Male students’ construction of their identities and academic excellence: a case of Save University-Maxixe.

Abstract

The prevailing discourse on academic excellence in higher education institutions (HEIs) is often limited to quantitative measures, such as Grade Point Averages (GPA), test scores, and academic awards. In higher education, the academic experiences of diverse student populations are shaped by intersecting social identities, which influence how students navigate learning environments. This qualitative, exploratory study investigated how undergraduate male students in the Faculty of Arts and Social Sciences at SAVE University, Mozambique constructed their masculine identities in relation to academic excellence. Drawing on Social Construction Theory as the primary framework, supplemented by the adapted Theory of Masculinity Academic Excellence, Masculine Identity Development Theory, and the Multiple Dimensions of Identity framework, the study examined male students’ experiences and worldviews to understand how masculinity intersects with their academic practices and achievements. A case study design was employed, with data generated through one-on-one semi-structured interviews and focus group discussions involving 17 undergraduate male students. Data were coded and analysed thematically to identify recurring patterns and themes related to masculinity and academic excellence. The findings reveal a shift from traditional perceptions of masculinity, often associated with disengagement and poor academic commitment, toward more nuanced and context-specific understandings. While some participants navigated tensions between masculinity norms and academic expectations, others strategically leveraged aspects of masculinity, such as competitiveness, responsibility, and leadership, to enhance their academic performance. Furthermore, the study highlights the absence of universally accepted definitions for both masculinity and academic excellence, suggesting that these constructs are fluid and shaped by cultural, social, and institutional contexts. The study challenges the monolithic views of male students’ engagement in higher education and calls for a more inclusive understanding of academic excellence that acknowledges diverse gendered experiences. By recognizing the complex ways in which masculinities are constructed and negotiated, higher education institutions can better support male students’ academic success and personal development. The study provides an original conceptual contribution to the study of masculinity in higher education from a Lusophone African perspective, challenging global narratives that often homogenize male students’ experiences.