Identity and dating commitment among women and men in college

Lower division and upper division college women's and men's commitment in a dating relationship was examined in connection with their (a) gender role attitudes, (b) educational aspirations, (c) certainty about their future vocation, and (d) the importance they attach to work vs. marriage as a source of life satisfaction. Dating commitment was also examined for women in relation to their dedication to work for pay after marriage, and for men in terms of their ideas about their future wife working. The more certain upper division college women's vocational identity, the more committed they were to their dating partner, but the more they planned to work after marriage the less involved they were in a relationship. Additionally, upper division women who placed more importance on a job than marriage and who had a clearer vocational identity were less involved in a relationship. The clearer upper division men's vocational identity, the more committed they were in a relationship. Lower division men who placed more importance on work compared to marriage were less involved in a dating relationship. The results are discussed in light of Erikson's stages of identity development and more recent research that suggests women's identity development follows a different course from men's.Received Ph.D. in child development and family relationships at the University of Texas at Austin. Current research interests include the influence of parent-child interaction on children's mastery and achievement motivation, peer and intimate relationships, and identity development.Received Ph.D. from the State University of New York at Albany. Research focuses on the development of relationships from courtship into marriage and first-time parenthood.Received Ph.D. from the University of Minnesota. Program of research concerns the developmental origins, correlates, and consequences of identity formation in adolescence. Recent research addresses the dynamics of relationships in adoptive families and the consequences of openness in adoption on family members.Received B.A. in child development and family relationships program at the University of Texas at Austin.     

Psychodynamic aspects of identity formation in college women

This intensive clinical study investigated the role of developmental and psychodynamic forces in the identity formation of 48 randomly selected college senior women. Using Marcia's four identity statuses as a typology of the forms that late adolescent identity formation may take, this research explored the intrapsychic aspects which are central to each group. By means of a clinical interview, psychodynamic portraits of each of the statuses were developed. Case material is presented herein. Discussion centers on identification histories, on the quality of the ego-superego balance, and on significant early psychosexual conflict and defenses. Theoretical implications of the clinical findings are discussed with respect to Eriksonian and psychoanalytic formulations of late adolescent growth. The special nature of female identity development is also considered.This paper is based on a dissertation submitted in partial fulfillment of the requirements for the Ph.D. degree in psychology at the University of Michigan.Received Ph.D. from the University of Michigan. She plans to continue her studies of late adolescent identity formation in women.     

A world in which women move freely without fear of men: An anthropological perspective on rape

In western scholarly debate, there is nearly universal acceptance of rape as a male trait typical of all time periods and cultures. However, cross-cultural data provide insight into societies where rape is rare or unknown and can therefore be helpful to develop strategies for prevention. The paper focuses on the question why men do not rape in these societies with rape being understood as a crime that reflects male dominance and entitlement.An earlier finding by Sanday [J. Soc. Issues 37 (1981) 5] that such “rape-free” societies attach importance to the “contributions women make to social continuity” is further analyzed by taking an in-depth look at matrilineal societies. The category “matrilineal” is chosen because these cultures recognize women's contributions to social continuity, and absence or rareness of rape has been repeatedly reported. Data from matrilineal cultures from the relevant literature including my own work in South America are compared with a select body of data discussing western rapists. As the discussion demonstrates, the specific gender dynamics in matrilineal cultures reduce the significance of man's sexual persona and thus male heterosexual authority which mitigates the potential of male dominance and rape.     

Ego identity status,ego development,and locus of control in college women

This study examined the relationship of identity status to ego development and locus of control in 75 college women. The identity statuses did not differ significantly in self-reported locus of control, but did differ on the depth measure of ego development. Consistent with identity theory and with previous research with males, identity achievers and moratorium (incrisis) women were more advanced in their ego development than fore-closure and diffusion women.This article is based in part on the doctoral dissertation of Sheila D. Ginsburg, Submitted in partial fulfillment of the Doctor of Philosophy degree, University of Missouri—St. Louis.Received her Ph.D. in clinical psychology from the University of Missouri—St. Louis. Current research interests include normative and dysfunctional development in children and adolescents.Received his Ph.D. in clinical psychology at State University of New York at Buffalo. Research interests include personality and social development of adolescents and young adults.     

