The Role of School in Adolescents’ Identity Development. A Literature Review

Educational Psychology Review

Volumn 31, Issue 1, 2019, Pages 35-63

  Verhoeven, Monique ^a   Poorthuis, Astrid M G ^b   Volman, Monique ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Adolescents; Education; Identity development; Systematic literature review

Indexed keywords

EID: 85059100915     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-018-9457-3     Document Type: Review

References (140)

1. Adams, J. D., Gupta, P., & Cotumaccio, A. (2014). Long-term participants: a museum program enhances girls' STEM interest, motivation, and persistence. Afterschool Matters, Fall, 20, 13–20.
2. Anagnostopoulos, D. (2006). "Real students" and "true demotes": ending social promotion and the moral ordering of urban high schools. American Educational Research Journal, 43(1), 5–42.
3. Anderson, R. (2007). Being a mathematics learner: four faces of identity. Mathematics Educator, 17(1), 7–14.
4. Archer, L., Francis, B., & Mau, A. (2009). "Boring and stressful" or "ideal" learning spaces? Pupils' constructions of teaching and learning in Chinese supplementary schools. Research Papers in Education, 24(4), 477–497.
5. Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582.
6. Barnett, L. A. (2006). Flying high or crashing down: girls' accounts of trying out for cheerleading and dance. Journal of Adolescent Research, 21(5), 514–541.
7. Barrett, M. S., & Baker, J. S. (2012). Developing learning identities in and through music: a case study of the outcomes of a music programme in an Australian juvenile detention centre. International Journal of Music Education, 30(3), 244–259.
8. Bartlett, L. (2007). Bilingual literacies, social identification, and educational trajectories. Linguistics and Education, 18(3-4), 215–231.
9. Basu, S. J., Barton, A. C., Clairmont, N., & Locke, D. (2009). Developing a framework for critical science agency through case study in a conceptual physics context. Cultural Studies of Science Education, 4(2), 345–371.
10. Beck, U., Giddens, A., & Lash, S. (1994). Reflexive modernization. Cambridge: Polity Press.
11. Berg, K. (2010). Negotiating identity: conflicts between the agency of the student and the official diagnosis of social workers and teachers. European Educational Research Journal, 9(2), 164–176.
12. Biesta, G. J. J. (2014). The beautiful risk of education. Boulder: Paradigm Publishers.
13. Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. (2010). Developing a "leading identity": the relationship between students' mathematical identities and their career and higher education aspirations. Educational Studies in Mathematics, 73(1), 55–72.
14. Bottrell, D. (2007). Resistance, resilience and social identities: reframing 'problem youth' and the problem of schooling. Journal of Youth Studies, 10(5), 597–616.
15. Brickhouse, N. W. (2001). Embodying science: a feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282–295.
16. Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441–458.
17. Bruin, M., & Ohna, S. E. (2013). Alternative courses in upper secondary vocational education and training: students' narratives on hopes and failures. International Journal of Inclusive Education, 17(10), 1089–1105.
18. Buxton, C. A. (2005). Creating a culture of academic success in an urban science and math magnet high school. Science Education, 89(3), 392–417.
19. Calabrese Barton, A., Kang, H., Tan, E., O'Neill, T. B., BautistaGuerra, J., & Brecklin, C. (2013). Crafting a future in science: tracing middle school girls' identity work over time and space. American Educational Research Journal, 50(1), 37–75.
20. Carlone, H. B. (2004). The cultural production of science in reform-based physics: girls’ access, participation and resistance. Journal of Research in Science Teaching, 41(4), 392–414.
21. Carlone, H. B., Huffling, L. D., Tomasek, T., Hegedus, T. A., Matthews, C. E., Allen, M. H., & Ash, M. C. (2015). 'Unthinkable' selves: identity boundary work in a summer field ecology enrichment program for diverse youth. International Journal of Science Education, 37(10), 1524–1546.
