- The Oxford Handbook of Identity Development
- About the Editors
- The Field of Identity Development Needs an Identity: An Introduction to The Oxford Handbook of Identity Development
- Theoretical Foundations of Identity
- Gendered Narrative Voices: Sociocultural and Feminist Approaches to Emerging Identity in Childhood and Adolescence
- Identity Development from Adolescence to Emerging Adulthood: What We Know and (Especially) Don’t Know
- Identity Development Through Adulthood: The Move Toward “Wholeness”
- Three Strands of Identity Development Across the Human Life Course: Reading Erik Erikson in Full
- The Identity Statuses: Strengths of a Person-Centered Approach
- Commitment and Exploration: The Need for a Developmental Approach
- Identity Status: On Refinding the People
- Autobiographical Reasoning is Constitutive for Narrative Identity: The Role of the Life Story for Personal Continuity
- Autobiographical Reasoning and My Discontent: Alternative Paths from Narrative to Identity
- Discerning Oneself: A Plea for the Whole
- Identity as Internal Processes: How the “I” Comes to Define the “Me”
- Identities as an Interactional Process
- Integrating “Internal,” “Interactional,” and “External” Perspectives: Identity Process as the Formulation of Accountable Claims Regarding Selves
- Culture as Race/Ethnicity
- “[T]hey Say Black Men Won’t Make It, But I Know I’m Gonna Make It”: Ethnic and Racial Identity Development in the Context of Cultural Stereotypes
- Reflections on the Cultural Lenses of Identity Development
- Identities, Cultures, and Schooling: How Students Navigate Racial-Ethnic, Indigenous, Immigrant, Social Class, and Gender Identities on Their Pathways Through School
- Transformation, Erosion, or Disparity in Work Identity?: Challenges During the Contemporary Transition to Adulthood
- Identity and Positive Youth Development: Advances in Developmental Intervention Science
- A Translational Research Approach to Narrative Identity in Psychotherapy
- Youths’ Constructions of Meanings About Experiences with Political Conflict: Implications for Processes of Identity Development
- Puberty, Identity, and Context: A Biopsychosocial Perspective on Internalizing Psychopathology in Early Adolescent Girls
- Body Image and Identity: A Call for New Research
- Cultural Neuroscience of Identity Development
- Parenting, Adolescent–Parent Relationships, and Social Domain Theory: Implications for Identity Development
- Who Am I If We’re Not Us? Divorce and Identity Across the Lifespan
- Identity Development in the Context of the Risk and Resilience Framework
- The Dynamic Role of Identity Processes in Personality Development: Theories, Patterns, and New Directions
- Identity Development in the Digital Age: The Case of Social Networking Sites
- Identity Formation Research from a Critical Perspective: Is a Social Science Developing?
- What Have We Learned Since Schwartz (2001)?: A Reappraisal of the Field of Identity Development
- The Future of Identity Development Research: Reflections, Tensions, and Challenges
Abstract and Keywords
This chapter examines the contributions in this handbook and the field as a whole from a critical, catholic point of view. This broad and discerning perspective sees the field of identity studies as including various social sciences and the concept of identity as multidimensional, varying by level of analysis, manifestation, and interacting with other phenomena. Although a number of chapters in this volume also recognize this broad nature of the field and that no one perspective “owns” the identity concept, some chapters take a more parochial view of “identity.” Given that the social scientific study of identity is past the half-century mark, the author argues that the time has come when such parochial perspectives are no longer sustainable. If the identity studies field is to grow beyond its current state of terminological and conceptual confusion, empirical and theoretical rapprochements are necessary among the various disciplines studying of the diverse subject matter of this promising field.
James Côté is a Full Professor of Sociology at the University of Western Ontario, and regularly contributes to three fields of research: sociology of youth, identity formation, and higher education studies.
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