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Advances in Social Sciences Research Journal – Vol.8, No.1
Publication Date: January 25, 2021
DOI:10.14738/assrj.81.9653.
Idrus, F., Abdul Rehman, N. S. N., Hussein, S., & Rais, H. (2021). Adolescents Develop Their Identities Amidst Adversities. Advances
in Social Sciences Research Journal, 8 (1) 504-519.
Adolescents Develop Their Identities Amidst Adversities
Faizah Idrus
Kulliyyah of Education, The International Islamic University
Nik Suryani Nik Abdul Rahman
Kulliyyah of Education, The International Islamic University
Suhailah Hussein
Kulliyyah of Education, The International Islamic University
Haniza Rais
Kulliyyah of Education, The International Islamic University
ABSTRACT
Adolescence is a somewhat turbulent phase of life to many. This paper
explores the challenges of 6 Malaysian adolescents aged between 13
and 17 from low socioeconomic background in developing their
identities. In depth semi-structured interviews were carried out.
Family problems, peer pressure, and learning difficulties were among
the main issues encountered. This study revealed that although the
respondents’ families’ socio-economic status had affected them, it is
not the determinant to their success nor failure. This study also
suggests that a sound identity development and academic outcome
could be achieved with relatively good parental involvement, well
perceived expectations, fitting in with group of friends as well as a
healthy surrounding.
Keywords: Adolescents; Youth; Self-Identity; Group-Identity; Home- identity; Vignettes; Socio-economic Status (SES)
INTRODUCTION
"I wish that I could be like the cool kids,
'Cause all the cool kids, they seem to fit in.”
(Lyric of Cool Kids from Echosmith)
The lyric of the song above relates a great deal with how one would want to be identified by their
friends in school. Cool kids in the song are likely to depict popular kids in school. Being popular
may be perceived as a form of social acceptance in which it is validated by the many ‘likes’ they
attained from their social media accounts or the awards and rewards they received. Thus, one may
adjust one’s identity so as to gain acceptance from friends. In so doing, developing a good self- identity will lead to many other great outcomes to adolescents or as they develop to being part of
social communities. This is no secret to all; feeling good about one self would bring about
confidence and advantages in time to come. One can be good and happy regardless of their family
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Idrus, F., Abdul Rehman, N. S. N., Hussein, S., & Rais, H. (2021). Adolescents Develop Their Identities Amidst Adversities. Advances in Social Sciences
Research Journal, 8 (1) 504-519.
URL: http://dx.doi.org/10.14738/assrj.81.9653. 505
economic background. Happiness is likely to be something that can be earned and not bought.
Thus, self-identity contributes much to one’s state of well-being, confidence and emotion. This
may also give rise to their adjustment in schools.
Adolescence is the period of time that involves a diversity of challenges and transitions from
childhood to adulthood. As Miller (2006) highlighted, the process of creating one’s individual
identity is an ongoing cycle that are built upon previous stages as well as applying new things
learned to new contexts. Identity is a reflection of who we are as individuals and how we
represent ourselves in the society. Each individual will have his or her own unique identity
development. The identity that one possesses is the effect of his or her development and
environment they grew up in. One may choose his/her own identity, but it may also be naturally
formed by the people around them. Identity changes over time and is complex in nature. Having a
positive self-esteem may be a good indicator for a well-developed self-identity.
In the same vein, each individual has his or her own identity to be represented when dealing with
others. It may restrict one’s own self when there is a pressure of conforming to certain identity in
the society they belong to. For adolescents particularly, those from a wealthy family are seen to be
of greater advantage as compared to those who come from an underprivileged background. They
are seen to have a voice in their endeavors. Being less privileged and ‘voiceless’ in the society may
be the reasons as to why adolescents from this type of groups act and respond to their
surroundings in a certain way to be noticed. The ‘cool kids’ song mentioned at the outset is just an
example of how adolescents want to feel being accepted by their friends in school. The song
demonstrates that being cool is one who is from a rich family, with style and confidence. Those
from the disadvantaged suburban, outskirts or the rural areas or less privileged families may have
to work harder in order for them to fit in and be noticed.
