Development of Identity

Antonija Koprčina Horvat

December, 2021
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Development of Identity

According to Merriam-Webster (n.d.), dictionary identity is explained as "the qualities,

beliefs, etc., that make a particular person or group different from others" (para. 2). These

particular characteristics start to develop primarily in adolescents. They will change through

life, but some will stay with a person forever. This paper will try to explain different

characteristics that adolescents are developing and how educators can help students go

through this transition easier.

Identity

According to Sokol (2009), Erikson explains identity as a supplier of a profound

understanding of ideological devotion and permits the person to understand his or her

position. It gives a person a feeling of welfare, self-satisfaction, and a sense of direction in

life and importance to those upon whom someone relies. Identity is what makes one move

with direction; it is what gives one reason to be. Identity makes us who we are, shows us the

direction, and reveals the reason for our existence. Most important changes in identity and

understanding of self happen during adolescent years. We exit puberty and enter adulthood

with identity development, and at that point, we can understand our purpose (Sokol, 2009).

However, not every child can exit this developmental stage with a developed identity. That

can lead to feelings of self-doubt and confusion. In the end, if this is not resolved, it can lead

to depression (Cherry, 2021).

According to Jones & McEwan (2000), we can divide identity on core identity and contextual

influences. Core identity is personal attributes, characteristics, and personal identity, and

Contextual influences can be divided into sociocultural and ethical identities. Most of the

contextual influences are seen as a role that is influencing our identity.

Sociocultural identity
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Under sociocultural identity, we consider class, culture, family background are parts of this

identity. Living conditions often leave a mark on the child in families if family life is very

different from life outside it. Such situations often occur in migrant families where the family

lives the life they brought with them, which differs significantly from what the child sees in

their friends and peers. Such a split can easily lead to a crisis in the child and the rejection of

family values that they replace with some new ones. Such situations in the family can cause

quarrels and parental disagreement towards the child's behaviour (Lucente,

2016).
In addition to the family's cultural identity that a child can change, frequent barriers to

identity development can be class differences coming from low incomes. Financial problems

often lead toward the need for the child to work. In such conditions, the child finds it difficult

to find the time and will to reflect on their own identity. Such growing up leaves a deep mark

on a person and can lead to health problems (Sokol, 2009).

Ethnic identity

Ethnic identity implies racial identity, ethical identity, religious identity, sexual identity, and

gender identity. According to Jones & McEwen (2000), this identity can affect a child's

identification with classmates belonging to the same group. This is how groups are created

according to a shared ethnic determinant. As circumstances change, individuals change their

ethnic groups. Suppose a student's primary group is based on ethnicity. When that group is

not available, students will change a group based on sexual identity (Jones & McEwan,

2000). According to the Assistant Secretary for Public Affairs (2021), identification based on

ethnic identity often leads to prejudice against those who are different, bullying, and even

hate crimes.

These contextual influences are not our core identity, but their influence shapes our core

identity.
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As previously said, core identity is personal identity, which can describe how someone sees

themselves from the inside. Personal characteristics and personal attributes consider features

like competent, reasonable, well-behaved, loyal, and many others.

Identity vs. Roles

Looking at the model provided by Jones & McEwan (2000), all contextual identities will

develop as roles in one's life. Contextual identity is something that is influenced by

surroundings and circumstances, and a big part of it is seen as factual as race, ethnicity, or

sexual identity. In contrast, identity will be developed from our core identity or sense of self.

Personal identity development

During adolescence, I was determined by terms: a daughter, sister, grandchild, Catholic (but I

started questioning my religious identity), student, future teacher, heterosexual female, A

student. My core identity was still not determined. They were characteristics that I wished to

have: a good human, loyal, good friend, good daughter, and granddaughter, good sister, good

student.

At the age of eighteen, all of that changed when our Psychology professor explained to us our

roles and what we are. In this context, my identity started to form. Some things stayed until

today, like to be a good person and good student (in the sense of a lifelong learning process);

however, some of those identity ideas started to be conditioned like a loyal and good friend to

those who deserve it. I gave up on the concept of a good granddaughter, sister, daughter. I am

what I am, and they accept me for who I am.

My roles are changing under the circumstances during time. Today I am still a daughter,

sister, student, heterosexual female. Above that, I am a mother, wife, and teacher, what I am

not anymore: grandchild because my grandparents passed, Catholic because I stopped

believing in mass religions. Through life, our roles are changing, with playing these roles, we

can reflect on what is happening to us while playing a part, and accordingly, we change our
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core identity and adopt characteristics that better suit us for new roles that we are now

playing.

Educational implications

During adolescence, due to surroundings, students can encounter problems with their peers

due to their contextual identities. One of the most critical roles of the teacher is to empower

students by explaining the difference between their role and theirs. Multiple ways that

educators can help students cope with stress, anxiety, and problems occurring during this time

is to teach students how to recognize and reflect on their emotions. How to distinguish their

roles of student, child, boyfriend, girlfriend, male, female, black, white, Hispanic, poor, rich,

et cetera from their core identity describing their essence and character (Berk, 2018). Based

on my personal experience, essential is essential to convince students that identity is a

changeable variable, and as such is not determined by this particular moment, that they can

change what they are and what they will be. And in that way to give them a hope, that if they

do not like what they are now that does not mean that they can not change and will not

change.
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References

Berk, L. E. (2018). Exploring lifespan development. Pearson Education.

Cherry, K. (2021, May 28). What Is an Identity Crisis? Verywell Mind. Retrieved from
https://www.verywellmind.com/what-is-an-identity-crisis-2795948

Jones, S., & McEwan, M. (2000). A conceptual model of multiple dimensions of identity.
Journal of College Student Development, 41(4).
https://web.archive.org/web/20210720222127/http://faculty.sfasu.edu/munromicha/lea
dership573/Conceptual_Model_of_Multiple_Dimensions_of_Identity.pdf

Merriam-Webster. (n.d.). Identity definition & meaning. Merriam-Webster. Retrieved

December 15, 2021, from https://www.merriam-webster.com/dictionary/identity

Sokol, J.T. (2009). Identity development throughout the lifetime: An examination of

Eriksonian Theory. Graduate Journal of Counseling Psychology, 1(2).
https://epublications.marquette.edu/cgi/viewcontent.cgi?referer=https://scholar.google
.com/&httpsredir=1&article=1030&context=gjcp

Assistant Secretary for Public Affairs (ASPA). (2021, September 9). Facts about bullying.
StopBullying.gov. Retrieved from
https://www.stopbullying.gov/resources/facts#_Bullying_and_Suicide.