Identity Development

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Children develop multiple identities as they grow up, for example, gender, sexual, and racial identities, among others.  As future educators, having a general understanding of how identities are formed can help you better support your students and foster an inclusive and accepting classroom environment.

Gender Identity

Gender identity refers to a person’s internal sense of their gender, whether they identify as male, female, both, neither, or somewhere along the gender spectrum. Unlike biological sex, which is typically assigned at birth based on physical characteristics, gender identity is a deeply personal and self-defined aspect of an individual’s identity. Gender identity development can be a complex, fluid process for some students and may not always align with societal expectations.

Gender identity development begins early in life. Even before entering kindergarten, many children start to express their gender identity through clothing preferences, toy choices, and role-playing activities. Around the ages of 2–4, children usually begin to identify themselves as a boy or a girl based on their understanding of societal norms and roles (Lally & Valentine-French, 2019). For example, a child assigned female at birth may express a preference for dresses and dolls, while a child assigned male at birth may gravitate toward trucks and action figures. However, it is essential to note that children’s preferences at this age are fluid and may change over time. Additionally, not all children will conform to traditional gender norms.

As children grow older, they start to develop a more nuanced understanding of gender roles and stereotypes. They may begin to question or challenge these norms as they explore their own gender identity (Jones, Belli, & Julyan, 2023).  Teachers can support gender identity development at this stage by creating an inclusive classroom environment that values diversity and encourages self-expression. For instance, a teacher might introduce books featuring characters with diverse gender identities and discuss the concept of gender as a spectrum. This can support student development, as research has shown that children who are allowed to explore and express their gender identity in a supportive environment show increased self-esteem and reduced anxiety, compared to those in less supportive environments (Chan et al., 2022).

Adolescence is a time of significant self-discovery and identity formation, including the exploration and solidification of gender identity. Many students begin to express their gender identity more openly during this period, and some may come out as transgender, non-binary, or genderqueer (Jones, Belli, & Julyan, 2023). Teachers can provide support by using gender-inclusive language, respecting students’ chosen names and pronouns, and educating themselves and their students about different gender identities and expressions. Encouraging open dialogue and promoting empathy can also help create a safe and supportive learning environment for all students.

Sexual Identity

Sexual identity refers to an individual’s enduring pattern of emotional, romantic, and/or sexual attraction to men, women, both genders, neither gender, or another gender (Jones, Belli, & Julyan, 2023).  It is one of the many facets of an individual’s identity, alongside others such as gender, race, and culture. Understanding the complexities of sexual identity development is crucial for teachers, as it can affect students’ mental and emotional well-being, peer relationships, and academic performance.

In early childhood, children may begin to express affection or show preferences for playing with peers of a particular gender. These behaviors do not necessarily reflect a child’s future sexual identity, as children at this age are still exploring their feelings and social relationships. In late childhood, some students may start to develop crushes or romantic feelings for their peers. These feelings can be directed toward individuals of the same or opposite gender, and sometimes, students may not yet have a clear sense of their sexual identity. As students enter middle and high school, they begin to explore and solidify their sexual identity more actively. This period can be a time of confusion, self-discovery, and sometimes even a struggle for students as they come to terms with their sexual identity. Some students may identify as heterosexual, while others may identify as homosexual, bisexual, asexual, or other identities within the spectrum of sexual orientation (Hall, Dawes, & Plocek, 2021).

Teachers can support students’ sexual identity development by fostering a respectful and inclusive classroom environment. Incorporating LGBTQ+ perspectives into the curriculum, using inclusive language, and challenging stereotypes can contribute to a more accepting atmosphere. These efforts can lead to better outcomes for students, as research has shown that adolescents who feel supported and accepted by their peers and teachers in their sexual identity development show better mental health outcomes and higher self-esteem; they are also more likely to feel safe and engaged in their learning (Russell & Fish, 2016).

Racial Identity

Racial identity is a complex and multifaceted part of an individual’s self-concept, referring to how they understand and relate to their racial or ethnic background (Lally & Valentine-French, 2019).  As teachers, understanding the stages and nuances of racial identity development can make it easier to create inclusive and equitable classroom environments that support all students.

In early childhood, students may begin to notice differences in skin color, hair texture, and other physical characteristics among their peers. Children as young as three years old can start to express racial biases and preferences (Sullivan, Wilton, & Apfelbaum, 2021). At this stage, children tend to be very concrete and literal in their thinking. As students enter late childhood, they begin to develop a more nuanced understanding of race. They may start to recognize that their racial or ethnic identity affects how others perceive and treat them. However, their understanding of race and racism is still limited, and they may internalize stereotypes or feel pressure to conform to the dominant culture (Gougherty & Puentes, 2023).

During adolescence, students begin to explore and define their racial identity more actively. They may seek out peers from their racial or ethnic group, and some may experience a period of intense exploration, questioning, and even conflict regarding their racial identity. Adolescents may grapple with the impact of systemic racism, internalized racial biases, and the intersectionality of their multiple identities (Gougherty & Puentes, 2023).

Teachers who understand and support the racial identity development of their students by fostering a positive and inclusive learning environment can help improve student outcomes. Research suggests that a strong racial or ethnic identity can serve as a protective factor for adolescents, buffering against the negative effects of discrimination and leading to increased success, both in and out of the school environment (Resources on ethnic-racial identity, 2023). Teachers can create spaces where all students feel valued and respected by incorporating diverse perspectives into the curriculum, challenging stereotypes, and engaging in open conversations about race and racism.