Exercise: Identity Development in Adolescence Psychology of Adolescence (PSYC 322) Identity development is one of the key developmental milestones during adolescence, especially in terms of career identity. A great deal of research has been done on the developmental progression of how and when one develops a sense of identity. Specifically, Marcia argues that one does not develop a clear sense of career identity until the period of emerging adulthood (Santrock, 2016). Prior to this time there is significant variability in decidedness that one has toward one’s career. Part of the research process is to replicate findings of other research projects in order to add credibility to the conclusions that have been drawn. As a fellow researching scientist in the area of adolescent development, your goal is to support or refute the age related changes in identity as proposed by Marcia’s theory of identity development. Collect some data using the methods described below and then write a research report supporting or refuting Marcia’s theory. Step 1: Start by doing some background research on Marcia’s theory. Specifically, find out the basic components of his theory and his view regarding age related changes in identity status. Also, address the specific influences that could help a teen to develop a coherent sense of career identity. This information can be located in your textbook. Step 2: Once you have a good idea about the details behind his theory collect data to support his theory. Interview at least four individuals about their future career using the interview sheet below. At least two individuals must be teenagers between 13 and 17 years of age. At least two individuals should be emerging adults between 18 and 25 years of age. (You may use classmates in this class for this exercise.) Make sure to get parental consent for subjects under the age of 18 using the consent form located on Blackboard in the Exercise Requirement Sheet. You do not need to turn these in unless requested. You will need to turn in the answers you collected in the interview using the Career Identity Development questions found below. Step 3: Analyze your data by classifying each participant into one of Marcia’s identity statuses. You will find instructions on how to do this on the last page of this assignment. Next, compare the answers given by the younger and older participants to make a determination about developmental differences in identity status. Think about why there might have been developmental differences in identity status or why there were no age differences. You are looking to identify what caused the change and getting older is not specific enough. What cognitive, biological, or social changes occurred that brought about the change in identity? Next think about the practical implications of this research or how you would use this information when interacting with teens. Step 4: Next report your.

1. Exercise: Identity Development in Adolescence
Psychology of Adolescence (PSYC 322)
Identity development is one of the key developmental
milestones during adolescence, especially in
terms of career identity. A great deal of research has been done
on the developmental progression
of how and when one develops a sense of identity. Specifically,
Marcia argues that one does not
develop a clear sense of career identity until the period of
emerging adulthood (Santrock, 2016).
Prior to this time there is significant variability in decidedness
that one has toward one’s career.
Part of the research process is to replicate findings of other
research projects in order to add
credibility to the conclusions that have been drawn. As a fellow
researching scientist in the area of
adolescent development, your goal is to support or refute the
age related changes in identity as
proposed by Marcia’s theory of identity development. Collect
some data using the methods
described below and then write a research report supporting or
refuting Marcia’s theory.
Step 1: Start by doing some background research on Marcia’s
theory. Specifically, find out the basic
components of his theory and his view regarding age related
changes in identity status. Also,
address the specific influences that could help a teen to develop
a coherent sense of career identity.

2. This information can be located in your textbook.
Step 2: Once you have a good idea about the details behind his
theory collect data to support his
theory. Interview at least four individuals about their future
career using the interview sheet below.
At least two individuals must be teenagers between 13 and 17
years of age. At least two individuals
should be emerging adults between 18 and 25 years of age. (You
may use classmates in this class for
this exercise.) Make sure to get parental consent for subjects
under the age of 18 using the
consent form located on Blackboard in the Exercise
Requirement Sheet. You do not need to turn
these in unless requested. You will need to turn in the answers
you collected in the interview
using the Career Identity Development questions found below.
Step 3: Analyze your data by classifying each participant into
one of Marcia’s identity statuses. You
will find instructions on how to do this on the last page of this
assignment. Next, compare the
answers given by the younger and older participants to make a
determination about developmental
differences in identity status. Think about why there might
have been developmental differences in
identity status or why there were no age differences. You are
looking to identify what caused the
change and getting older is not specific enough. What
cognitive, biological, or social changes
occurred that brought about the change in identity? Next think
about the practical implications of
this research or how you would use this information when
interacting with teens.
Step 4: Next report your findings in a well-developed

