YO TH, GENDER AND IDENTITY (BP G 172)

Tutor Marked Assignments (TMA)

Course Code: BP G 172

Assignment Code: Asst rrMA /2022-23
Total Marks: 100

NOTE: AU questions arr compulsory.

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Assignment One

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Answ<'r tlle following descriptive category questions in about S00 word each. Each
question carries 20 marks.
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l. Explain the concept of development Discuss the cognitive development of youth

dunng the adolescence years.

2. What is work-life balance? Discuss various challenges faced in it.

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Assignment Two

Answer the following middle category questions in about 250 words each. Each question
carries 10 m arks.
3 X 10 = 30
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3. Explain James Marcia's theory of identity status.

4. Discuss the social bases of identity.

5. Explain the macro influences on educational institutions.

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Assignment Three

Answrr the folJowing short category questions in about 100 words each. Each question
carries 6 marks.
5 X 6 = 30
6. Media and its impact on youlh
7. Drive theories of aggression
8. Catharsis
9. Concept of equity and equality
l 0. Gender stereotyping

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 Disclaimer/Special Note: These are just the sample of the Answers/Solutions to some of the
Questions given in the Assignments. These Sample Answers/Solutions are prepared by Private
Teacher/Tutors/Authors Meenakshi Sharma for the help and guidance of the student to get an
idea oflww he/she can answer the Questions given the Assignments. We do not claim 100%
accuracy of these sample answers as these are based on the knowledge and capability
of Private Teacher/Tuto r Meenakshi Sharma. Sample answers may be seen as the

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Guide/Help for the reference to prepare the answers of the Questions given in the assignment.
As these solutions and answers are prepared by the private Teacher/Tutor Meenakshi Sharma so

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the chances of error or
mistake cannot be denied. Any Omission or Error is highly regretted though every care has been
taken while preparing these Sample Answers/ Solutions. Please consult your own Teacher/Tutor
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before you prepare a Particular Answer and for up-to-date and exact infonnation, data and
solution. Student should must read and refer the official study rnaterial provided by the university.
Assignment One Answer the following descriptive category questions in about 500 words each.
Each question canies 20 marks. 2 x 20 = 40
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1. Explain the concept of development. Discuss the cognitive development of youth during
the adolescence years.
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Ans: concept of development:

Development means "improvement in country's economic and social conditions". More specially,
it refers to improvements in way of m anaging an area's natural and human resources. In order to
create wealth and improve people's lives.
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Dudley Seers while elaborating on the meaning of development suggests that while there can be
value judge ments on what is development and what is not, it should be a universally acceptable
aim of development to make for conditions that lead to a realisation of the potentials of human
personality.
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cognitive development of youth during the adolescence years:

From ages 12 to 18, children grow in the way they think. They move from concrete thinking to
formal logical operations. It's important to note that:
Each child moves ahead at their own rate in their ability to think in more complex ways.
Each child develops their own view of the world.
Some children may be able to use logical operations in schoolwork long before they can use them
for personal problems.
When emotional issues come up, they can cause problems with a child's ability to think in complex
ways.

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 The ability to consider possibilities and facts may affect decision-making. This can happen in
either positive or negative ways.
Types of cognitive growth through the years
A child in early adolescence:
Uses more complex thinking focused on personal decision-making in school and at home Begins
to show use of formal logical operations in schoolwork
Begins to question authority and society's standards

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Begins to fo1m and speak his or her own thoughts and views on many topics. You may hear
your child talk about which spo1is or groups he or she prefers, what kinds of personal

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appearance is attractive, and what parental rules should be changed.
A child in middle adolescence:
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Has some experience in using more complex thinking processes
Expands thinking to include more philosophical and futmistic concems
Often questions more extensively
Often analyzes more extensively
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Thinks about and begins to fonn his or her own code of ethics (for example, 'What do I think
is right?)
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Thinks about different possibilities and begins to develop own identity (for example, Who am I?)
Thinks about and begins to systematically consider possible future goals (for example, What do I
want?)
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Thinks about and begins to make his or her own plans

Begins to think long-te1m
Uses systematic thinking and begins to influence relationships with others
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A child in late adolescence:

Uses complex thinking to focus on less self-centered concepts and personal decision-making
Has increased thoughts about more global concepts, such as justice, histo1y, politics, and
patriotism Often develops idealistic views on specific topics or concerns
May debate and develop intolerance of opposing views
Begins to focus thinking on making career decisions
Begins to focus thinking on their emerging role in adult society

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 How you can encourage healthy cognitive growth
To help encourage positive and healthy cognitive growth in your teen, you can:
I nclude him or her in discussions about a variety of topics, issues, and current events.
Encourage your child to share ideas and thoughts with you.
Encourage your teen to think independently and develop his or her own ideas.
Help your child in setting goals.
Challenge him or her to think about possibilities for the furure.

