Studies in Linguistics and Language Education
Volume 2, Numéro 1, Pages 92-108
2026-06-30
Earned, Not Given: A Cross-cultural Exploration Of Identity Construction In Valedictorian Speeches
Authors : Antwi Eric . Edu-buandoh Dora Francisca .
Abstract
Valedictory speeches, delivered during graduation ceremonies, are a significant medium for graduates to reflect on their academic journeys and shape their identities. This study investigates how valedictorian speeches from various cultural contexts contribute to the identity construction of the speakers, with a particular focus on the interplay between personal expression and cultural narratives. Using self-determination theory (Deci & Ryan, 1985), the study employs an inductive and creative synthesis approach to analyse twenty (20) valedictory speeches collected purposively from universities in Africa, Asia, North America, and Australia. The findings reveal that valedictorians often draw upon narratives of adversity to construct identities characterised by resilience, perseverance and self-sacrifice. Additionally, valedictorians from these regions portray themselves as self-reliant individuals, resilient achievers and interdependent members through their narratives about their journeys to academic success, accentuating the personal agency inherent in their paths to academic success. Two significant findings emerge from the analysis: first, valedictorians from Ghana, Nigeria, Japan and Pakistan incorporate quotations from distinguished figures to construct an identity of a well-read and scholarly individual. Second, in Africa, particularly Ghana and Nigeria, valedictorians often invoke deities as central figures in their academic journeys, positioning God as a source of support and constructing an identity of devoutness. This study concludes that valedictorians utilise their speeches to assert the legitimacy of their success as hard-earned, underscoring the cultural variations in how identity is constructed through narratives of struggle and achievement. These findings contribute to a broader understanding of how cultural contexts influence academic identity formation.
Keywords
Autonomy ; Cross-cultural ; Identity construction ; Self-determination ; Valedictorian speeches
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