Parenting Style and Gender Role Identity Status Achievement in Late
Teens
Ulfiah Ulfiah, Rahmat Safei, and Sulasman Sulasman
UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution 105, Bandung, Indonesia
Keywords: Parenting Style, Achieving Status of Gender Role Identity.
Abstract: The background of the study was generated by weakness of understanding about gender either at public or
domestic sector among students of UIN Sunan Gunung Djati Bandung, that is there are some parents who
provided their children support and opportunities to explore and to decide the gender role. Besides, there are
also some parents who didn’t give their children support and opportunities to explore any kinds of gender role
as well as to decide, themselves the gender role they chose. This study was intended to know the correlation
between parenting style of enabling and constraining parents with exploration and commitment in achieving
status of gender role identity of late adolescents. Research method used in this study was correlation. The
subjects of the study were students of UIN Sunan Gunung Djati Bandung, obtaining sample was determined
through Iteration method table. Determining late adolescents was conducted through proportional allocation.
Measurement instrument used to obtain research data was valid and reliable tested questionnaire. Data
analyzing technique for testing hypothesis was nonparametric statistic rank correlation testing of Spearman.
The study concluded that parenting style of enabling parents can support activities of late adolescent
exploration and commitment in achieving status of gender role identity, whereas parenting style of
constraining parents can hamper activities of late adolescent’s exploration and commitment in achieving
status of gender role identity.
1 INTRODUCTION
Teenagers are the next generation of nation that holds
estafeta of nation development, because it is in the
hand of the teenagers lies the future of this nation and
country. The young generation in its life span is
expected to have dream, spirit and vitality, and be
able to actively optimize its function.
In an effort to perform that role and expectation,
then adolescent or young generation as the next
generation and human development, must prepare so
many things, such as quality improvement in all
aspects; cognitive, affective and psychomotor aspect.
This will encourage the achievement of the life of a
better nation and country in the future.
The process of growth and development in every
adolescent takes place with different patterns and
rhythms because not only different internal factors
affect each teenager, there are also external factors.
These internal and external factor differences are
individually unique. The condition occurs in every
developing teenager, both male and female, from
childhood to adulthood, so it is logical if there is a
tendency of behavior and social roles that vary greatly
in actualizing his potential, as well as students who
are often referred to as agent’s changes that still carry
idealism.
History proves in many national moments from
the overthrow of the Suharto regime, to actions with
populist issues of fuel price hikes to condemn woman
trafficking is always voiced by students. This is also
done by UIN Sunan Gunung Djati Bandung students
who are part of Indonesian students. from other
colleges, who have pioneering, courage and honesty.
Those characters are based on objectivity, rationale
and criticism. They specify the characteristic of
scholars. Students as an elite in society, in essence has
a function of his generation as a young person in
achieving his identity. In addition, the students as the
educated people who have a high awareness of the
good and happiness of society today and in the future.
Therefore, from its critical nature and character, the
student acts as a moral force that constantly performs
the social control function. But on the other hand
there is an interesting phenomenon found in the
preliminary study at UIN Sunan Gunung Djati
Ulfiah, U., Safei, R. and Sulasman, S.
Parenting Style and Gender Role Identity Status Achievement in Late Teens.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 415-422
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
415

Bandung, they (students) although doing movements
that touch other social layers but their existence on
campus actually still do not have the expected identity
status that is Identity Achievement in gender role both
public and domestic.
In the context of student affairs in UIN Sunan
Gunung Djati Bandung the issue of gender identity is
not new although it does not make it as a flow in every
student struggle and dynamics. The example of
women's leadership in student organizations, top
leaders is still overshadowed by the entrenched
elements of patriarchy. Patriarchy culture is a pattern
of view that always positions women as second class
citizens after men.
The result, until now the student movement both
intra (Student Executive Board both faculty and
department) or extra campus (PMII, HMI and IMM)
have the same condition, that is still not able to
achieve good identity (Achievement). UIN students
still have a traditional view that men are superior to
women, and moment must be submissive and follow
what men order. This has caused the patriarchy
culture to affect the other social decision. so that
strategic positions continue to be given to men and
the rest to women, such as kosma leaders, group
heads of students’ internships (PPL) and work
experience (KKN).