22. Čeplak, M. M. (2012). The individualisation of responsibility and school achievement. Czech Sociological Review, 48(6), 1093–1114.
23. Charland, W. (2010). African-American youth and the artist's identity: cultural models and aspirational foreclosure. Studies in Art Education: A Journal of Issues and Research in Art Education, 51(2), 115–133.
24. Choi, J. (2009). Asian English language learners' identity construction in an after school literacy site. Journal of Asian Pacific Communication, 19(1), 130–161.
25. Clark, L. M., Badertscher, E. M., & Napp, C. (2013). African American mathematics teachers as agents in their African American students’ mathematics identity formation. Teachers College Record, 115(2), 1–36.
26. Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 49(1), 40–68.
27. Coll, C., & Falsafi, L. (2010). Learner identity. An educational and analytical tool. Revista de Educación, 353, 211–233.
28. Cone, N., Buxton, C., Lee, O., & Mahotiere, M. (2014). Negotiating a sense of identity in a foreign land: Navigating public school structures and practices that often conflict with Haitian culture and values. Urban Education, 49(3), 263–296.
29. Côté, J. (2002). The role of identity capital in the transition to adulthood: the individualization thesis examined. Journal of Youth Studies, 5(2), 117–134.
30. Cowie, B., Jones, A., & Otrel-Cass, K. (2011). Re-engaging students in science: issues of assessment, funds of knowledge and sites for learning. International Journal of Science and Mathematics Education, 9(2), 347–366.
31. Cummins, J., Hu, S., Markus, P., & Montero, M. K. (2015). Identity texts and academic achievement: connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555–581.
32. DeCuir-Gunby, J. T. (2009). A review of the racial identity development of African American adolescents: the role of education. Review of Educational Research, 79(1), 103–124.
33. DeGennaro, D., & Brown, T. L. (2009). Youth voices: connections between history, enacted culture and identity in a digital divide initiative. Cultural Studies of Science Education, 4(1), 13–39.
34. Edwards-Groves, C., & Murray, C. (2008). Enabling voice: perceptions of schooling from rural aboriginal youth at risk of entering the juvenile justice system. Australian Journal of Indigenous Education, 37(1), 165–177.
35. Erikson, E. H. (1968). Identity: youth and crisis. New York: W. W. Norton.
36. Evnitskaya, N., & Morton, T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education, 25(2), 109–127.
37. Farland-Smith, D. (2012). Personal and social interactions between young girls and scientists: examining critical aspects for identity construction. Journal of Science Teacher Education, 23(1), 1–18.
38. Fields, D., & Enyedy, N. (2013). Picking up the mantle of “expert”: assigned roles, assertion of identity, and peer recognition within a programming class. Mind, Culture, and Activity, 20(2), 113–131.
39. Fletcher, A., Bonell, C., Sorhaindo, A., & Rhodes, T. (2009). Cannabis use and 'safe' identities in an inner-city school risk environment. International Journal of Drug Policy, 20(3), 244–250.
40. Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99–110.
41. Foucault, M. (1980). Power/knowledge: selected interviews and other writings 1972–1977. New York: Pantheon Books.
42. Freire, S., Carvalho, C., Freire, A., Azevedo, M., & Oliveira, T. (2009). Identity construction through schooling: listening to students’ voices. European Educational Research. Journal, 8(1), 80–88.
43. Furman, M., & Calabrese Barton, A. (2006). Capturing urban student voices in the creation of a science mini-documentary. Journal of Research in Science Teaching, 43(7), 667–694.
44. Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
45. Gilmartin, S., Denson, N., Li, E., Bryant, A., & Aschbacher, P. (2007). Gender ratios in high school science departments: the effect of percent female faculty on multiple dimensions of students’ science identities. Journal of Research in Science Teaching, 44(7), 980–1009.
46. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine De Gruyter.
