Emile kiusi masevila

Identity and Self-Esteem ( p.290) :

- The Search for Identity 290
- Ethnic Identity 293
- Self-Esteem in Adolescence 294
- The Myth of Storm and Stress 296

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Definitions of key concepts

1. Identity
Identity refers to our sense of who we are as individuals and as members of social groups.
Our identities are not simply our own creations. Note: Identity is dynamic and complex and
changes over time ( Frideres, J. 2002)
2. Self-identity
refers to how we define ourselves. Self-identity forms the basis of our self-esteem. In
adolescence, the way see ourselves changes in response to peers, family, and schools.
3. Social identity
Is constructed by others, and may differ from self-identity. Typically, people categorize
individuals according to broad, socially defined labels
4. Ethnic identity
Is a personal self-categorizing concept in which an individual identifies with an ethnic group
and its cultural identity, beliefs, values, and origins.
A Feeling that one belongs to a specific ethnic group ( Phinney, 2005).
5. Self-esteem
It is a positive or negative evaluation of the self, as in how we feel about it ( Eliot, Smith, et
al., 2007).
6. The Myth of Storm and Stress
Refers to an adolescent’s decreased level of self-control as the ‘ storm ‘ and their increased
sensitivity as the ‘ stress’ ( Stanley Hall, 1904).

The Search for Identity ( ( p.290)

a) Dea’s story
Dea was born in Seoul of Korean parents but was adopted by a Dutch couple in Michigan
when she was 3 months old. Growing up, she considered herself a red-blooded American. In
college, however, Dea realized that others saw her as an Asian American, an identity about
which she had never given much thought. She began to wonder, “Who am I really?
American? Dutch American? Asian American?
b) How do adolescents achieve an identity? Why do teens search for identity?
The task for adolescents is to find an identity, a search that typically involves four statuses:
Diffusion and foreclosure are more common in early adolescence; moratorium and
achievement are more common in late adolescence and young adulthood. As they seek
identity, adolescents often believe that others are constantly watching them and that no one
else has felt as they do. Also, Youths search for an identity to integrate the many different
and sometimes conflicting elements of the self
Adolescents are more likely to achieve an identity when parents encourage discussion and
recognize their autonomy; they are least likely to achieve an identity when parents set rules
and enforce them without explanation.
c) Identity theories
1. James Marcia’s identity theory ( 1980)

Four Identity Statuses

Status Definition Example
Study ; work
.1 Diffusion The individual is overwhelmed by the task of achieving
an identity and does little to accomplish the task.
2. Foreclosure The individual has a status determined by adults rather
than by personal exploration.
3. Moratorium The individual is examining different alternatives but
has yet to find one that’s satisfactory
4. Achievement The individual has explored alternatives and has
deliberately chosen a specific identity

Marcia’s Identity Status Proportions ( U.S) ( 200 ) 3

 2. David Elkind : Adolescent egocentricism theory
Characteristics of Adolescents’ Thinking
Features Definition Example
Family, society

.1 Adolescent Adolescents are overly concerned with their own

Egocentrism thoughts and feelings.

2. Imaginary Adolescents believe that others are watching them

audience constantly

3. Personal Adolescents believe that their experiences and feelings

fable are unique.

4. Illusion of Adolescents think that misfortune happens only to

invulnerability others.

What do we do as adults to help adolescents to live better in these stages?

- Recognize this reality
- Connect with them ( Sharing stories, proposing new ideas)
- Set up rules to follow
Ethnic identity

What does ethnic identity mean? What are the stages and results of acquiring an ethnic
identity? Do Adolescents benefit from an ethnic identity ? What are some challenges of an
ethnic identiy?

a) meaning

a personal self-categorizing concept in which an individual identifies with an ethnic group

and its cultural identity, beliefs, values, and origins.

b) Stages

Adolescents from ethnic groups often progress through three phases in acquiring an ethnic
identity: initial disinterest, exploration, and identity achievement. Achieving an ethnic identity
usually results in higher self-esteem.

c) Benefits from a strong ethnic identity

Adolescents who have achieved an ethnic identity tend to have greater self-esteem and find
their interactions with family and friends more satisfying (Mandara et al., 2009; RivasDrake
et al., 2014). They’re also happier and worry less (Kiang et al., 2006). In addition,
adolescents with a strong ethnic identity are less affected by discrimination—they maintain
their self-worth after experiencing racial or ethnic discrimination (Neblett, Rivas-Drake, &
Umaña-Taylor, 2012; Tynes et al., 2012).

d) Chanllenges
- When parents maintain strong feelings of ethnic identity that their children don’t
share, problems sometimes develop, as immigrant parents cling to the “old ways” but
their children embrace the new culture. For example, in one study of Korean
American families (Choi et al., 2017),
- Some biracial adolescents first identify themselves as monoracial and then embrace
a biracial identity; others shift in the opposite direction, converging on a single racial
identity; and still others shift from one racial identity to another.

