Skip to main content
SpringerLink
Log in

Adolescent Identity Formation and the School Environment

  • Chapter
Book cover The Translational Design of Schools

Part of the book series: Advances in Learning Environments Research ((ALER))

Abstract

Forming an identity that sets a firm foundation for adulthood is the central developmental concern and issue of adolescence. Identity formation is a lifelong development which begins from “the baby’s earliest exchange of smiles” (Erikson, 2008, p. 226). Nevertheless, it significantly emerges to individuals’ consciousness or awareness during adolescence due to some significant physical and psychological changes as well as the emergence of new social expectations from the individuals (Adamson & Lyxell, 1996).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adams, G. R. (1992). Introduction and overview. In G. R. Adams, R. Montemayor, & T. P. Gullotta (Eds.), Adolescent identity formation (pp. 1–8). Newbury Park, CA: Sage Publications.

    Google Scholar 

  • Adams, G. R., & Fitch, S. A. (1983). Psychological environments of university departments: Effects on college students’ identity status and ego stage development. Personality and Social Psychology, 44(6), 1266–1275.

    Article  Google Scholar 

  • Adams, G. R., & Marshall, S. K. (1996). A developmental social psychology of identity: Understanding the person-in-context. Journal of Adolescence, 19(5), 429–442.

    Article  Google Scholar 

  • Adams, G. R., & Palijan, S. (2004). The ‘identity-education’ link: Six themes in an educational setting that influence adolescent identity development and well-being. In T. Urban & F. Pajares (Eds.), Educating adolescents challenges and strategies (pp. 237–253). Greenwich, CT: Information Age Publishing Inc.

    Google Scholar 

  • Adams, G. R., Ryan, B. A., & Keating, L. (2000). Family relationships, academic environments, and psychosocial development during the university experience: A longitudinal investigation. Journal of Adolescent Research, 15(1), 99–122.

    Article  Google Scholar 

  • Adamson, L., & Lyxell, B. (1996). Self-concept and questions of life: Identity development during late adolescence. Journal of Adolescence, 19(6), 569–582.

    Article  Google Scholar 

  • Allen, J. P., Hauser, S. T., Bell, K. L., & O’Connor, T. G. (1994). Longitudinal assessment of autonomy and relatedness in adolescent-family interactions as predicators of adolescent ego development and self-esteem. Child Development, 65, 179–194.

    Article  Google Scholar 

  • Altman, I. (1975). The environment and social behavior: Privacy, personal space, territory, and crowding. Monterey, CA: Brooks/Cole Publishing Company.

    Google Scholar 

  • Association for Middle Level Education (AMLE). (2004). Policy statements: Small schools and small learning communities.

    Google Scholar 

  • Barker, R., & Gump, V. (1964). Big school, small school: High school size and student behavior. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Berzonsky, M. D. (2004). Identity style, parental authority, and identity commitment. Journal of Youth & Adolescence, 33, 213–220.

    Article  Google Scholar 

  • Blatt, S. J., & Blass, R. B. (1996). Relatedness and self-definition: A dialectic model of personality development. In G. G. Noam & K. W. Fischer (Eds.), Development and vulnerability in close relationships (pp. 309–338). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Blos, P. (1962). On adolescence: A psychoanalytic interpretation. New York, NY: Free Press of Glencoe.

    Google Scholar 

  • Blos, P. (1967). The second individuation process of adolescence. Psychoanalytic Study of the Child, 22, 162–186.

    Google Scholar 

  • Blos, P. (1979). The adolescent passage: Developmental issues. New York, NY: International Universities Press.

    Google Scholar 

  • Brubaker, C. W. (1998). Planning and designing schools. New York, NY: McGraw-Hill.

    Google Scholar 

  • Burke, A. M. (1987). Making a big school smaller: The school-within-a-school arrangement for middle level schools. Orting, WA: Orting Middle School.

    Google Scholar 

  • Conchas, G. Q., & Rodriguez, L. F. (2008). Small schools and urban youth: Using the power of school culture to engage students. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Cooper, C. R. (1998). The weaving of maturity: Cultural perspectives on adolescent development. New York, NY: Oxford University Press.

