Education and Identity

In our society, many declining identities are often accepted. Because of this situation, individuals have little control over how the public sees them. But one of the decisive factors that can change what is being portrayed as a society is your knowledge and education. Through education, individuals can get social expectations and gain opportunities to influence the surrounding world. Society is concerned with personal concepts, but education provides a resolution to change the identity of assumptions given to them.

Like other identities, educational identities are built and strengthened through social relations (White 1992). Participate in higher education institutions while changing identity and social networks. Because the strongest predictors of the friendship network are proximity and similarity (eg similar educational level) (Hallinan and Williams 1989), educated individuals are now affected by people of higher education level It is. People who receive higher education are associated with friends who live in high-ranking communities and real estate agents who provide services to them through such a connection between education and other educational institutions.

Certain educational circumstances affect the behavior of individuals as they influence identity formation and social networking. The higher the level of education, the greater the role of education in the formation of individual identity. In order to achieve high standards of education it is necessary to increase investment including time, energy, and money, which can lead to interest in the position and status of the institution. This identity includes the belief that the benefits of educational certificates, the educational sacrifice, are meaningful and that education is important. Higher education is not usually the "owner" identity, but there are still multiple identities and contradictions (Calhoun 1995)

People with poor education and poverty need to participate in identity research. Inadequate representation of individuals with low socioeconomic status and individuals with low educational level in identity research limits their individual identity and their understanding of economic funds and the willingness to enter university. As Phillips and Pittman (2003) observes, we know little about any identity process of poor young and emerging adults. We also know the problem of individual identity development in the labor market right after graduating from high school and shortly after graduation.