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Why Identity Matters and How It Shapes Us

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

Verywell / Zoe Hansen

Defining Identity

• What Makes Up a Person's Identity?

Identity Development Across the Lifespan

The importance of identity, tips for reflecting on your identity.

Your identity is a set of physical, mental, emotional, social, and interpersonal characteristics that are unique to you.

It encapsulates your core personal values and your beliefs about the world, says Asfia Qaadir , DO, a child and adolescent psychiatrist at PrairieCare.

In this article, we explore the concept of identity, its importance, factors that contribute to its development , and some strategies that can help you reflect upon your identity.

Your identity gives you your sense of self. It is a set of traits that distinguishes you from other people, because while you might have some things in common with others, no one else has the exact same combination of traits as you.

Your identity also gives you a sense of continuity, i.e. the feeling that you are the same person you were two years ago and you will be the same person two days from now.

Asfia Qaadir, DO, Psychiatrist

Your identity plays an important role in how you treat others and how you carry yourself in the world.

What Makes Up a Person's Identity?

These are some of the factors that can contribute to your identity:

• Physical appearance
• Physical sensations
• Emotional traits
• Life experiences
• Genetics 
• Health conditions
• Nationality
• Race  
• Social community 
• Peer group 
• Political environment
• Spirituality
• Sexuality 
• Personality
• Beliefs 
• Finances 

We all have layers and dimensions that contribute to who we are and how we express our identity.

All of these factors interact together and influence you in unique and complex ways, shaping who you are. Identity formation is a subjective and deeply personal experience.

Identity development is a lifelong process that begins in childhood, starts to solidify in adolescence, and continues through adulthood.

Childhood is when we first start to develop a self-concept and form an identity.

As children, we are highly dependent on our families for our physical and emotional needs. Our early interactions with family members play a critical role in the formation of our identities.

During this stage, we learn about our families and communities, and what values are important to them, says Dr. Qaadir. 

The information and values we absorb in childhood are like little seeds that are planted years before we can really intentionally reflect upon them as adults, says Dr. Qaadir.

Traumatic or abusive experiences during childhood can disrupt identity formation and have lasting effects on the psyche.

Adolescence

Adolescence is a critical period of identity formation.

As teenagers, we start to intentionally develop a sense of self based on how the values we’re learning show up in our relationships with ourselves, our friends, family members, and in different scenarios that challenge us, Dr. Qaadir explains.

Adolescence is a time of discovering ourselves, learning to express ourselves, figuring out where we fit in socially (and where we don’t), developing relationships, and pursuing interests, says Dr. Qaadir.

This is the period where we start to become independent and form life goals. It can also be a period of storm and stress , as we experience mood disruptions, challenge authority figures, and take risks as we try to work out who we are.

As adults, we begin building our public or professional identities and deepen our personal relationships, says Dr. Qaadir.

These stages are not set in stone, rather they are fluid, and we get the rest of our lives to continue experiencing life and evolving our identities, says Dr. Qaadir.

Having a strong sense of identity is important because it:

• Creates self-awareness: A strong sense of identity can give you a deep sense of awareness of who you are as a person. It can help you understand your likes, dislikes, actions, motivations, and relationships.
• Provides direction and motivation: Having a strong sense of identity can give you a clear understanding of your values and interests, which can help provide clarity, direction, and motivation when it comes to setting goals and working toward them.
• Enables healthy relationships: When you know and accept yourself, you can form meaningful connections with people who appreciate and respect you for who you are. A strong sense of identity also helps you communicate effectively, establish healthy boundaries, and engage in authentic and fulfilling interactions.
• Keeps you grounded: Our identities give us roots when things around us feel chaotic or uncertain, says Dr. Qaadir. “Our roots keep us grounded and help us remember what truly matters at the end of the day.”
• Improves decision-making: Understanding yourself well can help you make choices that are consistent with your values, beliefs, and long-term goals. This clarity reduces confusion, indecision, and the tendency to conform to others' expectations, which may lead to poor decision-making .
• Fosters community participation: Identity is often shaped by cultural, social, political, spiritual, and historical contexts. Having a strong sense of identity allows you to understand, appreciate, and take pride in your cultural heritage. This can empower you to participate actively in society, express your unique perspective, and contribute to positive societal change.

On the other hand, a weak sense of identity can make it more difficult to ground yourself emotionally in times of stress and more confusing when you’re trying to navigate major life decisions, says Dr. Qaadir.

Dr. Qaadir suggests some strategies that can help you reflect on your identity:

• Art: Art is an incredible medium that can help you process and reflect on your identity. It can help you express yourself in creative and unique ways.
• Reading: Reading peoples’ stories through narrative is an excellent way to broaden your horizons, determine how you feel about the world around you, and reflect on your place in it.
• Journaling: Journaling can also be very useful for self-reflection . It can help you understand your feelings and motivations better.
• Conversation: Conversations with people can expose you to diverse perspectives, and help you form and represent your own.
• Nature: Being in nature can give you a chance to reflect undisturbed. Spending time in nature often has a way of putting things in perspective.
• Relationships: You can especially strengthen your sense of identity through the relationships around you. It is valuable to surround yourself with people who reflect your core values but may be different from you in other aspects of identity such as personality styles, cultural backgrounds, passions, professions, or spiritual paths because that provides perspective and learning from others.

American Psychological Association. Identity .

Pfeifer JH, Berkman ET. The development of self and identity in adolescence: neural evidence and implications for a value-based choice perspective on motivated behavior . Child Dev Perspect . 2018;12(3):158-164. doi:10.1111/cdep.12279

Hasanah U, Susanti H, Panjaitan RU. Family experience in facilitating adolescents during self-identity development . BMC Nurs . 2019;18(Suppl 1):35. doi:10.1186/s12912-019-0358-7

Dereboy Ç, Şahin Demirkapı E, et al. The relationship between childhood traumas, identity development, difficulties in emotion regulation and psychopathology . Turk Psikiyatri Derg . 2018;29(4):269-278.

Branje S, de Moor EL, Spitzer J, Becht AI. Dynamics of identity development in adolescence: a decade in review . J Res Adolesc . 2021;31(4):908-927. doi:10.1111/jora.12678

Stirrups R.  The storm and stress in the adolescent brain .  The Lancet Neurology . 2018;17(5):404. doi:10.1016/S1474-4422(18)30112-1

Fitzgerald A. Professional identity: A concept analysis . Nurs Forum . 2020;55(3):447-472. doi:10.1111/nuf.12450

National Institute of Standards and Technology. Identity .

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Where Does Identity Come From?

Fifty years of psychology offers insights into our self-concepts..

Posted July 23, 2022 | Reviewed by Vanessa Lancaster

• Comparisons with others and reflections on our experiences form our sense of identity.
• Through psychology's various lenses, we have studied the extent to which we see ourselves through comparisons or internal observations.
• Ultimately, some people see themselves more through comparisons; others use an internal taxonomy.

On July 21st, David Brooks wrote a column for The New York Times addressing the question of whether our lives are motivated by a quest for “status,” basically a comparison with others in which we emerge with a ranking and continually seek superiority, or “story,” building a sense of identity based on our own specific background, experiences, gifts and challenges, values, and reflections.

The Brooks essay brought me back to one of the earliest questions I explored in psychology: What contributes to our senses of identity?

Fifty years ago, psychology was divided into subspecialties. Developmental experts like Jerome Kagan or Sandra Scarr asked about nature/nurture: how much of our personality and later character comes from biological givens (complete with genetic heritage), and how much from experiences and maturity? How malleable are we? Learning laboratories asked, “How does change take place?” Motivation researchers looked at pleasure and pain.

Soon ego psychologists like Jeanne and Jack Block or Erik Erikson focused on the intrinsic rewards of mastery.

Personality psychologists dove into the phenomenology of “flow” (Csikszentmihaly) or conditions that underscore or interfere with “ intrinsic motivation ” (Mark Lepper). The importance of play in development, especially its role in capacity for and respect for creative activity, was clear by the early 1980s.

A whole branch of personality psychologists broke off from the mainstream, seeking to label personality dimensions, their antecedents, and consequences. Instead, they focused on the “stories of lives.”

Early psycho-biographers like Dan McAdams or William Runyan often closely resembled clinicians who studied the uniqueness of individuals, how they made sense of their lives, and how they could become more conscious of the sources of their emotions, beliefs, and behaviors.

Some of this study was more theoretical, viewed through and updating propositions from Freud , Jung, or Allport. Other researchers branched off, focusing on specific aspects of identity, like unconscious power, a transcendent reality that energetically directed attraction , or family dynamics and the impact of close relationships, for better or worse.

Social psychologists reached into the family and beyond to look for relationship qualities and Individual factors that rendered them more or less influential. Two of my favorites are Bill McGuire, who examined a tendency to compare ourselves with others in our social fields, and J. Richard Hackman crafted a brilliant theory about “The influences of groups on individuals.”

In the classroom, Hackman argued, “The groups you join will inevitably influence who you are and who you become; choose them carefully.” Implied in his advice was an assumption that people are capable of conscious choice and “ free will ,” even in the context of powerful forces that pull to manipulate how we behave.

Throughout all, Henry Murray’s question has been re-addressed and rephrased: “How are all people in some ways like all other people, in some ways like some other people, in some ways like no other people.” Underlying this question is that of identity: To what extent do we see ourselves as part of humanity, part of various groups, or unique because of our own genetic makeup and experiences that have interacted with it?

Thus Brooks’s question: is identity crafted through comparisons in status across social fields or from a specific story massaged by historical events and potentially directed through conscious choice?

My language pyramid again offers at least seven perspectives:

• Cells: Are we about our physics and chemistry, the neurons that light up or chemicals that flood and direct us when we are attracted to or repelled by a possible (or actual) experience? Today’s interest in neuropsychology is enormous.
• Organs: Do our organs direct our impulses and choices -skin that tingles when touched or a heart that quickens with excitement? A stomach that revolts in disgust or facial muscles that freeze with fear ?
• Biological systems: Is our perception of “meaning” drawn from muscular tension that calls us to fight, flee or freeze? Or a sense of connection with others when the parasympathetic nervous system sends oxytocin (the “hugging” hormone ) coursing across our limbs?
• Psychological level : Is our “identity” based on labeling these biological experiences — as “pleasure” or “pain,” as “good” or “bad,” assigning value to “ stress ,” “grit,” or “struggle” or, conversely, to “relaxation,” “receiving,” or “connecting”? Do we see ourselves as our thoughts, feelings, behaviors, and choices?
• Social psychological: Do we look around, generate, and imagine “possible selves”? Then seek to create or avoid their realization, as explored by Hazel Markus and Paula Nurius?
• Culture. In the 1970s, Rokeach created a list of “values” based on experiences that could motivate or guide behavior. He compared them across cultures. Some values were more solitary, like “ wisdom ” or “freedom,” others rooted in an interpersonal field (for example, “mature love” or ”true friendship ” ), and still others in potential status by comparison (e.g., “success” or “national security”).

Generations know the latter through the When Harry Met Sally scene with the line “I’ll have what she’s having.” We read books, watch movies, follow social media stories, or simply watch others who influence our notions about current or future identities. They clarify possibilities and help us select direction so that, at choice points in our lives, we can enlist consciousness to help direct us by providing options based on examples of others, for good or for bad.

• Spiritual . The alternative is to find inspiration or guidance from our own lives or an ideal.

