Stevens 1
Jillian Stevens
ENGL350 (D01)
Dr. Dodson
April 20, 2024
Social Education and Identity
Humans are not gifted a social identity at birth; it evolves from education, the people
surrounding their lives, and analyzing social concepts. All of these factors shape personal and
social identity. Identity formation is affected by a person’s external and internal factors, which
can affect an individual’s social interaction for better or worse. To use one’s identity to form a
hypothesis about how society functions begins with succeeding in school; however, a diploma or
degree only goes so far. Therefore, gaining an identity means taking what one has learned from
school, society, family, friends, and personality. Understanding how to form an identity requires
educating oneself about the impact of concrete education, demographics, and social status.
Identity is a niche one finds throughout life, and school is where it begins to develop.
Aside from normal subjects like math, English, and science, young children are taught to develop
specific interests and motivations in life. School initiates social interactions and where young
children fit in with their peers. Succeeding in these interactions helps children approach
alternative worldviews, specifically their own. Allowing children the opportunity to find certain
interests in school provides them with a sense of self. Supporting this idea, Beverly Faircloth
found evidence of “one ‘practice’ that was particularly valued by students was self-expression of
their identity (literal ‘self-authoring’ or ‘voice’). Students reported enjoying certain assignments
because they allowed them to be honest about ‘what I really think about stuff.’ ‘…talk about our
lives.’ And ‘…write our opinions about everything we have studied’” (p. 5). Therefore, student
Stevens 2
participation in group activities and things that interest them allows them to figure out who they
are.
However, self-realization does not trump the demographic disadvantages that minority
students face. Demographics affect the connection between education and identity drastically. To
society, demographics are precursors to one’s identity. Someone’s background and lifestyle give
others a broad view of who they are. According to Dr. Olivia Painter, “A person’s identity is
made up of many diverse factors including age/generation, disability status (developmental),
disability status (acquired), religious and spiritual orientation, ethnicity, socioeconomic status,
sexual orientation, indigenous heritage, national origin, gender (identity & expression)” (2023).
It can be argued that these elements contribute to a person’s education in society. However, most
people have a guarded view of those from different backgrounds.
People from poor backgrounds are less likely to have self-realization and identity
development than their more fortunate counterparts. Minority students who come from less
fortunate backgrounds have to work immensely to find themselves in school because they have a
label hanging over their heads as less than adequate. This stems from the parents; it is a vicious
cycle of poverty. Therefore, children in this category have learned about social oppression before
they are old enough to contribute to society. It is also an ongoing issue in schools; for example,
“In 2018, nearly one-third of Black students live in poverty (32%) compared with 10% of white
students in families living in poverty” (Cai 2020). This statistic exemplifies the preconceived
notion that minority students are not equal to the rest of society. This belief by the whole of
society causes children to become pessimistic about their abilities. As a result, students have
decreased self-worth, motivation, and overall academic success. Learning this social concept at a
young age sticks with a child. So, eventually, they look for education and identity elsewhere.
Stevens 3
Resorting to find education elsewhere comes from a lack of identity. If individuals do not
know who they are, they will do anything to feel like they belong. Acting like this stems from the
misunderstanding that they are not worth anything. Therefore, people who have a lack of identity
are more likely to find themselves in high-risk situations. Janine Bowen from North Carolina
State wrote an article that illustrates this concept. In the article, she cites Dr. Delon Gray, who
says, “The negative impacts of not belonging can be cynical in the sense that you can have a
negative or disconfirming experience about your identity or your place, and that might lead you
to try to make up for that in some way, which could also lead you to do things you wouldn’t
otherwise do” (2021). To paraphrase, when people find themselves in these situations, they focus
on learning everything they can that will help them succeed. After a time, this becomes one’s
identity. Obsessing over a lack of identity becomes an identity. So, to combat the lack of identity,
people focus on creating one, even if it has negative consequences.
Most individuals turn to developing “street smarts” and do not apply themselves in life
because they do not believe they have a place in the educational setting due to societal prejudice.
This is the start of a never-ending cycle of no substantial employment and a criminal lifestyle.
According to Crews, “The lack of educational attainment generally decreases one’s future
employment opportunities due to increasing hiring standards in society, thus leading to possible
criminal behavior for those individuals who cannot obtain viable employment” (p. 4). With no
future in sight, people begin relying on the education they get on the streets and from people who
do not have their best interests. Young people who fall into this cycle begin to be seen in society
as “hard.” Once that label has been given, it takes a miracle to escape it.
