Running Head: FLUID IDENTITY DEVELOPMENT MODEL 1

Fluid Identity Development Theory

Jewel Perkins

University of West Georgia

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Introduction

The Fluid Identity Development theory provides a method to understand the formation of

a fragmented, fluid identity within an individual as a result of technology, specifically social

networking sites. The theory addresses how the presence of social networking sites has caused

an evolution in identity development. Existing identity development theories such as,

Chickering and Ressier’s Theory of Identity Development (1993) and Erikson Identity

Development Theory (1959) propose the achievement of one, stable identity (Brown, 2016b).

These existing theories were written before technological advances and the emergence of social

media that are commonly used today (Ahlquist, 2015). Examination of the ability to construct

multiple online profiles presents a challenge to whether an achievement of a single, stable

identity is accurate in today’s society (Brown, 2016a, 2016b; Yang, Holden, & Carter, 2017).

Postmodern theorists have recognized that identity is evolving into a “fluid” and “fragmented”

state as a result of the intersectionality of the self and technology (Brown, 2016a). This theory

addresses the development of the fluid identity as a result of the use of social networking sites.

Identity Development and Self-Authorship

The Fluid Identity Development theory was developed with two theoretical frameworks

at its core – identity development theory and self-authorship theory. The digital spaces created

by social networking sites provide users with means to perform self-presentation online and

author their lives through sharing content and ideas and connecting through virtual communities

(Ahlquist, 2015; Yang et al., 2017).

Chickering and Reisser Identity Development Theory (1993)

Studies that have examined the new forms of identity exploration made possible by

digital spaces have shown that significant identity development processes occur online, and are
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particularly important to college students as they are defining and exploring who they are in new

environments (Ahlquist, 2015; Yang et al., 2017). Chickering and Reisser’s (1993) theory

builds from Erickson’s (1959) identity theory and places emphasis on the formation of identity

during a student’s collegiate years (Chickering & Reisser, 1993). The theory consists of seven

vectors that illustrate the formation of identity (Chickering & Reisser, 1993). The seven vectors

are as follows: developing competence, managing emotions, moving through autonomy towards

independence, developing mature interpersonal relationships, establishing identity, developing

purpose and developing integrity (Chickering &Reisser, 1993). Six of the seven vectors were

used in the development of this model.

The first vector, developing competence involves achieving intellectual competence

through acquisition of knowledge, physical competence through involvement of manual

activities, and interpersonal competence through communicating and working with others

(Evans, Forney, Guido, Patton, & Renn, 2010). The managing emotions vector explores the

development of the ability to recognize, accept and manage emotion (Chickering & Reisser,

1993). Moving through autonomy toward interdependence, the third vector, suggests that there

is increased emotional independence and recognition of the importance of interdependence

(Evans et al., 2010). The fourth vector, developing mature interpersonal relationships includes

the development of tolerance and appreciation of cultural and personal differences, as well as

healthy and lasting relationship development (Evans et al., 2010). Establishing identity, the fifth

vector, involves the establishment of a clear self-concept and comfort in the way one is viewed

in the world (Chickering & Reisser, 1993). The sixth vector, developing purpose concerns the

development of meaningful commitments to personal and interpersonal interests and activities,

even when faced with challenge (Chickering & Reisser. 1993).

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Baxter Magolda’s Self Authorship Theory (2001)

Baxter Magolda’s theory consists of four phases that demonstrate the journey to self-

authorship: “movement from external to internal self-definition” (Evans et al., 2010, p. 184). The

four phases are as follows: following formulas, crossroads, becoming the author of one’s life,

and internal foundation. In the phase of following formulas, individuals follow plans laid out to

them by authority figures, allowing others to define them (Baxter Magolda, 2008). In the

crossroads phase, the individual may recognize that the path they are currently on may not fit

anymore and a new one should be established (Evans et al., 2010). In phase three, becoming the

author of one’s life, the individual develops a clear self-concept as a result of choosing one’s

own beliefs and standing by them when faced with opposing views (Baxter Magolda, 2008;

Evans et al., 2010).

Social Networking Sites

Social networking sites are the means by which individuals connect online to create,

share and exchange ideas (Ahlquist, 2015; Brown, 2016b). Users can connect based on shared

interests and characteristics, and communicate in a variety of ways, such as pictures, comments,

and private messages (Ahlquist, 2015; Brown, 2016a, 2016b; Mastrodicasa & Metellus, 2013).

