Decades ago, feminist theorists opened the possibility that learning is deeply entwined with gender. The author argues that the interface between learning and identities formed by race, ethnicity, sexual orientation, and other individual contexts is not yet well enough understood. To engage educators in the process of rethinking learning and identity, the author offers a framework for exploring four key questions. The questions are: (1) How is identity formed in social context?; (2) How do social categories inform and define processes of development?; (3) How is identity linked to an individual's degree of social consciousness, spirituality, and political activism?; and (4) How are self-concept, development, and social consciousness affected by living within the tensions and other challenges of particular social locations? Here, she discusses each of these queries to demonstrate their significance and potential contribution to rethinking learning. She also suggests educators undertake exercises that provide students opportunities to strengthen self-concept and the understanding that knowledge and identity are socially constructed. (Contains 16 notes.)