Identity is defined as a way in which individuals see themselves and their role in the world. This is dependent on many factors and values that a person believes. Each has a sense of self-identity that has been formed by our life experiences. Out identity is continuously shaped and formed as one continues to interact with the world through successes and failures. In the theory of psychosocial theory, peoples development occurs in stages and is influenced by one's interaction with their environment. The way people classify as being successful, the stereotype associated with gender and with how they respond to anxiety can ultimately shape their self-identity in negative or positive ways. Out identity cannot be justified without the context of our society. In education, students may identify themselves with certain groups based on religion, social class and race. This is the reason why most teachers use information about cultural identity to create a learning environment that recognizes the cultural contribution of students. In relation identity and education, this paper will analyze and discuss socially, historically and emotionality perceptions of identity and its changes in life.
Many psychologists have written theories to on identity development, but the most pronounced and accepted psychologist is Erik Erikson who develop a psychosocial theory of identity development. In his argument, Erik Erikson indicated that identity development occurs in states and is influenced by a persons interaction with the environment. In Erikson theory, he explored three aspects of identity that include ego identity, personal identity, and social/cultural identity (Stevens 81). In his theory, Erikson considered the impact of exterior factors and culture on personality development of adulthood from childhood. According to Stevens (81), Erikson came up with eight states which a person has to go through to arrive at a more or less resolution to a significant development task. He proposed that development is governed in part by the epigenetic principle, a combination of genetic and environmental influences that regulates the direction and timing of development.
Components of identity incorporate a feeling of personal progression and uniqueness from other individuals. Notwithstanding cutting out a personal identity in light of the requirement for uniqueness, individuals additionally secure a social identity given their participation in different race, ethnicity, social class and religion among others. These personalities according to Stevens (81), fulfill the requirement for connection, enable individuals to characterize themselves according to both others and themselves. As per Erikson, identity development starts in childhood, picks up conspicuousness up to adolescent stage. Adolescents must achieve the undertaking of coordinating their related involvements and attributes into a steady identity looking at physical development, sexual development, and approaching profession decisions. To adapt to the vulnerabilities of this stage, adolescents may over-identify with saints and tutors, become hopelessly enamored, and bond together in factions, barring others on the premise of genuine or envisioned difference.
Education forms one's identity and always determines what types of interest one will have for their entire life. Education also has effects on an individual based on their social class. For instance, when one graduate, he/she may be seen as a different person with different personality with others who are less educated. More extensive social settings incorporate the two organizations, for example, instruction and work, and frameworks of energy and imbalance, for example, race, social class, and sex. Social development of identity happens in different settings on grounds, for instance in the educational setup, students are always attracted to certain student associations who are attracted to them as a result of social personalities. One of the components of identity advancement that emerges rapidly on most grounds is the procedure of students education learning how to adjust their necessities with those of others.
The educational learning environment for any learning institution is always taken and considers as the system of vocational training external condition which creates an environment that provides for students individual and sociocultural experience. This is all created by subjects of education which acts as the main area of joint activity were relations, and links promoting the implementation of social and individual goals of education are created (Gabdrakhmanova, Elena, and Biyana 95-96). Delpit (320) presents a striking depiction of the components of contemporary government funded training that plot against the prospects for poor offspring of shading, making a determined hole in accomplishment amid the school years that has escaped quite a few years of change. "'Multiplication Is for White People' urges readers to contemplate why we enable evaluation to drive guideline, why we have a hushed talk about disparity out in the open strategy, and why results keep on willfully associated with race (Delpit 320). Contemporary instructive changes often concentrate on the tireless Black/White accomplishment hole in America's state-funded schools. Delpit (321) battles that turning around these patterns begins with instructors' convictions in all kids' limitless limits, recognizing their splendor as opposed to concentrating on lack and helping them to remember their rich scholarly and social heritage.
Identity advancement theories share a few attributes and suspicions about the idea of improvement, the social development of identity, and the significance of considering environmental impacts. A considerable lot of the theories utilized as a part of student undertakings concentrate on identity as a developmental movement from honest, presented thoughts regarding oneself to more unpredictable understandings of what makes up identity (Gabdrakhmanova, Elena, and Biyana 95-96). Through a social constructionist focal point, identity advancement is not viewed as a direct wonder. This procedure of identity development is typically started because of disequilibrium, a psychological condition of confusing between singular sense-making and impression of self in setting (environment), or life changes that can start disharmony between the view of self and accomplishment of conceivable selves (Gabdrakhmanova, Elena, and Biyana 95-96).
It is difficult to foresee decisively what course identity improvement theory will take. However, it appears to be likely that the beneficial pressure of understanding the entire student and understanding what characters constitute that whole will fortify better approaches for understanding students and their advancement. Another trademark regular to identity advancement theories involves thinking of the environment or setting, a mind-boggling framework that impacts practices, dispositions, and comprehension. Since identity is socially developed, societal changes, incorporating changes in the grounds environment, are significant effects alone identity and others' personalities.
Regarding identity three levels have to be addressed about the educational environment which includes the individual level, personality level and level of the subject of the activity. The comfortability of a functioning educational environment needs to be characterized y an appropriate level of hygienic and sanitary norms, availability of ecological niches, amenities of each student and ensuring environment available to all categories of learners. Personal identity development for students needs to be as a result of opportunities for the education environment. Technologies and contents of occupational training have been humanized, enhance the development of norms ideas and values and also students pedagogical support proves to be essential in augmenting new social norms. The education environment must be treated as a place where students can realize their dreams. The activities of the educational process that include research, vocations, projects, innovations among others need to create situations of success. The complexity of educational environment opportunities needs to develop an identity as an integral characteristic of a personality, an individual, and subject of the activity singled out in pedagogical and psychological literature.
Work cited
Delpit, L. "Multiplication is for White People'': Raising Expectations for Other People's
Children." Harvard Educational Review. 82.2 (2012): 320-321. Print.
Gabdrakhmanova, Rashida G, Elena A. Khodyreva, and Biyana L. Tornyova. "Problems of
Students Identity Development in the Educational Environment of the University for Humanities." International Journal of Environmental and Science Education. 11.3 (2016): 95-105. Print.
Kroger, Jane. Identity Development: Adolescence through Adulthood. Thousand Oaks, Calif:
Sage Publications, 2007. Print.
Stevens, Richard. Erik H. Erikson: Explorer of Identity and the Life Cycle. Houndmills,
Basingstoke, Hampshire: Palgrave Macmillan, 2009. Print.
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