I grew up with no idea what actually did make people happy. My fantasies were fueled by advertisements designed to manipulate emotions and direct people to buy things based on hopes of avoiding pain or increasing pleasures. But only time, experimentation, and happenstance were able to teach me what actually does make me suffer, feel joy in delight, or thrills in mastery.

The love that filled my heart and made it expand in capacity over the years as I have watched my children and now grandchildren grow and become the unique people they are becoming never ceases to bring me awe , hope, and gratitude .

The emptiness that has sometimes accompanied an experience recommended by critics or peers, rated as “a must,” has helped me learn to respect my judgment. Following these breadcrumbs has helped me become the person I want to be. What more could I ask for?

Copyright 2022 Roni Beth Tower

Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety: Experiencing Flow in Work and Play, San Francisco: Jossey-Bass.

Hackman, J. R. (1992). Group influences on individuals in organizations. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 199–267). Consulting Psychologists Press.

Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist , 41 (9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954

McGuire WJ, Padawer-Singer A. Trait salience in the spontaneous self-concept. Journal of Personality and Social Psychology. 33 : 743-54. PMID 1271234 DOI: 10.1037//0022-3514.33.6.743

Rokeach, M. (1973). The nature of human values . Free Press.

Runyan, W.M. (1982). Life Histories and Psychobiography, Oxford University Press.

Singer, Dorothy & Singer, Jerome. (1990). The House of Make-Believe: Children’s Play and the Developing Imagination. 10.4159/9780674043688.

Roni Beth Tower, PhD, a retired clinical, research and academic psychologist, earned a BA from Barnard (Religion), her PhD from Yale, and did postdoctoral work in epidemiology and public health at Yale Medical School.

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2.5 Writing Process: Thinking Critically about How Identity Is Constructed Through Writing

Learning outcomes.

By the end of this section, you will be able to:

• Explain the importance of communication in various cultural, language, and rhetorical situations.
• Implement a variety of drafting strategies to demonstrate the connection between language and social justice.
• Apply the composition processes and tools as a means to discover and reconsider ideas.
• Participate in the collaborative and social aspects of writing processes.
• Give and act on productive feedback to works in progress.

Now it’s your turn to join this cultural conversation. As you write, keep your audience in mind as well as the principles of inclusivity and anti-racism that you have learned about. Consider how you can share your personal experiences, ideas, and beliefs in a way that is inclusive of all and shows sensitivity to the culture of your readers.

Summary of Assignment: Cultural Artifact

Choose an artifact that symbolizes something about a culture to which you belong. This might be a physical object that you have, or it may be a metaphorical object, such as Du Bois’s color line or veil, that represents something larger about your culture. Write approximately 350–700 words describing it, using sensory detail and explaining its meaning both to you personally and within your culture. To begin your thinking, view this TEDx Talk for a discussion of cultural artifacts and narrative led by artist David Bailey.

Another Lens 1. Choose a space that is important to a cultural community to which you belong. While visiting this space, conduct an hour-long observation. Respond in writing to these items: Describe the space in detail. What do you see permanently affixed in the space? What activity is going on? How is the space currently used? What is the atmosphere? How are you feeling while conducting your observation? Then, do some brief research on the space (using the Internet, the library, or campus archives), and answer these questions: What is the history of the space? When was it established, and under what circumstances? How has this space been used in the past? What is your response or reaction to this history? Then write a passage in which you highlight a unique feature of the space and your cultural relationship to it.

Another Lens 2. Considering Du Bois’s theory of double consciousness, explore the ways in which you may experience competing identities or competing cultures in your own life. What experiences have you had or witnessed where language clashed with or supported your identity or culture? What happened? How did others react? How did you react? What insight does your experience offer on this discussion of rhetoric and the power of language to define, shape, and change or give birth to identity or culture?

Quick Launch: Joining the Dialogue

You may choose to use journaling to develop your language use and voice. Journaling, or keeping a written record of your thoughts and ideas, can clarify your thoughts and emotions, help you better understand your values, and increase your creativity. The following two journaling techniques should help you get started.

Character Sketch and Captured Moment

Because your cultural artifact may be tied to a person, a character sketch might help you think about its significance. A character sketch is a brief description of a real or fictional person—in this case, likely someone you know or even yourself. In it, you describe the character’s personality, physical traits, habits, history, relationships, and ties to the cultural artifact. You may include research about the character to introduce readers to them. Use the following format if you need more guidance:

Character Sketch

• Anecdote about the character
• Most important traits
• Physical appearance
• Ties to cultural artifact

A character sketch of your grandmother might read as follows.

student sample text My first memory of Nonna materializes in the kitchen, where we are baking Swedish cookies together. She carefully shows me how to measure ingredients, stirring with her hand over mine in her deep “cookie-making” bowl. Nonna is a slight woman with a big heart full of kindness. She teaches me many skills, both in and out of the kitchen, that I still use today. Some have proven to be life lessons. She never met a stranger she didn’t like and often said it takes more effort to be unkind than kind. Because of Nonna, the Swedish cookie has become a metaphor for my life. The ingredients of one’s life make up an identity, and the combination is always delicious. end student sample text

Another journaling technique is to record a captured moment through the examination of a cultural artifact. This exercise lets you use an artifact as a means to look at an event in your life and create a written piece that captures its importance, emotion, or meaning. Select an artifact and an experience. Think about what they mean to you. What do you remember, and why? Then go deeper. Analyze the long-term meaning of it in your life. Try to recreate the artifact and then the experience in your mind, and relive the sensations you experienced in the moment.

Choose the Artifact

Begin your assignment by choosing your artifact. You may take inspiration from W. E. B. Du Bois’s image of the veil in the annotated sample in the previous section. Or, going back to the beginning of this chapter and Sequoyah ’s syllabary, you may choose to take inspiration from something linguistic, an expression or a way of talking that is associated with your culture. You may choose an artifact that, like the veil, has metaphorical significance. Or you may choose a more tangible artifact, such as a religious symbol, a traditional clothing item, or any number of objects related to your chosen culture.

Once you have chosen your artifact, do a prewriting exercise called a freewrite . In this activity, set a time limit (say, 10 minutes), and write whatever comes to mind about your object within that time. Don’t worry about organization, flow, grammar, punctuation, or whether your writing is “good”; just write. This exercise not only gets your creative juices flowing but also allows you to put pen to paper and opens your mind to what may be subconscious thoughts about the object as it relates to culture.

Next, it is time to take a more refined approach to planning your writing. Think back to The Digital World: Building on What You Already Know to Respond Critically , which addresses the different purposes for writing. To help shape your writing use a separate sheet of paper to answer the questions in Table 2.1 .

Drafting: Critical Context

In your writing, try to incorporate and respond to the current cultural climate. Context is information that helps readers understand the cultural factors that affect your ideas, actions, and thoughts. Context helps build the relationship between you as a writer and your audience, providing clarity and meaning. For example, Du Bois’s veil means very little until readers understand the deep racial divide that existed during his lifetime, including Jim Crow laws , segregation , and violent crimes committed against his fellow Black Americans.

Cultural Context

Sharing cultural context helps your readers understand elements of culture they may be unfamiliar with. Consider what background information you need to provide, especially information that is integral to readers’ understanding of the traditions, beliefs, and actions that relate to your artifact. Essentially, you will need to close the gap between your own culture and that of your readers.

Armed with your freewrite and your answers to the questions as a starting place, create your first draft. As you write, embed cultural context and explain the significance of your artifact in a way that is relatable and meaningful to your audience. Like Du Bois, try to use figurative language, such as similes or personification, in your description, and include the relevant sensory elements of the artifact: its appearance, taste, smell, sound, and feel. See Print or Textual Analysis: What You Read for definitions and examples of some figurative language, or consult this site . Consider using a graphic organizer like Figure 2.6 as a guide. Add more outer circles if needed, and be mindful of writing in a way that it is accessible and inclusive.

Remember that your first draft is just a starting point. The most important thing is to get your ideas on paper. This draft can be considered a test of sorts—one that determines what should and should not appear in the final paper.

Consider the following sensory description of Broadway in New York, written by British novelist Charles Dickens (1812–1870) in his book American Notes for General Circulation (1842). What does Dickens, as a British observer, note about this street in America? How does he use language to convey what he sees, hears, and smells? In what ways does he use language to convey a British viewpoint?

public domain text Warm weather! The sun strikes upon our heads at this open window, as though its rays were concentrated through a burning-glass; but the day is in its zenith, and the season an unusual one. Was there ever such a sunny street as this Broadway! The pavement stones are polished with the tread of feet until they shine again; the red bricks of the houses might be yet in the dry, hot kilns; and the roofs of those omnibuses look as though, if water were poured on them, they would hiss and smoke, and smell like half-quenched fires. No stint of omnibuses here! Half-a-dozen have gone by within as many minutes. Plenty of hackney cabs and coaches too; gigs, phaetons, large-wheeled tilburies, and private carriages—rather of a clumsy make, and not very different from the public vehicles, but built for the heavy roads beyond the city pavement. . . . [C]oachmen . . . in straw hats, black hats, white hats, glazed caps, fur caps; in coats of drab, black, brown, green, blue, nankeen, striped jean and linen; and there, in that one instance (look while it passes, or it will be too late), in suits of livery. Some southern republican that, who puts his blacks in uniform, and swells with Sultan pomp and power. Yonder, where that phaeton with the well-clipped pair of grays has stopped—standing at their heads now—is a Yorkshire groom, who has not been very long in these parts, and looks sorrowfully round for a companion pair of top-boots, which he may traverse the city half a year without meeting. Heaven save the ladies, how they dress! We have seen more colours in these ten minutes, than we should have seen elsewhere, in as many days. What various parasols! what rainbow silks and satins! what pinking of thin stockings, and pinching of thin shoes, and fluttering of ribbons and silk tassels, and display of rich cloaks with gaudy hoods and linings! The young gentlemen are fond, you see, of turning down their shirt-collars and cultivating their whiskers, especially under the chin; but they cannot approach the ladies in their dress or bearing, being, to say the truth, humanity of quite another sort. Byrons of the desk and counter, pass on, and let us see what kind of men those are behind ye: those two labourers in holiday clothes, of whom one carries in his hand a crumpled scrap of paper from which he tries to spell out a hard name, while the other looks about for it on all the doors and windows. end public domain text

Now, how might Dickens go on to provide context and make connections between British and American cultures so that readers understand both more keenly? Although American Notes is generally critical of the United States, this description creates a positive mood, as if Dickens recognizes something of home during his visit to Broadway—a cultural artifact. This recognition suggests that moments of unexpected joy can create connections between cultures.

Peer Review:

One of the most helpful parts of the writing process can be soliciting input from a peer reviewer. This input will be particularly helpful for this assignment if the peer reviewer is not a member of the culture you are writing about. An outsider’s view will help you determine whether you have included appropriate cultural context. Peer reviewers can use the following sentence starters to provide feedback.

• One piece of your writing I found meaningful was ________.
• Something new I learned about your culture is ________; you explained this well by ________.
• Something I was confused by was ________; I don’t understand this because ________.
• A major point that I think needs more detail or explanation is ________.
• In my opinion, the purpose of your paper is ________.
• To me, it seems that your audience is ________.
• I would describe the voice of your piece as ________.
• I think you could better build cultural context by ________.

Writing is a recursive process; you will push forward, step back, and repeat steps multiple times as your ideas develop and change. As you reread, you may want to add, delete, reorder, or otherwise change your draft. This response is natural. You may need to return to the brainstorming process to mine for new ideas or organizational principles.

