This study examined the influence of tribal marks on children’s self-concept and identity development in Iseyin Local

Government, Oyo State. Anchored in Erikson’s Psychosocial Theory of Development (1950), which underscores identity

formation through social interaction and recognition, the study adopted a mixed-methods design. A total of 120

participants—60 children (30 with and 30 without tribal marks), 30 parents, and 30 teachers—were selected through

stratified random and purposive sampling. Iseyin was chosen for its rich cultural heritage and the continued prevalence of

traditional marking practices. Data were collected using the Tribal Marks and Child Development Questionnaire (TMCDQ)

and semi-structured interviews. The instrument demonstrated strong internal consistency, with a Cronbach’s alpha

coefficient of 0.81. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were

analyzed thematically.

Findings revealed that children with tribal marks exhibited lower self-concept and experienced stigmatization from peers

and society, while simultaneously showing stronger attachment to their cultural identity. Societal attitudes toward tribal

marks were largely negative, as the practice is increasingly viewed as outdated and discriminatory. The study concludes

that tribal marks serve as both symbols of cultural heritage and sources of psychosocial vulnerability. It emphasizes the

need for culturally sensitive policies, anti-stigma education in schools, and alternative identity-preserving practices that

uphold children’s rights while respecting tradition. Ethical clearance was obtained from the University of Ibadan Research

Ethics Committee, and informed consent and assent were secured from all participants.

Keywords: Tribal marks, self-concept, identity development, Yoruba culture, societal perception, Erikson’s Psychosocial

Theory