Radicalisation and the associated use of hate-related violence have become a growing issue

of concern in the world (Hate Crime Statistics, 2017). violent radicalisation is a term refers to

the process of adopting an extremist belief system including the intent to use violence in

order to promote certain ideology (Kim Knott & Benjamin ,2020). Despite variability in

ideology, it is important to note that the success of extremist and radicalized groups tends to

use similar strategies to increasingly recruite at-risk vulnerable young individualals who

typically have unresolved psychological pain associated with experiencing an identity

conflict, lack adequate social relationships, and an unrequited desire for some sort of

identity, community and purpose in life (Borum, 2014; wood, 2016; Weimann, 2016)

Consistent with this perspective, studies on radicalization find identity to stand at the fore of

the radicalization process (Berbrier, 2000). Identity plays a major role in developmental

(Gillibrand et al., 2016) and social psychology (DeLamater, 2018) because it is a leading

construct of the human world (Howard, 2000). Identity is socially constructed concept,

people learn about their own identities and the identity of others through interaction with

family, peers, organizations and other connections they make in their everyday life (Howard,

2000). Through this research, new insights can be gained on the importance of the role of

identity in affiliation to extreme groups. The current study draws on identity formation theory

(Erikson ,1968) and social identity theory (Tajfel, 1974).

Theoretical framework

According to Erikson (1968), the task of identity formation is a continuous and lifelong

process that peaks in adolescence and emerging adulthood. This process begins with a phase

of identity crisis, During this phase, adolescents search for a sense of self and personal

identity, through an intense exploration of personal beliefs and goals (Erikson, 1968).

Based on Erikson’s theory, Marcia (1980) introduced a new outlook on identity formation

which include two phases: 1) phase of crisis: in which the individual explores diverse
potential identity alternatives 2) phase of commitment, which refers to the adoption of firm

convictions or choices. Identity achieved adolescents have undergone crisis and made a

commitment.

Identity coherence refers to the feeling of trust in the reliable unity and continuity of the self,

mirrored by supportive others. This feeling is crucial for healthy development of adolescents,

boosting their ego strength of competence and enhancing their prospects of making a

successful transition to adulthood (Schwartz et al., 2009). The construction of a viable

identity generally requires successful resolution of the major conflicts that have dominated

earlier phases of childhood (Erikson ,1968).

However, Adolescence is a vulnerable phase in the life cycle and particularly dependent on

the social forces, structures, and institutions in which it is embedded. The process of identity

development can be extra bewildering if young adults have unresolved past conflicts, feel

marginalized and unsupported within their existing social environment (Erikson ,1968;

Stuewig et al., 2015;). All of these can threaten the process of identity formation and put the

individual of identity confusion.

Thus, identity confusion or identity diffusion (i.e., when a person the young person neither

investigate alternative identities nor commit to a particular one) according to Marcia (1980),

is failure to create a clear sense of purpose and direction. Feeling disturbed sense of self in

addition to feeling rejected and disempowered within the individual’s small context can lead

to developing a negative self-concept and low self-esteem, mood swing, rebellion, poor

school grades and engage in self-destructive behaviours (Barelle, 2015; Baumeister & Leary,

1995; King & Taylor, 2010).

Thus, while in a frustrated state of identity diffusion, such individuals are susceptible to

influence by others who can firm up their sense of self-worth (Schwartz, 2009). And they

may replace normal sociability with exclusion and with affiliation with criminal gangs,
absorption into authoritarian group structures, or the adoption of racist ideologies, may

provide a negative substitute for an integrated identity (Erikson ,1968).

Social identify theory refers to the aspect of self-concept that is derived from membership in

a particular social group (Tajfel, 1974; Tajfel & Turner ,1979).The self-concept is the mental

representation that organizes an individual’s perceptions, beliefs and attitudes of his or

herself as an object (Reed II, 2002).

The awareness of, and identification with, different social groups regulates social behaviors

and membership provides individuals with a meaning for who they are, promote positive

wellbeing offers a source of connection, social support and self-esteem (Stets & Burke, 2000;

Hogg & Vaughan, 2017). Also, group identification and belonging to a group reduces

uncertainty by providing a better conception of one’s social world, providing a script for how

one should behave and communicate, and what to think and express regarding that (Hogg,

2007)

The main process that lead people to go through to make in-group/out-group classifications is

social categorization. It is the process by which individuals cognitively represent social

groups as prototypes. A prototype is a fuzzy set of attributes (perceptions, beliefs, attitudes,

feelings, behaviours) that describes one group and distinguishes it from relevant other groups.

Social categorization generally accentuates similarities within groups and also accentuate

differences between groups - they obey what is called the metacontrast principle (Hogg &

Vaughan, 2017)

Vold’s group conflict theory argues that conflict between groups is an essential social process

as groups struggle to maintain, or improve, their own status in relation to those in which they

interact (Vold et al.,1998). Similarly, social identity theory proposes that members attempt to

maintain, or enhance, their self-image, by elevating the status of their group and having

higher social value than outgroup and this is known as “self-enhancement” (Hogg &
Vaughan, 2017).From this, attribution biases are made regarding the out-groups behaviour;

consistent with ultimate attribution error ,the tendency is to attribute socially undesirable

(negative ) outgroup behaviours internally to dispositions (Pettigrew, 1979).