Another case that happened to the candidate of
chairman of the Student Executive Board (BEM) in
the department at UIN Sunan Gunung Djati, when
one of the students nominate herself as the chairman.
This was what happened to Ai Maryati, a student
majoring in Islamic Education, she is qualified on the
basis of academic achievement and an activist in intra
and extracurricular activities. She failed because she
was struck on the female aspect of the unfit to lead.
Students are confused when faced with the choice of
prospective leaders of different sexes are women and
men, so the issue of gender bias, such as women's
phrases are psychologically weak, better not be a
leader, the cottage lengkah, power fikirnya always
under men, only able to manage administration and
others.
These behavioral trends and roles have become a
social phenomenon of gender role identity that is
interesting to be studied empirically because of
external aspects that are sometimes dominantly
affecting a teenager, in this case a student. These
external aspects can be cultural, social and religious
values that are internalized in parenting style.
The results of direct interviews with some
students in the preliminary study found the parenting
style of their children who are students in UIN Sunan
Gunung Djati Bandung tend to be different for boys
and girls. Some parents adopt a nurturing style that
provides support and opportunities for their children
to explore various gender roles and make their own
decisions about the gender roles they will choose.
Some others did not provide support and
opportunities for their children to explore various
gender roles and make their own decisions about the
gender roles they will choose. The difference in
treatment is limiting for girls, for example in
determining the department or type of education,
boarding house and the choice of public works, it
seems to be a limitation of women in social roles,
which many teenagers, especially late teenagers, end
up affecting behavior and their social role.
The tendency of parental treatment, is one of the
factors of the emergence of the identity crisis of
adolescents, if associated with expectations of
behavior and social roles that must be embedded in
the environment that leads to the source of problems
in the formation of gender role identity of adolescents
both men and women.
The problem is, the aspect of identity that can be
referred to as the characterization of a teenager's self-
identity with the following fundamental questions:
Who he is, what role he has and how the role is played
seem to be the essence of the personality development
for a teenager.
In addition, the actual phenomenon is the
existence of violence against women both in the
public and domestic sectors. Similarly, gender
inequality in the form of restrictions on women in
certain sectors, such as limitation of employment
opportunities, sometimes different payroll systems,
limiting opportunities for promotion of positions for
reasons of sex, and even the absence of opportunities
to practice knowledge in the workplace due to the ban
of their husband and discriminatory trends. This
phenomenon certainly affects the view of adolescent
both men and women to various social roles.
In relation to the above phenomenon, this paper
will specifically examine the domain of gender role
identity, which underlies the selection of this field in
view is still interesting to be studied more deeply and
discussed in various perspectives today. In addition,
the phenomenon of gender identity still seems to
occur in social life. Furthermore, this study is an
advanced research effort from thesis research of M.
Daud of Master Program of Psychology of
Padjadjaran University in 1999 about the identity of
gender role of adolescent final of woman, also as
responsive effort in responding to the development of
reform nowadays especially in UIN Sunan Gunung
Djati Bandung cultural differences with previous
research areas.
ICSE 2017 - 2nd International Conference on Sociology Education
416

2 LITERATURE REVIEW
Related research on family and nurturing has been
extensively studied by previous researchers, but they
are not specific about how parenting is related to the
ability to achieve gender role identity status in late
adolescents. However, research results Siti (2017)
and Rudy (2017) explaining the importance of gender
equality in both men and women It is important for us
to instil this understanding of gender concepts and
roles to the child, so that the child (adolescent) is able
to have a good gender identity status.
The choice of the concept of gender role identity
is based on a trend of identity crisis which is an issue
that develops from the development of women and
men in gender roles in both the public and domestic
sectors.
