Identity is always ‘in process’, always ‘being formed’. It is ‘dynamic and fluid as individuals continuously relate to institutions, communities and other individuals’. David Matsumoto and Linda Juang argued that cultural and personal identity are shaped to a large extent by our culture and the environment in which we live. As we grow up our cultural setting tends to mould our sense of self in ways that ‘make sense’ within that cultural setting. It follows that different cultures produce different self-concepts in their members, and in turn these different concepts influence all other aspects of individual behaviour. Even what people actually mean and understand as the ‘self’ differs dramatically from one culture to another. Sometimes, while living within one's cultural environment (family and ethnic and religious community settings), people can be influenced by another culture (the wider society's schools, workplaces and institutions) depending on their geographical location and circumstances.

In a diaspora setting, the children of first-generation Muslims (like many other immigrants) go through enculturation and acculturation processes. Enculturation generally refers to the process by which individuals learn and adopt the ways and manners of their respective cultures. Matsumoto and Juang stated that enculturation is related to ethnic identity development, whereas acculturation entails adopting a second culture. In other words, enculturation is first-culture learning and acculturation is subsequent-culture learning. In this context, first-culture learning involves acquiring one's mother tongue, and adopting traditional dress, food, music and dance, and religion. The religion of Muslim youths is denoted by their names, eating and drinking habits, and adherence to religious rituals.