Who We Are is Determined by The Groups We Belong to - Essay Example

Critically evaluate the ment: ‘Who we are is determined by the groups we belong to’. Introduction The personal qualities of an individual are often attributed to his genetic qualities and later, as he ages, to his environment. These personal qualities eventually evolve to form the particular identity of a person. This identity is often a product of various contributing factors, and some experts claim that ‘who we are is determined by the groups we belong to.’ The applicability of this claim is however refutable. This paper shall provide a critical evaluation of the above statement, reviewing its applicability, as well as its accuracy and opposing arguments. Body Stets and Burke (2002, p. 4) discusses that based on a social psychological perspective, the self is seen “as emerging out of the mind, the mind as arising and developing out of social interaction, and patterned social interaction as forming the basis of social structure”. A person’s mind is considered as the thinking aspect of one’s self and it is the subtle and inner action where a person or individual establishes meanings for himself and for other individuals. Being able to establish meaning and to point these out to other individuals is something which comes from language, which then becomes the basis of meanings and symbols (Stets and Burke, 2002). The process of gaining a sense of self is based on reflexivity (Stets and Burke, 2002). Humans usually reflect on themselves, dissecting themselves in terms of their actions and their qualities. They are also able to assess themselves and review their plans based on future potential states, being self-aware and reaching consciousness in relation to their personal existence (Stets and Burke, 2002). In evaluating the role of other individuals and evaluating oneself based on the perspective of others, “our responses come to be like others’ responses, and the meaning of the self becomes a shared meaning” (Stets and Burke, 2002, p. 4). Therefore, when one’s personal identity emerges as an object of quality, there is a combination of the self and of other people’s perspectives. As humans establish their identity to themselves and to others, they also gain an understanding of who they are. Self-concept was traditionally based on self-evaluation which was also understood as self-esteem. To expand this perspective, other experts like Rosenberg (1979) pointed out that self-concepts were not based on self-esteem alone because self-esteem was based on the total of thoughts, feelings, and imaginations. Further expansions of this perspective established that self-concept was supported by cognitive, as well as affective components (Franks and Marolla, 1976). In effect, self-concept is formulated by various meanings individuals believe about themselves; it is founded on our personal observations of ourselves, how we interpret our actions, according to how other individuals act towards us (Stets and Burke, 2002). Based on this analysis, it is prudent therefore to note that people’s sense of self and identity is influenced by self-perception, as well as by other people’s behaviour towards us. As social beings, the people with whom interactions are carried out comprise a significant part of an individual’s formulation of their identity. Self-identity can be formulated as a group of self-relevant attitudes, beliefs, as well as future goals which eventually lead to an overall concept of self (Waterman, 1985). This identity also provides individuals with perceptions which are in line with one’s views of self and the continuity of that self. Erik Erikson identified that in the fifth stage of a person’s development, the challenge to be faced is that of identity versus confusion, and this stage is set within the adolescent stage (Dumas, 2011). The central psychological dilemma for adolescents is on finding and establishing their identity, and to “arrive at a well-examined, culturally acceptable set of values, goals, and beliefs about oneself and one’s life that serves to guide future adult decision-making influence how one views oneself in the context of salient life domains” (Dumas, 2011, p. 2). This identity is based on an ideal conceptualization of self, one which is founded on various elements, including one’s peer group. Self-identity is most often based on the ideological and the interpersonal domain, and where the ideological domain is concerned about a person’s career, politics, or occupation, his interpersonal domain is concerned more about his family, his relationships, friendships, and sexual orientation (Balistreri, Busch-Rossnagel, and Geisinger, 1995). Interpersonal aspects of identity are usually of importance to adolescents, especially within Western cultures. And as their relationships with their family members change, they seek more independence and often gravitate towards their network of friends to find their personal identity and to establish a sense of belongingness. With sexual maturity, these adolescents are also motivated to review their gender roles, in terms of dating and sexual relations (Kroger, 2007). In so doing, they are exploring and seeking to establish their identity. In these instances, and for teenagers who desire that sense of belongingness, the impact of the group they belong to has a significant impact