The individual’s identity develops over time. As Robinson (1998, p. 10) is keen to point out '...identities are not rigid, fixed or unidimensional' and that ‘identity development is a life-time process which takes place within specific social and political contexts.’

Robinson (1998) has considered the relationship between the processes of the black person’s ethnic identity development and interethnic communication. Robinson (1998) has reviewed several models of ethnic identity development: Cross’s model of psychological nigrescence, Parnham’s elaboration of Cross’s model, Atkinson and colleagues’ minority identity development model and Helm’s people of colour racial identity development model. Robinson (1998) summarises the key stages of the models and discusses similarities and differences.

Robinson suggests that Cross sees the individual going through five stages – Pre-encounter, encounter, immersion-emersion, internalization, and finally internalization-commitment. Parnham adds the lifespan perspective to Cross’s model because identity development is perceived as ongoing throughout the person’s life. Robinson then describes a five-stage model proposed by Atkinson and colleagues. The individual is seen as progressing from conformity, through dissonance, resistance and immersion, to introspection and finally, synergistic articulation and awareness. Helm’s model also has five stages, conformity, dissonance, immersion-emersion, internalization and integrative awareness. Helm emphasises racism as a theme.

However, Robinson (1998, p.19) points out that ‘ A subject that has not been adequately researched is white racial identity development and its effect on interethnic communication’. She goes on discuss racism with reference to the above models.

(for a detailed discussion see Robinson, 1998, Chapter 1, p. 11-33)

Thus, identity development is influenced by personal experiences during the lifespan. For example, encounters in childhood may influence the kind views that are construed about one’s ethnic identity at an early stage. However, as the person develops through the lifespan and is exposed to numerous other encounters, these views may change as the person adapts his/her values, beliefs and attitudes. The qualitative differences generated through these encounters reshape the cognitive, emotional and attitudinal aspects of identity formation. Some aspects of early identity perception may be reinforced and become an integral part of the person’s ethnic/cultural identity, whilst other aspects may be given to changes over time and through acculturation. Thus, the developmental nature of personhood through the lifespan provides scope for the exploration of how personal and ethnic/cultural identity is moulded.

There are many instances when we relate or categorise events with reference to the time of their occurrence. The lifespan approach is a framework that allows us to consider age-related events. We make reference to and attach particular importance to these progressive developmental stages in relation to the individual’s life-time and the numerous transitions that mark each stage.

The lifespan approach may provide a framework to explore events and practices across cultures. For example, beliefs and practices following the birth of a child.

By describing a stage you are giving some of the key features of the stage. You may like to describe what precedes it, and what follows it. Occasionally, you may describe what happens or is likely to happen if any aspects of what makes the event what it is, is lacking in any way due to ill health or disability. Thus, the event and its relationship to the relevant time of its occurrence are important in order to explore its meaning and significance in the cultural context.