Identity formation and social relations during late adolescence

Theoretical assumptions outlined by Erik Erikson on psychosocial crisis resolution hypothesizes that the positive resolution of the identity crisis is predictive of more mature intimacy formation. To test this hypothesis, college-aged late adolescents (48 subjects) completed interviews and selfreport instruments measuring identity formation and degree of intimacy along with daily records of social interactions for one week. Analyses indicated a complex association between identity and intimacy formation. Comparisons were made between the exploration and commitment process of identity and the measures of intimacy formation and social interaction measures. Numerous complex sex differences were observed with several interactions between gender, exploration, commitment, and intimacy context. Findings are discussed in terms of broadening future research direction beyond the simple study of the linkage of identity and intimacy.Partial funding for this study was provided through a grant to the second author. Support was given by Science and Education Administration/United States Department of Agriculture and the Utah State Agricultural Experiment Station.Research interests include adolescent development, personality and social relations, and mental health issues.Research interests focus on personality and social development in adolescence.Research interests include psychotherapy, mental health, and psychopathology.     

Adolescents' fear of social consequences of academic success as a function of age and sex

The Fear of Success Consequence Scale (FOSC) was used to assess adolescents' fears of potential social consequences of academic success in three dimensions, i.e., negative social reaction, positive peer reaction, and increased pressure and responsibility for continuous success. Subjects were 360 students in early adolescence (grades 7–9) and mid-adolescence (grades 10–12) in three urban British Columbia areas. Two hypotheses were supported: (1) that fear of academic success is higher among early adolescents than among mid-adolescents; (2) that girls generally have higher fear of academic success than do boys. Significant sex differences were found among early adolescents but not among mid-adolescents. While general sex differences were consistent with Horner's prediction, the findings of lower fear of success consequences among older adolescents than among younger ones, and the absence of significant sex difference among mid-adolescents, were contrary to Horner's prediction. Possible explanations for these findings are considered. Suggestions for further research are mentioned.Ishu Ishiyama has a Master of Education from McGill University. He is a lecturer in the Faculty of Education at the University of Victoria, where he is currently completing his Ph.D. His research interests are in the area of social anxiety and its treatment.David Chabassol has a Ph.D. from the University of Alberta. He is currently a professor in the Faculty of Education at the University of Victoria. His research interests relate to attitude and interest formation in adolescence.     

Stages of identity development and problem drinking in college women

Deviation from age-appropriate identity-developmental stage and problem drinking in 75 undergraduate women was investigated. A quantity/frequency scale assessed problem drinking. Two measures of identity, one projective and one observational, were used. May's Deprivation/Enhancement fantasy pattern measure assessed sexual identity. The College Women's Assertion Sample assessed the cognitive-style component of identity. The results supported the hypotheses that younger (freshman/sophomore) women deviating from their age-appropriate identity stage of dedifferentiation, and older (junior/senior) women deviating from their age-appropriate stage of identity integration, were significantly more likely to experience drinking problems than were women who had entered their age-appropriate identity stages. The findings support psychodynamic theories of identity development in late adolescence, and suggest that problem-drinking women in different age/ developmental stages of identity drink for different reasons and should be treated differently.Doctoral candidate in Clinical Psychology at the University of Massachusetts at Amherst and Teaching Associate with the Psychological Services Center there. She has also served on the clinical staff of the Amherst College Counseling Center, the Community Care Mental Health Center in Springfield, Massachusetts, and the Franklin/Hampshire Community Mental Health Center in Northampton, Massachusetts. Her primary interest is in the area of identity development in women.Professor of Clinical Psychology at the University of Massachusetts at Amherst and Clinical Fellow of the American Psychological Association. She has held faculty appointments at the University of Illinois at Champaign-Urbana, the State University of New York at Stony Brook, the University of Hawaii, the University of Connecticut, and Smith College. Her primary interests are in the areas of statistics and assessment, and clinical gerontology.     

Identity Style,Parental Authority,and Identity Commitment

The role that parental authority patterns and social-cognitive identity styles may play in establishing identity commitments was investigated. The results indicated that family authority and identity style variables combined accounted for 50% of the variation in strength of identity commitment. As hypothesized, the relationship between parental authority and identity commitment was mediated by identity style. The findings are consistent with the view that family authority patterns may contribute to the way in which late adolescents negotiate the task of constructing a sense of identity. Alternative explanations of the findings are considered.     

