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Erikson and Marcia Research Project

Erikson and Marcia Research Project. Katy Offen Claire Schwartz. “We know who we are only when we know who we are not and often only when we know whom we are against.”  ― Samuel P. Huntington,  The Clash of Civilizations and the Remaking of World Order.

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Erikson and Marcia Research Project

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  1. Erikson and Marcia Research Project Katy Offen Claire Schwartz

  2. “We know who we are only when we know who we are not and often only when we know whom we are against.”  ― Samuel P. Huntington, The Clash of Civilizations and the Remaking of World Order “To have the courage of one’s diversity is a sign of wholeness in individuals and in civilization.” ― Erik Erikson, Identity, Youth and Crisis (1968)

  3. Erik Erikson - Background • Born in Frankfurt, Germany, June 15th, 1902 • Biological father left before Erikson was born (extramarital union) • …so he was adopted by his Jewish Step-father – name became Erik Homberger • Erikson did not look Jewish – appeared Danish • Teased by Jewish Community – causing Erikson to question who he was • As a teenager, confused about future: • Entered into Moratorium: period where one is confused about who they are, so they try new things to find themselves

  4. Erik Erikson - Background • Studied with Anna Freud on psychoanalysis • Was even one of her subjects • Hitler  forced Erikson and family to leave Germany • Came to America, studied different children in different cultural contexts • Pine Ridge Reservation in South Dakota • University of California • Book “Childhood and Society” • Maps out eight stages in relation to different cultures • Something that Freud did not do!

  5. Erikson’s Stage Theory vs Freud’s Erikson Freud Limited Too specific – Body Zones Based on psychosexual stages Some discussion on interaction between child and others • Believed that Personality development did not just come from psychosexual stages and body zones • Tries to go away from body zones and into more through into children’s relationships • What’s the relationship between the child and the Social World? This Photo by Unknown Author is licensed under CC BY-SA

  6. “Thus, development is a continuous process with each phase equally a part of the continuum, since every phase finds its antecedents in previous phases and its ultimate solution in those subsequent to it. ꟷ Maier (1969), Three Theories of Child Development

  7. Stages

  8. Stages

  9. Identity – Stage 5: Puberty • With Puberty – awakens this notion of identity consciousness • Being caring about what others think • Identity consciousness – becomes the new doubt • Doubt oneself • Erikson – quote from a western cowboy bar: • “I ain’t what I ought to be, I ain’t what I’m going to be, but I ain’t what I was.” Confusion

  10. Identity • Not just simply “Who am I?” • But “what and in what context can I be and become?” • Identity is deeply connected to society and culture • Moratorium: period of time for an individual who is not ready to commit to an identity, to integrate themselves into adulthood

  11. Negative Identity • *negative identity – instead of finding one’s true identity, they align themselves with specific groups that contrary to societies expectations and controversial! • Depends on what is currently happening in society This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY-SA-NC

  12. Why Adolescents? • Identity crisis come when the child meets the challenges of the adult world • Adolescents relate to peers as they go through this stage too • At the point where past and future beliefs try to synthesize

  13. James Marcia - Background • BA from Wittenberg University in Springfield, Ohio • PhD from Ohio State University • Previously taught at… • Simon Fraser University in British Columbia, Canada • State University of New York in Buffalo, New York • Clinical and Developmental Psychologist

  14. James Marcia - Background • Active in… • Clinical private practice • Clinical psychology supervision • Community consultation • International clinical-developmental research and teaching • Best known for… • Extensive research and writings on psychological development, with specific attention focused on adolescent psychosocial development and lifespan identity development

  15. Relationship to Erikson • Erikson created a general outline of what we might expect in terms of psychosocial development at adolescence • Marcia elaborated on Erikson’s theories of identity development… • HOW???