Users can also control who they want to see and share content with by following, or friending,

those who offer value or inspiration and eliminating those who do not (Mastrodicasa & Metellus,

2013). There are multiple platforms available for users to create a profile, each serving a

different purpose to the user. Many of the platforms allow the user to create a profile consisting

of their personal information and a photo; essentially the profile is used to communicate with

others about one’s self (Ahlquist, 2015). These social networking sites give today’s student the

opportunity to present their ideal identities (Mastrodicasa & Metellus, 2013).

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Influences on Identity Development

Social networking sites have created a digital space that is free of the rules and norms of

the physical world; allowing for expression of self and interaction with others to be done in new

ways (Brown, 2016a). The extent to which individuals choose to become involved in the digital

world determines whether their online and offline lives are blended or completely separate

(Brown, 2016a, 2016b). For young people, social networking has become so engaging that “a

new dimension of personal identity development has evolved” (Stoller, 2012) as cited in Brown,

2016b p 11). Its influence extends beyond external actions and behaviors and includes how we

conceptualize ourselves (Brown, 2016b). When social networking sites are applied to the

development process it should change the way we look at the theories (Ahlquist, 2015).

Fluid Identity Development Model

The Fluid Identity Development model builds from Chickering and Ressier’s (1993)

Identity Development theory. It encompasses six of the seven vectors in Chickering and

Ressier’s (1993) theory into its levels, and focuses on self-presentation through social

networking sites. Self-presentation is how the user communicates their identity to others and

serves as an integral part of identity development (Yang et al., 2017). Due to the nature of social

networking sites, users have the ability to present themselves in a variety of ways, and switch

between these self-presentations and social spaces rapidly by simply switching from one mobile

application to another, allowing for online personas to be fluid (Brown, 2016b). The nature of

these sites also present an interesting phenomenon – omnipresent identities. Presenting the self,

online and offline blurs the lines of the physical and virtual world (Brown, 2016b).

There are three levels and three identity types that help to understand this fluid identity

formation. The first level is exploration, followed by the validation level and, the final level,
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establishment. Each identity that is explored progresses through each stage linearly; however,

one can progress and retreat between levels. Not all explored identities will progress through

each level as some identities can be abandoned at any time. Explored identities may also being at

different levels. For example, if an online profile is created with an identity that is already

established offline, it will fall under the validation level. The established identity will then be

evaluated for validity on the chosen online platform. It is also possible that one may experience

conflicts from all three levels simultaneously as they explore several identities at one time. Each

explored identity falls into one of three identity types. Isolated-online is an identity that is only

explored and expressed exclusively online. Omnipresent is an identity type that is explored and

expressed both online and offline. Isolated-Offline is an identity type that is explored and

expressed exclusively offline. These identity types illustrate the fluid and fragmented identities

that form as a result of social networking sites. Identity types may be explored through three

modes of expression adopted from the work of Junco (2014): the visual-self, expressed through

photos and videos, the narrative-self, expressed through spoken or written dialogue, and the

cultural-self expressed through interests, hobbies and mannerisms (Junco, 2014).

Level One: Exploration

In the first level, an individual is becoming comfortable with a new online identity they’ve

created or is testing out an identity within an existing online profile on a social networking site. It

is in this level that an identity type, isolated or omnipresent, emerges for the new or updated

identity. Within the exploration level, characteristics of developing competence and managing

emotions are present. One may be trying on a new identity in order to develop competency in

one of the three areas: intellectual, physical or interpersonal. Competencies are developed

through an individual’s self-presentation.

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As one is becoming comfortable with the new or updated identity they may look towards

others who are a part of their online networks. Brown’s (2016b) findings state users will often

piece together ideas and examples of ways of being from multiple people. In the exploration

level, one may follow formulas by using their network to model from as they develop

competencies and manage their emotions within this new or updated identity. This may be

expressed through their visual, narrative or cultural self, or a combination of selves.

One may begin to post photos and videos or repost written content that reflects the new or

updated identity; however this content typically will not have been created by the user. This can

take the form of retweeting or reposting another users content or emulating another users content

as their own. In order to accept these ideas as their own, Erikson (1968) states the identity must

be stabilized through feedback and trust in self and in others (Ahlquist, 2015).

Level Two: Validation

In the second level, an individual begins to seek validation to stabilize the identity they are

exploring. Validation can come in a variety of forms. Likes and comments can validate the

presentation of the developing identity, as well as connections to those similar to the user

(Ahlquist, 2015). Characteristics of moving through autonomy towards interdependence and

developing mature interpersonal relationships are present in the validation level. This is evident

when students seek approval for emotional independence (Brown, 2016a). As users move

toward achieving these vectors their self-presentation through their visual, narrative and culture

selves will evolve to include a blend of shared posts and original user-generated content.