The gender role identity crisis in both men and
women is one of the social problems that arise,
because the gender role identity is expected to have
been formed since adolescence. The crisis occurred
by the existence of a transition period in the
atmosphere of the process of growth and development
experienced by adolescents, both men and women
who are heavily influenced by cultural and social
values that tend to limit, as in UIN Sunan Gunung
Djati, although on the other hand has opened wide
opportunities for every adolescent to compete to take
the social role to achieve identity as well as possible.
Assessment of the attainment of late teen identity
status in the field of gender roles cannot be separated
from parental figures, although there are also peer and
community roles. Therefore, identity is not merely a
form of merging and continuity of personal
experience, but rather as a mechanism of mutual
exchange of meaning facing a person in the whole
reality of his life. In other words, identity is the
process and outcome that bridges individuals with
their families and communities or communities
wherever individuals belong. The family as the
smallest social unit, is the first and main educational
institution in providing the foundations of
development that will become the foundation of each
individual in undergoing the phases of further
development.
Siti (2017) explains that family is the first place
for children to get mental coaching and personality
formation.
Theoretically, as mentioned above, it manifests
into the parenting style practices of his children which
are known for many forms of parenting style to their
children, one of which is the parenting style enabling
and constraining from Hauser et al. in (Archer, 1994).
The phenomenon of identity status above serves
as a guide to examine more in the issue of gender role
identity formation, with the first stage of studying,
parenting style relationships in achieving gender role
identity which, according to Marcia (1993), the
dimension of attaining gender role identity status
through activity exploration and commitment. The
second stage will see the achievement of gender role
identity status by looking at the four status of identity
according to Marcia (1993) namely: Identity
Achievement, Moratorium, Foreclosure, Identity
Diffusion based on exploration activities with
commitments of late teenage girls and men among
students UIN Sunan Gunung Djati Bandung.
The style, dimension, and identity status have
different focus on identity formation, but some
researchers have pointed out the association of these
three things and made it a unity in the concept of
identity formation. The style, dimension, and identity
status are considered processes, structures, and
outcomes that are of the components of identity
formation Schwartz and Montgomery in (Darmawan
and endang, 2016).
Furthermore, if linked to the establishment of the
identity of the teenagers' final gender role and the
earliest opportunity for adolescent both men and
women to obtain the expected identity status is
family.
In this regard, if parenting style is a determinant
factor in achieving the identity status of the late
adolescent gender role by looking at the exploration
process and its commitment, it needs to be examined
more in depth correlationally.
The family is the main and first circle to engage
in social interactions and recognize the behaviors of
others. Also the family as an early milestone in the
introduction of the cultures of society in which family
members learn about the person and the nature of
others outside oneself (Ulfiah, 2016). Therefore, the
family is a container that has significance in the
formation of character, kinship, social relations and
creativity of its members. It is therefore very
interesting to examine the urgency of this family in its
various dimensions by both scientists and
practitioners.
One of the first scientists to examine the family
was George Murdock. In his book Social Structure,
Murdock describes the family as a social group with
shared characteristics, economic cooperation, and
reproduction.
According to Bossard and Ball in Latipun (2006)
provides a family limitation as the proximity aspects
of each other's relationships by saying that, the family
as a social environment very closely related to a
Parenting Style and Gender Role Identity Status Achievement in Late Teens
417

person. In that family one is raised, lives, interacts
with one another and formation of values, patterns of
thought, and habits. The family also serves as a
selection of all outside cultures, and the dimensions
of the child's relationship with his environment.
Therefore, the family is a social institution that
has multi-function, in fostering and developing
interaction among family members. The family is a
parenting tool for children to learn religious, norms,
values and customs used in the society. Parenting can
be defined as the pattern of behavior that parents
apply to their children, through direct or indirect
interaction, whether it is supportive or inhibiting
children, in all exploration and commitment activities
to achieve their identity status (Ulfiah, 2016).
The interaction between parents and children
applied in the family greatly influence on the
formation of the child's personality. By the interaction
applied by the parents, children will recognize,
understand and comply the norms, values used in
their society (Hurlock, 1980).
Every family has different parenting style. This
nurturing style will affect children to adolescence in
their growth and development.