on their identity. In effect, such identity is influenced by one’s desire to fit into a group, thereby causing a person to consider how to fit his identity into the group he wants to fit into (Rogers, 2003). For adolescents in the midst of a major quandary about their identity, the impact of society is very much significant in their peer group choice. The impact of peer groups to one’s self of identity is largely significant during a person’s adolescent years. In a study by Sussman, Unger, and Dent (2003), the authors established that students’ peer groups have an impact on behaviour and decisions of their peer members; in some instances, these peer groups have been known to alter life courses and decisions. Some high-risk peer groups have been known to encourage and influence their members to take drugs, or not to attend their classes, or to not to look for suitable employment (Sussman, et.al., 2003). As a result, these peer groups often lead these adolescents towards a pattern of delinquent behaviour which include drug abuse, alcoholism, and other problem behaviours. For some adolescents, the desire to fit in with their peer group often overwhelms their sensibilities; as a result, their identity is often tied in closely with how they would fit in with their peer group. For some adolescents who have emotional or social problems, they may often end up joining deviant groups. However, these deviant groups often encourage high-risk behaviours, even rewarding them for their antisocial or deviant behaviours (Rogers, 2011). To some extent, it is sometimes possible for group self-identification to be a variable of self-perception which does not have anything to do with existing in one’s social setting. An individual may think of himself as a specific type of person with an identity, one which reflects his affinity for certain qualities or activities, however, it may not always reflect his peer grouping (Rogers, 2011). In effect, where adolescents are not stereotyped into certain groups, it is possible for them to establish an identity which is not necessarily based on their peer grouping. Nevertheless, for vulnerable adolescents who are highly unsure of their identity and whose self-esteem is very much lacking, the self-identity may not stray much from their peer groups and the proclivities, activities, and the identity of such peer groups. An individual’s identity is often a reflection of what a person perceives himself to be. For some individuals, this self-identity is established based on their personal preferences and for those with a strong sense of self, establishing and maintaining a personal identity can be built with hardly any familial or societal support (Hewstone, 2005). However, this may not always be the case because humans are inherently social creatures; in effect, their self-perception may not always be firmly established without the outside world impacting or influencing their personal identity. Nevertheless, it is possible for some individuals to develop a strong sense of self which is significantly divorced from peer or social influence (Hewstone, et.al., 2007). For most people however, self-identity is highly influenced and based on social support and factors. Social support is considered as supportive interactions with other individuals (Dubois, et.al., 2002). More often than not, these interactions serve as tools which encourage preferred adjustments among teenagers. Specifically among adolescents, strong interpersonal interactions are preferred because they can bring comfort and safety at a time which is full of significant physical and psychological changes (Kenny, et.al., 2002). The greatest source of support for adolescents is their peers and their family. While their family provides emotional support towards the development of varied points of view, peer groups provide diversity and opportunities for the discovery and exploration of various attitudes and perceptions (Bosma and Kunnen, 2001). Families and peers both play a crucial role in the development of a person’s identity. Research also indicates that adolescents are likely to go through difficulties in making changes when the sources of their support are not balanced (Dubois, et.al., 2002). The importance of balancing between the peer and family support is therefore a significant factor in the eventual end goal of shaping a person’s sense of self. Although family support can provide strong emotional maturity for a person, familial relationships may not always lead to the desired results. In instances when familial interactions and support is weak, the individual’s ability to bear challenges may be compromised (Dubois, et.al., 2002). In these instances, peer groups may become a strong and important source of support. In some cases, friends and peer groups can impact on a person’s perceptions about school and prompt negative deviant behaviour like cutting classes and playing truant. Individuals often desire to fit in with their contemporaries and in the process, end up taking in beliefs and values which are very much in line with the values of their friends. In other words, their identities revolve around the attributes of their friends, impacting on their identity and assisting them in undergoing developmental challenges (Bosma and Kunner, 2001). Peers, in some cases, can help promote the development of abilities by