Identity status in university women: A methodological note

Studies of correlates of identity status among university students indicate that males who have or are currently considering occupational and ideological alternatives exhibit characteristics superior to those who have not explored alternatives. Results with university women have suggested that females currently exploring alternatives do not show the positive characteristics associated with that status among males. An hypothesis is presented that differences in findings between sexes may be due to methodological procedures involving selection of differing aged samples. Evidence is presented to support the view that the exploration of alternatives has similar positive meaning for both males and females.Received B. Sc. in Psychology from Brooklyn College of the City University of New York; M. Sc. in Developmental Psychology from the New York State College at Cortland; Ph.D. in Educational Psychology from the Ontario Institute for Studies in Education, University of Toronto. Professional research interests are Piagetian and Eriksonian conceptions of adolescence and cognitive and personality development in children from a cognitivesocial learning perspective.     

Conserving the Principle of Identity: Identity,Representation and Equivalence

Howie recognizes as a starting position that there is a significant and political problem with judgements that presume an easy and unrestrained identification of a thing or a person, but she is sceptical that all judgements of identity are necessarily implicated in the same politics. She investigates how 'identity' functions in logic, judgement and epistemology, and argues that a dialectical understanding of identity provides the grounds both for a realist appreciation of the world that includes a subjective element and for a recognition that a subject both is and is not how she is and has been identified.     

Stigmatized portrayals of single women: a content analysis of news coverage on single women and single men in China

This study explored the stigmatized portrayals of single womanhood in news media by content analyzing news coverage from Mainland China of single women and single men from 2008 to 2013. Among the three prevalent news frames (conflict, responsibility, and human interest), the results showed that news reports relating to single women commonly employed more human-interest frames and concentrated on single women’s conflicts with other social groups as well as the conflicts between singles and societal expectation of population sustainability. News stories also unduly ascribed the responsibility for being ‘single’ to the women themselves, but such individual attribution was not applied to single men. As an exploratory study, our research shed light on how news framing is gendered to reinforce stereotypes and facilitate mechanisms for control. Theoretical and practical implications are discussed in relation to public opinion about single womanhood and the intersectional oppression of single women in Chinese society.     

Attachment cognitions and college and work functioning two years later in late adolescent women

This longitudinal study of 134 female high school seniors investigated the relationship between attachment cognitions and school and work functioning two years later. School functioning was indexed by interviewer-rated strain, stressful events, academic performance, and self-reported attitudes toward college. Work functioning was indexed by interviewer-rated strain, stressful events, and self-reported attitudes toward work. Attachment cognitions were found to be correlated with school strain, number and stress of school-related events as well as self-reported satisfaction, stress, and problems meeting deadlines. Attachment cognitions were found to be correlated with work strain, work satisfaction, tendency to overcommit, and performance anxiety. Most of these relationships persisted even when initial symptomatology was accounted for. These findings lend support to the hypothesis, derived from attachment theory, that secure attachment cognitions provide a secure base that allows the late adolescent to negotiate the challenges of college and work successfully.This research was supported by a PHS National Research Service Award to the first author, and by a grant from the W. T. Grant foundation to the second.Postdoctoral fellowDoctoral candidate     

Sex differences in the identity formation of college students from divorced families

This study was desgined to examine gender differences in identity formation in late adolescents from divorced mother-custody families. Fifty-seven female and thirty-nine male college students ranging in age from 17 to 25 years completed the Child's Report of Parental Behavior [E. S. Schaeffer (1965) Children's Reports of Parental Behavior: An Inventory, Child Development, Vol. 36, pp. 412–482] and were interviewed using the J. E. Marcia [(1966) Development and Validation of Ego Identity Status, Journal of Personality and Social Psychology, Vol. 3, pp. 551–558] semistructured Identity Status Interview. While no differences between males and females were found in ratings of overall identity status, significantly more females were in the achieved category within the domains of occupation and attitudes toward premarital sex. Also, males perceived their mothers as significantly more accepting and less controlling than did females. The absence of the father and the altered role of the mother appear to have a differential impact on males and females who have grown up in mother-custody families. Implications of these and other findings are discussed.Received Ph.D. in Counseling Psychology from Teachers College Columbia University. Research interests include adolescent identity formation, the intersection and integration of personal and career counseling, and career development.     