Parenting style is how parents provide treatment
in caring for their children. The treatment is done
through a continuous interaction between parent and
child, until the child becomes an adult.
Hauser in Archer (1994) divides nurturing into
two styles: enabling and constraining. Enabling is an
open parenting style that supports the child's
psychosocial development. This is not because the
nurturing style encourages family members to
express their thoughts and responses.
This nurturing style has two components
cognitive and affective. Cognitive enabling parenting
style includes: a). Parents willing to involve their
children in problem solving, b). Parents participating
in the exploration of their child's wishes, c). Parents
who give their children the opportunity to express
their views to other family members.
Constraining, on the other hand, is a form of
parenting style that is closed and inhibits the child's
psychosocial development. This nurturing style has
two components cognitive and affective. The
cognitive style in constraining parenting covers; a)
Parents not willing to involve their children in
problem solving, b). Parents not participating in their
children curiosity, and c). Parents who do not give
their children the opportunity to express their views
to other family members. The affective components
are Parents who are ignorant to other family
members, and b). Parents overestimating other family
members.
When looking at each component of the parenting
style, it can be understood that basically both forms
of parental treatment can be positioned on the positive
side (enabling) and negative (constraining).
In that connection, there are some researchers who
have done research using an enabling-constraining
parenting style in relation to the development of
healthy teen personality. They have managed to
identify teenagers who are raised in a family that
applies enabling parenting styles to show a high
psychological development score (without specifying
the aspect of psychological development). Compared
to those raised in constraining parenting style
(Steinberg, 1993).
Research conducted by Darmawan and Endang
(2016), attempts to test several hypotheses: (1) there
are different styles, dimensions, and identity status
between boys and girls; (2) there are differences in
style, dimensions, and identity status between the
early, middle, and late teens; (3) there is a relationship
between identity styles (informative, normative, and
delay-dodge) and the dimensions of identity
(commitment, in-depth exploration, and commitment
review); and (4) there is a relationship between
identity style (informative, normative, and delay-
dodge) and identity status (diffusion, foreclosure,
moratorium and achievement).
In the midst of the progress of science and
technology increasingly rapidly influenced by the
current reform era, the challenge for the development
of aspects of human life will be felt even harder for
the development of a healthy individual personality,
the process of a long development, even has started
since someone is born. In connection with the
development of a healthy personality, Erikson (1980)
has developed a theoretical framework better known
as the theory of psychosocial development stages.
Erikson (1968) offers eight stages of psychosocial
development, the stages contain conflict between 2
(two) outcomes (outcomes). These conflicts are
nothing but social crises or major developmental
problems which are then referred to as the stages in
question. If the conflict is successfully resolved in a
constructive and satisfactory manner, then positive
qualities will penetrate into the ego that will
ultimately enable the individual to achieve healthy
development. But if the conflict is not resolved or
imperfectly resolved, then the developing ego will be
threatened given the negative qualities will be
absorbed into the structure of individual personality.
One of the phases of psychosocial development that
is seen as a key to achieving healthy personality
development is the conflict between Identity vs.
Identity Diffusion that is chronologically on-going
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and a major issue of the adolescent period. Identity
that can be interpreted as ideas that appear in a person
around 'who' he is, 'how' he limits himself, is the
dominant theme in the psychology literature. But so
far, only Erikson (1980) has put the concept of
identity into psychosocial development and views the
formation of identity can be empirically examined.
In 1964, Marcia undertook the expansion and
elaboration of Erikson's identity vs. Identity
Diffusion development stage until she succeeded in
identifying common patterns and issues about how
adolescents overcome their identity crises. This
identity crisis, like the crisis offered at earlier stages
of psychosocial development, demands a complete
solution. In connection with these explorations and
commitments, they can then be used as guidelines for
establishing identity status:
 Identity Diffusion. Individuals have no clear
commitment to various areas of life, including
the field of gender roles. In this case,
adolescents experience an identity crisis and do
not engage in an active struggle in finding and
considering alternatives to overcome their
identity crises;
 Foreclosure. Individuals who have never
experienced exploration, but have had such
commitments and the commitments are not
obtained through the search or exploration
process but obtained from parents or others;
 Moratorium. Very intense individuals
undergoing exploration. This adolescent is
actively exploring and looking for alternatives
also struggling to find an identity, but she has
not yet reached any commitment. Or although
it seems to have a commitment, but the
commitment is still unclear;
 Identity Achievement. Teenagers have
explored and successfully overcome the crisis,
so that they have reached a personal
commitment to his gender role.
