The Role of Contextual Influences on Self-Perceptions of Identity

This qualitative study investigated contextual influences involved in college student identity development. It examined events, experiences, and relationships that alumni suggest either nourished or thwarted their perceptions of multiple dimensions of their identity during college. Findings suggest that self-perceptions of identity often change as a result of the emotions experienced by individuals in reaction to various contextual influences. One of the major challenges faced by traditional-aged students while they are in college is the development of their own identity. According to Freud, identity is the integration of an individual within the group, how he or she learns to interact within that group, and how he or she interacts with other groups (as cited in Erikson, 1980). Erikson added to that conceptualization by describing identity as the ability to experience one's self as something that has continuity and sameness and to act accordingly (1968). Models of student identity development are becoming more abundant as scholars in the field of student affairs are recognizing the need to describe the unique experiences of students from different backgrounds and life experiences. However, these models tend to focus more on the outcomes of development rather than on the process of development. Little is known about forces that may either facilitate or deter the identity formation process as well as how to facilitate students' movement through the proposed stages of development (Evans, 1996). Although much work has been done to explore the impact of college-related experiences upon students (e.g., Astin, 1993; Pascarella & Terenzini, 1991), many other life experiences, not directly related to the collegiate experience, are also thought to influence student identity development (Jones & McEwen, 2000). Jones and McEwen refer to these as "contextual influences" and believe that they may include the following: childhood experiences, sociocultural conditions, and relationships. Schlossberg, Waters, and Goodman (1995) speak of these life events as "transitions" that result in "changed relationships, routines, assumptions, and roles" (p. 27). These life transitions provide opportunities for growth and development in that they often create disequilibrium that demands reorganization of meaning and of self in relation to others (Kegan, 1982). Therefore, a variety of contextual influences needs to be considered when studying college student identity development. For this study, self-perceptions were chosen as the outcome construct of identity development in that self-perceptions are often more important to individuals than are the commonly measured behavioral manifestations of identity development. Interestingly, few scholars in higher education have focused on self-perceptions; a couple of models of homosexual identity formation, however, are the exception. Both Cass (1979) and D'Augelli (1994) suggest that self-perceptions are important outcomes of identity development. In Cass's model of homosexual formation, six stages of "perception" and "behavior" exist, each having both a cognitive component as well as an affective component. The cognitive component is described as how individuals perceive themselves. The affective component is described as how individuals feel about their own and others' perceptions of their sexual identity. D'Augelli's model of lesbian, gay, and bisexual identity development also includes self-perceptions as an outcome of identity development. In D'Augelli's terms, homosexual identity development results in personal subjectivities as well as in actions. Personal subjectivities include the perceptions and feelings about one's own sexual identity; whereas actions include the actual sexual behaviors and the meanings attached to them. The purpose of this study was to investigate the impact of various contextual influences, both related to the college experience and unrelated to the college experience, upon college students' changing self-perceptions of various identity dimensions. …