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Compliment and praise your teen for well-thought-out decisions.

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Help him or her in re-evaluating poorly made decisions.

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2. What is work-life balance? Discuss various challenges faced in it.

Ans: Work-life balance simply means striking a healthy balance between yom working life and
your personal life. Work-life balance isn't necessarily defined as an even split between the hours
you spend at work and the hours you spend on hobbies. The balance is more nuanced than that,
and it also va1ies among different people.
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Instead, you might think of work-life balance as a balance between achievement and enjoyment.
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The perfect work-life balance would mean never sacrificing one for the other. It involves
continually push your achievements in a professional sense while also finding new and fulfilling
ways to enjoy your time off
How Does Work-Life Balance Work?
At its core, the work-life balance concept exists solely to bring attention to the fact that being a
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workaholic is detiimental to a person's physical and mental well-being. Socializing,

physical activity, and hobbies all cont.Iibute to being healthier and happier.
Not eve1yone's job involves intense physical labor in a depressing environment, but work-
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life balance isn't just impo1tant for those with difficult jobs. Everyone is at 1isk of letting work
take up an unhealthy portion of their life. For those who already enjoy their jobs, awareness of
work-life balance can help ensure that they continue to enjoy their jobs, reduce stress, and
prevent burnout.
Challenges:
1. Unrealistic demands
The demands that work and life tln·ow at us can easily mount up to incredible levels. Unreasonable
demands at work, anangements that are eating into personal time, such as weekend meetings, and
technology overload are mentioned as adding a lot of pressme. Demand s of personal life are adding

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 pressure to work, as time is required to accomm odate family or friends, and are eating into
work­time.
2. Lack of control
Lack of control is creating pressure, as it leaves you 'hanging in there, with a dark cloud above
your head'. It is difficult to deal with the uncontrollable workload or the insecurity of the situation
of the company you work in. In personal circumstances aspects as ilh1ess, exams, kid issues
can feel as if all control is gone and is very stressful.
3. Unsupportive rela tionships

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Unsupportive relationships at work, aversive behaviour or not geting t credits, are creating a

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difficult and unproductive work environment whilst making people feel isolated. Unsupp01iive
relationships at home, where no one helps each other or considers other people's pressures creates
frustration and unhappiness.
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4. Lack of resomces
Not enough resources or not the 1ight ones are really affecting how life can be organised. The
absence of a PA or a good babysitter are both examples of impo1tant lacks.
5. Unhelpfol attitude
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Resilience in challenging circumstances dete1mines how well someone is coping and finding a
way fo1ward. If the energy levels are low and undermined, due to all the different challenges, it
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can be really hard to find that resilience.

Assignment Two Answer the following middle category questions in about 250 words each. Each
question caiTies 10 marks. 3 x 10 = 30
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3. Explain James Ma1·cia's theory of identity status.

Ans: Based on Erik Erikson's groundbreaking work on identity and psychosocial development in
the 1960s, Canadian developmental psychologist James Marcia refined and extended Erikson's
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model, primarily focusing on adolescent development. Addressing Erikson's notion of identity

c1isis, Marcia posited that the adolescent stage consists neither of identity resolution nor identity
confusion, but rather the degree to which one has explored and committed to an identity in a variety
of life domains from vocation, religion, relational choices, gender roles, and so on. Marcia's theory
of identity achievement argues that two distinct parts form an adolescent's identity: crisis (i. e. a
time when one's values and choices are being reevaluated) and commitment. He defined a crisis
as a time of upheaval where old values or choices are being reexamined. The end outcome of a
crisis leads to a commitment made to a ce1tain role or value. Upon developing a semi-strnctured
interview for identity research, Marcia proposed Identity Statuses of psychological identity
development:

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Identity Diffusion - the status in wich the adolescent does no have a sense of having choices; he
or she has not yet made (nor is attempting/willing to make) a commitment
Identity Foreclosure - the status in which the adolescent seems willing to commit to some relevant
roles, values, or goals for the foture. Adolescents in this stage have not expe1ienced an identity
crisis. They tend to confo1m to the expectations of others regarding their future (e. g. allowing a
parent to determine a career direction) As such, these individuals have not explored a range of
options.
Identity Moratorium - the status in which the adolescent is cmTently in a crisis, explming vaiious

