 44162024.
- Postmes, T; Haslam, SA; Swaab, RI (2005). "Social influence in small groups: An interactive model of social identity formation". European Review of Social Psychology. 16: 1–42. doi:10.1080/10463280440000062. S2CID 16519381.
- Cass, VC (1979). "Homosexual identity formation: a theoretical model". J Homosex. 4 (3): 219–35. doi:10.1300/J082v04n03_01. PMID 264126.
- Cass, VC (1984). "Homosexual identity formation: Testing a theoretical model". Journal of Sex Research. 20 (2): 143–167. doi:10.1080/00224498409551214.
- VC Cass, Sexual orientation identity formation: A Western phenomenon. Textbook of homosexuality and mental health, 1996.
- Penuel, WR; Wertsch, JV (1995). "Vygotsky and identity formation: A sociocultural approach". Educational Psychologist. 30 (2): 83–92. doi:10.1207/s15326985ep3002_5.
- A positive approach to identity formation of biracial children". ematusov.soe.udel.edu
- Identity: An International Journal of Theory and Research. "Identity" is the official journal of the Society for Research on Identity Formation.