Narrative Analysis of the Social Identity Formation Process among Female High School Students in Kerman
Keywords:
Social Identity, Narrative Research, Female Students, School Climate, Social Interaction, Narrative Identity, AdolescentsAbstract
Purpose: The present study aimed to explore the process of social identity formation among female high school students in Kerman and to identify the factors contributing to the development and erosion of their social identity within the school context.
Methodology: This applied qualitative study was conducted using a narrative research approach with a descriptive orientation. The study population consisted of female students in upper secondary schools in Kerman. Using purposive sampling, eight students with rich narrative experiences were selected. Data were collected through in-depth semi-structured interviews conducted over approximately one month. Interview duration ranged from 35 to 90 minutes, and follow-up interviews were conducted when necessary. Data analysis was performed using inductive thematic analysis based on Braun and Clarke’s six-step framework with the aid of Atlas.ti8 software. To ensure trustworthiness, pilot interviews, participant validation, and supervision by qualitative research experts during coding and categorization were employed.
Findings: The findings indicated that students’ social identity was constructed through individual and social dimensions encompassing seven major categories. In the individual dimension, personal identity included acquired traits, identity model construction, identity-building actions, and identity manifestation in appearance. In the social dimension, categories such as identification and self-categorization, social influence, social interactions, school climate, stereotyping, and identity motivations emerged. Identity-building practices, positive social interactions, charismatic teachers, individual mobility strategies, and identity motivations strengthened social identity. In contrast, stereotyping, competitive school environments, ideological teachings, boring formalism, reduced social activities, and lack of educational liberalism contributed to the erosion of students’ social identity.
Conclusion: The results demonstrated that schools play a critical role in either strengthening or weakening adolescents’ social identity. Creating supportive and participatory school environments, expanding cultural and social activities, promoting teamwork, reducing negative competition, and providing opportunities for self-expression can enhance students’ sense of belonging and social identity development. Reconsidering school climate and acknowledging students’ cultural and social diversity may prevent identity erosion and contribute to adolescents’ psychological well-being, social cohesion, and social development.
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Copyright (c) 2025 Fariba Samiee (Author); Mohsen Noghani dokht bahmani; hossein Akbari (Author)
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