st master a series of crises as they develop (Friedman, 1999). Christiansen and Palovitz (1998) suggest that Erikson's psychosocial theory of development emphasizes the necessity, at various stages of development, of resolving previous stages in a positive manner. Earlier crises do not cease to influence an individual. Remnants of these crises, substantially resolved or not, continue through subsequent stages.
Basically, Erikson theorized that an individual must rely on his sense of trust, autonomy, initiative, industry, identity, and intimacy (all of which are forged in ongoing and previous relationships) to move beyond the self and focus on others. This is a process known as generativity (Christiansen & Palovitz, 1998). Generativity involves not only parenthood, but also the transfer of knowledge and ideals to a new generation (Markstrom, Sabino, Turner, & Berman, 1997).
Applying Adlerian theory to the life of Du Bois, who focused much of his time and energy in adolescence and early adulthood on acquiring competency in the skills and intellectual pursuits of Anglo-America (Coviello, 2003), one recognizes that Du Bois was a man very much oriented toward the achievement of well thought out personal goals and objectives (Utay & Utay, 1996). Adlerian theory, with its emphasis on the pull exerted by such goals, appears to explain a great deal about Du Bois who decided early in his life that he would pursue higher education and thereby acquire the knowledge and skills that were needed for success. Indeed, Du Bois was the first African-American to earn a doctorate from Harvard University (W.E.B. Du Bois, 2002).
After teaching for a period of time at the University of Pennsylvania, Du Bois became an activist in the Niagara Movement and later joined with other African-Americans to form the National Association for the Advancement of Colored People. Du Bois was determined to combine the dual identities of African-Ame...