Chapter 11: Development of Self and Identity
Learning Objectives
- Describe the development of self from infancy to adolescence, including characteristics of self, Erikson’s stages associated with each stage, and Marcia’s identity statuses
- Explain the development of self-esteem and it’s relation to self-efficacy
- Explain theories of gender identity development
- Explain sexual identity development, including biological explanations
- Explain ethnic identity development using Phinney’s model
- Describe other areas of identity development
- Explain moral development according to Piaget, Kohlberg, and Gilligan’s theories
Psychosocial development occurs as children form relationships, interact with others, and understand and manage their feelings.
One’s sense of self begins to develop in infancy and changes as a function of cognitive and emotional developments during childhood and adolescence. A well-developed identity is comprised of goals, values, and beliefs to which a person is committed. It is the awareness of the consistency in self over time, the recognition of this consistency by others. The process of identity development is both an individual and social phenomenon (Adams & Marshall, 1996). Much of this process is assumed during adolescence when cognitive development allows for an individual to construct a ‘theory of self’ based on exposure to role models and identity options. Erikson (1968) believed this period of development to be an ‘identity crisis,’ a crucial turning point in which an individual must develop in one way or another, ushering the adolescent toward growth and differentiation. Identity is formed through a process of exploring options or choices and committing to an option based upon the outcome of their exploration. Failure to establish a well-developed sense of identity can result in identity confusion. Those experiencing identity confusion do not have a clear sense of who they are or their role in society.
Identity development is vital to a person’s understanding of self and participation in social systems. Adams and Marshall (1996) propose that identity development is fluid, contextually grounded, and socially negotiated. This means that individuals actively construct their identities within the opportunities and constraints of their environments. In other words, identity is not formed in isolation, but emerges through ongoing engagement with social contexts and individuals’ active interpretations of these experiences. Because individuals hold multiple identities across contexts, their identity is shaped-and sometimes constrained-by the structures that support or marginalize certain identities. Identity also evolves across developmental periods (e.g., adolescence) and contexts (e.g., new environments), which provides opportunities for continued exploration and reorganization of the self.