In this level, the identity type may change based on the validation the user receives and

meaning relationships formed. Omnipresent identities that are expressed both online and offline

can become isolated-online if more desirable validation and community is received online than
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offline. An individual may also decide to abandon an identity they are exploring. Omnipresent

and isolated-online identities may face challenges with moving toward interdependence due to a

concept called the “electronic tether” (Mastrodicasa & Metellus, 2013). The ability to connect

with virtually anyone through the use of social networking sites can create an “electronic tether”

(Mastrodicasa & Metellus, 2013). While college is usually a space that enables exploration free

from authoritative oversight, social networking sites make it possible for authority figures such

as parents or family members to hinder the development of interdependence (Mastrodicasa and

Metllus, 2013). To combat this, users may adjust privacy settings on their social networking

sites, create alias accounts or test the identity on a different platform free from the authoritative

figure.

Users in this stage may also show characteristics of the crossroads phase of Baxter

Magolda’s (2001) theory. They may question if the pieces they’ve adopted to explore fit the

identity they are trying to achieve. Validation and meaningful connections help the user to

determine if this is an identity they want to establish.

Level Three: Establishment

In the final level, an individual shows characteristics of establishing identity and developing

purpose. The users self-presentation of visual, narrative and cultural have evolved to contain a

significant amount of user-generated content. This is also demonstrates phase three of Baxter

Magolda’s (2001) theory becoming the author of one’s life as the user posts photos and videos

and writes posts and comments that are created and written by the user. This type of self-

presentation shows that the user has moved from an external definition by others to an internal

definition that showcases what is important to them.

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In the establishment level, the identity type can still change, although it is unlikely. Isolated-

online identities becoming omnipresent would be rare, however isolated-offline identities

becoming omnipresent would be much more common. Omnipresent identity types can become

isolated-online or isolated-offline when trust or a meaningful relationship or connection is lost in

one space, but retained in the other space.

Student Affairs Application

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The Fluid Identity Development Model will become increasingly more relevant to

student affairs practice as technology continues to advance. Traditional students entering

institutions have been users of technology and social networking sites from a younger age than

those who have matriculated through college before (Ahlquist, 2015). Today’s students are

developing while technology rapidly advances. Many have experienced their entire teenage years

with the presence of the web and its social networks (Brown, 2016b). Mobile devices have only

added another layer to the digital world’s impact by giving students constant access to

information and the ability to instantly share and interact (Mastrodicasa & Metllus, 2013).

Managing these online and offline identities can be disorienting for students during their peak

developmental years (Brown, 2016b). Recognizing this, it is important for student affairs

practitioners to understand how digital spaces impact students today (Ahlquist, 2015).

A practitioner may encounter a student who is trying on an identity exclusively online,

but only to specific audiences and settings. Practitioners can use this theory to understand the

fluid identity in order to appropriately interact with the student in varied settings. For example, a

student is exploring a feminist identity. They currently have a protected Twitter account where

only a select audience can view and interact with their tweets that reflect a feminist identity.

Offline, they have disclosed to their mentor that they are exploring this identity but do not wish

to express it outside of their protected Twitter account. Understanding the theory helps the

practitioner to understand that this student may later adopt this as an omnipresent identity, online

and offline, confirm this identity but choose only to continue to express it in the protected online

setting, or abandon the identity.

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Critique and Future Direction

It is important to note that while the Fluid Identity Development Model addresses the

presence of technology and social networking sites in identity development, it was developed

during a time of rapid growth in technology. Aspects of the theory have the potential to become

obsolete as a result of future technological advances. New devices or software may emerge that

change the way users currently interact, access and share information.

More empirical research to aid the theory is also needed. Most of the existing research is

not longitudinal and does not primarily focus on the direct influence of social networking sites

on identity development. Instead it focuses on how they are used and its influence on identity

development is implied based on its usage methods. Due to rapid updates to technology and

social networking sites, it also is difficult to research and measure the influence on identity

effectively (Brown, 2016b). In order to remain relevant frequent revisions to the theory would be

required.

The Fluid Identity Theory does not address individuals who use social networking sites

exclusively to consume content or those who choose not to engage in any social networking sites

at all. It also fails to address students who have little to no access to technology and social

networking sites.
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Brown, P. G. (2016b). College students, social media, digital identities, and the digitized self

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