3. essay/research report that might be read by
one of your colleagues. The purpose of a research report is to
describe how and why you collected
the data, the results of your data collection, an interpretation of
your data, and how this information
might be used. The well written research report has a
professional style, no slang or colloquial
language, and is written in third person. The questions below
mimic the type of information that
would be found in an APA style research report. You are not
required to do so, but if you would
like to write your paper in APA style using the appropriate
headings and formatting, I will offer 3
points of extra credit to be added to your exercise grade.
Answer the following questions in a well-
written, APA documented essay:
1. Open your paper by introducing the purpose of the paper.
Discuss the problem that you
researched and the anticipated results (hypothesis) of your data
collection. You must include
your hypothesis in the introductory paragraph.
2. Provide a brief summary of Marcia’s theory of identity status
development including the
statuses of identity development AND age-related changes in
these statuses. This information
should be taken from the textbook or other appropriate source,
however, this has to be
rewritten in your own words. Do not forget to appropriately
cite the source using APA
format. (This is similar to what would be found in the
introduction section of an APA style

4. research report.)
3. Describe your participants. You must at least provide this
information: average age of all
participants, average age of teenagers (participants between the
ages of 13 and 17), average
age of emerging adults (participants between the ages of 18 and
25), and the numbers of each
sex. (This answer can be short.) (This is similar to what would
be found in the “Methods”
section of an APA style research report.)
4. Describe how you collected your data. How did you find
your participants? What questions
did you ask? (Do not just say those provided in the
instructions.) How did you ask the
questions? (This answer can be short.) (This is similar to what
would be found in the
“Methods” section of an APA style research report.)
5. Based on the answers given by each participant, provide a
brief description of his/her identity
status and an explanation of the status. The explanation should
include a description of the
presence or absence of crisis and commitment. Be careful with
this one. Many people make
mistakes in this. (This is similar to what would be found in the
“Results” section of an APA
style research report.)
6. Compare the identity statuses of the teenagers to the identity

5. statuses of the emerging adults.
Do you think there were developmental differences in the
identity statuses of the younger vs.
the older participants? Provide evidence to support this view.
(This is similar to what would
be found in the “Results” section of an APA style research
report.)
7. Discuss why there were or were not age-related differences in
identity status. If there were
differences, what developmental changes occurred between
adolescence and emerging
adulthood that brought about this shift in identity status? Be
sure that you are addressing age
related differences and not differences attributed to other things
such as differences in
parenting style. Things to consider might be changes in
cognition or social changes. Did
nature or nurture bring about this change? If there were no
developmental differences, why
do you think this is the case? (This is similar to what would be
found in the “Discussion”
section of an APA style research report.)
8. Were your results similar or dissimilar to what Marcia says
about age-related changes in
identity status? (This is similar to what would be found in the
“Discussion” section of an
APA style research report.)
9. Do you feel that Marcia’s four identity statuses are helpful in
examining adolescent identity

6. formation? If so, how? If not, why are they not helpful? (This
question is asking you to
address the practical implications of the theory or how the
theory might be used in the
everyday life of a real teen. If you were a therapist working
with a teen or the creator of a
social service program, of what benefit is it for you to know the
identity status of the teen?)
(This is similar to what would be found in the “Discussion”
section of an APA style research
report.)
10. Provide a brief summary in which you list the major
findings of the study. A good summary
will also explain how this research aids in the understanding of
this topic and/or will
recommend directions for future research.
Santrock, J. W. (2016). Adolescence (16th ed.). New York: Mc-
Graw Hill.
**Be sure to turn in a copy of the answers your participants
provided.
**Papers with more than three sentences that are copied word-
for-word from another source
will receive a grade of 0.

