Ch 6 Self Concept Identity Ethnicity Gender Self Concept Self Esteem which he or she is aware assessment by an individual of himself or herself o The self is that part of an individual s personality of o Self concept is a conscious cognitive perception and More transitional temporary changes Six different selves Who others think I am Who I think I am Who I really am Who I think others think I am Who I think I want to become Who I think others want me to become change influenced by mood Has some stable features but also undergoes Temporary self concept ideas of self are o Self esteem is a related term that refers to how one feels about oneself it is more evaluative in nature overall sense Importance of a Good Self Concept o Motivates and directs one s behavior o Oyserman and Markus 1990a 1990b possible selves who you might be future Hoped for selves dream what you hope to Expected selves may not be possible could be become feared ex parents obese you expect to be obese Feared selves who you don t want to become Good Self Esteem ideals o Corresponds between their self concepts and their self o Encourages better mental health o Interpersonal competence and popularity o Promotes positive social relationships o Permits academic success More likely to be popular positive outlook More likely to interact w others confidence Loop Confidence Good grade Confidence repeat Low Self Esteem o Poor social adjustment o Not noticed or selected as leaders o Don t participate often in class clubs or social activities o Don t stand up for their own rights or express their Body language scared insecure opinions on matters that concern them Afraid there will be consequences o Experience a good deal of role strain o Delinquency Research hasn t found a link Development of a Positive Self Concept o Significant others o Parents Those that have a lot of influence on your life For example teachers peers boyfriend girlfriend Acceptance flexibility support Authoritative warm but still have boundaries Viewing child realistically o Socioeconomic status An indirect effect o Race Ethnicity Prejudice reduces self esteem o Gender Adolescent girls global self esteem is somewhat lower than boys o Disabilities Negative body cognitive images Environment affects influences Range severity Depending upon coping abilities o Stress Changes in Self Concept o Self esteem lowest in early adolescence Early puberty changes awkward looking teeth braces acne thicker around middle o The overall level of one s self concept gradually stabilizes Realizing not good at everything helps stabilize o See oneself more realistically o Very interested in finding girlfriends or boyfriends o Become concerned about and dissatisfied with own appearance Factors that affect self esteem o Increases o Decreases Being close to one s parents Setting high vocational aspirations Having authoritative parents Feeling attractive Being athletic Being recognized Having successes Low SES Entering middle school Having authoritarian or permissive parents Experiencing academic failure Feeling peer rejection Moving Erikson 7 Issues 1 Temporal Perspective vs Time Confusion Gaining a sense of time and continuity of life Learning to estimate allocate one s time True sense develops around age 15 16 Developing self confidence based on past to help 2 Self Certainty vs Self Consciousness accomplish goals in the future 3 Role experimentation vs Role Fixation Trying out different roles experimenting with many different identities personality characteristics ways of talking acting ideas goals and types of relationships This is how identity is achieved 4 Apprenticeship vs Work Paralysis Explore try out different occupations Plays a large part in determining one s identity Develop a clear identification with one sex or the 5 Sexual Polarization vs Bisexual Confusion other Erikson believed men and women must be willing to assume their so called proper roles sexual polarization for communities to function properly 6 Leadership Following vs Authority Confusion Learn to take leadership and to follow Confused about what authority figures to follow state employer parents friends etc 7 Ideological Commitment vs Confusion of Values Individuals need something to believe in or follow Marcia 1966 Identity Status o Identity diffused No thought or commitment No idea what you want to do and not trying to figure it out o Foreclosure o Moratorium Commitment but no thought Example Just expected to go into family business Thought but no commitment Period of delay not ready to make a decision Thought and commitment Know what you want to do and working towards it o Identity achieved Critique of Marcia o His 4 identity statuses don t capture the entirety of o Focuses too much on crisis commitment too little on o Identity statuses don t always develop in an exact identity concept as envisioned by Erikson other crucial components sequence Some enter adolescence in diffusion status some Some never make transition to moratorium and remain there achievement statuses remaining within foreclosure status Some who attain achievement status regress later Some may remain in moratorium for many years Identity as a Process o Identity control system Consists of two interpersonal and three intrapersonal components o Intrapersonal Components Self concept Identity standards beliefs about how one should behave Comparator assesses similarity between the two One s social behavior Interpersonal feedback from others o Interpersonal Factors Ethnic Identity figure 6 3 1 Separation Exclusive focus on their own cultural values and Not trying to integrate practices 2 Assimilation Choose to identify solely with the culture of the dominant society and to relinquish all ties to own ethnic heritage 3 Integration 4 Marginality Strong identification and involvement with both your own culture and mainstream society Absence loss of one s culture of origin and lack of involvement with dominant society Sex Gender o Sex Biological phenomenon o Gender Cultural expectations that go along with one s XX girl or XY boy chromosomes sex E g that males are more independent than females If you don t fit those molds you may get made fun of especially in adolescence Cognitive Developmental Theories o Gender schema theory Children label themselves and objects as boys or girls e g baseball hat boy dress girl Pay attention to labels that match their own Children prefer things and behaviors they are Act in masculine or feminine ways familiar with
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