Musical identity construction and maintenance through the lens of Identity Process Theory

Musical identity construction and maintenance through the lens of Identity Process Theory

Background This study uses Identity Process Theory (IPT; Breakwell, 2023) to understand the social-psychological processes which motivate individuals to construct an identity in which music, singing, and singing teaching feature prominently. IPT views identity as wholistic and emphasises its regulating processes rather than separate identity components. The identity processes are guided by four empirically-observed identity principles or motivations: positive distinctiveness—resulting from social comparisons whereby we differentiate ourselves in ways which we and others find meaningful, valuable, and worthwhile; self-esteem—our subjective evaluation of our own worth; self-efficacy—learning about ourselves through observation and interaction with others; and continuity—the subjective perception of connection between past and present identity.

Aim(s) We used IPT as an interpretative lens to explore identity construction wholistically for a participant group comprised of singing teachers. We asked: How have the identity principles within IPT been enacted in the lives of participant singing teachers? In using IPT in this way, what are the implications for understanding musical engagement across the lifespan?

Aim(s) We used IPT as an interpretative lens to explore identity construction wholistically for a participant group comprised of singing teachers. We asked: How have the identity principles within IPT been enacted in the lives of participant singing teachers? In using IPT in this way, what are the implications for understanding musical engagement across the lifespan?

Methods We conducted reflexive thematic analysis of semi-structured interviews with 10 Australian singing teachers (with an average age 60) to understand how they enacted identity principles which motivate identity construction and maintenance.

Results Findings were captured in two themes: 1) “It has just been music”: Living a musical life is my destiny; 2) “I know my value”: Achieving goals in music and teaching is motivating. Participants’ consistent musical engagement across the lifespan satisfied the identity principles of continuity and positive distinctiveness. The identity principles of self-efficacy and self-esteem were satisfied through the social connections created with peers and through teaching singing; participants derived self-worth from celebrating and contributing to the success of others. Teaching singing was a way to become singular, that is, distinctive, and distinctively valued by the self and others.

Discussion and conclusion This study adds to the wider commentary on identities in music/music in identities literature and the findings have implications for understanding identity resilience and musical engagement across the lifespan. Moreover, the study provides a worked example of how Identity Process Theory can be applied in musical identities research to uncover new insights on the psychological processes of identity construction.

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