The four statuses above can be viewed as a
developmental sequence, but not in the sense that one
stage is required as a prerequisite for the other stage
(Mussen, 1990). The research findings relating the
age factor to the initial stage of identity resolution
came from Meilman and Archer (in Marcia: 1993)
who studied subjects aged between 12 years to 24
years. The general conclusion that can be obtained
when using the identity status template is the
Moratorium status and the Identity Achievement
status that is not encountered before the individual
goes to high school (or equivalent to the late
adolescence period). The implications of the above
statement are; one's identity will be formed (or
achieve Identity Achievement status) around the late
adolescence period until the age of the college student
(early adulthood). This fact is in line with Marcia
(1993) who states: "The establishment of ego identity
is an important event in the development of
personality. This event takes place in late
adolescence, a consolidated identity marking the end
of childhood and the beginning of adulthood. "
Research on identity status also use many student
populations with the following considerations: 1).
The age of the identity resolution occurs between 18-
22 years old, and 2). Universities can be viewed as a
social institution where the formation of the identity
of individuals other than the family.
In particular, this study will further examine the
attainment of gender role identity status, as one of the
domains of identity status studies, in the subjects of
late adolescent males and females by looking at their
social role in society. The selection of this theme
refers to the reality of gender roles in the current
reform era which is still less gender sensitive and
even gender bias in the public and domestic sectors.
Gender identity is an unchanging core of
personality formation formed for both sexes at the
time the child was about three years old. At that time
the child initially showed the female characteristics.
A feminine gender identity occurs because of the
influence of the mother's interaction that gives her
daughter experience as she had. While boys are
treated otherwise. It was obvious that gender
differences are affected by personal experiences.
There are feminine and masculine sides in both
male and female. Whether or not one develop either
masculine or feminine side is affected by the
surrounding culture. According to Margaret Mead, a
prominent masculine and feminine character is a
cultural product. A person is not born as a man or a
woman, but is made by a culture of being male or
female.
The ideal society must involve women with their
point of view as men with their point of view. Thus,
there is an equal chance to develop capacity,
participation in political power, the influence of
social change and physical and economic security.
The distribution of the same roles will create an
opportunity to understand the other person's point of
view (Bieri in Archer, 1994). For teenagers, gender
roles are important to learn to help them explore who
they are, what they want, and where they are going,
so as to influence the development of healthy identity
(Bieri in Archer 1994).
In the development of gender roles, there are
several concepts or theories about gender, among
them the concept of androgyny which is the
Parenting Style and Gender Role Identity Status Achievement in Late Teens
419

integration of masculine and feminine characteristics,
increasing sharply in social science research,
especially concerning with the development of Sex-
role Block (1973) explains that androgyny is a fairly
high rate of development from the poles of gender
roles (Matteson in Marcia, 1993).
In the opinion of other scholars, androgyny is a
combination of the characteristics of the masculine
and feminine social values in an individual (Bem in
Mussen, 1990). It is further said that an androgynous
person is an individual who has high masculine score
and feminine score. It is also said that being
androgynous will be more effective in coping or
dealing with different situations. However, a positive
attitude of masculine, such as freedom and self-
confidence is very important and is a component of
androgyny that is very necessary especially for
women (Huston in Mussen, 1990).
Consequently, the main issue of gender role
identity to be studied in this research is the gender role
pattern adopted by the late adolescents whether
masculine, feminine or androgyny (Waterman in
Marcia 1993). The main issues will be used as a
reference in reviewing and understanding the
achievement of the identity status of the late
adolescent gender role through exploration and
commitment process.
