This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-34566 |
| Date | January 2019 |
| Creators | Sowid, Sarah |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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