Section 1

• Study Overview:

  • College students at a public university participated in a study examining identity and well-being during their first year of college.
  • A total of 144 students completed surveys, with 98 students completing both fall and spring semester surveys.
  • Findings are based on the responses from these students.

• Demographic Distribution:

  • Most students identified as European American (91%).
  • 10% identified as African American.
  • 2% identified as Latinx.
  • 2% identified as American Indian or Native American.

• Identity Stability:

  • Findings indicate that identity exploration and commitment remain relatively stable throughout the first year of college.
  • Students who explored their identity in the fall continued to do so in the spring.
  • Similarly, students who were committed to their identity in the fall remained committed in the spring.
  • However, this stability varied based on different aspects of identity.

• Identity Development and Well-Being:

  • Identity development is linked to overall psychological well-being.
  • Global and friendship exploration were associated with lower levels of life satisfaction.
  • Romantic commitment was related to higher levels of life satisfaction.

• Key Takeaways:

  • Identity development is a process that takes time and is not completed in one year of college.
  • Identity achievement involves exploration followed by commitment.
  • Seeking opportunities to explore one’s identity can help move toward identity achievement.
  • Exploring identity may be associated with lower life satisfaction and increased anxiety and stress.
  • Establishing a strong support system, including friends and a significant other, can help increase life satisfaction.

• Importance of Self-Exploration in College:

  • Taking time to explore who one is during the college journey is valuable for personal growth.
  • Self-exploration helps shape attitudes, behaviors, worldviews, and experiences.
  • Understanding multiple social identities (such as sex, race, ethnicity, sexual orientation, gender, age, socioeconomic class, religion, and ability) is central to this process.

• Intersectionality:

  • In college, students have the opportunity to consider the importance of multiple identities, a concept referred to as intersectionality.
  • Exploring groups one belongs to, relationships, social roles, and personal characteristics is an important part of this process.

• Values, Actions, and Goals:

  • College provides an opportunity to consider one’s values, actions, and goals.
  • Exploring these aspects helps in making informed academic, professional, and personal decisions.

• Identity Description Frameworks:

  • According to Starot, there are three primary ways to describe identity:
  • Group membership.
  • Relationships and social roles.
  • Personal traits and characteristics.
  • Schwartz emphasized the importance of exploring both personal and cultural identity.

Section 2

• Intersectionality:

  • The term was first used by Kimberly Crenshaw to highlight the experiences of Black women who belong to two oppressed groups.
  • It emphasizes how multiple aspects of identity (such as race, gender, and class) intersect and shape an individual's experiences.

• Group Membership and Identity:

  • Group membership refers to aspects of identity such as race, ethnicity, sexual orientation, and gender.
  • These are social constructs, meaning they are not biologically determined but shaped by society.
  • Race is a social construct based on physical traits, while ethnicity relates to shared ancestry, history, and culture.
  • Sexual orientation involves a person's attraction and behavior toward others, and gender refers to culturally associated attitudes and behaviors tied to biological sex.

• Complexity of Identity:

  • Identities are complex and cannot be fully captured by single definitions.
  • Chizik and Chizik warned that using simplistic terms to define identity can lead to an incomplete understanding of oneself and others.
  • It is important to acknowledge and appreciate the multiple dimensions of identity.

• Privilege and Oppression:

  • Privilege refers to unearned advantages given to individuals based on group membership.
  • Privileged groups include white individuals, males, heterosexual individuals, and able-bodied individuals.
  • Oppression refers to disadvantages associated with group membership, affecting groups such as Black, Indigenous, and People of Color (BIPOC), females, LGBTQIA+ individuals, and people with disabilities.

• Identity and Self-Perception:

  • Individuals from privileged groups may not immediately identify their privilege, while members of oppressed groups are more likely to recognize the significance of their identity.
  • For example, individuals with disabilities may immediately identify their disability as a core part of their identity, while those without disabilities may not consider being able-bodied as a defining trait.
  • Members of oppressed groups often experience the disadvantages of oppression regularly and intensely, while members of privileged groups may not notice their advantages as easily.

• Understanding Privilege Through Metaphor:

  • Clifford used a running metaphor to illustrate privilege: the wind pushing someone along on the first half of a run represents unearned advantages.
  • Those with privilege often do not notice these advantages and may attribute their success to their own abilities and hard work.
  • Those without privilege are constantly aware of the obstacles they face, much like running against the wind.

• Intersection of Privilege and Oppression:

  • Individuals can belong to both privileged and oppressed groups simultaneously.
  • For example, an African-American male student in a STEM field may experience both the challenges of being a racial minority and the advantages of being a male in a field where women are underrepresented.

