ADOLESCENCE AND LATIN CULTURE
Identity versus Role Confusion
Adolescence is typically characterized by: puberty, a desire for independence, a search
for identity, an increased sexual interest, peer pressure, rebellion, parental conflict,
impulsiveness, experimentation and a lot more. Identity formation is undoubtedly the most
important aspects and tasks of adolescents. Tasks during this period in life can have many
consequences in adult life (Highland, 1979; Dixon & Sands, 1983). This developmental stage is
characterized by a constant struggle to create a stable and permanent sense of self and awareness
of who he or she really is. Erik Erikson’s theory of psychological development, consisting of
eight stages, focuses on how personalities emerge throughout life. The eight stages are: basic
trust versus basic mistrust, autonomy versus shame and doubt, initiative versus guilt, industry
versus inferiority, identity versus role confusion, intimacy versus isolation, generatively versus
stagnation, and ego integrity versus despair (Erikson, 1950). Stage five, identity versus role
confusion, is encountered during adolescence where an individual is in transition from childhood
to adulthood. This stage typifies adolescents exploring who they are and their process of
establishing their identity. This stage, as Erikson (1950) points out, is a stage of identity crisis,
where an individual faces role confusion about who they are and where they fit in society
(Bronson, 1958).
As referenced in Zastrow and Kirst-Ashman (2010), Erikson points out the primary
dangers in this stage as identity confusion and role diffusion. Erikson identifies falling in love as
an attempt to define identity through the other person. In this case, establishing social
relationships is really important. During adolescence there is a great need for peer involvement,
acceptance, and it is important how others view them. This can be seen in adolescents when they
conform to the expectations of peers. This helps them find out how certain roles fit them;
ADOLESCENCE AND LATIN CULTURE
although, eventually they must develop their own identity. They also begin to set up a set of
religious and moral beliefs, a personal ideology and philosophy of life, which can help in making
decisions and guiding behavior. Erikson describes a period of free experimentation in this stage
before a final sense of identity is achieved. He terms this period as psychosocial moratorium
which allows individuals to experiment with values, beliefs, and roles in society. Success in this
stage results in fidelity, or what they are faithful to, what they identify and what they are
identified by.
Both of the interviewees, Billy and Vanessa, fit into Erik Erikson’s identity versus role
confusion developmental stage. Erikson’s fifth stage falls into the ages of adolescence, typically
ages twelve to eighteen sometimes to twenty. Both Billy and Vanessa fall in this category given
their stated ages, fifteen and eighteen respectively. They both went through and are still going
through a crisis. In Erikson’s theory (1966; 1968), the crisis here is identity crisis as well as role
confusion. Forming an identity in this stage involves thinking about and arriving at answers to
questions such as: what kind of person do I want to be? What do I want out of life? Who am I?
(Zastrow and Kirst-Ashman, 2010). Answering these questions often means thinking about what
is enjoyable, moral codes, spiritual beliefs, employment goals, sexual morals, relationships, and
other vital aspects of life.
Billy is in the middle of this stage. He is fifteen and going through identity crisis. He was
able to identify with some aspects of identity, but not all. Some aspects of identity include
vocational identity, political identity, religious identity, relationship identity, sexual identity, and
cultural or ethnic identity. In relation to relationships and love, Billy does have a girlfriend.
Dating is common in adolescence. According to Erikson (1950), falling in love is viewed as an
attempt to define identity. Billy stated that he is not looking to get married until after college. He
ADOLESCENCE AND LATIN CULTURE
also mentioned that being successful in life requires being with someone you love, getting
married, and having children if you want to. He identifies very closely with the American culture
and to some degree with the Irish culture. Although he did state working part-time in a grocery
store when he turns sixteen, he did not mention any future employment goals. He does plan on
attending college right after high school, but he does not know what he want s to be when he
grows up. Establishing a vocational identity is important in this stage in order to establish an
identity. Billy is unsure of his future plans including what school he wants to attend. Part of the
identity crisis he is going through resulted in him wanting to be unique from his brothers.