REVIEW OF RELATED LITERATURE
Erik Erikson[19], a psychologist in the 1960s introduced “Identity vs. Identity diffusion” as a major
identity crisis stage in which individuals deal with during their adolescent years. According to him,
one who successfully passes this stage will develop a healthy self-identity and those who fail to
counter the difficulties of his or her development will fall into the identity diffusion category. The
identity development is assisted by the environment and interaction made with others.
James Marcia, advanced the concept of identity development by operationalizing identity into four
categories, evolving from two identity dimensions: exploration/crisis (a period of active
questioning in arriving at various decisions in regard to career, religion, and attitude); and
commitment (making a stand and remaining firm in one's choices or decisions). Exploration/crisis
and commitment vary in the differing categories, or statuses, establishing four such statuses;
identity achievement, moratorium, foreclosure, and, diffusion. The first status; the identity
achieved by individuals are those who have explored various options and have then made
commitments. The moratorium status is when individuals are in the process of exploring, but have
not yet made commitments. The foreclosed individuals have made commitments without going
through a period of exploration, instead, they have adopted the values and beliefs of their parents
or significant others in their lives. Lastly, the identity diffused individuals are neither in a state of
exploration nor have they made commitments.
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Advances in Social Sciences Research Journal (ASSRJ) Vol.8, Issue 1, January-2021
It is important to understand that one is not born with a complete identity but the identity is
developed and evolves over time. Dombeck [16] mentioned that “identity is not just what you
know; it is also how you know”. This phrase reflects the journey that one has to go through before
reaching certain identity. Problems may arise when the development of one’s identity is disrupted.
Identity problems can cause people to have difficulty taking an appropriate perspective towards
other important life tasks. The interaction and treatment with the people around can contribute to
a healthy or problematic self-identity. It gives a sense of worth and control within oneself. When
one has a good self-esteem and confidence to lead their lives, it will be much easier for them to get
out of difficult situations when met with challenges ahead.
Stanton, Cuthill, and Amador [50] stated that the developmental challenges that adolescents face
such as establishing new relationships with family, developing strong attachments to peers,
entering into intimate relationships, establishing a sexual identity, defining long-term career and
life plan trajectories are molded and impacted by the myriad of cofactors in the environments.
Given all that must be accomplished during this brief set of time, the natural coping mechanisms,
sense of identity, family support, and societal expectations all contribute to the youth’s perception
of his or her circumstances and how he or she will navigate the course of adolescence.
The much negative stigma that has been associated with adolescents coming from lower social
economic status may contribute to the development of “permanent underclass”. With the
increasing data that supports the role of “diffusion” in the growth of high-risk area in itself
increases the likelihood that youth will engage in behaviors potentially endangering their future.
Academic success resulting in completion of higher education, potentially offers the opportunity
to improve one’s socioeconomic status. However, the consideration of the growth and
development of adolescents and academic performance would be incomplete without examining
the impact of parenting. Parenting as referred to Stanton et al. [50]) is one of the most powerful
predictors of adolescent competence. Regardless of the structure and socioeconomic status of the
family, an authoritative parenting style (demanding but responsive parents) is associated with
increased adolescent’s competence.
Romano [44] in his research has developed a hypothetical relationship between dimensions of
parenting and identity statuses based on Marcia’s developed identity theory. He examines the
dimensions of maternal and paternal parenting behaviors that have influenced the identity
formation process in late adolescence. The relationship between identity exploration and the
parenting dimensions of acceptance versus rejection and psychological autonomy versus control
is examined in addition to the association between identity commitment and firm versus lax
control. He found that achievement and moratorium are the expected effects of parental
acceptance and psychological autonomy. Conversely, foreclosure and diffusion are the expected
effects of parental rejection and psychological control.
Cakir and Aydin [9] concluded that adolescents that perceive their parents as authoritative and
permissive scored significantly higher on identity foreclosure than those adolescents that are in a
household with a neglectful parent. It can be said that adolescents is basically at a stage where
they listen more of their friends advises rather than their parents. Adolescents value their time
spent together with their peers a lot. Tanti, Stukas, Halloran, and Foddy [52] established peer
group as a predictor to adolescents’ academic achievement and enjoyment over a school year. It