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<p><b>Identity performance</b> is a concept that holds that "<a href="Identity_(social_science)" title="Identity (social science)">identity</a>" can be a project or a conscious effort or action taken to present oneself in <a href="Social_interaction" class="mw-redirect" title="Social interaction">social interactions</a>. This is based on the definition of identity as an ongoing process of <a href="Self-image" title="Self-image">self</a>-definition and the definitions of the self by others, which emerge from interaction with others.<sup id="cite_ref-:0_1-0" class="reference"><a href="#cite_note-:0-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> The idea is that there are identities that are performed to achieve several objectives such as <a href="Cultural_assimilation" title="Cultural assimilation">assimilation</a> and <a href="Acculturation" title="Acculturation">acculturation</a>, among others. It draws from the <a href="Erving_Goffman" title="Erving Goffman">Erving Goffman</a>'s theatrical metaphor theory where, in social situations, the others perform the <a href="Role" title="Role">role</a> of the audience, which an individual must perform to impress.<sup id="cite_ref-:0_1-1" class="reference"><a href="#cite_note-:0-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Concept">Concept</h2></div>

<p>In everyday <a href="Social_interaction" class="mw-redirect" title="Social interaction">interactions</a>, the <a href="Human_body" title="Human body">body</a> serves as a critical site of identity performance. In conveying who we are to other people, we use our bodies to project information about ourselves.<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> This is done through movement, clothing, speech, and <a href="Facial_expression" title="Facial expression">facial expressions</a>. What we put forward is our best effort at what we want to say about who we are. Yet, while we intend to convey one impression, our performance is not always interpreted as we might expect. Through learning to make sense of others’ responses to our behavior, we can assess how well we have conveyed what we intended. We can then alter our performance accordingly. This process of performance, interpretation, and adjustment is what Goffman calls <a href="Impression_management" title="Impression management">impression management</a>.<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Impression management is a part of a larger process where people seek to define a situation<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> through their behavior. People seek to define <a href="Social_situation" class="mw-redirect" title="Social situation">social situations</a> by using contextual cues from the environment around them. <a href="Social_norm" title="Social norm">Social norms</a> emerge from situational definitions, as people learn to read <a href="Social_cue" title="Social cue">social cues</a> from the environment and the people present to understand what is considered appropriate behavior.

</p><p>Learning how to manage impressions is a critical <a href="Social_skill" class="mw-redirect" title="Social skill">social skill</a> that is honed through experience. Over time, we learn how to make meaning out of a situation, others’ reactions, and what we are projecting of ourselves. As children, we learn that actions on our part prompt reactions by adults; as we grow older, we learn to interpret these reactions and adjust our behavior. Diverse <a href="Social_environment" title="Social environment">social environments</a> help people develop these skills because they force individuals to re-evaluate the signals they take for granted.<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup>

</p><p>The process of learning to read social cues and react accordingly is core to being socialized into a <a href="Society" title="Society">society</a>. While the process begins at home for young children, it is critical for young people to engage in social settings outside the home to develop these skills. The ways that children are taught about situations and impression management varies greatly by culture,<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> but these processes are commonly seen as part of <a href="Coming_of_age" title="Coming of age">coming of age</a>. While no one is ever a true master of impression management, the <a href="Teenage" class="mw-redirect" title="Teenage">teenage</a> years are a common time when people use their experiences to develop these skills.

</p><p>In mediated environments, bodies are not immediately visible and the skills people need to interpret situations and manage impressions are different. As Jenny Sundén argues, people must learn to write themselves into being.<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> Doing so makes visible how much we take the body for granted. While text, images, audio, and video all provide valuable means for developing a virtual presence, the act of articulation differs from how we convey meaningful information through our bodies. This process also makes explicit the <a href="Self-reflexivity" class="mw-redirect" title="Self-reflexivity">self-reflexivity</a> that Giddens argues is necessary for <a href="Identity_formation" title="Identity formation">identity formation</a>, but the choices individuals make in crafting a digital body highlight the self-monitoring that Foucault so sinisterly notes.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup>