cooperating with other people. As a person develops camaraderie with his peers, he also expands his network; and larger networks help support opportunities to evaluate alternatives to their current perceptions (Para 2008). Based on studies, the overall quality of friendships has an impact on one’s peers; and the better the quality of friendships, the more enhanced the development of individuals would be. High quality friendships often come in the form of relationships which display trust, loyalty, and intimacy (Para, 2008). These favourable qualities are those which often translate to better school participation and involvement in school activities – activities which eventually assist a person in developing higher self-esteem. Higher socialization activities can also lead to more explorations on the part of the individuals – explorations of diverse ideas and values, which eventually lead to an identification of one’s inclination (Para, 2008). Peers are also concurrently the models in people’s lives; they model various opinions, values, religions, and even attitudes. Studies also point out that many people make their decisions based on what their peers would do or say (Hewstone, et.al., 2007). Their peers would impact on their decisions about dating, breaking-up, intercourse, whether or not to go to college, and even where to go to college. As their peers impact on decisions are made, their identity and personality is often shaped and developed. Moreover, the series of decisions made by a person help establishes a person’s identity. People with whom individuals interact have their specific beliefs which may sometimes be different from the individual. For individuals seeking to define themselves, they may be able to identify the qualities in a friend’s personality which they would like to explore and maybe add to their own identity or values (Para, 2008). Adolescent girls are likely to be more influenced by their peer groups and they are often burdened by their peers and their contemporaries more than their male counterparts. These girls often feel the burden of having to dress attractively or to be thin and to be in style (Boujlaleb, 2006). When they do not conform or fit the current trends among their peers, they often end up being ostracized or bullied. This increases the pressure on these girls to fit in and to conform to the standards set by their peers. As these girls conform, their identity and personality is also shaped. The media exacerbates the impact of peer pressure among adolescents as images of thin fashion models and celebrities often dominate magazines, televisions shows, and movies (Sheid, 2005). The image of beauty and attractiveness is often drawn from these models and celebrities, further alienating those who cannot or even those who would not conform to the societal and peer standards. As an offshoot to these image issues among adolescent girls, the incidents of eating disorders among this population have manifested an increase (Harvey, 2002). As adolescents grow into their adult years, their identity and sense of self often becomes more firmly entrenched and developed. The maturity process often allows the person to be more discerning about the values and qualities he chooses to adopt in his life (Harvey, 2002). Peer groups do not anymore have as much of an impact on the adult, with a stronger sense of self developed and established by an individual. Nevertheless, for individuals who have not resolved their identity and role confusion during their adolescent years, they may still have serious identity issues during their adult years (Harvey, 2002). As a result, they may find themselves being very much vulnerable to the dictates and the influence of their peers. Deviant behaviour may also manifest in the form of drug abuse, gang activity, thieving, and similar negative activities. Adults who have often been known to misbehave usually have had a history of unresolved issues during their adolescent years. The vulnerabilities of these individuals in relation to their sense of self and their identity are strongly associated with the same vulnerabilities they had during their teenage years (Sheid, 2005). As they associate their identity with their peer groups, they are very much estranged from any personal qualities they have as individuals. Conclusion Based on the above discussion, it is appropriate to note that who we are is very much associated with the groups individuals belong to. As individuals develop physically and mentally, they often reach a point where their sense of self is established and this stage falls during their adolescent years. This is a time of confusion for the adolescent because of the various physical and psychological developments taking place in his life. In order to fit in, the adolescent is also likely to adopt the qualities which he sees among his peers. In the process, he evolves a personality and identity which is influenced by his peers. This same personality is often carried over to his adult years. Hence, for a person who gravitates towards deviant peers, he would likely develop an identity founded on deviant behaviour. For other individuals who would see his identity based on peer groups who manifest more positive behaviour, he would also likely develop an identity based on positive qualities. 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