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commitments and is ready to make choices, but has not made a commitment to these choices yet.
Identity Achievement - the status in which adolescent has gone through a identity c1isis and has

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made a commitment to a sense of identity (i.e. ce11ain role or value) that he or she has chosen

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4. Discuss the social bases of identity.
Ans: Social identity is the pa1t of the self that is defined by one's group memberships. Social
identity theory, which was fo1mulated by social psychologist Henri Tajfel and John Turner in the
1970s, describes the conditions under which social identity becomes more important than one's
identity as an individual. The theo1y also specifies the ways in which social identity can influence
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intergroup behavior. Social identity theory specifies three mental processes individuals go through
to make in-group/out-group classifications.
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The first process, social categorization, is the process by which we organize individuals into social
groups in order to understand our social world. This process enables us to define people, including
omselves, on the basis of the groups to which we belong. We tend to define people based on their
social categories more often than their individual characteristics.
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The second process, social identification, is the process of identifying as a group member. Socially
identifying witl1 a group leads individuals to behave in tl1e way that they believe members of that
group should behave. For instance, if an individual defines herself as an environmentalist, she may
try to conserve water, recycle whenever possible, and march in rallies for climate change
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awareness. Through this process, people become emotionally invested in their group memberships.
Consequently, their self-esteem is impacted by the status of their groups.
The third process, social comparison, is the process by which people compare their group with
other groups in te1ms of prestige and social standing. In order to maintain self-esteem, one must
perceive his or her in-group as having a higher social standing than an out-group. For example, a
movie star might judge himself favorably in compai·ison to a reality TV show stm. Yet, he may
see himself as having a lower social standing in compa1ison to a famous classically-trained
Shakespearean actor. It's important to remember that an in-group member won't compare
themselves with just any out-group - the compa-ison must be pe1tinent to the situation.
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 5. Explain the macro influences on educational institutions.
Ans: Every educational system has factors or features that influence and determine and also
shape the system. The character of any system is not dete1mined by a single factor, rather it
depends on a combination of several factors. Leaming is not always as simple as going to
school, however, there are many factors that affect education like economy, career, diversity,
teachers, interest of the student in learning and his family. These factors include the key
characteristics that affect learning and how they infl uence educational activities.
Economy
Quality education costs money but only a few understand the hidden costs of education. The

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concentration of wealth in a decreasing nobility may have several impacts on education.

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P1ivate school education can be opted only by the upper-class kids, public schools see a greater
proportion of kids with unsatisfied needs.
TI1e percentage of minority students may increase from low-income homes and this places an
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additional demand on school systems.
Quality of education may vaiy widely across the economic grade.
Macro approach in the national education is both organization empowering and education process.
Education excuting organization has coverage and autonomous that it can accommodate society
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need in every situation. The education process is canied out openly to inlarge inputs from
society. the education process is canied out by instilling a sense of excellence to face global
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challenges, while at the same time trying to make educational institutions the center of
civilization. all that requires educational innovation that focuses on cuniculum renewal, teaching
mate1ials, evaluation systems, building repairs and constrnction, etc.

Assignment Three Answer the following sh01t category questions in about 100 words each.
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Each question canies 6 mai·ks. 5 x 6 = 30

6. Media and its impact on youth

ANS: Positive Impact of Social Media on Youth

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It keeps connected to their friends when they are not able to see each other always when they want
to
Social media keeps you updates about the important things that are going across the globe cunently
or maybe in your locality. It is a great benefit to know about everything just by the simple click
of your finger.
The youths have the perfect place to express themselves in such a way in which they won't be
allowed to do in public. This is something which makes the youth feel better about them and
they hold some position in society.

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 It helps you in developing social skills and the best pait is that a number of friendships can
begin from the social website. Youths generally like make new friends ai1d know about others as
much as they can. All of this is possible with the social media platfo1m
One more interesting impact of social media on youth is that it feels fun to interact with peers
rather than talking to them face to face
Now, we tell you five ways that we all have seen technology is having a negative influence on
the young generation.
Negative Impact of Social Media on Youth

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People of today's generation give so much importance to social media nowadays that it has
become their p1io1ity. They love being in the social media sites and forget about all the things

