Negotiating Identity in Higher Education

• Students must negotiate their identity within the context of their study programme in order to fit in and feel accepted.
• The 'ideal' student in philosophy is expected to be dedicated and interested in the content, while refraining from career prospects.
• This ideal identity is seen as confident and able to argue convincingly, but can also lead to insecurity and incompetence.
• The gendered pattern of this identity is explored in the context of HE, where the majority of male students are found in certain disciplines.
• Implications for HE are discussed, with the aim of helping students navigate the subtle processes of identity negotiation and inclusion.
• The norms and values conveyed through the social and cultural context of the study programme of philosophy can affect the ways students position themselves within the disciplinary context.
• Students may encounter norms and expectations that do not correspond to their own ideal image of themselves, which can lead to identity negotiation challenges.
• Theoretical approaches that focus on the analysis of cultural and institutional contexts can be useful in understanding how and why norms and expectations shape student participation.

Explore the complexities of identity negotiation within the context of higher education, focusing on the study programme of philosophy and its impact on students. Understand the gendered patterns, implications for students, and theoretical approaches related to this process.