The landscape of research on identity and inclusion/exclusion in higher education

This systematic scoping review examines the landscape of studies focusing on inclusion and exclusion among bachelor’s students in higher education institutions through the lens of self-categorisation and social identity theories during the first quarter of the 21st century. A total of 26 studies were systematically identified to probe both methodological and exploratory dimensions in the context of higher education. Methodologically, the reviewed literature encompassed quantitative, mixed-method, and qualitative designs, ranging from cross-sectional and longitudinal panel studies to experimental approaches, across diverse student populations and institutional settings. Exploratorily, an inductive thematic analysis of research foci identified four primary categories as academic outcomes, identity and intergroup dynamics, psychological well-being and mental health, and institutional support and inclusion/exclusion experiences. Additionally, the definitional, differential, and influential factors shaping these outcomes were mapped over these themes through five domains: individual academic resources, institutional factors, perceived inequity and exclusion, intergroup dynamics and social identity variables, and socio-demographics. While substantial evidence was found regarding academic outcomes and identity-related processes, the review highlights notable research gaps in the areas of psychological well-being and institutional support. These findings highlight the need for future longitudinal and mixed-method research to further elucidate the causal mechanisms and contextual nuances that inform student experiences in higher education.