    Google Scholar 

  • Cooper, C. R., Grotevant, H. D., & Condon, S. M. (1983). Individuality and connectedness in the family as a context for adolescent identity formation and role-taking skill. In H. D. Grotevant & C. R. Cooper (Eds.), Adolescent development in the family: New directions for child development (Vol. 22, pp. 43–59). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Cotterell, J. (1996). Social networks and social influences in adolescence. London, England: Routledge.

    Google Scholar 

  • Cotterell, J. (2007). Social networks in youth and adolescence. London, England: Routledge.

    Google Scholar 

  • Cotton, K. (1996). School size, school climate, and student performance. Retrieved August 13, 2011, from http://educationnorthwest.org/webfm_send/513

    Google Scholar 

  • DfES (2002). Schools for the future: Design for learning communities (Building Bulletin). Great Britain, England: Department for Education. Retrieved August 13, 2011, from https://www.education.gov.uk/publications/eOrderingDownload/Pages%20from%20Schools%204%20future%20pt%201.pdf

    Google Scholar 

  • Davies, M. (2005). Less is more: The move to person-centred, human scale education. Forum, 47(2), 97–118.

    Article  Google Scholar 

  • Dreyer, P. H. (1994). Designing curricular identity interventions for secondary schools. In S. L. Archer (Ed.), Interventions for adolescent identity development (pp. 121–140). Thousands Oaks, CA: Sage Publications.

    Google Scholar 

  • Erikson, E. (2008). The problem of EGO identity. In D. L. Browning (Ed.), Adolescent identities: A collection of readings (pp. 223–240). New York, NY: Analytic Press.

    Google Scholar 

  • Erikson, E. H. (1968). Identity, youth and crisis. London, England: Faber & Faber Limited.

    Google Scholar 

  • Erikson, E. H. (1974). Identity, youth and crisis. London, England: Whitstable litho Straker brothers Ltd.

    Google Scholar 

  • Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75, 159–210.

    Article  Google Scholar 

  • Flum, H., & Levi-Yudelevitch, M. (2008). Adolescents’ relatedness and identity formation: A narrative study. In D. L. Browning (Ed.), Adolescent identities: A collection of readings (pp. 157–182). New York, NY: Analytic Press.

    Google Scholar 

  • Foster, C. M., & Martinez, I. (1985). The effects of school enrollment size in the middle and junior high school on teacher and student attitude and student self-concept. Research in Rural Education, 3(2), 57–60.

    Google Scholar 

  • Fowler, Jr., W. J., & Walberg, H. J. (1991). School size, characteristics, and outcomes. Educational Evaluation and Policy Analysis, 13(2), 189–202.

    Article  Google Scholar 

  • Gilligan, C., Lyons, N. P., & Hanmar, T. J. (1990). Making connections: The relational worlds of adolescent girl Emma Willard school. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Good, M., & Adams, G. R. (2008). Linking academic social environments, ego-identity formation, ego virtues, and academic success. Adolescence, 43(170), 221–236.

    Google Scholar 

  • Grabe, M. (1981). School size and the importance of school activities. Adolescence, 16(61), 21–31.

    Google Scholar 

  • Grotevant, H., & Cooper, C. (1986). Individuation in family relationships: A perspective on individual differences in the development of identity and role taking skill in adolescence. Human Development, 29, 82–100.

    Article  Google Scholar 

  • Grotevant, H. D., & Cooper, C. R. (1985). Patterns of interactions in family relationships and the development of identity exploration in adolescence. Child Development, 56, 415–428.

    Article  Google Scholar 

  • Guisinger, S., & Blatt, S. J. (1994). Individuality and relatedness: Evolution of a fundamental dialectic. American Psychologist, 49, 104–111.

    Article  Google Scholar 

  • Hertzberger, H. (2008). Space and learning: Lessons in architecture 3. Rotterdam, The Netherlands: 010 Publishers.

    Google Scholar 

  • Josselson, R. (1994). The theory of identity development and the question of intervention: An introduction. In S. L. Archer (Ed.), Interventions for adolescent identity development (pp. 12–25). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Josselson, R. L. (1994). Identity and relatedness in the life cycle. In H. A. Bosma, D. J. de Lavita, T. L. G. Graafsman, & H. D. Grotevant (Ed.), Identity and development: An interdisciplinary approach (pp. 81–102). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Kershaw, C. A., & Blank, M. A. (1993). Student and educator perceptions of the impact of an alternative school structure. The Annual Meeting of the American Educational Research Association, Atlanta, GA.

