Students’ identity repositioning after academic setbacks: A discourse analysis

Abstract

Higher education presents a dynamic environment where students constantly negotiate and refine their social identities. Each student brings a unique historical and cultural context to the university, shaping how they position and reposition themselves to cultivate a sense of belonging. These processes play a pivotal role in shaping students’ identities as learners. This study investigates how students who encountered academic setbacks during their first semester navigate identity repositioning. Adopting a qualitative longitudinal design, the research draws on positioning theory to analyse the experiences of five first-year students who were placed in an extended curriculum programme following academic failure. Each participant was interviewed three times over the course of three years. Through discourse analysis, the study identifies three emergent core identities: the reflex-self, marked by introspection and self-evaluation; the secondary-self, shaped by external influences and expectations and relational dynamics; and the blended-self, characterised by integration, growth and future aspirations. The findings underscore the importance of academic socialisation in higher education, highlighting its role in supporting students’ adaption to academic demands and preparing them for professional career readiness.