Constructing a Theory of Vocational Identity Development Among Nigerian Technical College Students

This study constructed a grounded theory of vocational identity development among Nigerian technical college students, examining the psychosocial processes through which students in technical education form, negotiate, and consolidate occupational self-concepts within Nigeria's challenging vocational education environment. Vocational identity, defined as an individual's sense of self in relation to their occupational future, is a critical outcome of vocational education, yet existing identity development theories are largely derived from Western adolescent psychology and have not been empirically grounded in Nigerian cultural and institutional contexts. The study employed a constructivist grounded theory methodology, conducting 80 in-depth interviews and 10 focus groups with students across four technical colleges in Rivers, Kaduna, Oyo, and Borno States over 18 months. Theoretical sampling, open, axial, and selective coding, and constant comparative analysis were employed. The resulting Grounded Theory of Nigerian Vocational Identity Development (GTNVID) identifies five sequential but recursive stages: vocational ambivalence, social navigation, occupational exposure, identity crystallization, and resilient commitment. Key social influences on identity development include family discourse, peer normalization, teacher mentorship, and industry exposure. The theory identifies social stigma management as a central adaptive process unique to the Nigerian vocational education context. This study makes a significant original contribution by producing a culturally grounded theory of vocational identity applicable to sub-Saharan African technical education research. Keywords: vocational identity, grounded theory, technical college students, Nigeria, identity development.