47. Greenhalgh, T., & Peacock, R. (2005). Effectiveness and efficiency of search methods in systematic reviews of complex evidence: audit of primary sources. Bmj, 331(7524), 1064–1065.
48. Hall, H. R. (2007). Poetic expressions: students of color express resiliency through metaphors and similes. Journal of Advanced Academics, 18(2), 216–244.
49. Hall, L. A. (2010). The negative consequences of becoming a good reader: identity theory as a lens for understanding struggling readers, teachers, and reading instruction. Teachers College Record, 112(7), 1792–1829.
50. Hall, L. A., Johnson, A. S., Juzwik, M. M., Wortham, S. E. F., & Mosley, M. (2010). Teacher identity in the context of literacy teaching: three explorations of classroom positioning and interaction in secondary schools. Teaching and Teacher Education, 26(2), 234–243.
51. Hamilton, L. (2002). Constructing pupil identity: personhood and ability. British Educational Research Journal, 28(4), 591–602.
52. Hamman, D., & Hendricks, C. B. (2005). The role of the generations in identity formation: Erikson speaks to teachers of adolescents. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 72–75.
53. Hardee, S. C., & Reyelt, A. (2009). Women's well-being initiative: creating, practicing, and sharing a border pedagogy for youth. Perspectives on Urban Education, 6(2), 29–40.
54. Harrell-Levy, M. K., & Kerpelman, J. L. (2010). Identity process and transformative pedagogy: teachers as agents of identity formation. Identity: An International Journal of Theory and Research, 10(2), 76–91.
55. Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: a gender study. Journal of Research in Science Teaching, 47(8), 978–1003.
56. Hazari, Z., Cass, C., & Beattie, C. (2015). Obscuring power structures in the physics classroom: linking teacher positioning, student engagement, and physics identity development. Journal of Research in Science Teaching, 52(6), 735–762.
57. Henfield, M. S. (2012). Masculinity identity development and its relevance to supporting talented black males. Gifted Child Today, 35(3), 179–186.
58. Heyd-Metzuyanim, E. (2013). The co-construction of learning difficulties in mathematics teacher-student interactions and their role in the development of a disabled mathematical identity. Educational Studies in Mathematics, 83(3), 341–368.
59. Higgins, C. (2015). Intersecting scapes and new millennium identities in language learning. Language Teaching, 48(3), 373–389.
60. Hoffman, A. R. (2012). Exclusion, engagement and identity construction in a socioeconomically diverse middle school wind band classroom. Music Education Research, 14(2), 209–226.
61. Holland, D., & Lave, J. (2001). History in person: enduring struggles, contentious practice, intimate identities. Santa Fe: School of American Research Press.
62. Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
63. Horn, I. S. (2008). Turnaround students in high school mathematics: constructing identities of competence through mathematical worlds. Mathematical Thinking and Learning, 10(3), 201–239.
64. Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2013). The single sex debate for girls in science: a comparison between two informal science programs on middle school students' STEM identity formation. Research in Science Education, 43(5), 1979–2007.
65. Ideland, M., & Malmberg, C. (2012). Body talk: students' identity construction while discussing a socioscientific issue. Cultural Studies of Science Education, 7(2), 279–305.
66. Jackson, P. N. (1968). Life in classrooms. New York: Holt, Rinehart and Winston, Inc.
67. Jethwani, M. M. (2015). “Girls have more of an educational brain”: a qualitative exploration of the gender gap in educational attainment among black Bermudian adolescents. Journal of Adolescent Research, 30(3), 335–364.
68. Johnson, A., Brown, J., Carlone, H., & Cuevas, A. K. (2011). Authoring identity amidst the treacherous terrain of science: a multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48(4), 339–366.
69. Jones, J. N., & Deutsch, N. L. (2013). Social and identity development in an after-school program: changing experiences and shifting adolescent needs. The Journal of Early Adolescence, 33(1), 17–43.
