Each member of a family has a designated of self-appointed role that requires expectations of the other members or expectations of one’s self. Such roles may be expected gender related behavior. In addition, relationships are naturally developed and instinctively assimilated. These factors greatly affect the development of the individual’s personality, and more specifically, self-identity.
As children reach the stage of adolescence, they begin to think more abstractly. This ability in development is the most substantial stage of cognitive growth. During this stage, children are able to begin exploring life’s possibilities. They are able to think of various solutions to everyday life situations. Adolescents begin to think how the process of making choices will effect future outcomes.
They begin to develop opinions and beliefs about their environment in areas such as political, social, and religious spectrums. Metacognition or reflective thinking assists the adolescent to develop reasoning strategies relevant to analysis in critical thinking and development. As a result, the adolescent begins to form his self-concept and self-identity.
The concepts of family and self-identity are certainly contingent upon one another. Interactions within the family unit will play a major role in the adolescent’s personality or self-concept formation. The exposure to cultural norms, as well as individual adaptations, lays the foundation for influential modeling and acceptance of social orientations.
Through a study of the families in the three plays, and more specifically individual characters, my hope is to develop in my students, an awareness about the formation of self-concept and identity. Moreover, an understanding of other cultures will break down the walls of social prejudices or negative stereotypical beliefs. Students will see people of different cultures as unique individuals with diverse cultural and environmental backgrounds.
