Gender, Class Identity, and Academic Competence among Women in Higher Education

Abstract

Education serves as a powerful medium for self-development, empowerment, and social mobility. For women in particular, access to education provides opportunities to construct new personal and social identities that extend beyond traditional domestic roles. For women from working-class backgrounds, entering the academic environment often involves navigating complex social and cultural transitions. In many cases, students may feel pressure to distance themselves from aspects of their class identity in order to adapt to dominant academic norms. Academic competence is not solely an innate attribute but is shaped by social interactions, institutional structures, and the perceptions of others. Responses from peers and faculty members can significantly influence students’ confidence, sense of belonging, and academic performance. This study explores the ways in which stereotypes influence the self-concept and academic competence of working-class women in higher education. A qualitative method was employed for this study. Participants’ interviews were analyzed using thematic analysis. The findings indicate that participants encounter subtle yet persistent socio-cultural barriers in higher education. However, they demonstrate considerable resilience, determination, and ambition in pursuing their educational goals. The study emphasizes the need for further research and greater institutional support to better address gender issues, social-class identity, and competence in women’s academic journeys.