Educ 5420 discussion unit 5.doc3

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In this unit, I have learned multiple identities. The exploration of multiple identities, such as ethnic identity and gender identity, is a crucial aspect of adolescent development. It allows individuals to understand who they are, where they come from, and how they relate to the world around them (Jones & McEwan, 2000). While this exploration can empower and facilitate personal growth, it is crucial to evaluate the impact and challenges associated with it critically. Adolescents' emerging, shifting, and intersecting identities can have significant impacts on their mental health, psychosocial functioning, and academic motivation and achievement. Here are some ways in which these factors are interconnected: First, mental health: Adolescents often go through a period of self-discovery and identity formation, which can lead to increased vulnerability to mental health challenges. Exploring different aspects of their identity, such as gender, sexual orientation, ethnicity, academic stress, and cultural background (Jones & McEwan, 2000), can create stress and confusion. This process may result in increased rates of anxiety, depression, or identity-related conflicts. When I recall my adolescent period, I had severe academic stress that caused anxiety. Also, UNICEF (n.d.) recognized that mental health is a fundamental part of our overall health and well-being. Second, psychosocial functioning: As adolescents navigate their evolving identities, they may face challenges in their relationships with peers, family, and society. They may encounter prejudice, discrimination, or social exclusion based on their identities, which can negatively affect their psychosocial well-being. Developing a solid sense of self and finding supportive social networks are critical for healthy psychosocial functioning. My relationship with my parents was intense because of their over-interference in my life. However, the relationship improved after my parents consulted an expert in adolescent development. So, seeking professional help is essential for parents and adolescents. Moreover, academic motivation and achievement: Adolescents’ identities and how they perceive themselves can influence their academic motivation and achievement level. For example, if they feel marginalized or stigmatized due to their identity, it may impact their self-esteem and belief in their academic abilities. Conversely, a solid sense of identity and belonging can positively contribute to academic motivation and achievement. Based on my observation and teaching experiences, the academic performance of the adolescents I teach can easily be influenced by their emotions. Once they have identity issues, their emotions change, which can impact their final academic results. Hence, it is essential to note that these impacts are highly individual and can vary depending on their unique circumstances, support systems, and cultural context. Researchers also found that adaptive sports and recreation participation can support students in releasing pressure and are beneficial for solving identity crises (Lundberg et al.,2011). One positive aspect of exploring multiple identities is the opportunity for self-discovery and self-acceptance. Adolescents who engage in this exploration can embrace their cultural

heritage, understand their unique experiences, and develop a stronger sense of belonging and pride. For example, a study by Phinney and Ong (2007) found that ethnic identity exploration positively correlated with psychological well-being among adolescents. However, the exploration of multiple identities can also be a source of stress and conflict for adolescents. They may struggle with balancing different cultural or social expectations, leading to identity confusion or a sense of not belonging. For instance, adolescents from immigrant backgrounds may experience conflicts between their heritage culture and the dominant culture in their host country, which can create feelings of cultural dissonance (Berry et al., 2006). Furthermore, the exploration of gender identity can be particularly complex for adolescents. Some individuals may question their assigned gender at birth and explore alternative gender identities. This exploration can involve societal stigma, discrimination, and lack of support. For example, transgender and gender non-conforming adolescents often face higher rates of mental health issues and discrimination (Russell et al., 2018). It is essential to consider the cultural and contextual factors influencing identity exploration. Societal norms, family expectations, and peer influences can either facilitate or hinder the exploration of multiple identities. For example, adolescents from collectivist cultures may face more pressure to conform to cultural norms and expectations, making it challenging to explore alternative identities (Chirkov et al., 2003). In conclusion, providing a supportive and inclusive environment, promoting mental health awareness, and fostering cultural sensitivity can help mitigate the adverse effects and promote positive outcomes for adolescents' overall well-being. Exploring multiple identities in adolescence has positive and negative implications. While it provides opportunities for self-discovery and personal growth, it can also lead to identity conflicts and challenges. Education systems, families, and communities should strive to create supportive environments that respect and validate diverse identities, providing resources and guidance to help adolescents navigate this complex process. My question for this week is: How can a school support adolescents to solve their identity issues (gender identity, sexual identity ext.)? References: Berry, J. W., Phinney, J. S., Sam, D. L., & Vedder, P. (2006). Immigrant youth: Acculturation, identity, and adaptation. Applied Psychology, 55(3), 303–332. Chirkov, V. I., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalizing cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97-110. Jones, S., & McEwan, M. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41(4). https://web.archive.org/web/20210720222127/http://faculty.sfasu.edu/munromicha/ leadership573/Conceptual_Model_of_Multiple_Dimensions_of_Identity.pdf

Lundberg, N., Taniguchi, S., McCormick, B., & Tibbs, C. (2011). Identity negotiating: Redefining stigmatized identities through recreational sports participation among individuals with a physical disability. Journal of Leisure Research 43(2), 205– 225. https://www.nrpa.org/globalassets/journals/jlr/2011/volume-43/jlr-volume-43-number-2- pp-205-225.pdf Phinney, J. S., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of Counseling Psychology, 54(3), 271–281. Russell, S. T., Pollitt, A. M., Li, G., & Grossman, A. H. (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4), 503-505. UNICEF. (n.d.). Mental health and well-being. UNICEF Parenting. https://www.unicef.org/parenting/mental-health?gclid=Cj0KCQiAj_CrBhD- ARIsAIiMxT8dsTi1C8AmB6fpaGglWqqccmHZu6- z963grABRNI3izsUSVH9Xr8UaAlOuEALw_wcB

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