Male students’ construction of their identities and academic excellence: a case of Save University-Maxixe = Abafundi besilisa nokwakha kwabo ulwazibunjalo lwabo kanye nokugogoda kokwazimfundo: Ucwaningonto lwe-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.

Iqoqa. Lolu cwaningo oluhlolayo noluyikhwalithethivu lwahlola ukuthi abesilisa abangakathweswa iziqu emkhakheni we-Arts and Social Sciences eNyuvesi yaseSAVE eMozambique balwakha kanjani ulwazibunjalo lwabo lobudoda mayelana nokugogoda ngokolwazimfundo. Ngokulandela injulalwazi Ukwakhiwa Komphakathi (Social Construction), injulalwazi evumelanisiwe ye- Ubudoda Ezemfundo Enhle (Masculinity Academic Excellence), injulalwazi Yokuthuthukisa Ubunikazi Bowesilisa (Masculine Identity Development Theory) kanye nohlakakusebenza oluyi- Ubukhulu Obuningi Bobunikazi (Multiple Dimensions of Identity), lolu cwaningo lwahlola izimo abafundi besilisa abadlula kuzo kanye nezindlelakubuka zabo ukuqonda ukuthi ubudoda buphambana/buthwaxana kanjani nezinqubo kanye nokuphumelela kwabo ngokolwazimfundo. Kwasetshenziswa ukwakheka kohlelo locwaningonto lapho imininingo yatholakala ngokubanjwa kwezingxoxo ezisakuhleleka zomuntu nomuntu, kanye nezingxoxo zamaqoqo acwaningwayo anabafundi besilisa abayi-17 abangakathweswa iziqu. Imininingo yahlukaniswa ngokwezinhlobo yase ihlaziywa ngokwengqikithi ukuthola amaphethini aphindekayo kanye nezindikimba eziphathelene nobudoda kanye nokugogoda ngokolwazimfundo. Imiphumela iveza ukuthi kunenguquko yezindlelakubuka ezijwayelekile zobudoda ezivame ukuyamaniswa nokunganaki kanye nokungazimiseli ngokufanele ezifundweni. Kubukeka sengathi sekuba nokuqonda okubheka izinto ngeso elijulile kanye nokugxila kunzikandaweni ocacile. Nakuba abanye ababambiqhaza babebhekene nobunzima bezimiso zobudoda kanye nokulindelekile kolwazimfundo, abanye bakubona kuyisu ukusebenzisa izimpawu zobudoda ezifana nokuncintisana, ukuzibophezela, kanye nobuholi ukuthuthukisa ukusebenza kwabo ezifundweni. Okunye futhi, lolu cwaningo lwagqamisa ukungabikho kwezincazelo ezifanayo zobudoda kanye nokugogoda ngokolwazimfundo umhlaba wonke. Lokhu kuchaza ukuthi lezi zincazelokuzakhela ziyajikajika futhi zakheka ngokonzikandaweni bamasiko, bezenhlalompilo kanye nabezezinhlangano/ nabezikhungo. Lolu cwaningo luphonsa inselelo emibonweni engaguquki mayelana nezindlela abafundi besilisa abazinikela ngazo ezifundweni zamabanga emfundo ephakeme. Luhlaba ikhwelo ukuba kube nokuqonda okuhlanganisayo kokugogoda ngokolwazimfundo, nokwamukela ukungafani kwezimo okudlulwa kuzo ngokobulili. Ngokwamukela izindlela ezinkimbinkimbi ubudoda obakheka ngazo, amaziko/izikhungo zemfundo ephakeme zingakweseka kangcono ukuphumelela kwabafundi besilisa ngokolwazimfundo kanye nokuthuthuka kwabo siqu.