When groups differ in status in a culture, those from the non- dominant group have to be cognizant of the customs and values of those from the dominant culture.
The reverse is rarely the case. This makes ethnic identity far less salient for members of the dominant culture. In the United States, those of European ancestry engage in less exploration of ethnic identity, than do those of non-European ancestry Phinney, However, according to the U. Phinney suggests three stages or statuses with regard to ethnic identity:.
The more ethnically homogeneous the high school, the less identity exploration and achievement Umana- Taylor, Moreover, even in more ethnically diverse high schools, teens tend to spend more time with their own group, reducing exposure to other ethnicities. This may explain why, for many, college becomes the time of ethnic identity exploration.
It is also important to note that those who do achieve ethnic identity may periodically reexamine the issues of ethnicity.
This cycling between exploration and achievement is common not only for ethnic identity formation, but in other aspects of identity development Grotevant, and is referred to as MAMA cycling or moving back and forth between moratorium and achievement. Phinney suggests that people may handle it in different ways. Some may keep the identities separate, others may combine them in some way, while others may reject some of them. Bicultural identity means the individual sees himself or herself as part of both the ethnic minority group and the larger society.
Those who are multiracial , that is whose parents come from two or more ethnic or racial groups, have a more challenging task. In some cases their appearance may be ambiguous.
This can lead to others constantly asking them to categorize themselves. Phinney notes that the process of identity formation may start earlier and take longer to accomplish in those who are not mono-racial.
Privacy Policy. During adolescence, we experience psychological moratorium , where teens put their current identity on hold while they explore their options for identity. The culmination of this exploration is a more coherent view of oneself. Those who are unsuccessful at resolving this stage may either withdraw further into social isolation or become lost in the crowd.
Role Confusion Identity vs. Contributors and Attributions 3. A healthy balance between initiative and guilt is important. Success in this stage will lead to the virtue of purpose , while failure results in a sense of guilt.
Erikson's fourth psychosocial crisis, involving industry competence vs. Inferiority occurs during childhood between the ages of five and twelve. Children are at the stage where they will be learning to read and write, to do sums, to do things on their own.
The child now feels the need to win approval by demonstrating specific competencies that are valued by society and begin to develop a sense of pride in their accomplishments.
If children are encouraged and reinforced for their initiative, they begin to feel industrious competent and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferiour, doubting his own abilities and therefore may not reach his or her potential.
If the child cannot develop the specific skill they feel society is demanding e. Some failure may be necessary so that the child can develop some modesty. Again, a balance between competence and modesty is necessary.
Success in this stage will lead to the virtue of competence. The fifth stage of Erik Erikson's theory of psychosocial development is identity vs. During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals.
During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.
The individual wants to belong to a society and fit in. The adolescent mind is essentially a mind or moratorium, a psychosocial stage between childhood and adulthood, and between the morality learned by the child, and the ethics to be developed by the adult Erikson, , p. This is a major stage of development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is.
Erikson suggests that two identities are involved: the sexual and the occupational. During this stage the body image of the adolescent changes. Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one's self to others on the basis of accepting others, even when there may be ideological differences.
During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Role confusion involves the individual not being sure about themselves or their place in society. In response to role confusion or identity crisis , an adolescent may begin to experiment with different lifestyles e. Also pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in addition to this feeling of unhappiness.
Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial development. This stage takes place during young adulthood between the ages of approximately 18 to 40 yrs. During this stage, the major conflict centers on forming intimate, loving relationships with other people. During this stage, we begin to share ourselves more intimately with others. We explore relationships leading toward longer-term commitments with someone other than a family member.
Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of love. Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during during middle adulthood ages 40 to 65 yrs.
Psychologically, generativity refers to "making your mark" on the world through creating or nurturing things that will outlast an individual. During middle age individuals experience a need to create or nurture things that will outlast them, often having mentees or creating positive changes that will benefit other people. We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations.
Through generativity we develop a sense of being a part of the bigger picture. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. By failing to find a way to contribute, we become stagnant and feel unproductive.
These individuals may feel disconnected or uninvolved with their community and with society as a whole. Success in this stage will lead to the virtue of care. This stage begins at approximately age 65 and ends at death. It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.
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