Historically, identity researchers have placed greater emphasis on processes of identity development (how people develop their identities) and less on the content of identity (what the identity is). The relative neglect of identity content may reflect the lack of a comprehensive framework to guide research. In this article, we provide such a comprehensive framework for the study of the content of identity, including four levels of analysis. At the broadest level, we situate individual identity within historical, cultural, and political contexts, elaborating on identity development within the context of shifting cultural norms, values, and attitudes.Histories of prejudice and discrimination are relevant in shaping intersections among historically marginalized identities. Second, we examine social roles as unique and central contexts for identity development, such that relationship labels become integrated into a larger identity constellation. Third, domains of individual or personal identity content intersect to yield a sense of self in which various aspects are subjectively experienced as an integrated whole. We explore the negotiation of culturally marginalized and dominant identity labels, as well as idiosyncratic aspects of identities based on unique characteristics or group memberships. Finally, we argue that the content of identity is enacted at the level of everyday interactions, the "micro-level" of identity. The concepts of identity conflict, coherence, and compartmentalization are presented as strategies used to navigate identity content across these four levels. This framework serves as an organizing tool for the current literature, as well as for designing future studies on the identity development.

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In this study, we examined concurrent and longitudinal relations among Navajo adolescents' ethnic identity, experiences of discrimination, and psychosocial outcomes (i.e., self-esteem, substance use, and social functioning). At Time 1, 137 Navajo adolescents (67 male, 70 female), primarily in Grades 9 and 10, completed a written survey assessing ethnic identity, discrimination experiences, and a range of internalizing and externalizing behaviors. Two years later, 92 participants completed the same survey again. Ethnic and cultural identification was assessed via the Multiethnic Ethnic Identity Measure (MEIM; Phinney, 1992) and the Orthogonal Cultural Identification Scale (OCIS; Oetting & Beauvais, 1990). At Time 1, MEIM Affirmation and Belonging, MEIM Exploration, and OCIS White American identification all demonstrated strong, positive associations with adaptive functioning for male and female adolescents, whereas discrimination experiences were linked to lower self-esteem and social functioning for male adolescents. By Time 2, fewer significant concurrent associations between ethnic identity and psychosocial functioning scores remained, and discrimination experiences emerged as the most consistent correlate of poorer psychosocial functioning for male adolescents. Controlling for Time 1 psychosocial functioning, relatively few direct effects of ethnic and cultural identification variables predicted psychosocial functioning longitudinally, but discrimination experiences demonstrated strong and consistent longitudinal links with boys' substance use. Finally, interaction effects assessing the moderating influence of ethnic and cultural identification on negative links between discrimination and psychosocial functioning suggested that embeddedness in and connection to Navajo culture and, in some cases, connection to White American culture, served as a buffer to the negative effects of discrimination experiences.

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This study examined sexual orientation change efforts (SOCE) by 1,612 individuals who are current or former members of the Church of Jesus Christ of Latter-day Saints (LDS). Data were obtained through a comprehensive online survey from both quantitative items and open-ended written responses. A minimum of 73% of men and 43% of women in this sample attempted sexual orientation change, usually through multiple methods and across many years (on average). Developmental factors associated with attempts at sexual orientation change included higher levels of early religious orthodoxy (for all) and less supportive families and communities (for men only). Among women, those who identified as lesbian and who reported higher Kinsey attraction scores were more likely to have sought change. Of the 9 different methods surveyed, private and religious change methods (compared with therapist-led or group-based efforts) were the most common, started earlier, exercised for longer periods, and reported to be the most damaging and least effective. When sexual orientation change was identified as a goal, reported effectiveness was lower for almost all of the methods. While some beneficial SOCE outcomes (such as acceptance of same-sex attractions and reduction in depression and anxiety) were reported, the overall results support the conclusion that sexual orientation is highly resistant to explicit attempts at change and that SOCE are overwhelmingly reported to be either ineffective or damaging by participants.

The current study assessed associations among theoretically driven measures of ethnic identity and psychosocial adjustment among 137 Navajo adolescents. For both sexes, measures of students' sense of affirmation and belonging to their ethnic heritage emerged as a strong predictor of positive psychosocial functioning. Less‐consistent patterns of association emerged between other measures of ethnic identity and psychosocial adjustment. Students with achieved ethnic identity status, characterized by high levels of exploration of their ethnic heritage and high levels of affirmation or commitment to their Navajo culture, reported the most positive functioning on several measures. Interesting interactions with biological sex suggested that ethnic identity may function differently for male and female Navajo adolescents. Implications of results for educators, parents, and policy makers are discussed.

This study used a multidimensional assessment of interpersonal power to examine associations between indices of relationship power and relationship functioning in 92 adolescent romantic couples recruited from rural communities in the Rocky Mountain region of the United States. Significant differences emerged between girlfriends and boyfriends in their reports of decision making authority, perceptions of humiliating behaviors by the partner, and ratings of themselves giving-in to their partners in a videotaped interaction task. In addition, indices of interpersonal power were associated with dating aggression and relationship satisfaction for both girlfriends and boyfriends, although gender differences emerged in the patterns of association between power and outcomes. Results are discussed in light of current developmental, feminist, and social psychological theories of interpersonal power in romantic relationships.

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