Over the last four years or so, I’ve gotten into running, a hobby I’ve always avoided like the plague. This sport has taught me a lot, first and foremost that running is HARD. But it has also shed light on something else: the relationship between identity and goals. 

Here’s what I mean. There’s a difference between people who say they’re “trying to go on runs” versus those who say, “I’m a runner.” The difference boils down to identity. The first group hasn’t incorporated running into their identity while the second group has. When I made the shift from “trying to go on runs” to seeing myself as a runner, I didn’t immediately get faster or run longer. The difference was mental. Motivating myself to run became easier, my running habits became automatic. And that consistency spurred growth. Now, I even kind of enjoy runs sometimes!

Identity-based change doesn’t end with running—it also has everything to do with becoming a writer. 

At this juncture, with the sun setting over summer and rising on the school year, it’s the perfect time to examine identity and goals. This year, who do we want to be? What do we want to achieve? How do we teach our students to intentionally set goals?

One answer lies within the theory of Identity-Based Motivation (IBM) proposed by Dr. Daphna Oyserman, a psychology professor at USC (here’s the article if you’re curious about psychology like I am). She explains the link between our identities and our motivation. Because we prefer to act in ways that are consistent with our identity, we interpret difficulties that arise when we do identity-consistent actions as important or meaningful. The struggle seems worth it. On the other hand, when we do something that doesn’t align with our identity, we see difficulty as a sign that we’re in the wrong place, the struggle proving we don’t belong. 

So for example, when I view myself as a runner, the hardship I experience has meaning because it’s pushing me to become more of who I am. When I saw myself as someone just trying out running, however, every obstacle became proof that I wasn’t cut out for this sport.

The same goes for writing. For a writer, the challenge of getting ideas on the page is important because it shapes the person to become more of who they are. For the “I’m not good at writing” or “writing is boring” student, the struggle inherent in writing is discouraging.

Therefore, our goal isn’t to shape students into people who write sometimes. We want our students to be WRITERS.

Identifying as a writer doesn’t mean you have it all figured out. As Thomas Mann said, “A writer is someone for whom writing is more difficult than it is for other people.” Being a writer means you have something to say—and each student is brimming with wonderful, colorful, vibrant ideas, if only they have the means to express them. 

This year, let’s lean into identity to drive action. Every student is a writer—and we can’t let them forget it.

~ Claire S.