This case study explored the influence of dance practice taught with a holistic and feminist pedagogy on adolescent identity construction. An inductive approach to data analysis informed by grounded theory was employed. The meanings eight alumni made of their dance experiences and the opportunities they provided to explore their personal identities, including their behaviors, choices, beliefs about themselves, their place in the world, and their approach to life, were examined through 70 surveys and 16 interviews. Participants’ ages spanned 20 years of the dance program in a Title 1 secondary school and represent a range of race, gender, ability, and interest. Findings suggested the following influenced their identity development: holistic and feminist pedagogy, a supportive educator and learning culture, inclusivity and diversity, and opportunities to challenge their abilities and stretch their comfort zones physically, emotionally, socially, and intellectually. Participants experienced increased confidence, expressivity, well-being, and body awareness. Notable was the positive impact dance had on students who struggled with anxiety and depression. Implications for this research include the value of dance education informed by holistic and feministic frameworks to wellbeing and positive identity construction.
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