Genre Piece Outline I.

Introduction- Embarking on a new challenge in life requires many steps and potentially refined processes, this development in action is best evidenced by that of freshman students here at UNC Charlotte who display a developed identity due to the new school environment. The broad individual social growth of humans is formed through Erik Erikson's theory of psychosocial development which is used as a building block to analyze all human progress in its most simplest terms. He describes the eight psychosocial stages of development from birth to late life while attributing challenges for each subsequent life span stage. However, for my study on the identity of college students, Erikson's stages for adolescence and young adulthood is most prevailing to those I observed. For adolescence individuals he prescribed their stage as "identity versus role confusion" and described their challenge of development a coherent, integrated sense of inner self. Furthermore, for young adulthood persons, Erikson agreed their stage to be that of "intimacy versus isolation" with the distinct challenge of establishing ties to another in a trusting relationship. While Erikson provides the basic psychological evaluation of individuals development from birth onwards he provides a general blueprint for what to expect when observing and studying these group of people. The importance of building relationships and finding ones inner self is essential when looking upon how their character is formed and molded to fit societies and their own view of themselves. Along the way in the process many roads are crossed that operate as stepping stones in order for people and in this case freshman students to formulate how they choose to act and identify as in co-ordinance to their new environment. Lead into key points---Upon entering college many students have the goal of "fitting in" or finding their "niche" on campus that help them remain successful as possible to achieving their goals set forth by themselves. In the process of achieving these goals scores of enlightened scholars set aside opportunities to growth and expand as a person whether through a fraternity or sorority in addition to possibly that of a study groups within the major that they are pursing. Nevertheless, students face immense challenges and through my research I wished to shed light on those challenges as well as focus on the role they play in formulating students developing identities. i) Key Points b) Main Point 1- Through the work of research scholar James Gee I was able to gain a perspective on identity development and formation that was used in order to help me gain an understanding of the effect this has on freshman students overall identity development. c) Main Point 2- Freshman students participate in various activities that works to shift their identity creating a new sense of responsibility and enlarged goal towards self fulfillment. d) Main Point 3- In society outside influences frequently have a major effect whether it be friends, social groups or sporting activities. However, nowhere are outside influences more prevalent in my opinion is that on college campuses and especially here. Freshman students in particular can certainly be overwhelmed by all the new influences and power at their disposal which can act as a very beneficial element to their overall college familiarity. With that being said, these added

influences also play a huge role in the identity development of freshman because of the lessons or ideas they take due to the prominence of new guidance's. e) Main Point 4 II. Methods Section III. Body of Paperi)

Point 1- Topic Sentence: Gee utilized identity in literature outside of the societal "race, gender and class" in order to provide a deeper understanding of how people have multiple identities connected not to "internal states" but instead to performance in society. He featured four main forms of identification: nature, institutional, discourse and affinity to convey the individuality aspects that every person holds in relation to others. 2) Research Concept- I read Gee's passage titled "Identity as an Analytical Lens for Research in Education" in order to compartmentalize how his message of viewing identity translated to my observation and analysis on that of freshman students on campus at UNCC. a) Supporting Idea: His theme led to a larger scale of understanding when it came to the distinctiveness nature of students identity formation and shift over time. Gee discussed of course four major identities but two were most prominent in my research and that was discourse and affinity groups. The discourse identity was shown through my research as an integral aspect upon evaluating students identity construction. For instance, one freshman student that I interviewed Thomas discussed that a key social goal for himself upon entering college was to be outgoing. b) Connection: He said, "My goal of course is to get a good job but I would like to meet new people different from then I have hung out with before. I would like to just throw myself out there to meet new people." Thomas' long term vision of gaining an education that will better himself in the future via a high paying job balances off an important social goal of getting to know others and be outgoing. Many freshmen present this perspective of strengthening their own personal identity through building new relationships and friendships as a way to familiarize and adapt to their new social environment. It also provides a further means of development which may give them a greater opportunity to excel academically if they are able to gain more socially. 3) Research Concept- Conducting secondary research on the topic of identity development of students allowed me the opportunity to view other individuals that studied the subject. This offered a "how to" guide of how they processed information newly acquired to form a thorough overall generalization of what attributes come into action when identity development occurs. (1) Support: In a study about "Reconstructing Latino Identity" by authors Vesti Torres and Marcia Magolda they were able to provide a contextual blueprint of how to effectively observe identity development and also what certain observations prove about that development. Through an extensive process that included interviews, questionnaires and observations Torres and Magolda were able to identify the importance of combining forces when it came to correlating ethnic identity as well as acculturation among Hispanic college students. Conducting such research allowed them to come to the conclusion that Hispanic students were markedly impacted by their early influences