Although his mother wanted him to attend an all-boy catholic school, Billy fought to be in a
public school. Part of this can be seen as an attempt to separate from his parent’s identity and
establish his own unique identity as well as to experiment (Bronson, 1959). Part of this
experimentation can be seen in his involvement in the cross-country, indoor, and outdoor track
teams. Although he and his family attend church once a week, he did not identify as religious or
having any strong ties to any religious beliefs. He did refuse to attend the private Catholic
school. He also did not identify with any political identity, but he did say that he would vote in
the future.
Billy is going through identity crisis; several of his roles include that of a student, son,
brother, boyfriend, team member, and friend. Because there are several questions that need to be
answered about his identity, his crisis is unresolved. In order to resolve it, Billy will need to have
answers about his vocational identity, political identity, and other aspects established. A lot of
this will probably happen when he leaves for college. He did mention living on campus. This
may be the time when he goes through the period of psychosocial moratorium. Integrating earlier
identifications such as trust, autonomy, initiative, and industry can help resolve the crisis.
ADOLESCENCE AND LATIN CULTURE
Vanessa is eighteen years old and in late adolescence. She has established some sense of
identity. She currently has a boyfriend whom she mentioned to be very close to, but also
mentioned not planning to marry anytime soon, but may consider it in two years. Every weekend
she goes out with her friends and boyfriend usually to parties or a theatre. As part of this
developmental stage, social relationships are really important. Peer influence helps in the
exploration of roles and identities. Social skills were an important part of acculturation for
Vanessa because making friends and meeting other people helped her acculturate quickly. She
has no political affiliation and said she has no interest in it. She has some idea about what she
wants to be when she grows up. Vocational goals include becoming a social worker or dentist.
She also has very strong religious beliefs and is an active member of her church’s youth group.
Her relationship with her father is very good. She cannot say the same thing about her biological
mother or stepmother. Her cultural identity is a dual cultural identity. Although she identifies as
Honduran, she also considers herself American. She is aware of her financial road blocks to
achieving some goals such as going to college. It can be said that she resolved the crisis in this
stage. Her father always provided for her when she was in Honduras. She established trust and
autonomy as well as initiative through playing with friends and being allowed to explore at
earlier stages of life. Paying attention to present values and future goals has also helped her in
resolving the crisis as well as questioning and experimenting (Zastrow & Kirst-Ashman, 2010).
Cultural implications do exist in resolving the crisis in this stage. Successfully forming an
identity also relies on enculturation (Hershenson, 1967). Vanessa is not encouraged to question
things. As part of her culture, questioning authority is not encouraged, but rather they are
expected to conform. Gender roles are also strongly present in her culture.
In this case
establishing a unique identity is not similar in all levels to that of the mainstream society.
ADOLESCENCE AND LATIN CULTURE
References
Bronson, G. W. (1959). Identity diffusion in late adolescents. Journal of Abnormal & Social
Psychology, 59(3), 414-417.
Dixon, S. L., & Sands, R. G. (1983). Identity and the experience of crisis. Social Casework,
64(4), 223-230.
Erikson, E. H. (1950). Childhood and society. New York, NY: W. W. Norton & Norton
Company, Inc.
Erikson, E. H. (1966). Eight ages of man. International Journal of Psychiatry, 2(3), 281-300.
Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: W. W. Norton & Norton
Company, Inc.
Hershenson, D. B. (1967). Sense of identity, occupational fit, and enculturation in adolescence.
Journal of Counseling Psychology, 14(4), 319-324. doi:10.1037/h0024730
Highland, A. C. (1979). Depression in adolescents: a developmental view. Child Welfare, 58(9),
577-585.
Zastrow, C. H, & Kirst-Ashman, K. K. (2010). Understanding human behavior and the social
environment (9th ed). Belmont, CA: Shreiber-Ganster.