An Interpretative Phenomenological Analysis of Social Identity Transition in Academic Retirement

Abstract

One of the most serious challenges inherent in retirement transition is coping with social identity changes. We investigated social identity processes and the role of social engagement during retirement transition by examining the life narratives of recently retired university faculty (14 males and 5 females) from 12 different academic areas. The interviews were analyzed using interpretative phenomenological analysis (IPA). The results revealed one overarching theme—the centrality and importance of academic identity—and 3 identity transition processes with their associated goals: identity continuity, identity change, and identity conservation. Four additional themes captured the manifestations of these identity processes as they play out in the lived experiences of identity transition among these recent academic retirees: awareness of negative aspects in academia and perceived lack of fit between self and academia; social disidentification with academic identity; identity discovery and seeking old and new identities; and embracing old and new identities, including hobby-related and place-anchored activities. Maintaining and transforming parts of their former identities, as opposed to an active search for new connections, was a prevalent strategy among the participants. We discuss implications for designing strategies to better prepare recent academic retirees and academics who are considering retirement to enable a smoother identity transition and improved well-being.