Exploring identity construction among adolescents attending former Model C schools and residing in low-income communities in Cape Town

Abstract

During adolescence, individuals navigate various social contexts to form clear and coherent identities that lay the foundation for adulthood. Constructing a clear and stable identity while navigating contrasting social contexts can be particularly complex, potentially leading to internal conflict or confusion. Therefore, understanding these complexities is significant for informing how adolescents can be better equipped to develop coherent identities, which are essential for psychological well-being and effective functioning in adulthood. This study examined these complexities by exploring how adolescents attending former Model C schools and residing in low-income communities in Cape Town construct their identities. A conceptual framework integrating literature and theory—Stages of Psychosocial Development Theory, Self-Categorisation Theory, and Bioecological Systems Theory—underpinned the study. A qualitative approach, following an interpretivist, exploratory design, was applied. The study purposively sampled thirteen (13) participants who attended a former Model C school and resided in a low-income community in Cape Town. Data were collected through semi structured one-on-one interviews and focus group discussions, and were supported by field notes. Thematic analysis, guided by Braun and Clarke’s six-step framework, was adopted to analyse the data.