Enrollment in Identity 101 is not an option

[Renee Smith]

Within the confines of Erikson’s theory of psychosocial development, all of the students I observe are placed securely within the identity versus role confusion stage since they are all adolescents. Whether or not they all are actually dealing with that specific developmental issue is unclear to me since I get a very brief view into their lives. Assuming that all of the students are indeed in the identity versus role confusion stage, the classroom I’m observing is simply not the best place for them to explore their identities. In my experience in the classroom, I think most of that has to do with the unfortunate linearity that chemistry is taught with and seems to require in our school system. Concepts must be taught one after the other since the learning builds upon itself, for example, to do a later lab on compound identification, students must know about boiling and melting points and solubility but in order to learn about those things, students must be able to distinguish between elements and compounds and mixtures. While these things are (in my opinion) interesting to learn so as to know more about our world, they don’t really help students explore their own identity. That being said, I think some aspects of the classroom can definitely help a bit, like working in groups or the occasional creative project (like getting to design plaques of the elements and even make one for a made-up element for extra credit). Working in groups definitely helps students interact with others and in a sense, find their place among their peers. For example, finding the other students that they work well with, either due to similar interests or working and learning styles, or even how they prefer to study for an exam helps them learn at least a little bit more about themselves as a person. While it isn’t really the political, religious, or gender roles identity that Erikson seemed to suggest, it still can shed light on smaller aspects of themselves that they might not have thought too much about previously.

In regards to Marcia’s extension of Erikson’s psychosocial theory of development, in all honesty, I am hesitant to place myself in one of the stages in so public of a setting. In my personal situation, I feel like placing myself in the identity achievement stage is perhaps a bit egotistical since I think humans and identity is quite more fluid than the theory seems to allow for. I may also just be of that opinion since I haven’t really settled on the grand notion of my identity yet. I feel very lucky that I have felt comfortable enough to have explored many different identity options in my upbringing, which was a very safe space for me. This then also rules out identity foreclosure and identity diffusion. In truth, I think I often fluctuate between identity achievement and moratorium, since in waves I feel as though I have found an identity that suits me but then sometimes that identity no longer seems to fit as I learn more about myself or potential identity options that I hadn’t previously been aware about. While according to Marcia that might mean that I am constantly in a state of moratorium, I don’t think that is quite accurate. Sometimes I am perfectly at peace with my perception of my identity, such as when I was a senior in high school and I felt that my priorities, situation, and relationships with people aligned with what at the time I believed I wanted in life. Other times, I am not as at peace with my current idea of myself, as has been the case in college, where aspects of my situation changed, I was exposed to certain other ideas of self, and have in essence outgrown the identity I used to be so comfortable in. For those reasons, I think I am often alternating between the stages of identity achievement and moratorium.

Discussing my perception of my own identity has made me think a lot about what I’ve observed in the classroom I observe in. As I might have expressed before, due to the schedule of my tutoring times, I get to watch both a ninth grade and an eleventh-grade chemistry class. Over the few weeks I’ve gotten to see these students, many of the older students seem very at ease, not just with the high school environment but also with themselves. The ways in which they interact with the teacher, Mr. Wiebe, myself, and their peers seems pretty consistent. The students who tease Mr. Wiebe tend to do so repeatedly while the students who prefer to just say hello tend to stick to that. The same is true in group work, those who go to lab tables to do a handout always do so and always work with the same people while those who stay at their desk always stay at their desk. With the exception of Homecoming week, the same is true of how they dress and carry themselves. The students seem to have a consistent way of walking into the classroom and style, which varies between students but not really day to day. However, the ninth graders are so much more fluid. Some days, a student won’t even look at me and the next they might ask me half a dozen questions (sometimes related to class content but often not). Sometimes they stride into the classroom like they own the place and give Mr. Wiebe some playful guff while other times they slink in as if they don’t want anyone to look at them. Even their clothing choices can vary so much day to day. One day, and this is a totally serious story, a student came into class wearing what appeared to be a tennis skirt and a polo, very preppy, and then that Friday came in wearing ripped black jeans and a punk band t-shirt. And before you ask, no the polo/tennis skirt ensemble was not during Homecoming week for the Country vs Country Club theme day. While the fluctuations I’ve described are only external perceived fluctuations in identity, I think it is just as interesting to see as looking in at their internal thoughts about their identity might be. I acknowledge that all of this changes could be due to simply daily whims or feelings on the ninth graders’ part and that the eleventh graders could be in utter identity turmoil while presenting the same façade each day, I think these external choices on how to present themselves on the closest I will get to actually taking a peek into the development of their identity.

[Sophia Maag]

Renee, your discussion on identity is so thought provoking! For starters, your observations of the 11th graders vs 9th graders is very curious — these students aren’t that far apart in age but they likely perceive themselves to be. One initial thought is that the longer you’ve gone to a school, the more established and comfortable you may feel at that institution. I struggle to believe that these high schoolers have found their identity (they may think they have, but just wait for the crises to hit), but perhaps they have found habits and routines that fit their personalities. I also think it’s easier for 11th graders to act consistently because they have to hold up the standard of what others expect from them. After all, how much of our identities is based off how others see us? As you mention, perhaps internally all these high schoolers are in identity turmoil, but are masters of putting on an act. Additionally, your point about fluctuation of identity stages is interesting. I’m inclined to think that if you think you’re in identity achievement but then you realize that identity doesn’t fit, you were never in identity achievement and were just not actively in a state of crisis. However, with that logic, can you ever be in identity achievement?

Then, in response to your first point about identity formation in the classroom, I’m wondering to what extent practical skill and education such as in chem class can ever lead to identity formation. Is it a process of realizing whether you’re interested in chemistry or not? I don’t know if the material in the class can lead to identity formation, but I think your discussion of group work is important, and that group work can teach students lessons about themselves that has nothing to do with the subject they’re learning!

[Izzy Charlton]

I found your points on identity incredibly insightful. I think it’s interesting that you don’t seem to cleanly fit in one of Marcia’s categories, but instead drift between the two. I would say that fits my thoughts on identity as well, since humans are truly beings of change. We are constantly changing ourselves and our sense of self. Additionally, there’s so many aspects of identity to explore that I can’t imagine anyone would truly stay achieved forever. I like how you described it as being “at peace” with yourself, rather than achievement. I feel like identity is exploring who you are and accepting that, rather than having to work towards forming something to “achieve.” Thank you for sharing your personal experiences and your thoughts on the fluidity of identity.

[Paul Fairchild]

Renee, I really enjoyed your commentary on identity. You bring up some really interesting points that I haven’t considered. i especially like the section where you reflected on your own identity as it relates to Marcia’s theory. Your willingness to look inward and provide a thought-provoking answer are appreciated. You clearly have a unique understanding of human behavior. Your insights about the way your studemts carry themselves day-to-day is once again very thought provoking.

[Author]

Posts