Identity Status,Religious Orientation,and Prejudice

The identity status paradigm has some obvious common ground with the religious orientation paradigm, but surprisingly, there has been very little empirical investigation into the relationship of identity status and religious commitment. The current study investigated hypothesized relationships between identity status and religious orientation and anti-black and anti-homosexual prejudice. One-hundred and seventy-six Christian undergraduate students were administered the appropriate scales. Significant mean differences and correlations were found, mostly in the expected directions for the relationship between identity status and religious orientation. Expected relationships between identity status and prejudice were not found, with the exception of the relationship between foreclosure and both types of prejudice. These results were discussed in light of recent theoretical developments in the identity status paradigm.     

Heteroqueer ladies: some performative transactions between gay men and heterosexual women

As theories of performativity struggle to disentangle and reconfigure the relationships between act and identity, a heterowoman who relishes the performance of femininity is still aware that she can be read as reactionary. Her choice of sexual partners seems to undermine the efficacy of similar strategies constructed by femme lesbians. One queer option for a heterosexual woman is to ‘act’ like a gay man. As more than one cultural commentator has pointed out, it appears that only a male drag queen can be a ‘lady’ these days. This particular woman does not want to change her biological sex to ‘be’ a gay man. She has learned how to be a ‘lady’ from the ‘feminized fags’ who may have learned from her mother. Their ironic distancing, camp connoiseurship, and parodic appropriation of the notion of a stable gender identity came as part of the package. As a result of this transaction, she acts as if she has balls under her dress. Such mimetic masquerades can be most easily recognized as resistant when performativity is ‘bound’ into a formalized performance. It is implicit that this artifice is not sustainable, nor is this desirable. ‘Doing’ queer means possessing the agency to defy and destabilize gendered behaviours, sexes, and sexualities through continuing and conscious decisions. This article explores the efficacy of heterosexual femme performances that attempt to challenge and subvert ideological normativities through their transactions with gay men.     

Before Identity, Gender and Human Rights

This is the beginning of an exploration of before as the thesis ‘before’ (temporally) and ‘be-fore’ (spatially) difference. Before denotes the origin and the desired destination. Before (in the double sense of ‘before’ and ‚be-in-the-fore’) opens up a space of pre-difference, of origin and of forgotten memory, as well as a space of desire, objective, illusion of teleology, unity, completion. Applied to the two domains of Human Rights and Sex/Gender, the space of ‘before’ yields two slightly different vistas: in human rights, a premodern, functionally undifferentiated society which had to invent human rights as its safeguards of functional differentiation. In Sex/Gender, ‘before’ brings a self-referential construction: that of ipseity, as the form of identity beyond comparison that does not play with id but with ipsum. Ipseity is inoperable but not useless. It is inoperable because it cannot be observed from anywhere without suffering rupture. It is not useless because it offers a ground for the reconceptualisation of difference, both through awe and desire.     

Identity Styles,Positive Youth Development,and Civic Engagement in Adolescence

Identity formation is a core developmental task of adolescence. Adolescents can rely on different social-cognitive styles to seek, process, and encode self-relevant information: information-oriented, normative, and diffuse-avoidant identity styles. The reliance on different styles might impact adolescents’ adjustment and their active involvement in the society. The purpose of this study was to examine whether adolescents with different identity styles report differences in positive youth development (analyzed with the Five Cs—Competence, Confidence, Character, Connection, and Caring—model) and in various forms of civic engagement (i.e., involvement in school self-government activities, volunteering activities, youth political organizations, and youth non-political organizations). The participants were 1,633 (54.1 % female) 14–19 years old adolescents (M _age  = 16.56, SD _age  = 1.22). The findings indicated that adolescents with different identity styles differed significantly on all the Five Cs and on two (i.e., involvement in volunteering activities and in youth non-political organizations) forms of civic engagement. Briefly, adolescents with an information-oriented style reported high levels of both the Five Cs and civic engagement; participants with a normative style reported moderate to high scores on the Five Cs but low rates of civic engagement; diffuse-avoidant respondents scored low both on the Five Cs and on civic engagement. These findings suggest that the information-oriented style, contrary to the diffuse-avoidant one, has beneficial effects for both the individual and the community, while the normative style has quite beneficial effects for the individual but not for his/her community. Concluding, adolescents with different identity styles display meaningful differences in positive youth development and in rates of civic engagement.