As you reread and prepare for revisions, focus on the voice you have used. If a friend were to read your draft, could they “hear” you in it? If not, work on revising to create a more natural cadence and tone. Another area of focus should be to explain cultural context and build cultural bridges. Use your peer reviewer’s feedback to develop a piece that will be meaningful to your audience.

While describing your artifact is likely a deeply personal endeavor, an important part of writing is to consider your audience. Composition offers a unique opportunity to build and share cultural understanding. One way to achieve this goal is by using anti-racist and inclusive language. Try to view your composition from outside of your own experience.

• Is any language or are any ideas harmful or offensive to other cultures?
• Are you using the language of preference for a specified group?
• Can people of various abilities read and understand your writing?

One overarching strategy you can use for anti-racist revision is to constantly question commonly used words and phrases. For example, the word Eskimo is a European term used to describe people living in the Arctic without regard for differentiation. The term was later used to describe a popular frozen treat known as an Eskimo pie . Today, the term is considered offensive to Inuit communities—Indigenous people living in Alaska, Canada, and Greenland. You can also make yourself aware of the evolving preferences for language use. For example, the term Negro gave way to African American , which is now giving way to the term Black . Finally, consider the use of the word see , for example, to mean “to understand”: Do you see what I mean? Is the use of see in this way inclusive of a visually impaired person who may be reading your text? To start, determine one or two places to include anti-racist or inclusive language or ideas in your writing, and build those into your piece.

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How to Write About Identity - Essay Tips

Understanding the Significance of Identity

Identity is an integral aspect of human existence, encompassing various facets such as personal, cultural, and social dimensions. It defines who we are, shaping our beliefs, values, and interactions with the world. As a writer, delving into the topic of identity provides an opportunity to explore complex and thought-provoking themes. In this article, The Knowledge Nest – a trusted source for academic guidance – offers valuable tips on crafting an impactful essay about identity within the realm of community and society.

Reflecting on Personal Identity

Every individual possesses a unique personal identity, which emerges from a combination of innate traits, life experiences, and personal choices. When writing an essay, start by reflecting on your own identity and how it has been shaped by various factors. Consider your family background, cultural heritage, and the pivotal moments that have influenced your sense of self. By showcasing your personal experiences, you add depth and authenticity to your writing, enabling your audience to connect with your perspective.

The Influence of Community on Identity

Communities play a significant role in shaping individual and collective identities. Whether it's your local neighborhood, ethnic group, or online community, these environments provide a sense of belonging and shared experiences. When exploring the impact of community on identity, consider the following:

• The role of cultural traditions, rituals, and customs in shaping individual identities.
• The influence of language, dialects, and regional variations in fostering a sense of community identity.
• The significance of social norms and values in shaping collective identities within specific communities.

Challenges of Identity within Society

Within larger societal structures, individuals and communities often face challenges related to their identity. These may include prejudice, discrimination, or conflicts arising from diverse perspectives and beliefs. When writing about identity, it is important to explore the complexities and struggles faced by different groups. Some aspects to consider include:

• Systemic barriers and social inequality impacting marginalized communities.
• The impact of globalization and its influence on cultural identity in an interconnected world.
• The intersectionality of identities, as individuals often have multiple aspects to their identity (e.g., gender, race, sexuality) that may intersect and influence their experiences within society.

Writing Strategies for an Impactful Essay

Now that you have gained insights into the multifaceted nature of identity, let's explore some writing strategies to craft an impactful essay:

1. Research Thoroughly

Start by conducting in-depth research on the topic of identity within the context of community and society. Explore scholarly articles, books, and credible online sources to understand different perspectives and theories.

2. Develop a Clear Thesis Statement

A strong thesis statement acts as the foundation for your essay. It should clearly state your main argument or perspective on the topic of identity while considering its implications within the community and society.

3. Organize Your Thoughts

Ensure that your essay follows a logical structure, allowing your readers to easily navigate through your ideas. Consider using subheadings when exploring different aspects of identity to create a cohesive and organized piece of writing.

4. Incorporate Engaging Examples

Support your arguments with real-life examples that help illustrate the complexities of identity in relation to community and society. These examples can be drawn from personal experiences, historical events, or contemporary issues.

5. Engage Your Audience

Make your essay captivating by utilizing vivid language, rhetorical devices, and storytelling techniques. By captivating your readers' attention, you ensure that your message resonates with them long after they have finished reading.

6. Provide Thoughtful Analysis

Ensure that your essay goes beyond superficial observations by providing thoughtful analysis and critical thinking. Analyze different perspectives, potential counterarguments, and implications of your arguments on both the individual and collective levels.

Writing about identity is a compelling journey that allows you to explore the intricate aspects of human existence within the broader context of community and society. By understanding the significance of identity and employing effective writing strategies, you can create an impactful and thought-provoking essay that resonates with your readers. As you embark on this writing endeavor, The Knowledge Nest stands ready to guide and support you every step of the way.

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Essays about Culture and Identity: 9 Examples And Prompts

Writing essays about culture and identity will help you explore your understanding of it. Here are examples that will give you inspiration for your next essay.

Culture can refer to customs, traditions, beliefs, lifestyles, laws, artistic expressions, and other elements that cultivate the collective identity. Different cultures are established across nations, regions, communities, and social groups. They are passed on from generation to generation while others evolve or are abolished to give way to modern beliefs and systems.

While our cultural identity begins at home, it changes as we involve ourselves with other groups (friends, educational institutions, social media communities, political groups, etc.) Culture is a very relatable subject as every person is part of a culture or at least can identify with one. Because it spans broad coverage, there are several interesting cultural subjects to write about.

Our culture and identity are dynamic. This is why you may find it challenging to write about it. To spark your inspiration, check out our picks of the best culture essays. 

1. Sweetness and Light by Matthew Arnolds

2. how auto-tune revolutionized the sound of popular music by simon reynolds, 3. how immigration changes language by john mcwhorter, 4. the comfort zone: growing up with charlie brown by jonathan franzen, 5. culture and identity definition by sandra graham, 6. how culture and surroundings influence identity by jeanette lucas, 7. how the food we eat reflects our culture and identity by sophia stephens, 8. identity and culture: my identity, culture, and identity by april casas, 9. how america hinders the cultural identity of their own citizens by seth luna, 1. answer the question, “who am i”, 2. causes of culture shock, 3. your thoughts on dystopia and utopia, 4. gender inequality from a global perspective, 5. the most interesting things you learned from other cultures, 6. the relationship between cultural identity and clothes, 7. describe your culture, 8. what is the importance of honoring your roots , 9. how can a person adapt to a new culture, 10. what artistic works best express your country’s culture, 11. how has social media influenced human interaction, 12. how do you protect the cultures of indigenous peoples, 13. are k-pop and k-drama sensations effectively promoting korea’s culture , 14. what is the importance of cultural diversity.

“… [A]nd when every man may say what he likes, our aspirations ought to be satisfied. But the aspirations of culture, which is the study of perfection, are not satisfied, unless what men say, when they may say what they like, is worth saying,—has good in it, and more good than bad.”

Arnolds compels a re-examination of values at a time when England is leading global industrialization and beginning to believe that greatness is founded on material progress. 

The author elaborates why culture, the strive for a standard of perfection, is not merely driven by scientific passions and, more so, by materialistic affluence. As he esteems religion as “that voice of the deepest human experience” to harmonize men in establishing that ideal society, Arnolds stresses that culture is the effort to “make reason and the will of God prevail” while humanizing gained knowledge to be society’s source of “sweetness and light.”

“Few innovations in sound production have been simultaneously so reviled and so revolutionary. Epoch-defining or epoch-defacing, Auto-Tune is indisputably the sound of the 21st century so far.”

Reynolds shows how Auto-Tune has shaped a pop music genre that has cut across cultures. The article maps out the music landscape Auto-Tune created and examines its impact on the culture of song productions and the modern taste for music. While the author debunks accusations that Auto-Tune destroyed the “natural” process of creating music, he also points out that the technology earned its reverence with big thanks to society’s current custom of using technology to hide blemishes and other imperfections.

Looking for more? Check out these essays about culture shock .

“… [T]he heavy immigration that countries like Italy are experiencing will almost certainly birth new kinds of Italian that are rich with slang, somewhat less elaborate than the standard, and… widely considered signs of linguistic deterioration, heralding a future where the “original” standard language no longer exists.”

American linguist McWhorter pacifies fears over the death of “standard” languages amid the wave of immigration to Europe. On the contrary, language is a vital expression of a culture, and for some, preserving is tantamount to upholding a cultural standard. 

However, instead of seeing the rise of new “multiethnolects” such as the Black English in America and Kiezdeutsch in Germany as threats to language and culture, McWhorter sees them as a new way to communicate and better understand the social groups that forayed these new languages.

“I wonder why “cartoonish” remains such a pejorative. It took me half my life to achieve seeing my parents as cartoons. And to become more perfectly a cartoon myself: what a victory that would be.”

This essay begins with a huge fight between Franzen’s brother and father to show how the cultural generation gap sweeping the 60s has hit closer to home. This generation gap, where young adults were rejecting the elders’ old ways in pursuit of a new and better culture, will also be the reason why his family ends up drifting apart. Throughout the essay, Franzen treads this difficult phase in his youth while narrating fondly how Peanuts, a pop culture icon at the time, was his source of escape. 

“…Culture is… your background… and Identity is formed where you belong to… Leopold Sedar Senghor and Shirley Geok-Lin Lim both talks about how culture and identity can impact… society…”

In this essay, Graham uses “To New York” by Senghor and “Learning To Love America” by Lim as two pieces of literature that effectively describe the role of culture and identity to traveling individuals. 

The author refers to Sengho’s reminder that people can adapt but must not forget their culture even if they go to a different place or country. On the other hand, Lim discusses immigrants’ struggle to have double identities.

“Culture is something that surrounds all of us and progress to shape our lives every day… Identity is illustrated as the state of mind in which someone or something distinguishes their own character traits that lead to determining who they really are, what they represent.”

Lucas is keen on giving examples of how his culture and surroundings influence an individual’s identity. She refers to Kothari’s “If you are what you eat, then what am I?” which discusses Kothari’s search for her identity depending on what food she eats. Food defines a person’s culture and identity, so Kothari believes that eating food from different countries will change his identity.

Lucas also refers to “Down These Mean Streets” by Piri Thomas, which argues how different cultural and environmental factors affect us. Because of what we encounter, there is a possibility that we will become someone who we are not. 

“What we grow is who we are. What we buy is who we are. What we eat is who we are.”

Stephens’ essay teaches its readers that the food we grow and eat defines us as a person. She explains that growing a crop and harvesting it takes a lot of effort, dedication, and patience, which mirrors our identity. 

Another metaphor she used is planting rice: it takes skills and knowledge to make it grow. Cooking rice is more accessible than cultivating it – you can quickly cook rice by boiling it in water. This reflects people rich in culture and tradition but who lives simpler life. 

“Every single one has their own unique identity and culture. Culture plays a big role in shaping your identity. Culture is what made me the person I am today and determines who or what I choose to associate myself with.”

Casas starts her piece by questioning who she is. In trying to learn and define who she is, she writes down and describes herself and her personality throughout the essay. Finally, she concludes that her culture is a big part of her identity, and she must understand it to understand herself.

“When it comes to these stereotypes we place on each other, a lot of the time, we succumb to the stereotypes given to us. And our cultural identity is shaped by these expectations and labels others give us. That is why negative stereotypes sometimes become true for a whole group or community.”