70. Jonsson, A., & Beach, D. (2013). A problem of democracy: stereotypical notions of intelligence and identity in college preparatory academic programmes in the Swedish upper secondary school. Nordic Studies in Education, 33(1), 50–62.
71. Kaplan, A., & Flum, H. (2009). Motivation and identity: the relations of action and development in educational contexts—an introduction to the special issue. Educational Psychologist, 44(2), 73–77.
72. Kaplan, A., & Flum, H. (2012). Identity formation in educational settings: a critical focus for education in the 21st century. Contemporary Educational Psychology, 37(3), 171–175.
73. Kendrick, M., Early, M., & Chemjor, W. (2013). Integrated literacies in a rural Kenyan girls' secondary school journalism club. Research in the Teaching of English, 47(4), 391–419.
74. Knigge, M., & Hannover, B. (2011). Collective school-type identity: predicting students’ motivation beyond academic self-concept. International Journal of Psychology, 46(3), 191–205.
75. Kroger, J. (2007). Identity development: adolescence through adulthood. Thousand Oaks: SAGE.
76. Kroger, J., Martinussen, M., & Marcia, J. E. (2010). Identity status change during adolescence and young adulthood: a meta-analysis. Journal of Adolescence, 33(5), 683–698.
77. Lam, R. S. Y., & Tam, V. C. W. (2011). Correlates of identity statuses among Chinese adolescents in Hong Kong. International Journal of Adolescent Medicine and Health, 23(1), 51–58.
78. Lambert, R. (2015). Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies. Educational Studies in Mathematics, 89(1), 1–18.
79. Landers, M. G. (2013). Towards a theory of mathematics homework as a social practice. Educational Studies in Mathematics, 84(3), 371–391.
80. Lemke, J. L. (2001). Articulating communities: sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316.
81. Lewis, C., & Del Valle, A. (2009). Literacy and identity. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 307–322). New York: Guilford Press.
82. Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16(1), 109–115.
83. Liu, Y., & Hannafin, R. D. (2010). Exploring student identity in an intercultural web-assisted scientific inquiry project. Journal of Research in International Education, 9(2), 124–140.
84. Luehmann, A. L. (2009). Accessing resources for identity development by urban students and teachers: foregrounding context. Cultural Studies of Science Education, 4(1), 51–66.
85. Marcia, J. E. (1993). The ego identity status approach to ego identity. In J. E. Marcia, D. R. Matteson, J. L. Orlofsky, A. S. Waterman, & S. L. Archer (Eds.), Ego identity: a handbook for psychosocial research (pp. 3–21). New York: Springer-Verlag.
86. Marcouyeux, A., & Fleury-Bahi, G. (2011). Place-identity in a school setting: effects of the place image. Environment and Behavior, 43(3), 344–362.
87. Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept: theoretical and empirical justification. Educational Psychology Review, 2(2), 77–172.
88. Mittendorff, K., Jochems, W., Meijers, F., & Den Brok, P. (2008). Differences and similarities in the use of the portfolio and personal development plan for career guidance in various vocational schools in the Netherlands. Journal of Vocational Education and Training, 60(1), 75–91.
89. Mortimer, K. S., Wortham, S., & Allard, E. (2010). Helping immigrants identify as "university-bound students": unexpected difficulties in teaching the hidden curriculum. Revista De Educacion, 353, 107–128.
90. Muhammad, G. E. (2012). Creating spaces for black adolescent girls to "write it out!". Journal of Adolescent and Adult Literacy, 56(3), 203–211.
91. Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2015). Developmental trajectories and reciprocal associations between career adaptability and vocational identity: a three-wave longitudinal study with adolescents. Journal of Vocational Behavior, 88, 131–142.
92. Olitsky, S. (2007). Facilitating identity formation, group membership, and learning in science classrooms: what can be learned from out-of-field teaching in an urban school? Science Education, 91(2), 201–221.
