2024-01-232024-01-2320172024-01-23Cubero Pérez, R., Cubero Pérez, M.,...,Bascón Díaz, M.J. (2024). Dataset Learner identity in secondary post‑compulsory education students from Areas in Need of Social Transformation. idUS (Depósito de Investigación de la Universidad de Sevilla). https://doi.org/10.12795/11441/153831.https://hdl.handle.net/11441/153831In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary postcompulsory education (N = 70). These students present a trajectory of resilience, as they remained in the education system despite facing many difficulties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format (N = 12), where their supports, strengths and psycho-social obstacles that facilitate/ hinder their stay in the education system in the post-compulsory stage were also identified. Datasets show the instrument used for data collection, consisting of the LIRESI semi-structured interview script to be applied in focus groups, as well as the coding manual for the responses obtained in the interviews (narratives of the participants), that were fully transcribed.LIRESI Guión Grupo Focal v.1 LIRESI Manual de Codificación v.1application/mswordspaAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/AdolescentesEducación postobligatoriaIdentidad de aprendizResilienciaContextos de exclusión socialIntención de abandono escolarAdolescentsPost-compulsory educationLearner identityResilienceContexts of social exclusiónSchool dropout intentioninfo:eu-repo/semantics/datasetinfo:eu-repo/semantics/openAccesshttps://doi.org/10.12795/11441/153831