</p><p>In some sense, people have more control online – they are able to carefully choose what information to put forward, thereby eliminating visceral reactions that might have seeped out in everyday <a href="Communication" title="Communication">communication</a>. At the same time, digital bodies are fundamentally coarser, making it far easier to misinterpret what someone is expressing. Furthermore, as <a href="Amy_Bruckman" class="mw-redirect" title="Amy Bruckman">Amy Bruckman</a> shows, key information about a person's body is often present online, even when that person is trying to act deceptively; for example, people are relatively good at detecting when someone is a man even when they profess to be a woman.<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> Yet, because mediated environments reveal different signals, the mechanisms of <a href="Deception" title="Deception">deception</a> differ.<sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Examples">Examples</h2></div>

<p>There are studies that reveal specific cases of identity performance. These include the investigation on the experiences of <a href="Latino_(demonym)" title="Latino (demonym)">Latino</a> students in the <a href="Education_in_the_United_States" title="Education in the United States">American public education system</a>. It was found that within culturally coded classrooms, members of this ethnic group are expected to perform identity in the form of behavioral signal that they are just as worthy of achievement as their <a href="White_Americans" title="White Americans">white</a> peers.<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> This also underscored that the <a href="White_identity" title="White identity">white identity</a> serves as the standard, and that the performances often emulated it so that they form part of the how individuals from different ethnic groups assimilate. The "public performances" enacted by black females, such as the assumption of the role of the "black vixen", are also cases of this phenomenon. Researchers cite that roles are performed to reenact, reimagine, and even revise personal and collective history.<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup>

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<ul><li><a href="Dignity" title="Dignity">Dignity</a></li>

<li><a href="Workism" title="Workism">Workism</a></li>

<li><a href="Self-esteem" title="Self-esteem">Self-esteem</a></li>

<li><a href="Social_defeat" title="Social defeat">Social defeat</a></li>

<li><a href="Social_mobility" title="Social mobility">Social mobility</a></li>

<li><a href="Social_rejection" title="Social rejection">Social rejection</a></li>

<li><a href="Division_of_labour" title="Division of labour">Division of labour</a></li>

<li><a href="Economic_mobility" title="Economic mobility">Economic mobility</a></li>

<li><a href="Achievement_ideology" title="Achievement ideology">Achievement ideology</a></li>

<li><a href="Winner_and_loser_culture" title="Winner and loser culture">Winner and loser culture</a></li>

<li><a href="Social_comparison_theory" title="Social comparison theory">Social comparison theory</a></li>

<li><a href="Keeping_up_with_the_Joneses" title="Keeping up with the Joneses">Keeping up with the Joneses</a></li></ul>

<div class="mw-heading mw-heading2"><h2 id="Bibliography">Bibliography</h2></div>

<p>Michelle Duffy. “Performing identity within a multicultural framework”, in <i>Social and Cultural Geography</i>, special issue on 'music and place', VI(2005), no. 4, pp. 677–692.

</p><p>Philip V. Bohlman and Marcello Sorce Keller (eds.), <i>Musical Anthropology of the Mediterranean: Interpretation, Performance, Identity</i>. Bologna: Edizioni Clueb –

Cooperativa Libraria Universitaria Editrice, 2009.

</p><p><a href="Linda_Barwick" title="Linda Barwick">Linda Barwick</a> and Marcello Sorce Keller (eds.). <i>Out of Place and Time: Italian and Australian Perspectives on Italian Music in Australia</i>. Lyrebird: Melbourne, 2012.

</p><p>Marcello Sorce Keller. “The Swiss-Germans in Melbourne. Some Considerations on Musical Traditions and Identity”, <i>Schweizer Jahrbuch für Musikwissenschaft</i>, Neue Folge, XXV(2005), pp. 131–154.

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<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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</style><cite id="CITEREFDuits2008" class="citation book cs1">Duits, Linda (2008). <span class="id-lock-limited" title="Free access subject to limited trial, subscription normally required"><a rel="nofollow" class="external text" href="https://archive.org/details/multigirlculture00duit"><i>Multi - Girl - Culture: An Ethnography of Doing Identity</i></a></span>. Amsterdam: Amsterdam University Press. pp. <a rel="nofollow" class="external text" href="https://archive.org/details/multigirlculture00duit/page/n41">35</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9789056295257</bdi>.</cite></span>

</li>

<li id="cite_note-2"><span class="mw-cite-backlink"><b><a href="#cite_ref-2">^</a></b></span> <span class="reference-text">Davis, Fred. 1992. Fashion, Culture and Identity. Chicago: University of Chicago Press.</span>

</li>

<li id="cite_note-3"><span class="mw-cite-backlink"><b><a href="#cite_ref-3">^</a></b></span> <span class="reference-text">Goffman, Erving. 1956. The Presentation of Self in Everyday Life. Edinburgh: University of Edinburgh.</span>

</li>

<li id="cite_note-4"><span class="mw-cite-backlink"><b><a href="#cite_ref-4">^</a></b></span> <span class="reference-text">Goffman, Erving. 1963. Behavior in Public Places. New York: The Free Press.</span>

</li>

<li id="cite_note-5"><span class="mw-cite-backlink"><b><a href="#cite_ref-5">^</a></b></span> <span class="reference-text">Boyd, Danah. 2008 “Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life.” MacArthur Foundation Series on Digital Learning, Identity Volume (ed. David Buckingham).</span>

</li>

<li id="cite_note-6"><span class="mw-cite-backlink"><b><a href="#cite_ref-6">^</a></b></span> <span class="reference-text">Briggs, Jean. 1999. Inuit Morality Play: The Emotional Education of a Three-Year-Old. New Haven: Yale University Press.</span>

</li>

<li id="cite_note-7"><span class="mw-cite-backlink"><b><a href="#cite_ref-7">^</a></b></span> <span class="reference-text">Sundén, Jenny. 2003. Material Virtualities. New York: Peter Lang Publishing.</span>

</li>

<li id="cite_note-8"><span class="mw-cite-backlink"><b><a href="#cite_ref-8">^</a></b></span> <span class="reference-text">See David Buckingham’s introduction to this volume for a greater discussion of this.</span>

</li>

<li id="cite_note-9"><span class="mw-cite-backlink"><b><a href="#cite_ref-9">^</a></b></span> <span class="reference-text"><cite id="CITEREFBermanBruckman" class="citation journal cs1">Berman, Joshua; <a href="Amy_S._Bruckman" title="Amy S. Bruckman">Bruckman, Amy S.</a> <a rel="nofollow" class="external text" href="https://faculty.cc.gatech.edu/~asb/papers/convergence-tg-01.pdf">"The Turing Game: Exploring Identity in an Online Environment"</a> <span class="cs1-format">(PDF)</span>. <i>Convergence</i>. <b>7</b> (3): <span class="nowrap">83–</span>102. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F135485650100700307">10.1177/135485650100700307</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20250215174507/https://faculty.cc.gatech.edu/~asb/papers/convergence-tg-01.pdf">Archived</a> <span class="cs1-format">(PDF)</span> from the original on 2025-02-15<span class="reference-accessdate">. Retrieved <span class="nowrap">2025-04-15</span></span> – via <a href="Georgia_Institute_of_Technology" class="mw-redirect" title="Georgia Institute of Technology">Georgia Institute of Technology</a>.</cite></span>

</li>

<li id="cite_note-10"><span class="mw-cite-backlink"><b><a href="#cite_ref-10">^</a></b></span> <span class="reference-text">Donath, Judith. 1999. “Identity and deception in the virtual community.” Communities in Cyberspace (Marc Smith & Peter Kollock, eds). London: Routledge.</span>

</li>

<li id="cite_note-11"><span class="mw-cite-backlink"><b><a href="#cite_ref-11">^</a></b></span> <span class="reference-text"><cite id="CITEREFCarillo2008–2009" class="citation journal cs1 cs1-prop-long-vol">Carillo, Andres (2008–2009). "The Costs of Success: Mexican American Identity Performance within Culturally Coded Classrooms and Educational Achievement". <i>Review of Law and Social Justice</i>. 18: 3: <span class="nowrap">641–</span>676.</cite></span>

</li>

<li id="cite_note-12"><span class="mw-cite-backlink"><b><a href="#cite_ref-12">^</a></b></span> <span class="reference-text"><cite id="CITEREFHenderson2014" class="citation book cs1">Henderson, Mae (2014). <i>Speaking in Tongues and Dancing Diaspora: Black Women Writing and Performing</i>. Oxford: Oxford University Press. p. 225. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>9780195116595</bdi>.</cite></span>

</li>

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