Paper
Identity exploration in emerging adulthood: how does it apply to at-risk youths?
- issue: Issue 2 / 2010
- authors: Julie Marcotte
- keywords: adjustment, services
- views: 7847
- downloaded: 1
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abstract
Background and introduction
Identity exploration is a process within which an individual weighs alternatives, makes choice from feasible options and periodically reassesses his decisions in order to form and to refine himself in harmony with the evolving context but also in continuity with his characteristics and values (Archer 1989). These skills are believed to be essential in a fast paced world in which roles and expectations are quickly changing; necessitating flexibility, adjustment and a strong self-concept. According to Marcia's identity status paradigm (1980), identity exploration, along with commitment, are two essential dimensions of the ego identity developmental process. These two central features serve as the basis for the four identity statuses (Achieved, Moratorium, Foreclose, Diffuse) proposed by Marcia in an effort to operationalize Erikson's developmental theory of identity. Within his paradigm, statuses associated with higher levels of exploration (Achieved and Moratorium) are generally recognized as the most sophisticated and have been correlated with several positive outcomes in various studies (Archer 1989, Marcia 2002).
Initially hypothesized as the central crisis of adolescence, identity development and exploration is now conceived as an integral part of the "new" developmental period of "Emerging Adulthood" (EA) which encompasses the years between 18 and 25 years old (Arnett 2000, 2007). As matter of fact, Arnett (2007) suggests that the postponing of the typical adult roles' endorsement and the generalized extension of the educational years contributed to the shifting of the core of identity development in EA. Moreover, postsecondary educational settings, currently accessed by a majority of emerging adults, are particularly facilitating of this exploration process because of the exposure to various ideologies and cultures they involve (Yoder, 2000). Consequently, much of the research on identity development in EA has been conducted on college-bound samples and very few have been interested with emerging adults who have dropped out or who attend other educational contexts like second chance schools.
Aims
Our study wants to address the lack of research on identity development in at-risk emerging adults. Our first goal is to illustrate the statuses' distribution in a sample of emerging adult attending second chance schools in Quebec. Secondly, we want to highlight the links between psychosocial outcomes, characteristics of youths and identity exploration.
Methods
Sample. Two-hundred and twenty-nine (229) emerging adults (18-24 years-old) enrolled in adult educational settings[1] form the sample of the study. Characteristics of the sample are as follow: women (53,3%) and men (46,7%); special education services (as adolescents) = 38%; foster care services (as child or adolescent) = 16%; youths who have dropped out for at least a year before enrolling in adult education = 48%.
Instruments: Identity status. The Ego Identity Process Questionnaire (EIPQ) (Balistreri et al., 1995) is a 32-item scale assessing ego identity in 4 ideological and interpersonal domains. Status assignments are made according to the median split technique of the continuous exploration and commitment scores. Behavioral Problems: The Young Adult Self-Report (YASR) (Achenbach 1997) is a 116-item scale scored by the respondent on a 3-point scale. Three global scales and eight syndromes scales are derived from items. In the present study, the externalizing and internalizing global scales are used. Traumatic events: The Child Trauma Questionnaire (CTQ) (Bernstein and Fink 1998) is a 28-item self-report inventory that measures the severity of different types of childhood trauma. In this study, the following scales are used: Physical and emotional abuse, emotional neglect, physical neglect, and sexual abuse.
Key findings
The results of the study point out two major findings: 1) foreclose and diffuse statuses are the most prevalent and suggest overall low identity exploration in youths attending second chance schools. However, significant differences between sexes demonstrate that women are more active in the exploration process than males. The table below illustrates the status' distributions by gender.
The second finding is related to the nature and the direction of the associations between psychosocial variables (CTQ and YASR), youths' characteristics (gender, services received) and exploration scores. Women's exploration score is positively correlated with emotional and physical abuse, and negatively with special education services. Men's exploration score is positively associated with physical neglect. However, coefficient sizes are small (Cohen 1988). No significant correlation between exploration scores and problem behaviors has been noted.
Summary and recommendations
The high prevalence of the foreclose status in this sample is interesting given that this status is associated with low exploration and early adoption of significant others' values and beliefs without the exercise of critical thought (Archer 1989). On the other hand, results of studies regarding this particular status are contradictory: some argue that it represents a lack of openness, adherence to myths and early endorsement of labels imposed by the context (Archer 1989, Marcia 2002). Others suggest that foreclose youths are more satisfied with their lives, less likely to abuse drugs and less anxious than youths in any other statuses (Archer 1989). Finally, the positive associations between forms of abuse and neglect and exploration are questioning. In fact, as opposed to special education services received in adolescence, foster care services seem to be related to higher scores of exploration. A possible explanation could be that former foster care youths accessing second chance schools may represent a 'resilient' subgroup whose engagement in an educational setting is in itself, an indicator of the search for a revised and refined sense of self. However, these preliminary results need to be further investigated in order to gain a better understanding of the identity exploration processes among at-risk emerging adults. Furthermore, other variables (e.g. type of placement, length, changes in placement, severity of abuse and neglect) should be considered in future analyses.
References
Archer, S.L. (1989). The status of identity: reflections on the need for intervention. Journal of Adolescence 12, 345-359.
Arnett, J. J. (2007) 'Suffering, selfish, slackers? Myths and reality about emerging adulthood.' Journal of Youth and Adolescence 36, 23-29.
Arnett, J.J. (2000) 'Emerging adulthood: a theory of development from the late teens through the twenties.' American Psychologist 55, 469-480.
Balistreri, E., Busch-Rossnagel, N.A. and Geisinger, K.F. (1995) 'Development and preliminary validation of the Ego Identity Process Questionnaire.' Journal of Adolescence 18, 179-192.
Berstein, D.P., and Fink, L. (1998) Childhood Trauma Questionnaire: A retrospective self-report manual. San Antonio, TX: The Psychological Corporation.
Marcia, J.E. (2002) 'Ego identity and personality disorders.' Journal of Personality Disorders 20, 577-596.
Marcia, J. E. (1980) 'Identity in adolescence.' In J. Adelson (ed), Handbook of Adolescent Psychology (pp. 159-187). New York: Wiley.
Yoder, A.E. (2000) 'Barriers to ego identity status formation: a contextual qualification of Marcia's identity status paradigm.' Journal of Adolescence 23, 95-106.
Contact details
Julie Marcotte, Ph.D. JEFAR et l'Institut universitaire sur les jeunes en difficulté, CJQ.
Professor, Departement of psychoéducation Université du Québec à Trois-Rivières, Pavillon Michel-Sarrazin, bureau 1019 3351, boul. des Forges, C.P. 500, Trois-Rivières, Québec G9A 5H7
Tel: (819) 376-5011
Email: julie.marcotte1@uqtr.ca
[1] In Quebec's educational system, adult educational settings are mainly attended by 16 to 24 year-olds who return to school after dropping out or who make a direct transition from the youth to the adult sector in order to make up for academic delays. This second chance school setting provides secondary level educational services.