Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students

Abstract

This article explores a sociocultural approach to gaining a deeper understanding of academic self-concept by twice- exceptional students. Academic self-concept is a multidimensional, psychological construct, critical in identify formation. Twice- exceptional students are students who are gifted with a coexisting disability that affects learning. A theoretical framework is presented based on interactions within a theorised zone of proximal development using case-study methodology. Data are analysed according to the constructs of participation-in-practice, legitimate-peripheral-participation, and situated learning. The discussion highlights how social practices and contexts inform the construct of academic self-concept, and how this is embedded within an individual’s social interactions. Findings indicate that academic self-concept is influenced by sociocultural forces within the environment, which initially influences the construction of academic self-concept.