  16. Identity FormationIdentity Achievement: there are two distinct parts contributing to the achievement of adolescent identity Crisis: • the times during adolescence when the individual seems to be actively involved in choosing among alternative occupations and beliefs Commitment: • the degree of personal investment the individual expresses in an occupation or belief

  17. Four Stages:

  18. Identity Achievement - IA • adopted their commitments on the basis of a thoughtful, exploration process, with identity-defining directions constructed on their own terms • generally more mature and have shown higher levels of moral reasoning, intimacy, ego development, self-esteem, personal autonomy, and more adaptive defence mechanisms

  19. Identity Moratorium - IM • non-committed in terms of key, identity-defining roles and values • in the process of exploring or “trying on” potential vocational roles and ideological values for fit • generally more mature and have shown higher levels of moral reasoning, intimacy, ego development, self-esteem, personal autonomy, and more adaptive defense mechanisms • highest levels of anxiety and openness to new experience

  20. Identity Foreclosure - IF • equally committed to identity-defining roles and values, but no genuine exploration process was involved prior to commitment • assumed an identity based on their identifications with significant others, most commonly parents • highest levels of authoritarianism, use of an external locus of control, and normative approaches to personal problem solving and decision making

  21. Identity Diffusion - ID • non-committed in terms of key, identity-defining roles and values; no exploring • rely more on non-adaptive defense mechanisms and have shown low levels of intimacy, self-esteem, personal autonomy, and ego development

  22. New Millennium: the social conditions of choice, giving rise to the need for identity-defining decisions among adolescents and young adults Marcia on Culture • North American adolescents: more defined by the ideological areas of occupation, religion, politics, and philosophy of life and the interpersonal areas of friendship, dating, sex roles, and recreation • Central European adolescents: more defined by the ideological areas of school, occupation, leisure time, parents, philosophy of life, friendship, personal characteristics, and intimate relationships This Photo by Unknown Author is licensed under CC BY-SA

  23. Nature vs Nurture Line Marcia Nature Nurture Erikson

  24. Our study • 2 middle Schools – One Public, One private (catholic) • Wanted to see which group had a better sense of identity, or what stages identity they were in • Could we see a pattern within these adolescents? • Would this pattern better able to help us as teachers with out future students?

  25. Questionnaire • 28 True or False “I” Statements • 7 in each category • Moratorium • Achievement • Foreclosure • Diffusion • Subjects pick the whether the statement is true or not to them This Photo by Unknown Author is licensed under CC BY

  26. Rules for Evaluating • Whatever group the child is in, is determined by the amount of true’s from a specific category • When a child has the same amount of T’s in 2 or more categories: • Child has some aspects of one group, and some of another • Child might be transitioning from one group to another 3. If a child has mostly false answers, we took a look at how many true’s were in each category. Usually, when a child identifies with nothing, they are expressing Identity Diffusion. Even though they may not have expressed that by answering our questions, it’s clear that they are confused about themselves one way or another. TRANSITIONING - When switching from one stage to another, it requires re-questioning and rethinking identity, and this happens with time.

  27. Transitioning • For the sake of it not being too complex – categorized transitioning at the group that is being transitioned to, because with time they will most likely be in that stage

  28. Data • Compared: identity groupings between 3 separate groups (may do more later) • Girls vs Boys • Public vs Private • 6th Grade vs 8th Grade Hypothesis: We, the researchers, believe that boys in the eighth graders at the private school are going to have a better understanding of their identity in the middle school. • Boys, Private, and 8th Grade

  29. Girls vs Boys

  30. Girls vs Boy – by School

  31. Conclusions – Girls vs Boys • Girls were less variant than Boys • More Boys had Identity Achievement than Girls, however more Girls had aspects of IA/IM – suggesting that perhaps Girls may be faster at identity development • Interesting to see that less Girls and Boys at the private school have not achieved identity – what might this infer? This Photo by Unknown Author is licensed under CC BY-SA-NC

  32. Public = 23 students Private = 56 students Public vs Private

  33. Public vs Private Conclusions • Public – More IA, but less IA/IM, more IM as well • Private – Less IA, but more IA/IM • Public Schools seem to have a wide range of identity categories • What could cause this? • Perhaps support that public schools may lack • Factors like more present bullying, teacher quality, and the general culture have an impact This Photo by Unknown Author is licensed under CC BY-SA

  34. 6th= 27students 8th= 52 students 6th Graders vs 8th Graders

  35. Conclusions – 6th vs 8th

  36. Limits on Our Study • Less subjects from public, more at private • Doesn’t provide most accurate sample • Evaluation – not always right • May not be accurate about whether they are transitioning or not • At the public school – many ESL students • Do they understand the questionnaire? • No public School for 6th grade

  37. Was our hypothesis correct? • We were right thinking boys had better identity achievement • Somewhat Wrong – in thinking that Private would have more IA, but there is a bigger category of IA/IM • Students are not exposed to a diverse culture in private schools? • May do some more digging into this, such as how many siblings students have • We were right in thinking that 8th graders would have better identity achievement

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