93. Olitsky, S., Flohr, L. L., Gardner, J., & Billups, M. (2010). Coherence, contradiction, and the development of school science identities. Journal of Research in Science Teaching, 47(10), 1209–1228.
94. Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: how and when possible selves impel action. Journal of Personality and Social Psychology, 91(1), 188–204.
95. Parker, E. C. (2014). The process of social identity development in adolescent high school choral singers: a grounded theory. Journal of Research in Music Education, 62(1), 18–32.
96. Pfeiffer, J. P., Pinquart, M., & Munchow, H. (2012). School type differences in attainment of developmental goals in students with visual impairment and sighted peers. European Journal of Psychology of Education, 27(3), 389–402.
97. Polman, J. L. (2010). The zone of proximal identity development in apprenticeship learning. Revista De Educacion, 353, 129–155.
98. Polman, J. L., & Hope, J. M. G. (2014). Science news stories as boundary objects affecting engagement with science. Journal of Research in Science Teaching, 51(3), 315–341.
99. Polman, J. L., & Miller, D. (2010). Changing stories: trajectories of identification among African American youth in a science outreach apprenticeship. American Educational Research Journal, 47(4), 879–918.
100. Rahm, J., Lachaîne, A., & Mathura, A. (2014). Youth voice and positive identity-building practices: the case of ScienceGirls. Canadian Journal of Education, 37(1), 209–232.
101. Rich, Y., & Schachter, E. (2012). High school climate and student identity development. Contemporary Educational Psychology, 37(3), 218–228.
102. Robb, N., Dunkley, L., Boynton, P., & Greenhalgh, T. (2007). Looking for a better future: identity construction in socio-economically deprived 16-year olds considering a career in medicine. Social Science & Medicine, 65(4), 738–754.
103. Rogers, J., Morrell, E., & Enyedy, N. (2007). Studying the struggle: contexts for learning and identity development for urban youth. American Behavioral Scientist, 51(3), 419–443.
104. Rossiter, G. (2007). Education in identity. International Journal Of Children's Spirituality, 12(2), 207–219.
105. Rubin, B. C. (2007). Learner identity amid figured worlds: constructing (in)competence at an urban high school. The Urban Review, 39(2), 217–249.
106. Rudd, L. L. (2012). Just "slammin!" adolescents' construction of identity through performance poetry. Journal of Adolescent and Adult Literacy, 55(8), 682–691.
107. Russ, A., Peters, S. J., Krasny, M. E., & Stedman, R. C. (2015). Development of ecological place meaning in New York city. The Journal of Environmental Education, 46(2), 73–93.
108. Schachter, E., & Galili-Schachter, I. (2012). Identity literacy: reading and teaching texts as resources for identity formation. Teachers College Record, 114(5), 1–37.
109. Schachter, E., & Rich, Y. (2011). Identity education: a conceptual framework for educational researchers and practitioners. Educational Psychologist, 46(4), 222–238.
110. Seaton, E. E. (2007). "If teachers are good to you": caring for rural girls in the classroom. Journal of Research in Rural Education, 22(6), 1–16.
111. Sica, L. S. (2009). Adolescents in different contexts: the exploration of identity through possible selves. Cognition, Brain, Behavior: An Interdisciplinary Journal, 13(3), 221–252.
112. Silseth, K., & Arnseth, H. (2011). Learning and identity construction across sites: a dialogical approach to analysing the construction of learning selves. Culture & Psychology, 17(1), 65–80.
113. Sinai, M., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: a design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37(3), 195–205.
114. Skerrett, A. (2012). “We hatched in this class”: Repositioning of identity in and beyond a reading classroom. The High School Journal, 95(3), 62–75.
115. Smagorinsky, P., Cook, L. S., & Reed, P. M. (2005). The construction of meaning and identity in the composition and reading of an architectural text. Reading Research Quarterly, 40(1), 70–88.
116. Smith, K. (2008). Becoming an "honours student": the interplay of literacies and identities in a high-track class. Journal of Curriculum Studies, 40(4), 481–507.