In this essay, Luna talks about how negative stereotyping in the United States led to moral distortion. For example, Americans are assumed to be ignorant of other countries’ cultures, making it difficult to understand other people’s cultures and lifestyles. 

She believes that stereotyping can significantly affect an individual or group’s identity. She suggests Americans should improve their intellectual competence by being sensitive to other people’s cultures.

14 Prompts on Essays about Culture and Identity

You can discuss many things on the subject of culture and identity. To give you a starting point, here are some prompts to help you write an exciting essay about culture. 

If you are interested in learning more, check out our essay writing tips and our round-up of the best essay checkers .

Understanding your personality is vital since continuous interaction with others can affect your personality. Write about your culture and identity; what is your personality? How do you define yourself? Everyone is unique, so by writing an essay about who you are, you’ll be able to understand why you act a certain way and connect with readers who have the same values. 

Here’s a guide on writing a descriptive essay to effectively relay your experience to your readers.

Sometimes, people need to get out of their comfort zone and interact with other individuals with different cultures, beliefs, or traditions. This is to broaden one’s perspective about the world. Aside from discussing what you’ve learned in that journey, you can also focus on the bits that shocked you. 

You can talk about a tradition or value that you found so bizarre because it differs from your culture. Then add how you processed it and finally adapted to it.

Dystopia and Utopia are both imagined worlds. Dystopia is a world where people live in the worst or most unfavorable conditions, while Utopia is the opposite. 

You can write an essay about what you think a Dystopian or Utopian world may look like, how these societies will affect their citizens, etc. Then, consider what personality citizens of each world may have to depend on the two worlds’ cultures.

Today, more and more people are fighting for others to accept or at least respect the LGBTQ+ community. However, countries, territories, and religions still question their rights.

In your essay, you can talk about why these institutions react the way they do and how culture dictates someone’s identity in the wrong way. Before creating your own, feel free to read other essays and articles to learn more about the global gender inequality issue. 

The world has diverse cultures, traditions, and values. When you travel to a new place, learning and writing about your firsthand experiences with unique cultures and rituals will always be an interesting read.

In this prompt, you’ll research other cultures and how they shaped their group’s identity. Then, write about the most exciting aspects you’ve learned, why you found them fascinating, and how they differ from your culture.

Those proud of their culture will wear clothes inspired by them. Some wear the same clothes even if they aren’t from the same culture. The debate over cultural appropriation and culture appreciation is still a hot topic. 

In this essay, you may start with the traditions of your community or observances your family celebrates and gathers for. Then, elaborate on their origins and describe how your community or family is preserving these practices. 

Learning about your roots, ancestors, and family cultures can help strengthen your understanding of your identity and foster respect for other cultures. Explore this topic and offer examples of what others have learned. Has the journey always been a positive experience? Delve into this question for an engaging and interesting essay.

When a person moves country, it can be challenging to adapt to a new culture. If there are new people at work or school, you can interview them and ask how they are coping with their new environment. How different is this from what they have been used to, and what unique traditions do they find interesting?

Focus on an art piece that is a source of pride and identity to your country’s culture, much like the Tinikling of the Philippines or the Matryoshka dolls of Russia. Explore its origins and evolution up to its current manifestation and highlight efforts that are striving to protect and promote these artistic works.

The older generation did not have computers in their teen years. Ask about how they dated in their younger years and how they made friends. Contrast how the younger generation is building their social networks today. Write what culture of socialization works better for you and explain why.

Take in-depth navigation of existing policies that protect indigenous peoples. Are they sufficient to serve these communities needs, and are they being implemented effectively? There is also the challenge of balancing the protection of these traditions against the need to protect the environment, as some indigenous practices add to the carbon footprint. How is your government dealing with this challenge?

A large population is now riding the Hallyu or the Korean pop culture, with many falling in love with the artists and Korea’s food, language, and traditional events. Research how certain Korean films, TV series, or music have effectively attracted fans to experience Korea’s culture. Write about what countries can learn from Korea in promoting their own cultures.

Environments that embrace cultural diversity are productive and innovative. To start your essay, assess how diverse your workplace or school is. Then, write your personal experiences where working with co-workers or classmates from different cultures led to new and innovative ideas and projects. Combine this with the personal experiences of your boss or the principal to see how your environment benefits from hosting a melting pot of cultures.

If you aim for your article to effectively change readers’ perspectives and align with your opinion, read our guide to achieving persuasive writing . 

Aisling is an Irish journalist and content creator with a BA in Journalism & New Media. She has bylines in OK! Magazine, Metro, The Inquistr, and the Irish Examiner. She loves to read horror and YA. Find Aisling on LinkedIn .

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Advanced Essay 3: Shaping a Person’s Personal and Social Identity

Introduction

My essay is about both what makes up identity and the different forms of identity. The main section that I am proud of is the part where the essay explains how memories affect your identity. I think that overall the ideas are good but could have been more specific.  

Shaping a Person’s Personal and Social Identity

Identity, at its core, is the understanding of what someone or something is. This understanding is made up of two integral parts, personal identity and social identity. Personal identity is an understanding of who you are as a person before you step into the role you play in society.  Social identity is made up of the labels projected onto a person based on how society views someone's personal identity.

People's personal identity can be shaped in many different ways.  Three factors that are important in shaping one’s personal identity include, but are not limited to, their culture, their memories, and their societal labels. Culture, simply explained, is learned behavior and norms we apply to the situations that we are presented.  In the words of the World Youth Alliance, which is a non-profit organization whose main goal is to create a culture that supports the dignity of every human person, “We are not alone. We live in a society, as wild as it is. We live in groups, we define ourselves through them, and hence, at least in some aspects, we belong to them.”  These groups that we live in are the cultures we create for ourselves. We do this to build social connections, which allow people to feel accepted by the general population. It is a human need to feel accepted by other people, so it is only natural for a person to gravitate to a group that is made of members that reflect their own characteristics.

Memories are almost as important in shaping a person’s identity as their culture. While culture is large and vast, memories are personal and very connected to what we do and say. Memories impact our identity by teaching us how to interact with the world around us.  According to “Psychology Today”, “These memories represent ongoing themes that we play out over and over again in our lives.” They create our moral code through repetition, providing positive reinforcement for good behavior and negative consequences for bad behavior. An obvious example of this concept is evident in childhood. When you were a kid, if you did something wrong, you got punished. The punishment, from that point on, was always connected to that bad behavior, which, hopefully, prevented you from repeating the action. This process slowly developed our idea of what is deemed good and what is deemed bad.  A person’s idea of what is good versus bad, what is ethical versus unethical, is largely developed through memories and plays a huge role in creating our personal identity. If you did not have the memories that make up your moral code, or ethos, then you would not interact with the outside world in the same way.

Societal labels is the third factor in shaping personal identity, and is as important, but vastly different than, culture and memories. Both culture and memories are very personal, and are unaffected by other people's views and experiences. Societal labels, on the contrary, are based solely on other people's judgements. How other people perceive a person largely impacts how they perceive themselves.  It is similar to culture in the way that we look to other people for acceptance, and place so much value on their opinions. These labels, whether positive or negative, have a vitally important impact on shaping a person’s personal identity.

Overall, many factors play a role in creating one’s personal identity.  A person’s culture, memories, and societal labels are just three of the many things that manifests themselves into your personality and how others see you.

Social identity is how other people perceive you, regardless of your personal identity. It is different than personal identity because it is based on societal expectations, which you do not have control over.  Unfortunately, one can do very little to change their social identity, because it has nothing to do with who you are as a person, or what your belief system is. Unlike societal labels, which you absorb and may become part of your personal identity, your social identity is completely independent of your personal ethos.  In other words, it is basically when people judge a book by its cover. Personal and social identities are intertwined constantly, changing as people learn and grow.

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Home — Essay Samples — Sociology — Personal Identity — Reflection On Personal Identity

A Reflection on My Personal Identity

• Categories: Personal Identity Self Identity

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Words: 536 |

Published: May 7, 2019

Words: 536 | Page: 1 | 3 min read

Identity Reflection (essay)

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How to Write an Essay about Your Identity

If you’re looking for a simple way to write an essay about your identity, then you’ve found the perfect tutorial!

Writing an essay about your identity can be a great way to highlight who you are as a person and explore your values, experiences, and characteristics. So, in this tutorial, I will show you how to write such an essay in five simple steps effectively. We’ll also work on a sample essay so you can see how to put these steps into practice.

Let’s get started!

Step 1. Plan the word count for your essay’s paragraphs.

Doing this first step is important if you want to make things simpler for you while writing an essay. You’ll get to know exactly how many words each paragraph will have, which makes the process quicker.

Note that essays have three parts you must include:

• The introductory paragraph
• Three body paragraphs
• The concluding paragraph

For example, suppose you need a 300-word paragraph. How would you distribute 300 words across five paragraphs? Here’s a simple way to do that:

That’s all you need for your essay — short introductory and concluding paragraphs and three concise body paragraphs.

Step 2. Select your main idea and supporting points.

You need to come up with a central idea that will give you a frame of reference for the rest of your essay. To do this, you can first consider what your identity is. Then, determine what shapes this identity. 

For example, are you an artist? Maybe you’re imaginative and creative! Do you have a unique perspective on things? Do you like expressing yourself visually?

Or maybe, you’re a doctor? Do you have extensive knowledge and expertise in the field of medicine? Do you possess strong problem-solving and critical-thinking skills?

Whatever they are, you will use them as your basis — your essay’s thesis .

For our sample essay, we can use this as our main idea: “My identity as an educator has been shaped by my faith, parenthood, and my inborn creativity.”

Next, we will use the Power of Three to divide this main idea into three supporting points. 

The Power of Three is a three-part structure that helps you produce your body paragraphs.

Let’s see how it works for our sample essay. In this case, we will use three things that could shape someone’s identity as an educator:

• My faith is an integral part of my identity.
• Parenthood has had a significant impact on my identity.
• Creativity has been a part of my identity for as long as I can remember.

Now we have what we need to start writing our essay. Let’s go to the next step!

Step 3. Write the introductory paragraph.

To write an introductory paragraph , you can follow the diagram below:

First, you need an introduction — an opening sentence that briefly sets the essay’s context. Next, you will include your thesis and three supporting points.

Here’s an example:

Introductory Paragraph

“Different factors, including beliefs, experiences, and innate qualities, shape our identities. For me, my identity as an educator has been shaped by my faith, parenthood, and my inborn creativity. My faith guides my values and principles in teaching. My experiences as a parent have also helped me develop empathy and understanding toward my students. And my inborn creativity allows me to come up with innovative ways to present lessons, engage my students, and foster a positive learning environment.”

As you can tell, the introductory paragraph proceeds from general to specific , starting from the introduction, followed by the thesis and three supporting points.

Step 4. Write the body paragraphs.

Our essay will contain three body paragraphs that expound our supporting points. Here’s how to structure a body paragraph in any essay:

Body paragraphs start with a topic sentence that briefly summarizes the entire paragraph. Next, you will explain and illustrate your point using example/s .

Paragraph 1

“My faith is an integral part of my identity. My faith guides me in creating a safe and positive learning environment for my students. I strive to make my classroom a safe space where my students feel welcomed and valued. I model kindness and compassion, which I hope inspires and encourages my students to treat each other with the same level of respect and understanding.”

Note that the topic sentence gives context to the entire body paragraph. The following sentences explain the supporting point, and the rest illustrates it with an example.

