Blog 6: Identty

In module 3, the concept of identity is presented. As I observe the fourth grade students in my class, I realize that they are in a state of psychosocial moratorium in which they are free to explore who they are and what goals they want to pursue in life (Bohlin, Durwin, Reese-Weber, 2012, p.48). The student in my fourth grade class are thinking of their future career goals, family expectations, and life achievements now since they are free to do so since they lack multiple obligations. I feel as though this is a great stage for students to be in because they have low responsibilities and demands on their day to day life that would alter their hopes in life. I find it interesting to hear of the things that my students feel they will accomplish when they become adults. One boy in my class truly believes he will be a professional athlete on a pro football team. Because he is able to play football, he believes in his abilities to do so in the future even though he does not take into considerations other life factors that may hinder him from doing so in the future.

Another aspect that I notice in my fourth grade students would be their strong ethnic and gender identities. Many of them have assimilated to the common culture in their town that reflects a country-outdoorsy lifestyle. Many of the students’ parents are local farmers so a lot of the student partake in activities like fishing, camping, and hunting (to some extent) with their families. A lot of the boys and girls in my class come to school in camouflage clothing and boots on a regular basis. The students also stay within their expected gender identities. I believe this may be because the culture they are in enforces their gender identities to be consistent with their sex as described in the social learning theory. Students will develop their gender identity based upon what they see being displayed in their environments (Bohlin, Durwin, Reese-Weber, 2012, p.51).

Some questions I have when considering these ideas would be how will my students exploration in their stage of psychosocial moratorium shift, alter, and change as they get older? How will cultural and gender identities be redefined in my students when they gain a better view of their own self-concept?

Bohlin, L., Durwin, C.C., & Reese-Webber, M. (2012). Edpsych Modules (Second Edition). New York. Mc Graw Hill Higher Education.

#psychosocialmoratoriumidentitygenderidentityethnicidentity