Self-esteem

How does self-esteem change in adolescence? What are the factors that influence self-
esteem?

a) Social comparisons begin anew when children move from elementary school to
middle or junior high school; consequently, self-esteem usually declines somewhat
during this transition. In middle and late adolescence, self-esteem becomes
differentiated, especially in the academic and social domains.

Self-esteem is linked to adolescents’ actual competence in domains that matter to

them and is linked to how parents and peers view them. ( ex : grades, role played,
responsibility). Self-esteem becomes more differentiated as children enter
adolescence (Boivin, Vitaro, & Gagnon, 1992).

The parent–child relationship becomes more egalitarian during the adolescent years,
reflecting adolescents’ growing independence. Contrary to myth, adolescence is not
usually a period of storm and stress. Most adolescents love their parents, feel loved by them,
rely on them for advice, and adopt their values.
 b) Factors of self-esteem
- Heredity : genes lead to greater competence, which fosters greater self-worth
(Harter, 2012; Neiss, Sedikides, & Stevenson, 2006). ( gifted children)
- Family’s discipline : Children are more likely to view themselves positively when their
parents are affectionate toward them and are involved with them (Behnke et al.,
2011; Ojanen & Perry, 2007). Around the world, children have greater self-esteem
when families live in harmony and parents nurture their children (Scott, Scott, &
McCabe, 1991). (well-educated parents ; parents love )

Children with high self-esteem generally have parents who have reasonable
expectations for their children and are willing to discuss rules and discipline with their
children (Awong, Grusec, & Sorenson, 2008; Laible & Carlo, 2004).

- Peers : Children’s and particularly adolescents’ self-worth is greater when they

believe that their peers think highly of them (Harter, 2012). ( compliments; attention
…) However , self-esteem drops when peers provide negative feedback, especially
when those peers are popular themselves (Thomas et al., 2010). ( Judgment , lack of
positive motivation )

The Myth Storm and Stress

What is the meaning of storm and stress in adolescence ? What is the theory of storm and
stress? Why does Storm and Stress Happen?

a) Refers to an adolescent’s decreased level of self-control as the ‘ storm ‘ and their

increased sensitivity as the ‘ stress’ ( Stanley Hall, 1904).

b) theory of “ Storm and stress”: G.Stanley Hall ( 1904)

He explains his story in three stages:

- Conflict with parents (disagreement with rules; need for independence)

- Mood disruption ( nervous, lonely, depression )
- Risky-taking behavior ( risky Sexual activity, impulsivity).
-

He believes that adolescence as a stormy passage from childhood to adulthood maturity. His
theory claims that the teenager’s rebellious behavior, idealism, and self-interest are normal.

Adolescents generally enjoy happy and satisfying relationships with their parents (Steinberg,
2001). Most teens love their parents and feel loved by them. And they embrace many of their
parents’ values and look to them for advice

c) Why do Storm and Stress Happen?

Storms and stress happen during a period of rapid physical , psychological , and social
changes for adolescents . Parents must adjust to their children’s growing sense of autonomy
by treating them more like equals (Laursen & Collins, 1994). for a minority of families
(roughly 25%), parent–child conflicts in adolescence are more serious and are associated
with behavior problems in adolescents (Ehrlich et al., 2012). These more harmful conflicts
are more common among adolescents who don’t regulate their emotions well (Eisenberg et
al., 2008),
 Questions for the quiz ( Identity and self-esteem)

Based on the theory of identity and the theory of egocentrism, choose the correct letter
related to the answer.

1. At this period Adolescents believe that others are watching them constantly:
a) Imaginary audience ( correct answer)
b) Personal fable

2. At this point, the individual has explored alternatives and has deliberately chosen a
specific identity:

a) Achievement ( correct answer)

b) Foreclosure