Identity development can be considered as one of the fundamental constructs in psychology. The reason for being considered a core psychological construct emanates from the idea that identity development refers to the manner in which individual deals with their personality. Several theorists that have studied the concept of identity assert that identity is not only dynamic but is organized and learned as well. According to Tsang, Hui, and Law (2012), identity is a subjective evaluation of an individual's identity based on their emotional consequences or struggles. In the light of the need to answer the question regarding whether it is easier or difficult for members in minority groups, such as the LGBTQ minorities, it will be vital to consider using the symbolic interactionism theory and Erikson’s identity theory. These theoretical perspectives are fundamental to addressing the dynamics of identity development.
The LGBTQ minority group experience several disparities in the society. According to Bruce, Harper, and Bauermeister (2015), resilience among this minority group, especially the youth, emerges when the adolescence is developing their identities. The primary assumption is that the group experiences adversity as they are growing up in a heterosexist environment. The symbolic interactionism perspective holds that individuals develop their identities through daily interactions as well as the use of symbols (Bussey, 2011). In this light, aspects of masculinity or femininity are characterized by socially constructed, reproduced, as well as reinforced practices through day-to-day interactions. The meanings that individuals attach to symbols are created socially instead of naturally. For this reason, people act or react to different symbols based on the meanings assigned to them, which means that the concepts of masculinity and femininity are performed gender identities, in the sense that gender is considered as something that individuals perform and not what they are (Bussey, 2011). Based on these assumptions, it would be possible to argue that LGBTQ minorities are likely to find it difficult to develop positive identities.
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The LGBTQ minority group’s experience of sexual orientation stigma might constitute bullying, social marginalization, verbal abuse, and in some cases, violence. A study by Bruce, Harper, and Bauermeister (2015) provides that male youth might conceal their sexual orientation primarily to avoid being victimized, which is a provision that might delay the development of a positive identity. The stress that emanates from concealing their sexual orientation while in their teenage might be a derivative of the constant monitoring of their behavior, consequently limiting their interests as well as friendship networks. As a result, the teenagers might isolate themselves. Considering this situation from a developmental perspective, a possible argument is that internalized homophobia can be conceptualized as a failure of coming out as gay or lesbians, which creates an inverse relationship to the positive identity development among the LGBTQ.
Erikson's identity theory can be examined from the perspective of ego, as well as social and personal levels. The foundation of individual differences in the social and cultural contexts, which are considered during identity formation as well as development (Tsang, Hui, & Law, 2012). Each stage of Erikson’s eight-stage progression of development is marked by a psychological crisis, which involves the confrontation of a particular question. In this light, identity development is a life-long process, which means that individuals at different life stages have different identities. The determinants of identity follow different characteristics and tasks, which means that the achievement of a particular task in a stage can provide an individual with foundational adaptive resources that would enable him or her to achieve the tasks of successive stages successfully. In keeping with Erikson’s theory, the sexual identity development constitutes the initiation of an individual’s process of self-discovery, the exploration of a person’s LGBTQ identity, and identity integration.
Even though young people from minority groups might be raised in supportive communities, the LGBTQ youths struggle with accepting their sexual identities. They do so in the context of other people’s ignorance, prejudice, and in some cases violence, against same-sex sexuality (Rosario, Schrimshaw, & Hunter, 2011). In spite of this provision, not all of the LGBTQ youths experience the adverse reactions or difficulties in accepting and integrating the development of their sexual identities. In this light, it is vital to follow Erikson’s second developmental process to assist the individuals that find it difficult to develop their sexual identity. In this light, the individuals should integrate and incorporate their sense of self, consequently committing to their LGBTQ identity (Rosario, Schrimshaw, & Hunter, 2011). Specifically, identity integration involves working through the negative attitudes, which is a factor that can enable individuals to feel comfortable knowing their sexual identities and disclosing this identity to other people.
To conclude, the primary assumption is that LGBTQ youth find it difficult to develop their identities positively. Through the symbolic interactionism theory, it has been possible to determine that the daily interactions of individuals might affect the development of their identities, which is a provision that can affect the LGBTQ youth. In this light, the constant monitoring of the gay and lesbian teenagers might limit their interests and their friendship networks, which can be a stressful situation. However, by using Erikson’s perspective of identity integration, the LGBTQ youth can work through some of the negative attitudes they might experience to feel comfortable and develop their sexual identity.
References
Bruce, D., Harper, G. W. & Bauermeister, J. A. (2015). Minority Stress, Positive Identity Development, and Depressive Symptoms: Implications for Resilience among Sexual Minority Male Youth. Psychol Sex Orientat Gend Diver, 2 (3), 287 – 296.
Bussey, K. (2011). Gender identity development . In S.J. Schwartz, Luyckx, K., & Vignoles, V. L. (Eds.) Handbook of identity theory and research (603-628). Springer. doi: 10.1007/978-1-4419-7988-9_25. (Pp.225-248)
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different Patterns of Sexual Identity Development over Time: Implications for the Psychological Adjustment of Lesbian, Gay, and Bisexual Youths. Journal of Sex Research , 48 (1), 3–15. http://doi.org/10.1080/00224490903331067
Tsang, K. M., Hui, K. P. & Law, C. M. (2012). Positive Identity as a Positive Youth Development Construct: A Conceptual Review. The Scientific World Journal, 3, 529691.
