Being Called to Account Understanding Adolescents’ Narrative Identity Construction in Institutional Contexts

Abstract

With social workers’ long tradition of involvement in probation, juvenile court, and the prison system, correctional institutions are a central institutional context in which social work practice occurs. Analyzing the experiences of young women residing in a correctional facility for youth, this study applies Vygotsky’s sociocultural theory as a framework for understanding the role institutional contexts play in adolescents’ narrative identity construction. Multiple open-ended interviews were conducted with seven young women who had participated in a specialized treatment program during their residence at a correctional training school in the Midwest area of the United States; the specialized treatment program concerned the young women’s sexually abusive behaviors towards others. The process of collaborative meaning- and identity-making occurring between residents and staff at the institution can best be framed using Vygotsky’s concepts of guided learning and the development of inner speech. Penuel and Wertsch’s sociocultural theory of identity formation, which brings together the work of Vygotsky on social learning and Erikson on identity development, is used as a theoretical tool for framing the role that institution staff play in shaping the young women’s identities.

Keywords

adolescent identity development female delinquency sex offenders

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