Social identity development is described as “the process by which people come to understand their social identities affect other aspects of their lives” (Patton, Renn, Guido, Quaye, 2016, pg. 67). Understanding social identity theories allows for context and guidance into the growth and development that ourselves and students are experiencing. The purpose of this paper is to examine Parks’ Theory of Faith Development and Dillon’s Processes of Sexual Identity Development within my own identity.
Parks Theory of Faith Development
Sharon Daloz Parks began studying theory of faith development as a way to understand the influence that higher education has on faith development in young adults (Patton, Renn Guido, & Quaye, 2016). Love (2001) defines …show more content…
Patton et al. (2016) describe this form as consisting of “tentative short-term commitments… often centered on future plans related to relationships, vocation, and faith” (pg. 204). Throughout high school and college, I was able to form authentic and close relationships while in a close physical proximity to others. As much as I valued and found joy in those relationships, I struggled in committing to life-long friendships. It was much easier for me to want to pursue friendships when I knew they would have a potential end, such as graduation. Forming tentative relationships made it easier for me to feel as though I could grow and develop. During high school and college, I was still trying to establish who I was and what my purpose was so I felt as though more tentative relationships would allow me the freedom to grow and develop. It is very difficult for me to open up to people because I am always worried that they will view me as not enough or that as I open up I will say the wrong thing. While this fear still impacts my ability to make and sustain friendships, it has started to dissipate as my faith as strengthened. As I have been able to discover more of my purpose in life and to make meaning of my experiences, I have been able to start transitioning into more permanent relationships. Reflecting on my academic experiences in undergrad, the opportunities I most valued were my practicum and internship. These …show more content…
I can remember my parents speaking with my siblings and I that we were to respect and fully accept all individuals. These expectations and warnings of consequences if they found out otherwise, was always how they would start conversations about individuals who identify in the LGBTQ community. Specifically, my mom’s sister came out when my mom was in high school and my mom’s brother had two children with his wife before she came out. The idea of respect and acceptance was focused around treating everyone how we treat Aunt Amy and my cousins’ mom. Although there were very high expectations that we would be allies and that we would put an end to conversations that were disrespectful towards the LGBTQ community, my conversations with my siblings had messages of do what mom and dad say but that will never be one of us. Within the compulsory heterosexuality stage individuals “accept and adopt the compulsory heterosexuality as a sexual orientation identity that is institutionalized and required by socialization in many cultures” (Patton et al., pg. 163). In my eyes, especially as the youngest child, I felt as if society and my siblings required that I only pursue heterosexual relationships. Beyond conversations, this was also enforced through actions. When my brother started dating and would bring girls home, I just assumed that other people could date whom they want but that the only way to
Parks Theory of Faith Development
Sharon Daloz Parks began studying theory of faith development as a way to understand the influence that higher education has on faith development in young adults (Patton, Renn Guido, & Quaye, 2016). Love (2001) defines …show more content…
Patton et al. (2016) describe this form as consisting of “tentative short-term commitments… often centered on future plans related to relationships, vocation, and faith” (pg. 204). Throughout high school and college, I was able to form authentic and close relationships while in a close physical proximity to others. As much as I valued and found joy in those relationships, I struggled in committing to life-long friendships. It was much easier for me to want to pursue friendships when I knew they would have a potential end, such as graduation. Forming tentative relationships made it easier for me to feel as though I could grow and develop. During high school and college, I was still trying to establish who I was and what my purpose was so I felt as though more tentative relationships would allow me the freedom to grow and develop. It is very difficult for me to open up to people because I am always worried that they will view me as not enough or that as I open up I will say the wrong thing. While this fear still impacts my ability to make and sustain friendships, it has started to dissipate as my faith as strengthened. As I have been able to discover more of my purpose in life and to make meaning of my experiences, I have been able to start transitioning into more permanent relationships. Reflecting on my academic experiences in undergrad, the opportunities I most valued were my practicum and internship. These …show more content…
I can remember my parents speaking with my siblings and I that we were to respect and fully accept all individuals. These expectations and warnings of consequences if they found out otherwise, was always how they would start conversations about individuals who identify in the LGBTQ community. Specifically, my mom’s sister came out when my mom was in high school and my mom’s brother had two children with his wife before she came out. The idea of respect and acceptance was focused around treating everyone how we treat Aunt Amy and my cousins’ mom. Although there were very high expectations that we would be allies and that we would put an end to conversations that were disrespectful towards the LGBTQ community, my conversations with my siblings had messages of do what mom and dad say but that will never be one of us. Within the compulsory heterosexuality stage individuals “accept and adopt the compulsory heterosexuality as a sexual orientation identity that is institutionalized and required by socialization in many cultures” (Patton et al., pg. 163). In my eyes, especially as the youngest child, I felt as if society and my siblings required that I only pursue heterosexual relationships. Beyond conversations, this was also enforced through actions. When my brother started dating and would bring girls home, I just assumed that other people could date whom they want but that the only way to