Identify Social Identities

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Identify Social Identities

• Johnika Nixon

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Comp Study Overview
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• What competencies does this relate to?
• Achievement purpose of this competency in regards
  to the ResLife educational outcome of
  citizenship.
• What does this competency stem from and state?
• What we would expect of a person who has achieved
  this learning. The types of and ways to evaluate
  the measurability and/or observable qualities.
• Influence by a treatment or strategy and/or
  practices
• Recommendations

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Citizenship
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• Become an engaged and active citizen by
  understanding how your thoughts, values, beliefs
  and actions affect the people with whom you live
  and recognize your responsibility to contribute
  to society at a local, national, and global
  level. This will be accomplished through an
  exploration of self, community and connections
• Self Awareness, Connection Community

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Related Competencies
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• Demonstrate the ability to self reflect
• Demonstrate generalized knowledge of the social
  identities that exist in our society
• Identity values
• Articulate the importance of self-reflection
• Accept and value other social identities
• Demonstrate an understanding of the perspectives
  of other social identities
• With an understanding of belonging needs,
  critically examine peer group impact on you and
  your impact on others
• Demonstrate an understanding of the power to
  choose between responsibility to self and
  responsibility to society
• Identity community behavior expectations of self
  and others
• Demonstrate the awareness of the power of an
  individual in a community

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Achievement Purpose
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• Sociologist Coser argues that people who function
  in complex social structures develop a deeper
  understanding of the social world and are better
  able to function as effective citizens. (Gurin,
  Nagda, Lopez, 2004)
• Gurin cited the following claim written in
  Democratic Education in an Age of Difference that
  democratic citizenship is strengthened when
  undergraduates understand and experience social
  connections with those outside of their often
  parochial autobiographies and when they
  experience the way their lives are necessarily
  shaped by others (Guarasci and Cornwell, 1997,
  Preface, p. xiii).
• Colin Powell was cited in an article by Gurin for
  having stated, A great deal of learning occurs
  through interactions among students of both
  sexes of different races, religions, and
  backgrounds who come from cities and rural
  areas, from various states and countries who
  have a wide variety of interests, talents and
  perspectives and who are able, directly and
  indirectly to learn from their differences and to
  stimulate one another to reexamine even their
  most deeply held assumptions about themselves and
  the world (Powell, 1978, p.412) (Gurin,
  Nagda, Lopez)

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Achievement Purpose
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• Without institutional support and guidance in
  making developmental transitions, individuals are
  left largely to their own internal resources more
  so than in the past. The passive response to
  this is to drift from image to image, rather than
  to undertake more difficult developmental tasks,
  like actively exploring, challenging, and
  developing ones beliefs and potentials.
• (Cote)

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Understanding Identity
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• 5 Commonly documented functions of identity
• Providing the structure for understanding who one
  is
• Providing meaning and direction through
  commitments, values and goals obstacles
• Providing a sense of personal control and free
  will
• Striving for consistency, coherence, and harmony
  between values, beliefs and commitments
• Enabling the recognition of potential through a
  sense of the future, possibilities and
  alternative choices.
• (Adams Marshall, 1996, p. 433)

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Social Identities
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• Social identities vary in the degree to which
  they are visible and voluntarily adopted. (Smith)
• An individuals personal or social identity not
  only is shaped, in part, by the living systems
  around the individual, but the individuals
  identity can shape and change the nature of these
  living systems. (Adams Marshall)

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What does this competency state?
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• Identity is not just a private, individual
  matter but a complex negotiation between the
  person and society.
• Jones and McEwen developed a model that states
  sexual orientation, race, culture, class,
  religion, and gender are identity dimensions that
  circulate around ones core identity.
• While individuals can identify multiple social
  groups to which they belong, they have difficulty
  understanding the interplay among their multiple
  social identities.
• Reason Davis

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Revealed Identities
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• Broad
• Elementsinnate and visible
• Race and Gender

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Silent Identities
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• Identities that are not adopted
• May not be visible

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Chosen Identities
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• Identities that are chosen and/or achieved
• Not visible, unless disclosed/displayed

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Social Connectedness
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• Among the most common psychological symptoms
  presented by individuals seeking counseling are
  feelings of loneliness, isolation, and alienation
  (Lee and Robbins)
• Subjective awareness of being in close
  relationship with the social world (Lee and
  Robbins)
• Proximal and distal relationships with family,
  friends, peers, acquaintances, strangers,
  community, and society (Lee and Robbins)
• 2 Levels of Social Connectedness

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Issues
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• Family values--powerful motivating force that
  people can use to guide their decisions and
  justify their actions. (Baumeister)
• Many of the issues facing late 20th century
  adolescents may be a result of a conflict between
  what they view as good for their self and what
  their parents (society) may demand of them.
• Finding ones self (Baumeister)
• Movies, books and talk shows allude to the
  importance of finding ones self but with no
  clear conception of that meaning, how or the
  benefits.
• Modern need to find this hidden identity may
  result in more experimentation with different
  roles and greater suggestibility from peer
  groups, as the person tries to find a self that
  fits

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7 Vectors
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• Developing competence
• Managing emotions
• Developing autonomy
• Developing mature interpersonal relationships
• Establishing identity
• Developing purpose
• Developing integrity
• (Evans, et. All)

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Treatment vs. Strategy
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• The active response is to develop strategies for
  dealing with these influences in terms of
  sustaining some sense of direction and meaning,
  and taking initiative in ones own personal
  development. (Cote)
• Prime testing ground for this is the university,
  where opportunities abound for creating
  tangible/intangible resources. (Cote)

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Treatment vs. Strategy
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• Chickering noted the following environmental
  influences on student identity development
• institutional objectives,
• institutional size,
• student-faculty relationships,
• curriculum,
• teaching,
• friendships and student communities,
• student development programs and services,
• integration of work and learning,
• recognition and respect for individual
  differences, and
• acknowledgement of the cynical nature of learning
  and development.
• (Evans)

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Treatment vs. Strategy
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• Maslow suggested that we can ask people for their
  philosophy of the future -- what would their
  ideal life or world be like?

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Review
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• Definition of Citizenship
• Competency Overview
• What does this competency state, stem from and
  relate to?
• Achievement purpose of this competency in regards
  to the ResLife educational outcome of
  citizenship.
• What we would expect of a person who has achieved
  this learning. The types of and ways to evaluate
  the measurability and/or observable qualities.
• Influence by a treatment or strategy and/or
  practices

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Recommendations
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• Modifications
• Freshman Explore social identities
• Sophomore Identify social identities
• Seek out critical issues unmet
• Proactive with results from SSCprogramming
• Student Success Contract
• Personal 11

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Conclusion
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• Question Answer
• Thank You