Abstract
Identity is an important concept to consider when describing human development. To date, relatively few articles have addressed the application of identity theory, especially that concerned with the social construction, to stuttering. This article examines why the construction of a positive identity may be difficult due to the negative effect of stuttering on communication and social interactions, and the scarcity of role models and peer groups for people who stutter. The article reviews theoretical models that link stuttering and identity. Next, personalized and social attribution aspects of stuttering as potential barriers to identity construction are explored, along with current qualitative research that relates to identity and stuttering. A case example is used to elaborate the dynamics of treatment that can impact identity construction, and is followed by treatment suggestions for both children and adults who stutter.