Directions for New Research: Young Adolescent Identity and Social Emotional Wellness

• In Event: Contributions and Connections: Establishing a Comprehensive Agenda for Middle-Level Education Research

Abstract

Purpose
The purpose of this research was to review the literature on young adolescents’ identity and experiences, including social emotional wellness, and to ascertain and develop an agenda of the key areas for future research.

Perspectives
We consider identity to be multifaceted and intersectional. For identity, we looked at the intersection of Gardenswartz and Rowe’s levels of diversity (2003) and social identity theory (Islam, 2014; Tajfel, 1978). From this intersection, we used the internal dimensions (i.e., race, ethnicity, age, gender, sexual orientation, physical ability) to frame identity. For experience, we looked at other factors (e.g., peer group, social media, health/wellness, personal habits, religion).

Developing social and emotional skills is particularly salient for middle years learners as they are at a time of development when they are beginning to form a sense of who they are as an individual (Bregman et al., 2013; Carter et al., 2017; Jones et al., 2014; Zimmerman & Cleary, 2006). During this time there is also an increasing expectation, both at school and at home, that they should assume a greater responsibility for themselves and their learning. Promoting social and emotional skills can support middle years learners to develop a strong sense of efficacy for learning, more resilient behaviors, and self-regulatory skills that include self-monitoring, time management, and personal reflection (Jagers et al., 2015; Osher et al., 2016).

Methods & Data Sources
For this review of literature, we agreed to define young adolescents as youth ages of 10-15 years old. We conducted a systematic review to identify our research questions (Torres-Carrión et al., 2018). Search terms included young adolescents, early adolescence, identity, social identity, experience, activity. Next, search terms from the internal dimensions (above) were used. We excluded articles older than 10 years and those outside the United States from the essential readings, yet older articles provided background information to guide our work. We kept articles that met the inclusion criteria of being centered around young adolescents’ identity and experience within our parameters described above.

Results
Our initial review of the literature found gaps where the concept of young adolescents’ identity and experience was not current. For instance, gender identity research needs continued study, as expression of identity and support of LGBTQ+ students is an area that is evolving and dynamic. Another significant gap is the exploration of how social political contexts impact the racial development of young adolescents. Other gaps in the literature range from how characteristics of young adolescent development (Brinegar & Caskey, 2022) can contribute to identity formation to how middle school teachers’ pedagogical practices support or hinder their students’ identity development.

Scholarly Significance
The dynamic nature of identity at the young adolescent level requires that educators continuously examine, reflect on, and often update their knowledge and practices to understand and best support the wide and intersecting aspects of young adolescent identity and experiences.
The significance was in identifying key questions for a comprehensive middle level research agenda to lead researchers in their future works.

Authors

• Micki M. Caskey, Portland State University

• Dezere Martin, Ohio University

• Katherine Mary Main, Griffith University

• Stacie Kae Pettit, Georgia College & State University

• Lisa M Harrison, Ohio University

• Nicole B Whitaker, Marietta College