Identity

Identity is the qualities, beliefs, personality, looks, and

expressions that make a person (self-identity as
emphasized in psychology) or group (collective identity as
pre-eminent in sociology). ... A
psychological identity relates to self-image (one's mental
model of oneself), self-esteem, and individuality.
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Identity refers to how a person answers, “Who am I?”
The process of finding our true self results in finding what
psychologists have called our identity.
Identity can be defined as an individual's combination of
behaviors, preferences, thoughts, talents, and beliefs. All
people have lots of different identities over their lifespan.
Importance of Identity
Identity formation is about developing a strong sense of
self, personality, connection to others, and individuality.

Erikson believes identity development is a key process

and that a failure to establish identity leads to role
confusion and a weak sense of self later in life.
Four stages of Identity
development
Identity diffusion
Identity foreclosure
Moratorium
Identity achievement
Identity diffusion
The first identity status, identity diffusion, describes youth
who have neither explored nor committed to any particular
identity. Thus, this identity status represents a low level of
exploration and a low level of commitment. These
adolescents haven't considered their identity at all and
haven't established any life goals.
Identity foreclosure
The second identity status is the identity foreclosure
status. This identity status represents a low degree of
exploration but a high degree of commitment. At this
identity status adolescents are not actively trying to
determine what is important to them.
They are not questioning the values and beliefs they have
been taught. Instead, these youth obtain their identity
simply by accepting the beliefs and values of their family,
community, and culture.
Moratorium
The third identity status is called moratorium. This identity
status represents a high degree of exploration but a low
degree of commitment. At this status, youth are in the
midst of an identity "crisis" which has prompted them to
explore and experiment with different values, beliefs, and
goals.
 However, they have not made any final decisions about
which beliefs and values are most important to them, and
which principles should guide their lives.
Thus, they are not yet committed to a particular identity.
They are keeping their options open.
Identity achievement
The final identity status is identity achievement. This
identity status represents both a high degree of
exploration and a high degree of commitment. Youth are
said to have achieved their identity through a process of
active exploration and a strong commitment to a particular
set of values, beliefs, and life goals that have emerged
from this active exploration and examination. At this
identity status youth will have decided what values and
goals are most important to them, and what purpose, or
mission will direct their life.
Culture
Culture is the characteristics and knowledge of a particular
group of people, encompassing language, religion, social
habits, music, and arts.
Culture encompasses religion, food, what we wear, how we
wear it, our language, marriage, music, what we believe is
right or wrong, how we sit at the table, how we greet
visitors, how we behave with loved ones, and a million
other things.
Types of Culture
Material culture refers to the physical objects, resources,
and spaces that people use to define their culture. These
include homes, neighborhoods, cities, schools, churches,
synagogues, temples, mosques, offices, factories and plants,
tools, means of production, goods and products, stores, and
so forth.
Non‐material culture refers to the nonphysical ideas that
people have about their culture, including beliefs, values,
rules, norms, morals, language, organizations, and
institutions. For instance, the non‐material cultural concept
of religion consists of a set of ideas and beliefs about God,
worship, morals, and ethics.
Aspects of Culture
A symbol is anything that is used to stand for something
else. People who share a culture often attach a specific
meaning to an object, gesture, sound, or image. For
example, a cross is a significant symbol to Christians.
Language is a system of words and symbols used to
communicate with other people. This includes full
languages as we usually think of them, such as English,
Spanish, French, etc. But it also includes body language,
slang, and common phrases that are unique to certain
groups of people.
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Values which are culturally defined standards for what is
good are desirable.
 As such, values reflect a person's sense of right and
wrong or what "ought" to be.
Social norms are regarded as collective representations of
acceptable group conduct as well as individual perceptions
of group conduct.
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Sociologists speak of at least three types of
norms: folkways, mores, and taboos.
Folkways are norms that stem from and organize casual
interactions and emerge out of repetition and routines.
Folkways are weak norms.
Mores are strong norms and determine what is considered
morally acceptable or unacceptable within any given
culture.
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Taboos are social or religious customs prohibiting or
restricting a particular practice or forbidding association
with a particular person, place, or thing.
Breaking a taboo is extremely objectionable in society.
Around the world, an act may be taboo in one culture and
not in another.