Ideological Identity Statuses of students of Grades 8-11

Basma Al-Balushi,Abdulqawi Alzubaidi,Ali Mahdi Kazem

doi:10.15344/2455-3867/2015/106

Basma Al-Balushi, Abdulqawi Alzubaidi + Show 1 more

Open Access

https://doi.org/10.15344/2455-3867/2015/106

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Abstract

Several important theoretical perspectives in intergroup relations predict that there should be a positive association between various form of intergroup discrimination and collective identity. The empirical evidence for this assumption is however inconsistent and contradictory. Some studies show positive associations, some show negative associations and some show fail to find any associations. In an attempt to bring some clarity to this area, we conducted four studies that examined the relationship between collective identity and intergroup discrimination as a function of the intergroup context. Based on ideas derived from Self-Categorization Theory (SCT) it was predicted that the association between collective identity and intergroup discrimination would emerge in contexts where intergroup relations are emphasized. Using a between groups methodology, this prediction was tested in four independent studies. The results indicate a consistently positive relationship between the evaluative dimension of collective identity and various forms of intergroup discrimination. This association is found only in circumstances that specifically emphasize intergroup relations. This relationship held across increasingly negative forms of intergroup discrimination.

Highlights

IntroductionErikson’s [1] construct of identity development is conceptualized as a psychosocial task
Identity formation is an important aspect of nations and peoples all over the world because of the rapid change taking place in all aspects of life: psychological and social effects that lead to changing individuals’ thinking, self-awareness and concept of self.Erikson’s [1] construct of identity development is conceptualized as a psychosocial task
This study aims to answer the following questions: 1. What is the level of ideological identity in Omani Student in grades 8-11 for ideological identity statuses? Which statuses are considered to be the most common ideological identity?

Summary

Introduction

Erikson’s [1] construct of identity development is conceptualized as a psychosocial task. The social focus of the construct makes it a useful theoretical framework to use in an investigation where the social context of intrapersonal (ego) development is important to the researcher [2], formulated an eight stage theory of personality development, extending from birth to old age. The developmental task that has to be resolved during the adolescent stage, the fifth psychosocial stage, is identity formation versus role confusion [3]. Erikson [1,2] has given a rich description of identity development and his theoretical work has stimulated a considerable number of empirical investigations over the past three and a half decades. A point of criticism directed at Erikson’s work by various authors (for example, [4,5,6] is that Erikson’s metaphorical writing style has led to a diversity of definitions (of identity) and methodological approaches

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