Section 3

• Understanding Identity and Social Constructs:

  • Students who identify as non-white often experience both privilege and oppression, highlighting the complexity of these concepts.
  • Identity is multifaceted and influenced by various factors, including race, ethnicity, gender, socioeconomic status, and personal experiences.
  • Categories such as race or ethnicity are useful but limited in capturing the full complexity of an individual’s identity.
  • Other group memberships, such as religious affiliation, disability status, and team or club membership, also contribute to one’s identity.

• Self-Assessment and Identity Development:

  • Self-assessment tools, such as the multi-group ethnic identity measure developed by Roberts and the race salience subscale by Worrell, can help individuals better understand their identity.
  • A strong ethnic identity is associated with positive outcomes such as increased academic success, self-efficacy, and school engagement.
  • Exploring one's identity through self-reflection and interaction with others is crucial for personal growth and understanding others.

• Social Roles and Relationships:

  • Personal roles, such as being a child, parent, sibling, or friend, significantly influence one’s identity.
  • The role of a student is a critical part of identity for many, especially for those who are first-generation college students.
  • Research indicates that student identity can lead to positive outcomes such as higher grades, increased confidence, and a stronger sense of belonging.

• The Role of Community and Belonging:

  • Connecting with others who share similar identities or experiences can enhance a sense of belonging and support academic success.
  • A study by Williams showed that students who engaged with peers through shared experiences had better academic outcomes.
  • Being part of campus groups, clubs, or organizations can also shape identity and contribute to a sense of community.

• Academic and Career Identity:

  • Academic major is a part of one’s identity and can influence a sense of belonging and academic performance.
  • Choosing a major aligned with one’s interests can enhance satisfaction and success in the field.
  • Career identity is a significant part of one’s overall identity, and exploring different career options is an essential part of identity development.

• Personal Characteristics and Interests:

  • Personal characteristics such as being adventurous, compassionate, or responsible play a role in shaping identity.
  • Interests, such as sports, music, or reading, guide hobbies and influence career choices.
  • Exploring new activities is an effective way to discover personal interests, skills, and values.
  • College offers many opportunities for students to explore their interests and develop a clearer sense of self.

• Identity Development and Exploration:

  • Identity development involves both exploration and commitment, as described by James Marsha.
  • Cultural background plays a significant role in shaping identity and influencing personal and career choices.
  • It is normal for students to be uncertain about their interests or future paths, and college provides a time and space for exploration and growth.

Section 4

• Understanding Identity and Self-Reflection:

  • Identity is a complex combination of group membership, roles, relationships, and personal characteristics, including interests.
  • Reflecting on multiple identities helps individuals understand themselves better and grow.
  • College is a key time to explore and develop identities, including professional ones.
  • Self-reflection can also enhance empathy and understanding of others, leading to better collaboration and teamwork.

• Exploring Identity:

  • Questions to consider include: What parts of your identity are most important? Which are moderately or less important? What privileged or oppressed groups do you belong to?
  • Others may notice certain parts of your identity more than others, and you may want to learn more about or develop other aspects.
  • Future identity goals can be set by considering what actions can be taken now to achieve them.

• Learning More About Identity:

  • Engaging in self-reflection, exploring values, and considering the influence of family, culture, and community are important ways to understand identity.
  • Assessments and discussions can help identify personal values and how they influence decisions and actions.

• Values and Their Influence:

  • Values are what individuals believe is important and influence their actions, decisions, and evaluations of themselves and others.
  • Values are shaped by family, culture, and the people one spends time with.
  • Aligning personal values with career and academic choices can lead to greater satisfaction and well-being.
  • Organizations also have values, and working for ones with similar values can enhance job satisfaction.

• Activism and Social Change:

  • Activism involves acting on personal values to bring about political or social change.
  • Activism can take many forms, such as peaceful protests, social media advocacy, or engaging in community efforts.
  • College offers many opportunities to learn about and engage in activism, including through classes, campus organizations, and community-based efforts.
  • Allies and partners can help make activism more effective.

• Aspirations and Career Goals:

  • Aspirations refer to who one hopes to be or what one wants to accomplish.
  • Aspirations often drive individuals to attend college and pursue certain majors or careers.
  • Role models, both within and outside of one's network, can influence career choices and aspirations.
  • Television, social media, and mentors can all play a role in shaping career aspirations.
  • Aspirations extend beyond career choices and can include leadership goals and personal development.

• Challenges and Opportunities in College:

  • Many students struggle with deciding on a major or career path.
  • Self-reflection and learning about oneself can help make these decisions easier.
  • Understanding personal values, identity, and aspirations can help students make informed choices about their future.
  • It is important to consider both personal and professional goals when thinking about the future.