Social identity change: Shifts in social identity during adolescence

"Adolescence involves significant shifts in social identity as a function of changes in social context and cognitive style".

"The physical, psychological and social changes experiences by adolescents are such that psychologists generally regard adolescence as a critical period for self and identity development" (Erikson, 1968; Marica 1987).

Erikson also said that the variety of experiences adolescents go through during this time leads to a conflict between their identity and their role socially and psychologically, and that's where the teenage preoccupation with 'Who am I?' comes from. Usually during this time their understanding of self and identity becomes truly integrated, providing some resolution to the question.

Newman and Newman (2001) suggest that adolescents strive to belong (social identity formation) as a precursor to Erikson's suggestion that late-adolescents focus on personal identity and intimacy.

Social identity is a socially derived psychological process reflecting knowledge of one's group memberships and their associated value and emotional significance (Tajfel & Turner, 1979).

Despite some recent research relating to development of social identity (e.g. Bennet & Sani, 2004), most research has been conducted with children, adolescents have been ignored and are assumed to be equivalent to adults (Ruble et al., 2004; Sani & Bennet, 2004).  

Teichman and colleagues have carried out the only study with adolescents considering the possibility that developmental trends in social identity might be unique to the experience of adolescence itself.  The study included 852 8-17 year olds.

Western culture exposes adolescents to a great deal of change, they are usually subject to 2 major transitions, primary to secondary school, and then secondary school to university. With these transitions adolescents 'confront more diverse and heterogeneous social situations with the possibilities of new social group memberships, roles, expectations and responsibilities (Gecas & Mortimer, 1987; Simmons & Blyth, 1987).  This transition can highlight difference between self and others, impacting of social identities (Sani & Bennet, 2004).

Progress through adolescence also usually means a significant change in cognitive processes, younger adolescents see the world in a relatively fixed way, late-adolescents, become more flexible and abstract with their thoughts about the world around them.  Early-adolescents are preoccupied with achieving a sense of belonging or affiliation (Bornholt, 2000; Kegan, 1982; Kroger, 2000).