Armenian-Iranian Identity Crisi

The period between the age of eighteen and twenty-four is one of the most important phases of human development--the passage from adolescence into adulthood which encompasses numerous choices about personal identity. Although much of the research on which theories of development have been based has been conducted in the West it is universally recognized that culture has an enormous impact on developmental processes. Different cultures have completely different expectations and offer different ranges of choices to the emerging adult. In this period the adolescent becomes autonomous, separating gradually from her/his parents. Gender identity stabilizes, moral judgment matures as value orientations become firmer, careers are chosen, and the individual passes through a crisis of identity in which s/he either chooses an identity or remains in a state of identity confusion in which the process of experimenting with different roles is over-extended. Unfortunately, in addition to all the variables (gender, cultural expectations, opportunities) that are involved in the transition from child to adult circumstances can sometimes arise that force the crisis on the individual in a manner that calls for immediate choice and does not allow for the usual freedom to experiment or imagine oneself in a variety of roles prior to coming to a decision. A serious family crisis, for example, can force a person--as it did me--to behave like those whose identity status is called "normative" whi

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re was no one from outside the family who could be of much help. It was highly unusual to seek counseling and even talking about the deceased was not considered correct. Although I talked in whispers with my still-confused brothers there was no lightness or laughter in the household anymore. Because my father had died so early in his life and left a fairly young family the general belief was that we would be a somber and somewhat grieving household for many years. My mother's collapse bore out this idea and left me with no chance to make decisions and little time even to think about myself. By the time I was nineteen I had spent two and a half years functioning as an adult--an adult who had never fully had a chance to become one. In this period my grandmother was my only confidante--but she had never thought that a career as a teacher, or any course other than early marriage, was of any importance. I no longer had time for friends and continuing my education, which had only been a possibility to be considered (nothing had been decided) was never mentioned again; nor did I think much about it. Marriage was an impossibility so long as the boys were still at school. although it might have become possible after that, even if I

Category: Science - A