According to Marcia (1993), teens who are able to
resolve the identity crisis are said to have a healthy
ego identity. The identities of healthy ego in question
are the status of identity achievement and
moratorium, because they have a positive tendency.
On the other hand, the identity of the unhealthy ego is
foreclosure and diffusion, because it has a negative
tendency.
At the beginning of the adolescent period,
generally a person has a Foreclosure or Identity
diffusion status. Parenting style is viewed to affect the
attainment of identity status, especially in terms of
how parents treat their children, and how the parents'
psychological encouragement provides a good basis
for the identification process (Marcia, 1993).
What does this imply? Steinberg (1993) has
identified the relationship between identity status and
parental treatment. Individuals who managed to
develop a healthy identity generally comes from
family-enabling characteristics, not from
constraining families. According to Erikson (1980),
the personality of a person is the result of interaction
between the social environment and the needs of a
person throughout the stage of its development. Thus
the process of exploration and commitment
undertaken cannot be separated from the interactions
and activities carried out with his parents at home.
According to Watermen in Marcia (1993) parenting
style will affect the identity formation.
3 METHODS
This research used quantitative method in order to
obtain information and findings descriptively and
empirically, about the tendency of relationship
between parenting style in the form of enabling and
constraining with exploration and commitment in
achieving the status of gender role identity of final
teenager of UIN Sunan Gunung Djati Bandung.
Therefore, this research is carried out correlationally
to study the relationship between parenting style
variables with exploration and commitment. The
quantitative approach was taken to see the
relationship between two variables studied while
qualitative approach is used to describe the identity
status.
The method used is the explanatory survey. It is a
method that describes events or conditions that occur
contemporarily, and that will come through the test of
factual propositions tested empirically. Therefore, the
parenting style variables (Variable X) consisting of
enabling and constraining and the achievement of
gender role identity status (Variable Y) through the
exploration and commitment of the late teenagers
both male and female students UIN Sunan Gunung
Djati Bandung.
The respondents of this study are UIN Sunan
Gunung Djati students as many as 138 respondents
consisting of male and female of late adolescence age
8-22 years.
Overall, the procedure of the research is divided
into five stages: preparation stage, implementation
stage (data retrieval), data processing stage, data
analysis stage and final step (drawing conclusion and
report writing).
The implementation process is done by giving
questionnaires to samples that have been specified as
many as 138 students. The data analysis process was
calculated in SPSS (Statistical Program for Social
Science) The data was analyzed using Pearson’s r to
find out the correlation between the two variables.
4 RESULTS
From the hypothesis test, it can be seen that the
enabling parenting style variables have a positive
relationship with exploration variable and
commitment in achieving gender role identity status,
ICSE 2017 - 2nd International Conference on Sociology Education
420

while the parenting style of constraining has a
negative relationship with exploration and
commitment in achieving gender role identity status.
The result has confirmed that the underlying concept
of this research was accepted.
As Hauser points out that the parenting style of
enabling parents encourages a child to express his
thoughts and principles to gain autonomy.
Furthermore, enabling parenting style that is related
to the field of gender roles will provide an opportunity
for the child to seek the necessary information and
dare to express his ideas about gender roles.
Furthermore, this parenting style allows parents to
help solve the problems faced by their children,
because this enabling parenting style always provides
warmth and allows for their children to explore
extensively and establish an unwavering commitment
to the field of gender roles, so that children can
achieve their identity status.
Hauser also suggests that constraining parenting
styles tend to inhibit autonomous processes and
children are hampered from exploration, resulting in
difficulties in setting commitments which in turns
will place them at low identity status.
The correlation between parenting style with
exploration of late adolescent of UIN Sunan Gunung
Djati Bandung describes that from 138 respondents
whose parents apply enabling parenting style, there
are 118 people (54,6%) who have high exploration,
while from 78 respondents whose parents apply the
constraining parenting style there were 49 people
(22.7%) who has low exploration.