Paragraph 2

“Parenthood has had a significant impact on my identity as an educator. It has taught me to approach teaching with compassion and empathy. As a parent, I learned that everyone has unique needs and struggles that require understanding and, if possible, a personalized approach to teaching. I apply this principle in my classroom by taking the time to get to know my students and understand their personal learning styles and circumstances. I schedule one-on-one meetings with students and offer them encouragement and resources to help those struggling to catch up.”

Paragraph 3

“Creativity has always been a part of my identity, especially as an educator. It is essential in creating engaging learning experiences for my students. I constantly look for fun and innovative ways to present lessons that will help them foster a love for learning. I incorporate hands-on activities and projects in my lessons to challenge my students creatively and critically about the material. For example, when I taught animal classification last academic year, I organized a field trip to a local zoo where the students observed and learned firsthand about the animals and ecosystems they were studying.”

Like paragraph 1, body paragraphs 2 and 3 follow the exact same structure outlined in the diagram above. It proceeds from the topic sentence to the explanation and example.

Excellent! Now we’re ready for the final step.

Step 5. Write the concluding paragraph.

The most time-proven way to write a concluding paragraph for any essay is to simply paraphrase all the points you’ve already mentioned in the introductory paragraph. Don’t copy and paste it! Instead, you can check your introductory paragraph and write the concluding paragraph based on it.

Let’s try this method to write the concluding paragraph in our sample essay:

“A combination of our beliefs, experiences, and characteristics shape our identities. As an educator, my identity has been shaped by my faith, parenthood, and creativity. My faith guides me in modeling important values in my classroom. Parenthood has taught me to approach teaching with empathy. And my creativity enables me to present material in innovative and engaging ways, which helps foster a love for learning in my students.”

We only restated the points in the introductory paragraph but used different words. Doing so makes writing the concluding paragraph pretty quick and simple.

And now we’re done! I hope you find this tutorial helpful.

Now it’s time for you to write your essay about your identity!

Tutor Phil is an e-learning professional who helps adult learners finish their degrees by teaching them academic writing skills.

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Factors Affecting Personal Identity Essay Example

Introduction.

Social identity is how we want others to know to see us. It can vary from one's gender, sexuality, ethnicity, and race. There are many factors these days that affect how someone's social identity is developed. The three most important factors that shape identity are social media, stereotypes, and finally, an individual's life experiences. 

Personal Identity Is Shaped by Social Media

The first factor that affects one's social identity is social media. In the past few years, social media has played a prominent role in teenagers' lives. Ninety percent of teenagers between the ages of thirteen and seventeen use social media, which alters their social identity. Social media has made many false beauty standards that people are expected to follow. Everyone is different, and narrowing beauty down to a few traits makes most people look down on themselves. The documentary "The Social Dilemma" shows a teenage girl posting on her social media. At first, she posts a picture with no filter, it gets only two likes, and she deletes it. Then she takes a picture, puts many filters on it, and posts it again. This time she got many likes and supportive comments, but there was one girl who commented, "Can you make your ears bigger??? Haha." The comment made the girl feel insecure about her ears, which was never a problem before. This example from "The Social Dilemma" shows the problems with social media. When talking about social identity, self-worth, and individuality is very important. Social media and its high standards make one's confidence shatter and decrease. The girl in the documentary had self-confidence, but one comment on social media made her feel insecure about her ears and covered them. Millions of people worldwide are trying to look and be like someone else on the media when they are perfect just the way they are. Everyone's Social identity is becoming more and more alike because of the expectations put on them. To sum it up, social media is an essential factor because it strips people of their social identity and makes them want to be someone they are not. 

Stereotypes as a Factor Affecting Personal Identity

The next factor that changes social identity is stereotypes. Stereotypes are very dangerous and false images placed on people. Stereotypes can be made on different races, ethnicities, genders, and many more. They make a person feel like they need to fit into that stereotype, or else they will not be accepted. People use stereotypes to categorize people instead of seeing who they truly are. Stereotypes affect social identity because people have the desire to make themselves fit into the stereotypes. In TedTalk with America Ferrera, she talks about her own experiences. When she was 15 years old, she got her first audition for a commercial. When she went to her audition, the casting director told her, "Could you do that again, but this time, sound more latina" (America Ferrera, 1:36-1:43). When America Ferrera went to that audition, the casting director saw her as a Latina who could do a fake and stereotypical accent. He did not care that she was a talented and authentic Latina who could be a good fit for the role. Since the stereotypes put on Latinas for speaking broken English was in the casting director's head, America did not get the part. "I stayed out of the sun so that my skin wouldn't get too brown, I straightened my curls into submission. I constantly tried to lose weight, I bought fancier and more expensive clothes. All so that when people looked at me, they wouldn't see a too fat, too brown, too poor Latina" (America Ferrera, 4:38-4:58). These examples show that just like America, stereotypes pressure many people into fitting amongst stereotypes put on people like them just to be accepted. This affects one's social identity because they can not be themself and can not show everyone who they really are. They might be ashamed of being something different because they are not whom everyone thinks they should be. To conclude, stereotypes have a significant impact on someone's social identity because it pushes people to be someone they are not, just because it is how society assumes they must be. 

Role of Individual's Life Experiences in Shaping Personal Identity

The last factor that affects social identity is an individual's life experiences. Everyone has a different life story, but that does not mean everyone does not come across problems. Some people have it harder than others, but every individual's problems and challenges help make them the person they are. "Real life hit me like a tidal wave. Outside the protection of academia, I became intensely aware that I had never learned how to work for things" (Jones 2019). An example that can prove that social identity can be affected by a person's life experiences is being gifted. When someone is gifted, it means that their intellectual ability is higher than the average person. Many people think that a gifted person's life is much more comfortable because they do not need to try as hard to succeed. In the quote by Heather M. Jones, a gifted person, it shows how even gifted people have unique problems they need to face. Since everything came effortlessly to heather academic wise, she never learned the lesson of failure, which made life afterward very challenging. Her life experiences with being gifted helped shape who she is and build her social identity. "Most of the kids I meet are much more international and multicultural than I am. And they have one home associated with their parents, but another associated with their partners, a third connected maybe with the place they happen to be, a fourth connected with the place they dream of being, and many more besides" (Pico Lyer, 2:05-2:25).

Another example that shows how social identity can be affected by a person's life experiences is all the places one has lived. Some people live in the same place their whole lives, and some move around from place to place. Where someone comes from is considered a social identity factor, but not everyone knows where they are from or belong. The quote from Picco Lyer's TedTalk expresses how some kids think about "home," they think of many different places. Each of these places helps enhance one's social identity. Therefore, a person's life experiences can influence social identity because it takes one's problems to help build character and wisdom.

To sum it up, the three most fundamental components that impact social identity are social media, stereotypes, and finally, an individual's life experiences. Social media makes a false reality for people and makes them have low self-confidence, stereotypes pressure people to be the same as people like them, and life experiences help form one's character.

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Cultural Identity Essay

27 August, 2020

12 minutes read

Author:  Elizabeth Brown

No matter where you study, composing essays of any type and complexity is a critical component in any studying program. Most likely, you have already been assigned the task to write a cultural identity essay, which is an essay that has to do a lot with your personality and cultural background. In essence, writing a cultural identity essay is fundamental for providing the reader with an understanding of who you are and which outlook you have. This may include the topics of religion, traditions, ethnicity, race, and so on. So, what shall you do to compose a winning cultural identity essay?

Cultural Identity Paper: Definitions, Goals & Topics 

Before starting off with a cultural identity essay, it is fundamental to uncover what is particular about this type of paper. First and foremost, it will be rather logical to begin with giving a general and straightforward definition of a cultural identity essay. In essence, cultural identity essay implies outlining the role of the culture in defining your outlook, shaping your personality, points of view regarding a multitude of matters, and forming your qualities and beliefs. Given a simpler definition, a cultural identity essay requires you to write about how culture has influenced your personality and yourself in general. So in this kind of essay you as a narrator need to give an understanding of who you are, which strengths you have, and what your solid life position is.

Yet, the goal of a cultural identity essay is not strictly limited to describing who you are and merely outlining your biography. Instead, this type of essay pursues specific objectives, achieving which is a perfect indicator of how high-quality your essay is. Initially, the primary goal implies outlining your cultural focus and why it makes you peculiar. For instance, if you are a french adolescent living in Canada, you may describe what is so special about it: traditions of the community, beliefs, opinions, approaches. Basically, you may talk about the principles of the society as well as its beliefs that made you become the person you are today.

So far, cultural identity is a rather broad topic, so you will likely have a multitude of fascinating ideas for your paper. For instance, some of the most attention-grabbing topics for a personal cultural identity essay are:

• Memorable traditions of your community
• A cultural event that has influenced your personality 
• Influential people in your community
• Locations and places that tell a lot about your culture and identity

Cultural Identity Essay Structure

As you might have already guessed, composing an essay on cultural identity might turn out to be fascinating but somewhat challenging. Even though the spectrum of topics is rather broad, the question of how to create the most appropriate and appealing structure remains open.

Like any other kind of an academic essay, a cultural identity essay must compose of three parts: introduction, body, and concluding remarks. Let’s take a more detailed look at each of the components:

Introduction 

Starting to write an essay is most likely one of the most time-consuming and mind-challenging procedures. Therefore, you can postpone writing your introduction and approach it right after you finish body paragraphs. Nevertheless, you should think of a suitable topic as well as come up with an explicit thesis. At the beginning of the introduction section, give some hints regarding the matter you are going to discuss. You have to mention your thesis statement after you have briefly guided the reader through the topic. You can also think of indicating some vital information about yourself, which is, of course, relevant to the topic you selected.

Your main body should reveal your ideas and arguments. Most likely, it will consist of 3-5 paragraphs that are more or less equal in size. What you have to keep in mind to compose a sound ‘my cultural identity essay’ is the argumentation. In particular, always remember to reveal an argument and back it up with evidence in each body paragraph. And, of course, try to stick to the topic and make sure that you answer the overall question that you stated in your topic. Besides, always keep your thesis statement in mind: make sure that none of its components is left without your attention and argumentation.

Conclusion 

Finally, after you are all finished with body paragraphs and introduction, briefly summarize all the points in your final remarks section. Paraphrase what you have already revealed in the main body, and make sure you logically lead the reader to the overall argument. Indicate your cultural identity once again and draw a bottom line regarding how your culture has influenced your personality.

Best Tips For Writing Cultural Identity Essay

Writing a ‘cultural identity essay about myself’ might be somewhat challenging at first. However, you will no longer struggle if you take a couple of plain tips into consideration. Following the tips below will give you some sound and reasonable cultural identity essay ideas as well as make the writing process much more pleasant:

• Start off by creating an outline. The reason why most students struggle with creating a cultural identity essay lies behind a weak structure. The best way to organize your ideas and let them flow logically is to come up with a helpful outline. Having a reference to build on is incredibly useful, and it allows your essay to look polished.
• Remember to write about yourself. The task of a cultural identity essay implies not focusing on your culture per se, but to talk about how it shaped your personality. So, switch your focus to describing who you are and what your attitudes and positions are. 
• Think of the most fundamental cultural aspects. Needless to say, you first need to come up with a couple of ideas to be based upon in your paper. So, brainstorm all the possible ideas and try to decide which of them deserve the most attention. In essence, try to determine which of the aspects affected your personality the most.
• Edit and proofread before submitting your paper. Of course, the content and the coherence of your essay’s structure play a crucial role. But the grammatical correctness matters a lot too. Even if you are a native speaker, you may still make accidental errors in the text. To avoid the situation when unintentional mistakes spoil the impression from your essay, always double check your cultural identity essay. 