    Google Scholar 

  • Kroger, J. (2003). Identity development during adolescence. In G. R. Adams & M. D. Berzonsky (Ed.), Blackwell handbook of adolescence (pp. 205–227). Malden, MA: Blackwell Publishing Ltd.

    Google Scholar 

  • Kroger, J. (2007). Identity development: Adolescence through adulthood. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Lannegrand-Willems, L., & Bosma, H. A. (2006). Identity development-in-context: The school as an important context for identity development. IDENTITY: An International Journal of Theory and Research, 6(1), 85–113.

    Article  Google Scholar 

  • Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551–558.

    Article  Google Scholar 

  • Marcia, J. E. (1993). The relational roots of identity. In J. Kroger (Ed.), Discussions on ego identity (pp. 101–120). Mahwah, NJ: Erlbaum.

    Chapter  Google Scholar 

  • Marcia, J. E. (1994). The empirical study of ego identity. In H. A. Bosma, T. L. G. Graasfma, H. D. Grotevant & D. J. De Levita (Ed.), Identity and development: An interdisciplinary approach (pp. 67–80). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Matheis, S., & Adams, G. R. (2004). Family climate and identity style during late adolescence. IDENTITY: An International Journal of Theory and Research, 4, 77–95.

    Article  Google Scholar 

  • McMillan, D., & Chavis, D. (1986). Sense of community: A definition and theory. American Journal of Community Psychology, 14, 6–23.

    Article  Google Scholar 

  • Moore, G. T., & Lackney, J. A. (1993). Design patterns for American schools: Responding to the reform movement. US department of Education, Educational Resources Information Center, EDRS.

    Google Scholar 

  • Nakkula, M. (2003). Identity and possibility: Adolescent development and the potential of schools. In M. Sadowski (Eds), Adolescents at school: Perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Phelan, P., Davidson, A. L., & Yu, H. (1998). Adolescents’ worlds: Negotiating family, peers, and school. New York, NY: Teachers College Press.

    Google Scholar 

  • Roker, D., & Banks, M. H. (1993). Adolescent identity and school type. British Journal of Psychology, 84(3), 297–300.

    Article  Google Scholar 

  • Rutter, R. A. (1988). Effects of school as a community. Madison, WI: National Centre on Effective Secondary Schools.

    Google Scholar 

  • Slavin, R. E. (1995). Cooperative learning. Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Smith, G. R., & Gregory, T. B. (1987). Major contrasts in the social climates of two high schools in the same town. The Annual Meeting of the American Educational Research Association, Washington, DC.

    Google Scholar 

  • Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority children and youth. Harvard Educational Review, 67(1), 1–40.

    Article  Google Scholar 

  • Stockard, J., & Mayberry, M. (1992). Resources and school and classroom size. In J. Stockard & M. Mayberry (Ed.), Effective educational environments (pp. 40–58). Newbury Park, CA: Corwin Press.

    Google Scholar 

  • The National Forum to Accelerate Middle-Grades Reform. (2004, June). Policy statement: Small schools and small learning communities, 4.

    Google Scholar 

  • Woolfolk Hoy, A., Demerath, P., & Pape, S. (2002). Teaching adolescents: Engaging developing selves. In T. Urdan & F. Pajares (Eds.), Adolescence and education: General issues in the education of adolescents (Vol. 1, pp. 119–169). Greenwich, CT: Information Age Pub.

    Google Scholar 

  • Yates, M., & Youniss, J. (1998). Community service and political identity development in adolescence. Journal of Social Issues, 54(3), 495–512.

    Article  Google Scholar 

  • Yates, M., & Youniss, J. (1999). Promoting identity development: Ten ideas for school-based servicelearning programs. In J. Claus & C. Ogden (Eds.), Service learning for youth empowerment and social change (pp. 43–67). New York, NY: Peter Lang.

    Google Scholar 

  • Youniss, J., & Yates, M. (1997). Community service and social responsibility in youth. Chicago, IL: University of Chicago Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Architecture and Built Environment, Faculty of Science, Engineering and Built Environment, Deakin University, Australia

    Neda Abbasi

Authors
  1. Neda Abbasi
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Melbourne, Australia

    Kenn Fisher

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Abbasi, N. (2016). Adolescent Identity Formation and the School Environment. In: Fisher, K. (eds) The Translational Design of Schools. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-364-3_4

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-364-3_4

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-364-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation