Active learning ideas
This topic examines how our sense of self is constructed through our social characteristics. Students analyse how social class, gender, ethnicity, and age shape both individual and social identities. They explore the shift from 'modern' identities (fixed and based on work/class) to 'postmodern' identities (fluid and based on consumption and choice).
Activity 01
In small groups, students create a 'profile' for a fictional person based on their class, gender, and ethnicity. They must list the likely 'markers' of that identity, such as their hobbies, language style, and future aspirations.
How is gender identity socially constructed?
Activity 02
Students are given different social settings (e.g., a job interview, a football match, a family dinner). They must discuss in pairs how they would 'perform' their identity differently in each, using Goffman's idea of 'front stage' and 'back stage'.
In what ways does social class still influence identity in the UK?
Activity 03
Students consider the term 'Britishness'. They discuss with a partner how someone might have a 'hybrid identity' (e.g., British-Muslim or Black-British) and how this challenges traditional ideas of national identity.
How do hybrid identities emerge in a multicultural society?
A few notes on teaching this unit
Watch Out for These Misconceptions
Identity is something we are born with.
Sociologists argue identity is 'socially constructed' through interaction. A 'gender-neutral' role play activity can help students see how much of our 'masculinity' or 'femininity' is actually a learned performance rather than a biological trait.
Social class no longer matters for identity in the UK.
While consumption has changed, class still heavily influences life chances and self-perception. Using 'class-marker' sorting tasks (e.g., accents, education, social networks) helps students see that class identity remains a powerful force, even if it is less visible than in the past.
Methods used in this brief