“Crisis is defined as ‘a period of exploring alternatives’ and commitment as ‘making choices.’ Marcia identifies four resolutions to the search for identity: Identity diffusion, Identity foreclosure, Moratorium, and Achievement.” (Who Am I? The Social, Emotional, and Identity Trials of Young Adolescence, What Every Middle School Teacher Should Know, p.54-56).

I find Marcia’s theory of identity development incredibly relevant and accurate to what I have observed in many students as well as peers. These similarities in upbringing and opportunities made available truly do reflect in adults. The descriptions of the two more negatively-charged paths (identity diffusion and identity foreclosure) make me really sympathize with people I have known who fit into these categories. Those who have experienced identity diffusion (predominantly from overly controlling parents) have grown to barely be able to express themselves outwardly, and have a generally tentative approach towards life. They have experienced a lack of both exploration and commitment to a particular identity. Those who have experienced identity foreclosure are perhaps an even sadder case, because their parents or teachers may not have been involved enough in providing them with opportunities to amass cultural capital, an important element in identity exploration. They have committed without sufficient exploration. With a limited scope of ways of being and growing, these people have essentially had no choice but to pigeonhole themselves into one lifestyle or identity. Moratorium refers to exploration without commitment, which is a necessary and beneficial part of adolescents’ and young adults’ lives and a relatable experience for many. Achievement is result of exploration and finally, commitment to a self that one is comfortable being and displaying in all contexts. This is the ideal goal for someone on a quest to identify themselves, but it’s also not an end-all, be-all result. Identity searching can be a lifelong process, which is something identity-foreclosed people may not even realize.

What can be taken away from these four outlined stages? That it is crucial to provide children and adolescents with a wide range of experiences, sources of cultural capital, exposure to different cultures and environments, and a constantly diversified curriculum. Field trips! Creative projects! We must also be positive, inspirational role models and not conform to being some archetype of a ‘teacher.’ I remember some of my teachers that were the most interesting and that I learned the most from were those that somehow showed us they were both educators and real people with a lot to offer and diverse wisdom.