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Identity development, intelligence structure, and interests: a cross-sectional study in a group of Italian adolescents during the decision-making process

Monica pellerone.

1 Faculty of Human and Social Science, “Kore” University of Enna, Enna, Italy

Alessia Passanisi

Mario filippo paolo bellomo.

2 Credito Emiliano Bank, Piazza Armerina, Italy

Forming one’s identity is thought to be the key developmental task of adolescence, but profound changes in personality traits also occur in this period. The negotiation of complex social settings, the creation of an integrated identity, and career choice are major tasks of adolescence. The adolescent, having to make choices for his or her future, has not only to consider his or her own aspirations and interests but also to possess a capacity for exploration and commitment; in fact, career commitments can be considered as a fit between the study or career that is chosen and personal values, skills, and preferences.

The objective of the study reported here was to investigate the role of identity on profile of interests; the relation between identity and decisional style; the correlation between identity, aptitudes, interests, and school performance; and the predictive variables to school success. The research involved 417 Italian students who live in Enna, a small city located in Sicily, Italy, aged 16–19 years (197 males and 220 females) in the fourth year (mean =17.2, standard deviation =0.52) and the fifth year (mean =18.2, standard deviation =0.64) of senior secondary school. The research lasted for one school year; the general group of participants consisted of 470 students, and although all participants agreed to be part of the research, there was a dropout rate of 11.28%. They completed the Ego Identity Process Questionnaire to measure their identity development, the Intelligence Structure Test to investigate aptitudes, the Self-Directed Search to value interests, and General Decision Making Style questionnaire to describe their individual decisional style.

The data showed that high-school performance was positively associated with rational decision-making style and identity diffusion predicted the use of avoidant style. Interests were related to identity exploration; the differentiation of preferences was related to identity commitment; investigative personality correlated with the rational style and negatively with the spontaneous style and high levels of school performance; and social personality correlated with the use of the spontaneous style and the intuitive style, a high-profile identity, and identity exploration.

Intervention in the development of the identity process proves to be fundamental for increasing aptitudes and improving school performance, and, above all, for broadening the diversification and coherence of interests and improving the decisional process.

Introduction

A person’s identity arises in the womb. Its development is shaped by macro-level factors such as gender roles, culture, and history. Identity is also likely to be formed by individual-difference features such as temperament, as well as by core personality dimensions (eg, extraversion, agreeableness, conscientiousness, neuroticism, openness). Moreover, identity develops within relationships with significant others (ie, the family), 1 , 2 which are also responsible for the healthy development of the individual’s personality. 3 , 4

Only during adolescence does identity, as well as the decision-making process and coping strategies, become independent. The construction of identity in adolescence and the mechanisms through which it reaches vocational maturity, lead the person to explore himself or herself and his or her competences and interests, and to make adequate choices.

The vocational decisional process during adolescence is a complex and dynamic one and constitutes a competence that is concretized in a personal style of choice; 5 adolescents with a secure decisional process have the ability to plan their careers and a highly developed vocational identity, which is enacted through greater exploration of the self and the environment. 6 , 7

Reflection on vocational identity appears to be an essential task for defining projects for life and planning a profession. Choice is a complex cognitive task, which also has to take into account all possible options, including those regarding the future, and ones that are not predictable, on the basis of the development of identity, interests, skills, and values. 8 , 9

Marcia defines identity in adolescence as a dynamic rather than static structure, whose formation depends on different factors like the decisions made during life. 10 The author introduces the concept of identity statuses, which represent the styles through which to face identity problems, delineating two of their key components: the commitment with which adolescents make choices on material issues, and the exploration of alternatives in relation to objectives, beliefs, and convictions. 11 – 14 The author, jointly analyzing the two dimensions, identifies four identity statuses: achievement, moratorium, foreclosure, and diffusion.

Over the years, Marcia’s model has been integrated, 11 , 15 organizing the four identity statuses along a healthy (achievement and moratorium) versus unhealthy continuum (foreclosure and diffusion), distinguishing the following: a) achievement status, characterized by a positive self-image, flexibility, high level of learning motivation, and cognitive independence; 16 b) moratorium status, typical of adolescents who present greater uncertainty, fears for the future, limited flexibility, and reduced cooperation; c) foreclosure status, a stage characterized by conventionality, rigidity, low self-esteem, lack of autonomy, and relationships with conflict; and d) diffusion status, typical of those who show greater flexibility and cognitive complexity but poor self-respect, and have relationships that are not very satisfactory.

Identity, interests, and aptitudes in the vocational decisional process

Alongside the traditional approaches, which privilege the evolution of interests as decisive in the vocational decisional process, some authors have undertaken in-depth examinations of the relationship between interests and the exploration of identity. 17 , 18

Interests are motivating forces on the basis of which the subject feels he or she is able to face a task which, if successfully carried out, strengthens and stabilizes preferences. 19 Interests do not present a static structure but dynamic directions, 20 which play a decisive role in the transition to the world of work. 21 , 22 The degree of continuity and change in a person’s interests over the course of life produces effects both on identity development and in the encounter between academic and professional adaptation. 23

The literature shows that subjects with an achievement identity manifest a high level of decisional self-effectiveness and differentiation of interests, 18 and those with a foreclosure identity have a low level of self-effectiveness in choices and diversification of professional preferences; 8 , 24 these findings are consistent with research on identity status that indicates that persons with an achieved identity status manifest career decidedness, career self-efficacy, and rational and systematic decision-making styles. 25 However, the absence of stable elements in personal identity makes the exploratory process difficult and forces the subject sometimes to make unsatisfactory choices; not having constructed a diversified identity prevents one from being clear about one’s own goals, and being able to discern between motivations and individual interests and between pressures and contextual demands on one’s scholastic and professional future.

Starting with the Holland’s theory 26 which investigates personality as arising from personal interests, has initiated a series of studies aimed to identify predictive factors to school success. For example, the literature shows the relationship between extraversion and social interests, and between openness to experience and artistic interests; both these personality characteristics are associated with low levels of performance. 27

These data have stimulated further research on the relationship between identity development, interests, and aptitudes as predictors of school success; for example, the literature has demonstrated the relationship between intelligence structure or aptitude, creativity, 28 learning, and academic success in education, but the possible influence of aptitudes on vocational decision making has been little investigated. 29 The only data in the literature concern the personality traits of foreclosed students, who often manifest a limited academic performance because they are disposed to a self-limiting style of decision making, problem solving, and information processing. 30

Objective and aims

The objective of the research presented here was to investigate the career decision making in adolescence; in particular, the role of identity development on profile of interests; the relation between identity and decisional style; the correlation between identity, aptitudes, and interests and school performance; and the predictive variables to school success.

The first aim was to investigate how adolescents, classified into the four identity statuses, differ in the structure of their interests (according to Holland’s hexagonal model), or in levels of differentiation, congruence, stability, and in the typology of preferences expressed. In agreement with the literature, 17 , 24 , 31 , 32 we expected that adolescents with a high-profile identity status would present a greater level of differentiation, coherence, and stability of interests compared with students with a low profile.

A further objective was to investigate whether there is a relationship between identity status and decisional style. In agreement with the literature, 14 , 16 , 33 it was hypothesized that adolescents with a low-profile status sometimes tend to use a dependent decisional style (characterized by the continual search for others’ advice and opinions before facing a choice), and sometimes an avoiding style, typical of those people who make continual attempts to avoid making decisions as much as possible.

Investigating the studies in the literature that identify a correlation between some typologies of interests, personality characteristics, personal development, and aptitudes and school performance, 34 , 35 a further objective was to verify the relationship between these variables in the group of participants, hypothesizing that: a) adolescents with an artistic personality are characterized by the use of a spontaneous decisional style, high levels of diversification of interests, and identity exploration; b) subjects with a realistic personality present high levels of school performance and identity development; and c) adolescents with an enterprising personality tend to have recourse to a rational style and present higher levels of school performance.

The last aim was to investigate the variables predictive of success in school, hypothesizing, as confirmation of the literature, that among the predictors of the level of school performance, we would find the following: i) intelligence structure; 35 , 36 ii) level of identity; 37 iii) the socioeconomic status (SES) of the belonging context; 38 iv) use of a rational decisional modality; and v) interest of a realistic, investigative, and enterprising type. 39

Materials and methods

Participants.

The research involved 417 Italian students (197 males and 220 females) in the fourth year (mean [M] =17.2, standard deviation [SD] =0.52) and the fifth year (M=18.2 years, SD =0.64) of senior secondary school, who live in Enna, a small city located in Sicily, Italy. The research lasted for 1 year. The group of participants identified involved all high-school students attending in the last 2 years, as authorized by the headteachers and teachers of the schools. The administration of instruments took place during school time. The general group of participants consisted of 470 students; although all subjects agreed to be part of the search, there was a dropout rate of 11.28%; this occurred because the instruments were administered on three different days and the possible absences of the students made it difficult to complete the compilation of all research protocols.

With reference to the varying age, the participants were subsequently stratified into two groups: a) a group of 223 subjects: 101 males (45.3%) and 122 females (54.7%) aged between 16 and 17 years old and b) a group of 194 students: 96 males (49.5%) and 98 females (50.5%) aged between 18 and 19 years old.

The consent of the school authorities and the students involved in the study was sought before the distribution and collection of the instruments. The questionnaires were anonymous and the participants were informed of the aim of the research; parental consent was obtained for the students under the age of 18 years.

Instruments

Participants completed an anamnestic questionnaire, the Intelligence Structure Test, the Ego Identity Process Questionnaire (EIPQ), the Self-Directed Search (SDS), and the General Decision Making Style (GDMS) questionnaire.

Anamnestic data were collected through the administration of a questionnaire constructed ad hoc and divided into two parts: the first to acquire basic information, age, sex, school, year attended, academic qualifications, and professions of parents; the second for establishing school performances, such as absences, permissions (arriving late or leaving early), favorite subjects, and marks obtained in the last 30 days.

The Intelligence Structure Test is an evolution of Amthauer’s Intelligence Structure Test, adapted for Italy by Polàček. 40 The tool serves to investigate three vocational areas: verbal, numerical, and figurative. It is constituted by three batteries: basic, shortened, and complementary. 41 Participants completed the basic battery, which consists of nine aptitude tests and a memory test. The Italian adaptation of the test presents an alpha coefficient that is good for the oral area (0.70) and the numerical one (0.70) but weak for the figurative one (0.41).

The EIPQ is a tool that investigates identity status development according to Marcia’s model through the dimensions of exploration and commitment. The exploration level is measured through the analysis of four ideological domains (occupation, religion, politics, and values), and the commitment level is investigated through four interpersonal domains (family, friendships, gender roles, and sentimental relationships). Balistreri et al reported the estimates of internal validity of the tool: 0.80 for the results that indicate commitment and 0.86 for the scores that indicate exploration; the scores that indicate reliability are 0.90 for commitment and 0.76 for exploration; the internal consistency is 0.72 and 0.71 for commitment and exploration, respectively. 42

The SDS 43 classifies professions into six types, together referred to as “RIASEC”: realistic, intellectual, artistic, social, enterprising, and conventional. These types of interests make it possible to measure expressed scholastic-professional preferences, and to evaluate three indexes: a) congruence – coherence between the interests expressed and investigated; b) differentiation – span of the range of preferences manifested; and c) consistency, which depends on the similarity between the types of profession represented by Holland’s single code. The Italian adaptation presents high levels of consistency, all above 0.70: the maximum alpha value has been obtained for the realistic area (0.86) and the lowest for the social area (0.70).