Consequently, Self-esteem is enhanced when people are inclined on positive ingroup attitudes

and behaviors (ingroup favoritism) and focus on less favorable and negative characteristics of

outgroup (Hogg & Vaughan, 2017). This is the basics of explanation of intergroup

discrimination, stereotyping and prejudice.

By distinguishing between those who form the in-group and those outside the social group,

the individual engages in self-categorisation and social comparison.

In-group identification and intergroup discrimination occur to a greater extent when

categorisation transpires during times of uncertainty irrespective of how the uncertainty is

caused. Hogg et al., (2010) study explored the relationship between uncertainty in a person’s

self-concept and radicalism. The findings indicated that the more uncertain one is, the greater

the probability of that individual seeking a group that is higher in entitativity, where

entitativity is that property of a group that makes it appear to have clear boundaries, internal

homogeneity, tight social interaction, common goals (Spencer-Rodgers, 2007; Brewer, 1993)

Extreme groups are an excellent example of highly entitative groups, as they provide

provide well-defined and clearly prescriptive rules with a black-and-white worldview (Hogg,

2007). Their identities appeal attractive and is reinforced through the clothes members wear,

the company they keep, and the activities they participate in, which tend to be exclusionary in

nature (Taylor, 2009).

The identity achieved through categorisation into social groups and roles is not fixed but is

subject to shifts back and forth between individual and varying social identities. In certain

contexts, one identity may be more salient and, hence, more readily activated than others

(Hogg & Vaughan, 2017).

commitment leading to that identity’s domination over other aspects of the person’s life. The

salient categorization has predictable consequences (Hogg & Vaughan, 2017): People started

to not see their selves as unique individuals, and lacked the recognition of their individuality,

and started to see themselves as simple embodiments of the category prototype and become

depersonalized. they think, feel, believe in terms of their group prototype. In this way, self-

categorization emerges as the individuals adopt collective identity (Hogg & Vaughan, 2017).

While self-categorisation is important to the psyche, the extreme of self-categorisation can

lead to ethnocentric attitudes and the dehumanisation of the ‘other’. This involves perceiving

the out-group(s) as insignificant and culturally inferior, as well as less deserving of basic

human rights, which can justify the use of violence. Bizumic, & Duckitt, 2012; Hogg &

Vaughan, 2017).

Aim

Accordingly, the current study employs qualitative method in examining the

phenomenological aspects of identity formation and social identity and their roles in

belonging to extremism groups

Methods

Design

Qualitative methods were employed to investigate the data presented in the transcript through

thematic analysis. Qualitative analysis serves as a tool in understanding how people interpret

their experiences and how those meanings are socially constructed (Willig, 2013). In contrast

to quantitative research, which isolates people from their social context by explaining

phenomena by collecting numerical data that are analyzed using statistics (Coolican, 2014).

Participants
The presenter, Christian Picciolini, an Italian American male from Chicago is the only

participant of this study.

Materials

The TEDx video along with its transcript was sourced from YouTube (Ted, 2017).

Procedure

The University of Derby incorporated a hyperlink for the recording into the

assessment brief of the social and developmental psychology module.

Analytical Strategy

Thematic analysis was conducted for the data analysis as outlined by Braun and

Clarke (2006), within a social constructionist framework. Thematic analysis was chosen.

Because it is a highly flexible approach providing a rich and detailed and meaningful data.

It specifically assisted with identifying, analyzing and reporting patterns (themes) within the

data item, which is the presentation transcript (Braun and Clarke, 2006). Thematic analysis

differs from other analytic methods such as interpretive phenomenological analysis and

grounded theory that seek to describe patterns and search for themes across an entire data set.

In opposed to Traditional positivist epistemology that emphasised knowledge as a product of

the individual irrespective of the social world, Interpretative epistemologies, particularly

social constructionism, focus on the social practices and interactions experienced by

individuals (Lincoln & Guba, 1985).

A social constructionist epistemology was adopted for the interpretation of this data, rejects

the assumption of an objective truth and proposes that meaning is achieved through

engagement with the social world (Burr, 1995). Each social reality is, therefore, grounded in

an individual’s social interactions and is constructed. In this understanding of knowledge, it is

clear that different people may construct meaning in different ways, even in relation to the

same phenomenon. This approach was appropriate because the research was more aimed at
exploring and understanding how social interactions on identity processes play a role in the

engagement with extremism group.

As per the steps defined by Braun and Clarke (2006), Initial review of the data served

to have general understanding of the speaker’s experience and gain insight on the overall

subject matter, which hinted at concepts surrounding identity. Then every sentence in the

transcript was analysed and meanings deriving from experience and social construction

perspective in phrases were coded. These codes grouped together into categories in a mind

map procedure procedure according to social psychological areas and developmental

psychological areas. Then categories were expanded into prevalent themes.