Identity and education are connected due to the influences of societal judgments,
opinions, and views. So many things in life require analysis and deep thought, yet most people
Stevens 4
succumb to the status quo. They do this because people have an aversion to change and to
minimize the risk of being different. In a society that revolves around trends and peer pressure,
most individuals follow suit of others they fit in with, and that hinders their social education
because they lose the ability to think for themselves. People have an inherent need to feel in
control of their surroundings. Therefore, they look at beliefs that are already established and
accept them. Thus, people lack the ability for self-realization.
If individuals focus on the beliefs of others, they cannot become educated on societal
circumstances, and they cannot form their own opinions. Society influences identity by sending
messages concerning what is acceptable and unacceptable, what is trending and what is not, and
who or what someone should be. “Social identity theory is truly a social and psychological
theory, in that it focuses on social context as a key determinant of self-definition and behavior”
(Hahn p. 7). Therefore, if someone comes from a different social, racial, or religious class, they
are an outcast because they are different. Social stigmas become easier to abide by than self-
education and self-realization.
One of the biggest social stigmas that has plagued the world for centuries is race. Living
in a world where race is pertinent in all aspects of life affects everyone’s worldview. But it is up
to the individual to decide for themselves if they want to follow in the footsteps of their peers or
turn the other cheek. Gaining self-knowledge can help individuals realize the harm that racial
prejudice does to groups of people. So, one must rely on their perspectives and identity to refrain
from falling into a biased cycle. They must also be authentic to themselves to gain the skill to
“actively listen to multiple perspectives, thinking critically about personal values and beliefs, and
being open to personal development” (Watt p. 4). Developing personal identity means listening
Stevens 5
to other people’s beliefs and opinions and forming individual ones. One cannot simply believe in
the words of others to escape judgment and ridicule for having a different view.
In conclusion, it can be argued that developing education and identity are linked to each
other. Whether it is education, race, or social standing, the world does not function one way. All
humans educate themselves on their belief systems and values to effectively achieve and
maintain a personal identity. One does this by learning about topics that relate closely to their
opinions and worldview. One cannot rely on society to make these choices for them. Instead,
society should be the last line of communication when developing identity. Therefore, one needs
to educate oneself about the world to fully immerse oneself in finding an identity.
Stevens 6
Works Cited:
Bowen, Janine. “Why Is It Important for Students to Feel a Sense of Belonging at School?
‘Students Choose to Be in Environments That Make Them Feel a Sense of Fit,’ Says
Associate Professor DeLeon Gray.” College of Education News, 21 Oct. 2021,
ced.ncsu.edu/news/2021/10/21/why-is-it-important-for-students-to-feel-a-sense-of-
belonging-at-school-students-choose-to-be-in-environments-that-make-them-feel-a-
sense-of-fit-says-associate-professor-deleon-gra/.
Cai, Jinghong. “Black Students in the Condition of Education 2020.” Www.nsba.org, 23 June
2020, www.nsba.org/Perspectives/2020/black-students-condition-education.
Crews, Gordon. “Education and Crime Education and Crime Work: 21st Century Criminology:
A Reference Handbook Editor: Miller, J. Mitchell Contribution Provisional Title or
Description: Education and Crime (2-05) Number of Words: 6,284/7,000 Entry:
Education and Crime.” Education and Crime, 2009, pp. 59–66,
https://doi.org/10.4135/9781412971997.n8.
Faircloth, Beverly S. “‘Wearing a Mask’ vs. Connecting Identity with Learning.” Contemporary
Educational Psychology, vol. 37, no. 3, July 2012, pp. 186–94,
https://doi.org/10.1016/j.cedpsych.2011.12.003.
Hahn Tapper, Aaron J. “A Pedagogy of Social Justice Education: Social Identity Theory,
Intersectionality, and Empowerment.” Conflict Resolution Quarterly, vol. 30, no. 4, June
2013, pp. 411–45, https://doi.org/10.1002/crq.21072.
Painter, Olivia. “Relational Psych - Seattle.” Relationalpsych.group, 2023,
www.relationalpsych.group/articles/understanding-intersections-of-demographics-and-
identity#:~:text=A%20person. Accessed 20 Apr. 2024.