The GDMS tool, 44 constructed for detecting individual decisional style, is a questionnaire consisting of 25 items grouped into five subscales corresponding to five decisional styles: rational (deep search for information and systematic evaluation of alternatives), intuitive (confidence in one’s own intuitions and feelings), dependent (search for advice and opinions from people that are considered competent), avoidant (attempt to avoid decision making), and spontaneous (making the choice in the shortest possible time). The Italian version shows that the Cronbach’s alpha reliability coefficients vary from a minimum of alpha 0.68 for the rational scale to a maximum of 0.83 for the avoidant scale and 0.75 for spontaneous scale. 45

Data analysis

All analyses were conducted with SPSS software (v 19.0).

In reference to preliminary data the following analyses were performed: frequency distribution to investigate the identity development; multivariate analysis of variance (MANOVA) to verify the influence of sex and age on identity, interests, aptitude, and decisional style; the same analysis to investigate the influence of sex and age on the ideological and interpersonal domains of identity; and Pearson’s correlations were determined to measure the relation between interests and independent variables and between decisional style and independent variables.

To verify the hypothesis that adolescents with an achievement identity manifest a greater level of differentiation, coherence, and stability of interests compared with students with a low-profile identity, multivariate analysis of variance was carried out.

To verify the hypothesis that adolescents with a low-profile status sometimes tend to use a dependent decisional style and sometimes an avoidant style, univariate analysis of variance was used, because decision-making style represents a single dependent variable divided into five levels (rational, dependent, avoidant, intuitive, and spontaneous), according to the model of Scott and Bruce. 44

Pearson’s correlations were determined to evaluate the presence of a possible relation between: interest profile and identity exploration, and also between personality characteristics, identity development, aptitudes and school performance.

To explore the predictive variants of school success, analyses of hierarchical regression for separate blocks were used: sex, age, SES, and school in the first block; aptitudes in the second block; interests in the third block; and decisional styles in the fourth block.

A multi-level regression analysis was performed because there was a set of hierarchical data; the data could be considered at anamnestic level (sex, age, socio-economic status), school (aptitudes), and individual level (interests and decisional style). Each block of independent variables was evaluated in terms of what it added to the explanation of the variability of the dependent variable at the time of its entry, evaluating the weight of all predictors.

Confirming the literature, to measure school success, the demographic variables (sex, age, SES) were those that had greater weight in the regression equation, after the attitudinal ones, that could predict school performance but not professional success, 46 and then interests and decisional style. 27 In fact, the European data show us that males tend to repeat school years more frequently than females; further, females’ advantage in reading remains present in schools and the sex gap is statistically significant in favor of females; in contrast, in math and science, females tend to perform at lower levels than the males. To these variables, we added interests, which contribute to school success and to stability in courses of study, and which can also explain the phenomena of school abandonment, because the lack of awareness of adolescents’ own interests and the consequential decisional disorientation can lead to a general divestment from school activities. 47

Preliminary analyses

From the analysis of the frequency distribution on the basis of identity development, the following emerged: 28.06% of the students were identified as having a foreclosure identity status, followed by 26.14% with a diffusion status, and 25.66% with a moratorium status; there were no significant differences due either to the sex variable (χ 2 (3,417) =2.22, P =0.53) or the age (χ 2 (3,417) =3.50, P =0.32).

MANOVA was done to verify the influence of the independent variables on interests, the aptitude profile, and the decisional style used. The MANOVA emphasizes a main effect linked to the sex variable (Wilks’s lambda =0.89; F (16, 398) =18.94; P <0.01) and an effect due to age (Wilks’s lambda =0.57; F (16,398)=3.04; P <0.05), and no effect of sex * age interaction (Wilks’s lambda =0.97; F (16, 398) =0.74; P = nonsignificant [ns]). The breakdown of the univariate effects shows differences with respect to the sex variable: in the dependent decisional style ( F =9.93; P <0.01) and in realistic interests ( F (1,416) =158.92; P <0.01), investigative interests ( F (1,416) =7.64; P <0.01), artistic interests ( F (1,416) =16.40; P <0.05), social interests ( F (1,416) =54.03; P <0.01), enterprising interests ( F (1,416) =37.65.40; P <0.01), and conventional interests ( F (1,416) =47.10; P <0.01). Specifically, males obtained significantly higher values than females in the realistic domain (males: M=21.03, SD =9.82; females: M=10.82, SD =6.27), the enterprising domain (males: M=25.70, SD =10.56; females: M=20.77, SD =9.55), and the conventional domain (males: M=23.13, SD =10.43; females: M=16.66, SD =9.73). Females achieved higher average scores than males in the artistic and social domains; they also seemed to manifest a greater tendency to ask others for advice and to be strongly committed to choice compared with males of their own age, although such differences were not significant. With reference to the age variable, the breakdown of the univariate effects shows differences in social interests ( F (1,416) =0.19; P <0.05), the use of the spontaneous choice modality ( F =0.06; P <0.01), logical-mathematical skills ( F (1,416) =22.16; P <0.01), and visual-spatial skills ( F (1,416) =5.19; P <0.5). In particular, younger students obtained higher average scores in social preferences; they also tended to make more use of the spontaneous decisional style (M=29.93, SD =9.15) compared with students aged between 18 and 19 (M=21.74, SD =8.90).

MANOVA was done to verify the influence of sex and age on the ideological and interpersonal domains of identity, and emphasized the main effect of sex (Wilks’s lambda =0.92; F (8,406) =4.26, P <0.001), but there was no effect due to age (Wilks’s lambda =0.99; F (8,406) =0.79, P =ns). The breakdown of the univariate effects shows differences compared with the sex variable in the dimensions of politics ( F (1,416) =4.47, P <0.05), work ( F (1,416) =7.54, P <0.01), religion ( F (1,416) =5.60, P <0.05), and friendship ( F (1,416) =11.42, P <0.01): males got higher scores in the dimension of politics and of career, while females presented higher average scores in the domains of religion and friendship.

Pearson’s correlation was done to measure the relation between interests and independent variables. The correlation analysis shows SES is positively correlated with a predilection for the professional area of an investigative type and negatively correlated with social and conventional areas ( Table 1 ); hence, adolescents coming from better socioeconomic contexts were oriented toward investigative professions and did not have a preference for social professional or conventional activities. Adolescents with better school performance also showed greater coherence of occupational preferences. The number of absences positively correlated with realistic and enterprising interests, and negatively with investigative interest; school performance only seems positively correlated with the area of investigative type and negatively with the realistic and enterprising ones.

Correlations among interests, socioeconomic status (SES), number of absences, permissions, and school performance in the group of students

Notes: The research involved 417 Italian students (197 males and 220 females), in the fourth year (M=17.2, SD =0.52) and the fifth year (M=18.2 years, SD =0.64) of senior secondary school, who live in Enna, a small city in Sicily. The research lasted for 1 year and the group of participants was identified by simple random selection.

Abbreviations: A, artistic; C, conventional; E, enterprising; I, investigative; M, mean; R, realistic; S, social; SD, standard deviation.

The same analysis of correlation between decisional style and independent variables shows the absence of correlation between number of absences and modality of choice ( Table 2 ). The number of permissions appears correlated with the spontaneous decisional style; such behavior does not seem the result of a rational decision. There is a positive correlation between scholastic success and rational decisional style; that is, a high evaluation in the passage from the third to the fourth year or from the fourth to the fifth school year seemed influenced by the tendency to make decisions in a rational way; by contrast, final school performance seemed negatively correlated with the intuitive style and the spontaneous one.

Correlations among decision-making style, socioeconomic status (SES), number of absences, permissions, and school performance in the group of students

Notes: For all scales, higher scores are indicative of more extreme responding in the direction of the construct assessed. The research involved 417 Italian students (197 males and 220 females), in the fourth year (M=17.2, SD =0.52) and the fifth year (M=18.2 years, SD =0.64) of senior secondary school, who live in Enna, a small city in Sicily. The research lasted for 1 year and the group of participants was identified by simple random selection.

Abbreviations: M, mean; SD, standard deviation.

MANOVA was done to verify the influence of identity development on interests (level of differentiation, coherence, stability of interests, and general profile): the MANOVA only emphasized the main effect of identity on the general profile of interests ( F (3,413) =13.83, P <0.001) and the level of differentiation ( F (3,413) =2.77, P <0.05) but no effect on level of coherence ( F =0.21, P =ns) or stability ( F =1.83, P =ns). The breakdown of the univariate effects shows that students with an achievement status presented higher scores in the general profile (M=3.78; SD =0.14) and differentiation of interests (M=3.12; SD =1.37), while adolescents with a moratorium identity status presented lower average scores in the general profile (M=2.94; SD =0.13) and differentiation of interests (M=2.54; SD =0.12). Therefore, the research hypothesis appears confirmed. ANOVA shows the significant effect of identity development on the avoidant style ( F (3,416) =4.40; P <0.01): the breakdown of the univariate effects shows that adolescents with a diffusion status obtain the highest scores in the avoidant choice modalities ( Table 3 ).

Descriptive statistics: decision-making styles and identity status in the group of students

Abbreviations: CI, confidence interval; M, mean; SD, standard deviation.

Pearson’s correlation analysis, confirming the research hypothesis, shows investigative personality correlates positively with the rational decisional style and negatively with the spontaneous one, but, above all, with high levels of school performance in all subjects; the artistic personality correlates with the spontaneous style and identity exploration; and social personality correlates with the use of the spontaneous style and the intuitive style, a high-profile identity, and exploration ( Table 4 ).

Correlations between interests, decision-making styles, identity status, and aptitudes in the group of students

Notes: The research involved 417 Italian students (197 males and 220 females), in the fourth year (M=17.2, SD =0.52) and the fifth year (mean [M] =17.2, standard deviation [SD] =0.52) of senior secondary school, who live in Enna, a small city in Sicily. The research lasted for 1 year and the group of participants was identified by simple random selection.

Abbreviations: A, artistic interest; C, conventional interest; E, enterprising interest; I, intellectual interest; R, realistic interest; S, social interest.

The analysis of hierarchical regression with separate blocks shows that bringing aptitudes and the identity profile into model had no significant effect, although 20% of the variance is accounted for by the remaining variables, which, in order of importance, are: father’s academic qualification ( β =0.24), realistic interests ( β =−0.23), investigative interests ( β =0.22), and the intuitive decisional style ( β =−0.13).

Predictors of level of performance in the scientific area are language aptitudes and anamnestic aptitudes, investigative interests, and enterprising interests (31% of the general variance) ( Table 5 ).

Model summary of hierarchical regression analysis that predicts the level of scientific performance in the group of students

Abbreviations: B, beta unstandardized coefficient; β, beta standardized coefficient; SES, socioeconomic status.

Predictors of language competences are realistic interests ( β =−0.27) and investigative interests ( β =0.18), accounting for only 18% of the variance.

The analysis relating to the technical area shows that about 25% of the variance can be accounted for by the rational decisional style ( β =0.17), by logical-mathematical aptitudes ( β =0.19), and visual-spatial aptitudes ( β =0.17), and even more by identity commitment ( β =0.23).