7. Career Identity Development
Age________ Gender_________ Educational
Status____________________________________
Other pertinent
information___________________________________________
_____________
_____________________________________________________
_________________________
1. What job or career are you planning to pursue?
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
2. How did you decide on that job or career?
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________

8. 3. How sure are you that this is the right job or career for you?
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
4. Have you ever considered another career?
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
5. If you are not sure of what you want to do, are you doing
anything to help you decide?
_____________________________________________________
_________________________

9. _____________________________________________________
_________________________
Use this information to determine the identity status of each
participant:
1) First step is to determine if a crisis and/or commitment is
present.
Crisis: To determine whether or not someone has gone through
an identity crisis, I would look
most specifically at questions #2, #4 and #5. For question #2,
someone who has been
through a crisis will be able to point out things that he/she did
to help decide on a career. They
may have talked to people in the profession, talked to an
advisor, did some soul-searching on
their own, conducted an internet search, etc. People who have
not done anything did not
experience a crisis. A person who is foreclosed might say, “I
just knew,” or “My parents always
told me I would do this career.” A diffused person might say,
“It doesn’t matter.”
Someone who has gone through a crisis has struggled with the
question of what they are going
to do for a career. This means that they have likely considered
other careers (question #4) or
they may be currently considering other careers and are I the
process of trying to figure it out
(question #5). If an interviewee answers that they have never

10. considered another career, then
crisis in absent. Crisis is present if the interviewee answers in
question #4 that they have
considered other careers OR in question #5 indicates that they
are doing something to help
themselves figure out what career to pursue.
Commitment: You will need the answers to questions #1 and #3
to determine if a commitment
is present. Most everyone, even those who are diffused, will be
able to give an answer to
question #1. Kids have been asked what they are going to be
when they grow up since they can
remember. And they usually be even be able to remember what
they said. Therefore, the
answer to question #3 is more relevant. Someone who has made
a commitment, will say that
they are 100% sure of their choice (or something close to this)
or “I’m very sure.” Someone
who has not made a commitment might say something like, “Not
very sure,” or “I think this is
what I’m going to do.”
2) Use the information in the book on Marcia’s theory and the
information you gathered in Step 1
to determine the exact identity status of each person. Figure 4
on page 145 will be helpful.
MUS – 13 Marston Date:_________________________
Name:_________________________
West Side Story
Scene 1: Opening (5:00)

11. 1. What is a tritone? What does it represent?
2. What two instruments first play this melody?
3. What are the two gangs in this scene?
4. How does this scene build tension between the two gangs
using musical elements? List at least three ways
5. How does dance help to build the characters in this scene?
Scene 2: High School Dance (33:04)
1. What happens in this scene?
2. What is a mambo?
3. Here is the opening percussion ostinato - What instruments
are playing? Label them in the score
4. What instrument plays this? What can you say about the
melodic intervals?
5. What instrument plays this? What’s a “fall off?”

12. 6. What instrument plays this? What’s a “shake?”
7. What’s happening on stage when we hear this? What
instrument is it?
8. What instrument plays this?
Scene 3: “America” (47:00)
AMERICA
ROSALIA
Puerto Rico,
You lovely island . . .
Island of tropical breezes.
Always the pineapples growing,
Always the coffee blossoms blowing . . .
ANITA
Puerto Rico . . .
You ugly island . . .
Island of tropic diseases.
Always the hurricanes blowing,
Always the population growing . . .
And the money owing,
And the babies crying,
And the bullets flying.
I like the island Manhattan.
Smoke on your pipe and put that in!
OTHERS
I like to be in America!
O.K. by me in America!

13. Ev'rything free in America
For a small fee in America!
ROSALIA
I like the city of San Juan.
ANITA
I know a boat you can get on.
ROSALIA
Hundreds of flowers in full bloom.
ANITA
Hundreds of people in each room!
ALL
Automobile in America,
Chromium steel in America,
Wire-spoke wheel in America,
Very big deal in America!
ROSALIA
I'll drive a Buick through San Juan.
ANITA
If there's a road you can drive on.
ROSALIA
I'll give my cousins a free ride.
ANITA
How you get all of them inside?
ALL
Immigrant goes to America,
Many hellos in America;
Nobody knows in America
Puerto Rico's in America!
ROSALIA
I'll bring a T.V. to San Juan.
ANITA
If there a current to turn on!
ROSALIA
I'll give them new washing machine.
ANITA
What have they got there to keep clean?

