ABSTRACT
This chapter discusses Chapter 5 findings, connecting the empirical insights drawn from the mixed methods study to advance Dynamic Ecological Systems Theory of Identity Development, a novel, shock-sensitive theory of development for diverse young adult populations. Through the Great Recession and COVID-19 shocks, the mixed-methods data reveal that young adults of varying resource levels remained engaged with their postsecondary education pursuits and work goals through the society-wide upheavals caused by these historic shocks. Further, the qualitative component presents identity-building meaning making processes related to risks, challenges, and ameliorative supports that influence diverse young adult identity development, with specific reference to postsecondary education. These findings herald a new era in identity development and life course research. This book highlights the opportunity for improved research and policy insights through the application of a dynamic theoretical approach that accounts for (1) inclusion of diverse, intersectional perspectives on experiences and how individuals make meaning of shocks’ impact on their identity development tasks across postsecondary experiences and (2) variability and dynamism of developmental contexts, both geographic and virtual, rendering systemic boundaries more diffuse, necessitating consideration of exposure to distinctive risks, supports, and opportunities with implications across the life course.