such as where they grew up, their generational status, and how their self-perception relates to how society views them. Each individual outside influence played an integral role in how these certain students viewed their environment and culture of molding their own identity. (2) Connection: While my project was broader in a different way than Torres and Magolda since I studying freshmen students rather than just one ethnic group, my results were also noticeable as there's were. Freshmen students due to their new social influences displayed a new level of identity then what they saw themselves as having in the past even as early as this past August. Social influences such as a specific major with a large amount of students has presented Thomas him with a greater understanding of the hard work it takes to continue a difficult major such as his (engineering) and in response made him more responsible as well as seemingly creating a higher pursuit of achievement or determination. Thomas no longer views himself as just another college student attempting to complete a daunting tasks over the course of four years but instead a renewed scholar yearning to embrace the challenge ahead. This individual identity development showing increased levels of determination, responsibilities and resolve is just a portion of freshmen students in a vacuum but rather a culminating embracement of the tasks ahead. 4) Research Concept: The importance of conducting research using Holland's view of figured worlds is not to be dismissed on what is related to my project study. Holland presented figured worlds through multiple lenses of interpretation but all of which relating back to the basic definition of figured worlds as a socially produced and culturally constructed realm of interpretation whose significance is assigned to certain acts and particular outcomes that are valued over others. However, this classification opened the door to further interpretations such as how figured worlds require a cultural phenomenon to which people are recruited or that they function as contexts of meaning within which social encounters have significance and people's positions matter. Both of which present the basic premise that our own figured worlds is dependent on many actions and revolves depending on the situation presented. i) Support: Invariably the openness to excel is a central focus of students upon entering college but the question comes when examining how joining this "figured world" of higher learning impacts how you come to relate to others inside and outside of your world. This complexity in overall human nature became an interesting observation tool when it came to examining freshmen students. I live on campus in Sanford Hall, a freshman door and this allowed a great level of observation into how freshmen particularly react and engage with other students who are now inside their figured world in higher education at UNC Charlotte. What I gained from conducting dozens or observations into these students was that they see themselves and others as being bonded together creating a newfound sense of togetherness within each students identity. For instance, students on a daily basis participate in certain acts for each other such as holding the door, sharing a bathroom and eating at dinner together creating a prevailing bond among this affinity group within their figured world on campus. As a result, freshmen students not only come together as "one" in their community but also develop a identity that embraces supportiveness and cooperation

towards building camaraderie. For many students who may have grown up in a rural small town or a large big city may not have displayed these traits on a daily basis but now living on campus inside this new community their identity has transformed to fit that of those inside their figured world creating a changed identifiable person within themselves. ii) Connection a. Point 2- Upon entering college students often begin a journey that involves not only moving away from home but ultimately taking steps towards gaining added responsibilities. Part of the "college experience" for many is equating the new tasks that they face such as a heavier course load or a new job to how their belief system changes as a result. 1) Research Concept: When walked around campus and upon entering any lecture building, eating establishments or store it is hard not to notice the preponderance of students who choose to work on campus. Each student certainly feels the value of maintaining a job is a important factor and nonetheless has a huge impact on their current responsibilities. Many jobs such as working in the Student Activity Center requires student workers to wake up very early and upon up the doors for students such as myself who are waiting to enter the weight room as early as 6 a.m. on a Friday morning. While walking through the double doors of the weight room early in the morning in made me wonder: How do these students job responsibilities act as a identity translating tool and what impact does that have from when they were a freshman to now as some are as upperclassmen? i. Support: In order to gain a greater understanding of such questions as conveying above I needed to find an upperclassman student that works while on campus and ask them how they were able to explain their identity transformation and the impact working has had on shifting that same identity versus what it was a freshman. Hadassah is a senior and English major that currently holds a job at Bogangles while taking a full course load. Her response to how the added responsibilities has impacted her own identity was fascinating as well as showing how she has seen that change in identity evolve from when she was a freshman student. Me: How do you feel your personal identity has changed since coming to college? Hadassah: I can honestly say that I have learned more about myself since I've been here ... Being able to participate in a lot of different activities helped me to understand what I don't like and what I do like.

Me: What other advice would you give to freshmen upon entering college, what kind of roadmap would you give them to success? Hadassah: I would definitely say make sure that you are here for the right reasons ... you really need to set aside time to focus, do your work and make sure that you are taking every step to excel in the future ...Time management will be the most important aspect that I will tell anyone upon entering college. Also, get involved. Again those connections go great things for you. Me: In terms of what you said your advice for freshman getting involved; how do feel that it will help share their identity development while here?

Hadassah: When I was a freshman I didn't know many people ... I had an older brother that was a part of a Black Student Association (BSA). He enjoyed it very much and that first time he got me to attend with him, I had a blast and I thought that educational black people were some people that I wanted to be around and involve myself in ... I think that getting involved with multiple things whether it be a club organization, Greek education, extracurricular or anything, it helps you figure out what to do with your life. a. Significance: Hadassah in categorizing her early experiences as a freshman discussed how the impact of social groups and influences helped her to grow and develop personally. Also, when providing advice for other freshmen students she continued to explain the impact the simply getting involved has on your identity and how that impact can be felt later on in the future as it has done for her now as a senior. Freshmen students attributes when considering identity development can almost certainly be traced to their new social influences due to how it shapes the person that they may ultimately become down the road. The impact of social groups on identity development of freshmen students cannot be diminished or minimized in any way. i) Point 3- The prevalence of those new outside influences has a great impact on freshman students when they take actions or develop new habits. Their advancing habits can almost certainly be traced back to their emerging influences placed upon themselves from various venues. In order to measure to how outside influences impacts students personality development it requires on the spot observation analysis. 2) Research Concept: [Caribbean club I attended]- discuss prevalence and impact it had on those there. Include activities i. Supporting Idea: ii. Connection: 3) Research Concept- Reading section of the book "The Insider's Guide to College Success" EXPLAIN SIGNIFICANCE i. Supporting Idea: ii. Connection: 4) Research Concept- Interview with freshman and his study habits in relation to what they were in high school- Thomas (chemistry and lab) i. Supporting Idea: I will explain what this shows college workload does to freshman students ii. Connection: How this relates to identity development as a whole and provide an outlook. IV. Conclusion Paragraph- Sentence that wraps us paper A. Follow that up with summary of all main points a. b. c. d. V. Point 1 Point 2 Point 3 Point 4

Final Thoughts

VI.

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