Identity Formation and Academic Identity in Residential Schools: A Psychological and Sociological Perspective
DOI:
https://doi.org/10.53032/tvcr/2025.v7n1.31Keywords:
Academic Identity, Residential school, Psychological and Social Perspective, academic supportAbstract
Residential schools profoundly influence students’ identity formation and academic identity through a complex interplay of individual experiences, social interactions, and institutional environments. This review integrates psychological and sociological perspectives to examine these processes. Psychologically, self-concept, social identity, and attachment theories highlight how students’ self-perception, group memberships, and emotional bonds shape their motivation and academic engagement. Sociologically, cultural capital, social capital, and institutional theories underscore how access to resources, networks, and institutional structures molds identities. Challenges such as balancing multiple identities and fostering belonging are discussed, alongside opportunities like academic support. Recommendations include fostering supportive relationships, cultural sensitivity, and enhanced academic resources. Future research should focus on longitudinal, comparative, and intervention studies to deepen understanding and inform practice. This review underscores the need for supportive environments to promote positive identity formation and academic success in residential schools.
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