Finally, the analysis relating to the level of general performance, which altogether accounts for 24% of the variance, indicates the following among the predictive variables: father’s academic qualification and mother’s academic qualification, verbal memory, and the interests of investigative, realistic, enterprising, and conventional type. ( Table 6 ).

Model summary of linear regression analysis that predicts the general level of performance in the group of students

The research hypothesis appears to be partially confirmed, because interests (realistic, investigative, and enterprising) and socio-economic status of parenting were predictive of school success but aptitudes and identity profile were not.

The work presented here, starting from the limits and the external validity of Marcia’s model, explored the relationship between the development of identity statuses and the modalities to face the vocational choice, through the use of a particular decisional style.

Disconfirming the first hypothesis, identity development does not seem to influence the level of intelligence structure or aptitude, but, consistent with the literature, the assumption appears to be confirmed that adolescents with an achievement status show a broader profile of interests than students with a moratorium or diffusion status. Probably, the partial verification of the hypothesis is due to the age range of the interviewed students being characterized by instability in the development of identity, which is typical of adolescence.

The hypothesis appears to be confirmed that adolescents with a high profile of interests manifest a good level of identity exploration and likewise that adolescents with major differentiation of preferences present a strong commitment geared to identity development.

The correlations between GDMS and EIPQ confirm the third hypothesis, according to which adolescents with a low identity profile (diffusion status) tend to procrastinate making the most important choices in their life.

Further, confirming the research hypothesis, the adolescent with an enterprising personality profile shows a good level of general performance and a marked tendency to use a rational decisional modality, and the subject with an artistic personality is represented as the person that uses a spontaneous decisional style but with deep identity exploration. However, disconfirming the initial hypothesis, the adolescent with a realistic personality shows a low level of general performance but a high level of identity commitment.

The last research hypothesis appears to be partially confirmed that the variables predictive of success at school include SES, but only for the level of general performance and in the humanities area; the aptitude profile in all school subjects; the level of identity commitment, though only for the technical-professional area; the typology of realistic, enterprising, and investigative interests; and finally, the use of a rational decisional style. Therefore, conformism, pragmatism, and perseverance (typical of a realistic personality); ambition, optimism, and leadership skills (typical of an enterprising personality); and precision, introversion, and rationality (typical of an investigative personality) are predictive characteristics of school performance. Moreover, confirming the literature, among the causes of school dropout are internal and external factors to the subject and the school-training system. Among internal factors, there are sociocultural causes; that is, when a low level of education implies low expectations toward education and, therefore, academic success, and socioeconomic factors, when the professional status of the parents, their cultural situation, and their level of education can influence expectations of their children and the purpose of a successful school career. 47

There are innovative elements in this research that deserve further attention. First, today’s assessment procedures should not be used for the purpose of classifying the personality, but to furnish the adolescent with useful information to stimulate in him or her self-discovery and the capacity to ask himself or herself some questions. In this context, in this research, the method of quantitative investigation was backed up by an idiographic procedure helping to favor an analysis of the roles taken on by adolescents faced with the decisional process.

It has been also demonstrated that identity development and individual characteristics, like aptitudes and sociocultural context, influence interests; this overcomes the limit of the classical literature, which shows that investigating the structure of interests restricts the field of investigation, excluding the study of global phenomena like the process of identity formation.

In the sphere of research on decisional processes, the presence of individual differences constitutes a propensity to react in a given way in a specific context, and therefore they influence the modalities with which each individual makes choices in a relatively stable way. Nevertheless, although empirical studies 48 , 49 have shown that individuals tend to use a certain style more frequently than others, the research reported here shows that decisional styles, far from being rigid and unchangeable, are flexible and modifiable in response to specific situations.

Limitations

Based on the results described herein, it is appropriate to emphasize the limits of this work, namely: the absence of a sampling method, which prevents the presence of a representative sample, the generalization of the results, and the external validity; and, in addition, the absence of a longitudinal-type study design, which is more suitable for research involving adolescents and their identity development.

In light of the presented results, it is necessary to stress the importance of coherence between interests expressed and measured competences for the purpose of planning a process of vocational counseling, thereby making the choice process effective and efficient. Indeed, it has been shown that a high interest profile is indicative of a good level of identity exploration and that differentiation of interests is indicative of the level of identity commitment. 50

Further, on the basis of the interests manifested by adolescents, it is possible to boost their effectiveness convictions; by increasing the range of their self-effectiveness convictions and their interests, adolescents can also increase their possibilities of choice.

In this context, economic changes and changes in the labor force of today’s society, which often limit the vocational decisional process, stress the fact that not everyone can always make training or professional choices on the basis of their interests. In this regard, Holland’s theory and its application can only help students to explore career choices within those professional alternatives that are feasible and available.

Hence, intervening in the development of the adolescent identity process proves to be fundamental for the purpose of increasing the aptitude profile and improving the level of school performance, but, above all, for broadening the diversification and coherence of interests and improving the decisional process, since adolescents with a more evolved identity use a multiplicity of decisional styles that are well suited to contextual situations.

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Your chance of acceptance, your chancing factors, extracurriculars, essays about personal identity.

Hi all! I'm thinking about writing an essay that focuses on my personal identity. What are some ways to make this type of essay engaging and interesting to colleges? Any examples I should check out for inspiration? Thanks in advance!

Hello! Writing an essay that focuses on your personal identity can be a powerful way to showcase your unique experiences, interests, and perspectives. To make this type of essay engaging and interesting to colleges, consider the following tips:

1. Be authentic and vulnerable: Share your true feelings, thoughts, and struggles as they pertain to your identity. By being open about your experiences, you create a deep connection with the reader.

2. Focus on a specific aspect: Instead of trying to cover every detail of your identity, choose one or two key facets that define you. Delving into particular experiences and emotions will allow you to demonstrate depth and create a more compelling narrative.

3. Use descriptive language and vivid imagery: Paint a picture for the reader by using descriptive words and vivid imagery. This will help them visualize and connect with your story on a deeper level.

4. Show rather than tell: Instead of simply stating your thoughts and feelings about your identity, use anecdotes and examples to illustrate your point. By showing the reader your experiences, you'll create a more compelling and engaging essay.

5. Incorporate growth and development: Demonstrate how your understanding of your identity has evolved over time, and how it has shaped you as a person. This could include personal challenges you've faced, accomplishments, or newfound insights.

6. Reflect on the impact: Discuss how your identity has influenced your decisions, interests, and relationships. This reflection will help demonstrate the importance of your identity and its role in your life.

For examples and inspiration, you can browse through essays shared by students who were admitted to top colleges. Just be mindful not to copy their ideas or writing styles. Instead, use these examples to inspire your own unique angle in exploring your personal identity.

Best of luck with your essay and application process!

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Developing Multilingual Writing pp 103–138 Cite as

Constructing Writer Identity: Self-Representation

• Hiroe Kobayashi 22 &
• Carol Rinnert 23  
• First Online: 15 February 2023

286 Accesses

Part of the book series: Multilingual Education ((MULT,volume 42))

Developing writers often struggle with one kind of interactional metadiscourse, which conveys images of the writer’s identity directly to readers, known as self-representation (Hyland, Stance and voice in written academic genres. Palgrave Macmillan, London, pp 134–150, 2012). In this chapter, we explore how writers project their writer identity by referring to themselves in their texts. In English, such self-representation is best seen in first-person pronouns, whereas in Japanese, pronouns are optional and much less frequent. However, in both languages, first-person opinion qualifiers (such as “I believe …”) serve the function of representing the writer’s attitude toward the opinion expressed. Our analysis first examines the use of six functions of first-person pronouns (Tang, John, Engl Specific Purposes 1:523–539, 1999) in 82 English essays. We then compare first-person opinion qualifiers in 82 Japanese and 66 English argumentation essays. The findings reveal complex patterns of changing self-representation across groups and languages. Overall, the use of pronouns in English moves from personal (“I”), to more objective (third-person or impersonal), to more reader-inclusive (“we”). Dominant opinion qualifiers in both languages change from affective (“I like/want”) to self-reflective (“I think”), later adding performative (“I agree”) and non-use of a first-person qualifier, suggesting a gradual development in the writers’ stance toward the given issue from personal to more objective, nuanced, and implicit.

• Writer self-reference across languages
• Functions of first-person pronouns
• English/Japanese first-person opinion qualifiers
• Implicit and nuanced position statements
• Constructing writer self-image

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We found a statistically significant difference among the groups according to one-way ANOVA tests for first-person pronouns ( F  = 10.473, df  = 5, p  = .000) and for combined first- and second-person ( F  = 13.449, df  = 5, p  = .000). Post-hoc Scheffé tests showed significant differences in first-person frequencies between the Novices and Experienced Group 2 ( p  = .000), Group 3 ( p  = .044), and the North Americans ( p  = .000), as well as significant differences in the combined pronoun frequencies between the Novices and all other groups (ranging from p  = .000 to.024) except Returnees, and between the Returnees and Experienced Group 2 ( p  = .004), Group 3 ( p  = .046), and North Americans ( p  = .000).

We can speculate that the Returnees may have learned to address their classmates with “you” in discussions and debates in their overseas classes, and then transferred this practice into their writing.

In fact, there were no instances of this category in Tang and John’s ( 1999 ) data either, which they attributed to the fact that their writing task assigned did not involve collecting and analyzing empirical data.

On reflection, we realize that some of these personal perspectives might have fit Tang and John’s ( 1999 ) “originator” category, but we tended to limit that category to original opinions, rather than personal observations. For example, we put “ I cannot imagine anyone who would rather live alone or in a nursing home than with his or her own family.” (NA-8) under “personal” perspective, whereas it might have been categorized under “originator” in Tang and John’s study.

The term “performative verb” may be considered controversial in current Speech Act theory, with “declarative verb” being the preferred term for the same function (linguist Susumu Kubo, personal communication, April 17, 2022). Nevertheless, we decided to keep the term “performative” to avoid possible confusion with the traditional grammar term “declarative” (vs. “interrogative”) sentence.

The view of “ to omou ” and “ to kangaeru ” as offering a personal opinion can also be supported from a linguistic perspective. Japanese writers sometimes make the first person explicit together with the particle “ wa ” when they use one of these phrasal verbs, like “ watakushi-wa hitori tabi no hō ga ii to omou/kangaeru ” ( I think that it is better to travel alone). The function of the particle “ wa ” is complex and is understood to have at least two main functions in Japanese: As a topic marker, meaning “about myself” or “regarding myself”; and to limit the subject of the verb to exclude other possibilities, which can be considered a contrastive function, similar to one of the functions of strong stress in spoken English. Thus, using “ watakushi-wa ” (“I” plus the particle) explicitly in a position statement can make it clear that that the opinion is the writer’s own, not anyone else’s.

The use of first-person pronouns in English academic writing is still controversial among L1 English writing teachers, and the advice given to writers is not always consistent. In fact, some English composition teachers and materials advise students not to use “I think” when expressing their opinions in their essays, either because it is unnecessary or because it is too informal. For example, one textbook advises against using such phrases as “I think” and “In my opinion” because the whole essay represents the writer’s own perspective (Baldwin et al., 2007 ). This kind of instructional advice may dissuade some writers from using both “I think” and “I believe” in their formal English writing.

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Kobayashi, H., Rinnert, C. (2023). Constructing Writer Identity: Self-Representation. In: Developing Multilingual Writing. Multilingual Education, vol 42. Springer, Cham. https://doi.org/10.1007/978-3-031-12045-9_4

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