117. Solomon, Y. (2007). Experiencing mathematics classes: ability grouping, gender and the selective development of participative identities. International Journal of Educational Research, 46(1–2), 8–12.
118. Solomontos-Kountouri, O., & Hurry, J. (2008). Political, religious and occupational identities in context: placing identity status paradigm in context. Journal of Adolescence, 31(2), 241–258.
119. Squire, K. (2006). From content to context: videogames as designed experience. Educational Researcher, 35(8), 19–29.
120. Stapleton, S. R. (2015). Environmental identity development through social interactions, action, and recognition. The Journal of Environmental Education, 46(2), 94–113.
121. Steele, C. M. (1997). A threat in the air. How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.
122. Stokes, H., & Wyn, J. (2007). Constructing identities and making careers: young people’s perspectives on work and learning. International Journal of Lifelong Education, 26(5), 495–511.
123. Subramaniam, M. M., Ahn, J., Fleischmann, K. R., & Druin, A. (2012). Reimagining the role of school libraries in STEM education: creating hybrid spaces for exploration. Library Quarterly, 82(2), 161–182.
124. Tajfel, H. (1978). Differentiation between social groups: studies in the social psychology of intergroup relations. London: Academic Press.
125. Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behaviour. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (pp. 7–24). Chicago: Nelson-Hall.
126. Tan, E., & Calabrese Barton, A. (2007). From peripheral to central, the story of Melanie's metamorphosis in an urban middle school science class. Science Education, 92(4), 567–590.
127. Ten Dam, G., Volman, M., & Wardekker, W. (2004). Making sense through participation: social differences in learning and identity development. In J. van der Linden & P. Renshaw (Eds.), Dialogic learning. Shifting perspectives to learning, instruction and teaching (pp. 63–85). Dordrecht: Kluwer.
128. Thompson, J. (2014). Engaging girls' sociohistorical identities in science. Journal of the Learning Sciences, 23(3), 392–446.
129. Van Ryzin, M. J. (2014). Exploring relationships among boys and men: a retrospective, qualitative study of a multi-year community-based group mentoring program. Children and Youth Services Review, 44, 349–355.
130. Van Sluys, K. (2010). Trying on and trying out: participatory action research as a tool for literacy and identity work in middle grades classrooms. American Journal of Community Psychology, 46(1–2), 139–151.
131. Vetter, A. (2010). Positioning students as readers and writers through talk in a high school English classroom. English Education, 43(1), 33–64.
132. Vetter, A. M., Fairbanks, C., & Ariail, M. (2011). 'Crazyghettosmart': a case study in Latina identities. International Journal of Qualitative Studies in Education, 24(2), 185–207.
133. Vianna, E., & Stetsenko, A. (2011). Connecting learning and identity development through a transformative activist stance: application in adolescent development in a child welfare program. Human Development, 54(5), 313–338.
134. Volman, M., & Ten Dam, G. (2007). Learning and the development of social identities in the subjects care and technology. British Educational Research Journal, 33(6), 845–866.
135. Wallace, C. S. (2012). Authoritarian science curriculum standards as barriers to teaching and learning: an interpretation of personal experience. Science Education, 96(2), 291–310.
136. Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press.
137. Whiting, G. W. (2006). From at risk to at promise: developing a scholar identity among Black male adolescents. Journal of Secondary Gifted Education, 17(4), 222–229.
138. Wilmot, K. (2014). "Coconuts" and the middle-class identity change and the emergence of a new prestigious English variety in South Africa. English World-Wide, 35(3), 306–337.
139. Wortham, S. (2006). Learning identity: the joint emergence of social identification and academic learning. Cambridge: Cambridge University Press.
140. Yi, Y. (2013). Adolescent multilingual writer's negotiation of multiple identities and access to academic writing: a case study of a jogi yuhak student in a US high school. Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes, 69(2), 207–231.