Gauntlett’s theory of identity suggests that media doesn’t tell us who to be, but instead offers a wide range of resources that individuals can use to construct their identities. Rather than fixed meanings or roles, identity is seen as a fluid process—people actively engage with media texts to form, negotiate, and express their own sense of self. When analysing newspaper texts, think about how identity is constructed, offered, or limited through representation.
1. Start with the Identity Being Represented
Ask: Who is being represented in this text—and how?
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Consider what kind of person, group, or social role is being shown (e.g. youth, politician, migrant, protester, parent).
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What traits, behaviours, or values are attached to them?
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Are they being celebrated, criticised, simplified, or idealised?
Gauntlett link: The media provides identity templates—figures we can relate to, aspire to, or reject. These templates shape how people understand themselves and others.
2. Visual Codes in the Image
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What does the image say about the person or group?
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Consider clothing, posture, expression, setting, composition, and colour.
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Are they shown as confident, victimised, aggressive, proud, emotional, marginalised?
Gauntlett link: Visual representations create identity cues—media often tells us “this is what a good parent looks like,” or “this is what youth rebellion looks like.” These cues shape both personal identity and social perception.
Example: A young activist pictured with a raised fist and a confident stance may construct an identity of empowerment and agency.
3. Headline Language and Framing
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What identity is implied through language choices?
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Is the individual labelled or categorised (e.g. “youth thug,” “heroic nurse,” “illegal migrant”)?
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Is the tone celebratory, critical, sensationalist, or sympathetic?
Gauntlett link: Language is a key part of identity construction. Positive or negative framing influences how audiences understand the subject’s place in society.
4. Subheadings, Captions, and Pull Quotes
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What additional details are given about the subject’s background, beliefs, or actions?
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Is there emotional appeal, moral judgement, or ideological alignment?
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Does the text give voice to the individual or speak about them from a distance?
Gauntlett link: Media allows identities to be either explored or constrained. The more complex and varied the portrayal, the more agency the subject has in shaping how they are seen.
5. Complexity vs Stereotype
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Is the representation multi-dimensional or reduced to a stereotype?
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Does the subject have depth, agency, and individuality—or are they used to represent a wider group simplistically?
Gauntlett link: Identity formation thrives on diversity. When the media repeats narrow or negative portrayals, it limits how audiences (especially marginalised groups) can see themselves.
Example: A working-class character described only in terms of hardship or criminality lacks the complexity needed for a rounded identity.
6. Audience Engagement and Identity Formation
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How is the reader encouraged to feel toward the subject? Admire them? Fear them? Relate to them?
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Does the text offer role models or cautionary tales?
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How might a reader use this representation to reflect on their own identity?
Gauntlett link: The audience is active in identity work—they select, reject, and remix the media’s representations. Media offers the raw materials for “identity construction kits.”
Essay Sentence Starters
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“According to Gauntlett, media provides identity resources, and in this text…”
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“The representation of [group] offers a model of identity that promotes…”
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“The image constructs an identity of… through the use of…”
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“This headline frames the subject as…, shaping audience perception and reinforcing/complicating ideas of identity.”
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“The individual is given/denied agency, which reflects the media’s role in enabling self-expression.”
CONTEXTUAL LINKS
To strengthen your response, always relate representation to broader social, cultural, political, or historical contexts. Gauntlett’s theory is especially useful for exploring how identity is shaped by society and the media’s role in reflecting or challenging those structures.
SOCIAL CONTEXT
What to look for: Representations of gender, ethnicity, age, class, sexuality, or ability.
Gauntlett link: Media representations offer ideas about social roles—e.g. “strong woman,” “loyal immigrant,” “lazy youth.” These roles are identity tools that may reflect or challenge social expectations.
Example: A newspaper celebrating a young, working-class entrepreneur constructs a modern success identity, pushing back against older class stereotypes.
CULTURAL CONTEXT
What to look for: Beliefs, values, traditions, and attitudes of a particular cultural group.
Gauntlett link: Cultural values shape how identity is framed—e.g. ideas of respect, honour, rebellion, or independence may inform how people are portrayed.
Example: An article highlighting a Muslim woman choosing to wear a hijab may reflect identity as both personal belief and cultural pride.
POLITICAL CONTEXT
What to look for: References to rights, freedom, protest, inclusion, or marginalisation.
Gauntlett link: Political debates often centre around whose identity is recognised and whose is silenced. Media can support or challenge dominant political narratives.
Example: A text portraying asylum seekers as threats versus humans in need constructs radically different identity positions, influencing public and political attitudes.
HISTORICAL CONTEXT
What to look for: How similar identities were portrayed in the past.
Gauntlett link: Media identity models change over time. Compare how certain identities—e.g. LGBTQ+ individuals, working mothers—are portrayed now versus previous decades.
Example: A front-page story about a female CEO today contrasts with older portrayals of women as homemakers, signalling shifts in identity representation.
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