Soc 243.

Focusing your study for Exam No. 1

1. Describe each of the three studies assigned in the Introduction of the syllabus. What are the two
or three main findings or conclusions of each of them?
2. Describe the theories of G. Stanley Hall, Sigmund Freud and Erik Erikson, and explain why they
are called stage theories of development (see the assigned chapters in the book by Muuss, Theories
of Adolescence). How is adolescence discussed in each of these theories? What are some of the
characteristics or features that are common to these stage theories (see the handout of excerpts from
Levinsons Seasons of a Mans Life)?
3. Describe each of the four identity statuses formulated and studied by James Marcia? Which one
of these statuses currently fits you? Explain your choice.
4. Explain Erik Eriksons and James Marcias analyses of identity, particularly as the term applies to
adolescents. How do these analyses differ from the analysis of identity made by Bennett Berger? by
Anselm Strauss? by John Lofland?
5. What do the following phrases and concepts mean? How might each be applied to the study of
adolescence?
a. the nature vs. nurture controversy (Hans Sebald)
b. epigenetic principle of human development; role diffusion or identity confusion; free
role experimentation and the search for identity (Erik Erikson)
c. psychosexual moratorium vs. psychosocial moratorium (Freud, Erikson)
d. excessively naturalistic conception of adolescence; possible functions for the social structure
of widespread acceptance of Eriksons theory of the adolescent search for identity (Bennett
Berger)
e. regularized status passages (i.e., institutionalized movement from one social position to
another); turning points; identity transformations (Anselm Strauss). Also: explain the
connection between these three (see the diagram in the relevant class handout).
f.

imputed (attributed) identity; pivotal category (John Lofland)

6. Explain how moving from childhood to adolescence might be considered a regularized status
passage.
7. Explain how calling someone an adolescent is imputing an identity to the person. In what sense
is adolescence a pivotal category?
(continued)

Study Guide No. 1 (p. 2)

8. A. Which of the three assigned readings in the Introduction of the syllabus use an individual
(psychological) approach in analyzing the topics or issues under considerations? Which use a group
(sociological) approach? What exactly is the difference between the two approaches?
B. Which of the assignments in Part I of the syllabus primarily take an individual (psychological)
approach to the study of identity and which primarily a group (sociological) approach? Do any of the
assignments seem to combine the two approaches? (Note: This question, 9B, does not necessarily
have an unambiguously right or wrong answer. Whatever your choices, argue in an informed way for
the position you take.)
9. How have the various assignments of the Introduction and Part I of the syllabus helped you
understand the adolescent period? What sorts of things in the assignments did you essentially know
before enrolling in this course? Which assignments have given you new insights? So far, what sorts
of things that you hoped you would learn about in this course have not been explored? (Keep your
list so that at the end of the semester you can see which ones the class has dealt with and which ones
it has not.)