14. ALL
I like the shores of America!
Comfort is yours in America!
Knobs on the doors in America,
Wall-to-wall floors in America!
ROSALIA
When I will go back to San Juan.
ANITA
When you will shut up and get gone?
ROSALIA
Everyone there will give big cheer!
ANITA
Everyone there will have moved here!
1. What instruments play this? Where to do these rhythms come
from?
2. What are the cultural implications using this dance in a
musical?
3. Describe the meter of this phrase.
4. Although presented in a somewhat lighthearted way, this
song highlights some serious cultural issues. What are they?
Include a quote from the song, to summarize.
Scene 4: Rumble (1:36)
1. What happens in this scene?

15. 2. What instrument plays this?
What’s a straight mute?
What’s a gliss?
Describe the melodic intervals.
3. What instruments can be heard playing this long fermata?
What happens during this music?
Describe the melodic intervals.
Scene 5: Somewhere (1:47)
1. Here’s how this melody appears at this part of the show
(You’ll need this later)
2. What is the interval of the first two pitches of this melody?
What might this symbolize in terms of the story?
3. Why is it missing?
Scene 5: Closing (2:19)
1. Here’s an excerpt of the closing bars.
What melody is heard?
How has it changed?
How can you describe the harmony of the closing bars,
especially in terms of how this melody appeared before?
2. What do these closing bars symbolize, regarding the story,
and Tony and Maria’s love?
Exercise Identity using Multiple Subjects

16. Grading Rubric
Score Total: 50 points
_____ Introduction - select all that apply (2 points)
______ Introduction includes a problem statement (1)
______ Introduction includes a hypothesis in which your
expected results are discussed (1)
_____ Explanation of Marcia’s Theory - select all that apply (8
points)
______ Paper includes a listing of the statuses (2)
______ Paper incudes an explanation of the statuses (1-3)
______ Paper includes a description of the age related changes
in statuses. (1-3)
_____ Subjects and Methods – select all that apply (6 points)
______ Average age of all participations is given (1)
______ Average age of teenagers is given (1)
______ Average age of emerging adults is given (1)
______ Number of males and females is provided (1)
______ How subjects were recruited and how interview was
conducted is covered (1- 2)

17. _____ Results - Identity Status - select all that apply (12 points)
_____ The correct identity status is listed for each participant
(1 point per participant, 4)
_____ The identity status is correctly explained for each
participant (2 pts per participant, 8)
_____ Results - Developmental Differences – select all that
apply (6 points)
_____ Paper includes a statement indicating that there was a
difference or no difference (2 )
_____ Paper includes evidence to support the statement
regarding differences. (1-4)
Discussion – Age Differences (10 points)
_____ If difference: Explanation as to why there was an age
difference is provided (1 - 4)
_____ If no differences: Explanation as to why there were no
age differences is provided (1–4)
_____ Paper addresses comparison with Marcia’s findings re:
age related differences (1 – 6)
_____ Discussion - Practicality of Marcia’s Theory – select all
that apply (4 points)
_____ Opinion is stated regarding whether or not Marcia’s
theory would aid in a real setting
with teens (2)

18. _____ If helpful: Example is provided as to how the theory
could be used in a real setting (not
required if answer is that is not useful in the real world) (1-2)
_____ If not helpful: Explanation is provided describing why it
is not helpful (1-2)
Conclusion – select all that apply (2 points)
_____ Results of the study are summarized in the conclusion
(1)
_____ Suggestions regarding future research directions OR how
data aids the knowledge in
this content area (1)
_____ Mechanics (-5 points)
_____ The paper is highly organized with paragraphs that are
well written, flow logically
(transitions) are without spelling, grammar, and punctuation
errors. (0)
______ The paper is organized, & paragraphs do flow logically
(transitions) but there some
errors in spelling, grammar, or punctuation. (-2)
_____ The paper is organized, but paragraphs do not flow
logically (few transitions) and/or
contain many errors in spelling, grammar, or punctuation. (-4)

19. _____ The paper is disorganized with paragraphs that are
weakly developed and/or significant
errors in spelling, grammar or punctuation (-5)
_____ APA formatting for citations (-10 points)
______ Paper has both in-text citations and a reference list but
done incorrectly (-3 )
______ Paper is missing either the in-text citation OR the
reference list (-5)
______ Paper is missing both the in-text citation AND the
reference list (-10)