Young people’s self-concept of the student role in public high schools in the Federal District, Brazil

an analytical reconstruction based on grounded theory

Abstract

This article used grounded theory to analyze how high school students at a public school in a low-income area of the Federal District, Brazil, understand what it means to be a student and how they perceive themselves in this role, considering the social markers of race and gender. The qualitative study, based on interviews, observations, and questionnaires administered to 81 students, identified two main categories of self-concept: “academic” and “behavioral”. The results indicated that “behavioral self-concept” was more prevalent and showed significant variations according to race and gender. While male students, regardless of race, tended to have a positive perception of their academic abilities, black female students showed a higher incidence of non-positive self-concept. Moreover, black students, particularly males, demonstrated greater internalization of behavioral stigmas, reflecting school practices that reinforce racial and gender inequalities. The study highlighted the importance of schools, as social institutions, recognizing these dynamics in order to promote more inclusive and equitable environments, emphasizing the influence of social perception on the construction of students’ self-image.