The process of social identification draws on heterogeneous resources from several levels of explanation. This article illustrates how, by describing the identity development of one student across an academic year in a ninth-grade classroom. Analyses of transcribed classroom conversations show teachers and students drawing on multiple resources as this student goes from being identified as one of many good students to being identified as a disruptive outcast. This case provides a counterexample to simple theories of identity development that do not recognize the multiple, heterogeneous resources involved in social identification.

Socialization takes place intertextually, across events. This article develops the concept "trajectory of socialization," a connected series of events across which individuals come to participate in forms of life. The empirical analysis follows a trajectory of socialization traveled by one ninth‐grade student as she gets socialized into academic life in an urban U.S. school. This student's trajectory illustrates how connections across events emerge contingently, as both local and more widely circulating resources contribute to social identification across time.

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When students and teachers discuss subject matter, at least two processes generally occur: Students and teachers become socially identified as recognizable types of people, and students learn subject matter. This article contributes to recent work on how social identification and learning systematically interrelate by describing one complex way in which these two processes can partly constitute each other. The article analyzes data from across an academic year in a ninth-grade classroom, exploring how one student developed a social identity through the same conversations in which students learned aspects of the curriculum. AbstractWhen students and teachers discuss subject matter, at least two processes generally occur:

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