Developing Conceptions of Self as a Student: Toward a Relational Model

• In Event: Student Identity: Relations to Educational Persistence and STEM

Abstract

This study addresses a need to better understand the processes that shape students’ conceptions of themselves as learners. Specifically, this research follows six female, African American students over an eight-year period, beginning in their first year of high school. In-depth interviews explore their experiences in high school and college. Analysis reveals the ways in which relationships and interactions at school impact a student’s academic identity development across three dimensions: individual, interpersonal, and ideational. The longitudinal design of the research offers insights into students’ perspectives while in high school and anticipating college, and also while in college reflecting back on high school and thinking ahead to their futures.

Authors

• Gina M. Arnone, University of Pennsylvania

• Laura Carolyn Murray, University of Pennsylvania

• Michael J. Nakkula, University of Pennsylvania