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that should come fir st for them like family, sports and schools
In the platf01ms of social media, we can only see the vi1tual side of the person. TI1is means we
can only see the side which they want they want to show us. Many people try to portray
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themselves to others which they are not at all
Young people have this habit of bullying their peers which is ok to some extent. But when it
comes to cyberbullying, it affects a lot to the other peer as this can be on the newsfeed of any
person and can go viral easily. Sometimes such things can lead to depression as well as suicidal
thoughts
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There are some young people who are very easy to get influenced. TI1ey may feel the need to
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change their appearance physically and compai·e themselves to every next person they see in the
social media
There is a ve1y strong temptation in social media. It cai1 become an addiction for the youth and
begin to side-track them
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7. Drive theories of aggression

ANS: The Drive Theory is an important concept in psychoanalysis. Developed by Sigmund Freud,
it was presented in his book, 'The Ego and the Id', which was published in 1923. Throughout the
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decades, the Drive The01y has gone through vaiious changes. It has also garnered a lot of critique.
However, it is still considered a major breakthrough in the field of psychoanalysis. Drive TI1e01y
cannot be explained in isolation. While Freud was conect in saying that our body strives to satisfy
om mges, he did not take the broader social and environmental situation into context Indeed, it is
the social and environmental sunoundings which shape our needs and wants. The advantage that
D1ive Theo1y has is that it can be used to finther test and prove other the01ies and phenomenon
like Zajonc. Even though modem day Drive Theo1y has evolved and changed significantly, the
foundations remain the san1e.
8. Catharsis

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 ANS: A catharsis is an emotional release. According to psychoanalytic theo1y, this
emotional release is linked to a need to relieve unconscious conflicts. For example, experiencing
stress over a work-related situation may cause feelings of frustration and tension.
Stress, anxiety, fear, anger, and trauma can cause intense and difficult feelings to build over
time. At a certain point , it feels as if there is so much emotion and tmmoil that it becomes
overwhehning. People may even feel as if t11ey are going to "explode" unless they find a way to
release t11is pent­up emotion.
Rather than venting these feelings inapprop1iately, the individual may instead release these
feelings in another way, such as through physical activity or another stress-relieving activity.
The te1m itself comes from the Greek katharsis meaning "purification" or "cleansing." The te1m

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is used in t11erapy as well as in literatm·e. The hero of a novel might expe1ience an emotional
catharsis that leads to some sort of restoration or renewal. The purpose of catharsis is to bring

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about some f01m of positive change in the individual's life.
Catharsis involves both a powerful emotional component in which strong feelings are felt and
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expressed, as well as a cognitive component in which the individual gains new insights.

9. Concept of equity and equality

ANS: The dictionaiy defmes equality as the state of being equal in lights, status, and opportunity.
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In the context of social policy, equality is the 1ight of different groups of people-such as men
and women or Blacks and whites-to enjoy the benefits of similar social status and receive the
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same treatment without the fear of discrimination.

TI1e legal p1inciple of social equality in the United States was confirmed in 1868 by the Equal
Protection Clause of the Fomteenth Amendment to the U.S. Constitution, which provides that "nor
shall any State [... ] deny to any person within its jmisdiction the equal protection of the laws.
Equity refers to the provision of varying levels of support-based on specific needs-to achieve
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greater fairness of treatment and outcomes. The National Academy of Public

Administration defines equity as "The fair, just and equitable management of all institutions
serving the public directly or by contract; the fair, just and equitable distiibution of public
se1vices and implementation of public policy; and the commitlnent to promote fairness, justice,
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and equity in the formation of public policy." In essence, equity can be defined as a means
of achieving equality.
10. Gender stereotyping

ANS: Gender stereotyping is defined as an overgeneralization of characteristics, differences and

attlibutes of a certain group based on their gender. Gender stereotypes create widely accepted
biases about ce11ain characteristics or ti·aits and perpetuate the notion that each gender and
associated behaviors are binary. Under this assurnption,r. i If a mm1 or a woman act
differently from how their gender is expected to behave there is a disconnect in the evaluator's
mind. As our

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 society moves to a broader constru ct of what "gender means," individuals who are stuck in this
binary idea of gender have a difficult time wrapping their brains around individuals who do not fit
into a strict gender dic hotomy, or do not identify with any gender at all.For example: assertive
women are called "bitches" and "whores", whil e men who don't appear or act masculine are called
"sissies" or "wimps" or assumed to be gay, which is a very offensive stereotype in the LGBT
community.

Gender stereotypes are dangerous because the y can cause us to might be dis01iented in our
perc e ptions. When individuals don't conform to our gender stereo types the result can lead to

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discrimination and unequal or create unequal or unfair tr·eatment. s to a certain person who c hooses
to defy peopl e's assumptions about his/her gender. When gender inequality occ urs in the

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background of gender stereotyping, this is in the most basic sense sexism.

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