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Chapter 3 Identity and Interpersonal Communication

Self-concept refers to the knowledge individuals have about themselves, which is shaped and expressed through interpersonal communication. This chapter describes the characteristics of the self and the various sources of self-knowledge. In addition, the chapter examines identity as a multi-layered understanding of the self and investigates the potential causes and consequences of identity gaps. The challenges of identity formation during emerging adulthood and identity change during later life stages are also addressed. This chapter also provides suggestions for strengthening interpersonal communication skills to express a coherent identity and support multiple identities. The ethics of communicating identity and supporting minority identities are also discussed.

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The hyperpersonal model suggests that the exchange of messages via computer-mediated communication (CMC) offers a host of advantages in impression formation over traditional face-to-face interaction. In the CMC environment, people have more control over how they present themselves compared to face-to-face interaction. The asynchronous nature of text-based CMC, such as texting, e-mail, and instant messaging, where communication does not happen in real time gives people the opportunity to thoughtfully write, edit, and send messages. According to the hyperpersonal model, CMC allows people to put their best digital foot forward and to engage in strategic impression management to convey optimal self-presentation. For example, when creating an online dating profile, you may put up a professionally edited photo, include a positive description of yourself, or highlight fun interests and hobbies to appear attractive. In addition, the model suggests that individuals tend to idealize one another when forming impressions of other people in a CMC context. So, if you think that a person you are talking to via CMC seems attractive, nice, and funny, you are likely to exaggerate how awesome that person is. Antheunis and colleagues (2020), for example, found that text-based CMC conversation produced an idealized impression of a potential dating partner, which led to attraction in a speed dating session. In essence, the hyperpersonal model offers a conceptual framework for understanding potential advantages unique to CMC in impression formation.

References and other suggested readings:

Antheunis, M. L., Schouten, A. P., & Walther, J. B. (2020). The hyperpersonal effect in online dating: Effects of text-based CMC vs. videoconferencing before meeting face-to-face. Media Psychology, 23(6), 820-839. https://doi.org/10.1080/15213269.2019.1648217
Walther, J. B. (1996). Computer-mediated communication impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43. https://doi.org/10.1177/009365096023001001
Walther, J. B. (2011). Theories of computer-mediated communication and interpersonal relations. In M. L. Knapp & J. A. Daly (Eds.), The Handbook of Interpersonal Communication (pp. 443-480). Sage.
Walther, J. B., & Parks, M. R. (2002). Cues filtered out, cues filtered in: Computer mediated communication and relationships. In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (3rd ed., pp. 529-561). Sage.
Walther, J. B., & Whitty, M. T. (2020). Language, psychology, and new new media: The hyperpersonal model of mediated communication at twenty-five years. Journal of Language and Social Psychology, 40(1), 120-135. https://doi.org/10.1177/0261927X20967703

Hecht (1993) introduced communication theory of identity to clarify how identities are formed and enacted through communication. The theory suggests that individuals possess four distinct yet interdependent layers of identity. The personal layer of identity is about how people perceive themselves or the personal characteristics they have. In an event where people ask you to describe yourself, you may think that your personal layer consists of a hard working college student, a caring friend, a natural leader, or a loving sibling. The enactment layer of identity refers to the qualities people project through verbal and nonverbal styles of communication. For example, different regions of the United States have distinct dialects and accents, and people often enact their cultural identity by embracing their unique accent, dialect, or vocabulary (e.g., saying “Y’all” in the South). The relational layer of identity is developed through personal relationships with other people. Our identity is defined by the type of relationship we have (e.g., parent, romantic partner, boss) and is shaped by how others see us (i.e., they can help or hurt our identity that we wish to present). The communal layer of identity emerges out of groups or networks we belong to (e.g., cultural groups, ethnic groups, religious groups, professional organizations). People learn about their identity through group memberships. For example, for many people from the United States, individualism is at the core of their identity, and thus, people are likely to ascribe to qualities that define this particular cultural group, such as independence, self-reliance, and outspokenness. One application of the theory has been used to understand how refugees make sense of, enact, and renegotiate their identity during adjustment to a new host country (Bergquist et al., 2019). Kam and Hecht (2009) examined the role of identity in grandparent-grandchild relationship and found that when young-adult grandchildren perceive that they are sociable and talkative (personal layer) but are quiet in front of their grandparents (enacted frame), they are more likely to engage in topic avoidance and be less satisfied with their communication and relationship with grandparents. The theory provides a framework for understanding social behavior as a function of identity through communication.

References and other suggested readings:

Bergquist, G., Soliz, J., Everhart, K., Braithwaite, D. O., & Kreimer, L. (2019). Investigating layers of identity and identity gaps in refugee resettlement experiences in the Midwestern United States. Western Journal of Communication, 83(3), 383-402. https://doi.org/10.1080/10570314.2018.1552009
Hecht, M. L. (1993). 2002 – A research odyssey: Toward the development of a communication theory of identity. Communication Monographs, 60(1), 76-81. https://doi.org/10.1080/03637759309376297
Hecht, M. L. (2015). Communication theory of identity: Multilayered understandings of performed identities. In D. O. Braithwaite & P. Schrodt (Eds.), Engaging theories in interpersonal communication: Multiple perspectives (2nd ed., pp. 175-187). Sage.
Hecht, M. L., & Choi, H. J. (2012). The communication theory of identity as a framework for health message design. In H. Cho (Ed.), Health communication message design: Theory, research, and practice (pp. 137-152). Sage.
Hecht, M. L., Warren, J., Jung, E., & Krieger, J. (2005). The communication theory of identity: Development, theoretical perspective, and future directions. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 257-278). Sage.
Kam, J. A., & Hecht, M. L. (2009). Investigating the role of identity gaps among communicative and relational outcomes within the grandparent-grandchild relationship: The young-adult grandchildren’s perspective. Western Journal of Communication, 73(4), 456-480. https://doi.org/10.1080/10570310903279067

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Selected Writings by Communication Studies majors at California State Prison

Los Angeles County, City of Lancaster

In the fall of 2016, the Department of Communication Studies at California State University, Los Angeles, began offering classes inside a maximum security prison facility to offer incarcerated persons the opportunity to achieve a bachelor’s degree in Communication. In spring of 2017, selected assignments and essays produced by those students in response to prompts from this textbook were published in Colloquy: A Journal of the Department of Communication Studies, California State University, Los Angeles. In the time since, the program created The Prison BA Journal to share the students’ work with others. In addition, collaboration between the Lancaster State Prison’s Communication Studies students and students in Cal State LA’s Animation Option brought to life student essays through animation and narration.

Dr. Kamran Afary, faculty advisor to the program and Assistant Professor of Social Justice Communication, describes the impact of learning about interpersonal communication on his students: “I have seen its life transforming effect on my students in their interpersonal relationships with each other and in repairing relationships with their families.” Through the generosity of the program, we can share their work with all students learning from this textbook.

This website shares reflections and animations created in response to Pause and Reflect prompts, organized by chapter, as well as selected essays, poems, and presentations that address other topics or course assignments. Here is just a sample of what you will find: https://vimeo.com/showcase/7155653

We hope you will take the time to learn about interpersonal communication through the words of these students: https://www.prisonbajournal.org/ipccompanion