Referring to Hauser's opinion above, basically
parenting style which is considered suitable to be
applied and developed in the final teenager of UIN
Sunan Gunung Djati Bandung is enabling, because it
can support the activity of the late teenager
exploration of UIN Sunan Gunung Djati Bandung in
existing social roles in accordance with their gender,
as an effort to achieve their identity status. On the
contrary, it has been found that constraining parents
less support the activities of late teenagers UIN Sunan
Gunung Djati in exploring the field of gender roles.
Furthermore, the results obtained that the
parenting style of both enabling and constraining
have a relationship with commitment in achieving
identity status. These results can be said in line with
the opinions of Grotevant and Cooper in Archer
(1994) that families have a role in the formation of
adolescent identity.
Furthermore, if guilford level criteria were used,
then the level of correlation between enabling and
constraining parenting style and the final adolescent
commitment of UIN Sunan Gunung Djati Bandung
students was in the 'low' category. This shows that
parenting style is one of the important factors related
to late teenager exploration and commitment in
achieving their gender role identity status.
The relationship between parenting style
(enabling and constraining) and final adolescent
commitment was that from 138 final adolescent
respondents whose parents apply enabling parenting
style, there are 114 (52,8%) who have high
commitment, while from 78 final adolescent
respondents whose parents apply a constraining
parenting style, there are 24 people (11.1%) who have
low commitment.
Furthermore, about the achievement of the
identity status of the late teenager gender role of UIN
Sunan Gunung Djati Bandung students who become
the respondents of this research shows the highest
tendency in the status of moratorium identity, the
adolescent on this status describes the high
exploration but the commitment is still low. This is
allegedly due to one of the different interpretations of
religion on the role of gender both public and
domestic.
Identity status achieved by late adolescents in
UIN Sunan Gunung Djati is achievement and
foreclosure, while the respondents who are on the
status of diffusion identity tend to be a little.
5 DISCUSSION
Based on the theories that have been described in the
previous section, it is reasonable that in this study, the
antecedence in the formation of individual identity is
the family, because the family is a means of parenting
for children to learn things that concern with norms,
religion, values and customs used in society.
Marcia (1993) defines identity as a self-structure
which is a dynamic internal organization or
organization of drives, abilities and beliefs
throughout the life history of the individual. If these
structures develop well, individuals will be more
aware of their differences and similarities with others
and the advantages and disadvantages of making
efforts in their life. The process of identity formation
itself lasts all the time, but its emphasis on late
adolescence, which is then seen as a period of
consolidation and the period of composition in which
identity is formed.
Thus, it is clear that the achievement of the
identity status of the final adolescent gender role, both
male and female, in the public or domestic sector, is
an important dependent variable to be studied in
Parenting Style and Gender Role Identity Status Achievement in Late Teens
421

depth with UIN Sunan Gunung Djati Bandung
student respondents.
The phenomenon that occurred in Bandung,
especially in UIN Sunan Gunung Djati students, as an
indication of identity crisis is that there is still a
student who has not been able to understand and
determine the attitude related to the role of gender
both role in public and domestic sector. Public roles
as: Leadership positions both within the institution
and in private offices, community or political
organizations. While in the domestic role in the form
of household duties (washing, cooking, ironing,
cleaning, shopping and child caring).
The gender identity crisis of the students occurs
because (1) lack of understanding of the various roles
performed whether feminine, masculine or
androgynous; (2) the dichotomy of the role of the
sexes of both men and women; (3) patriarchal culture
that is still thick; and (4) religious interpretation. It
can be seen from the tendency of parents to take care
of their children differently due to the difference of
sex.
6 CONCLUSIONS
From the result of this research, it is found that
enabling and constraining parenting style has
relationship with exploration activity and
commitment to the achievement of gender role
identity status, also in this study it is expected that the
respondent who reaches the identity status of the
moratorium can increase his exploration so as to
achieve high commitment and finally achieve the
identity status of acievement and of course for the
respondent who has achieved the identity status of
achievement can defend it.
The results of this study are expected to enrich the
results of previous research both from experts and
from previous researchers in spite of research setting
differences.
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