Between Two Worlds: First-Generation University Students’ Navigation of Culture, Belonging and Academic Life in Denmark.
(2025) SOCM05 20251Sociology
- Abstract
- Despite the removal of formal barriers and the idea of equal access to education, first-generation university students remain underrepresented in the Danish higher education system. Drawing on Bourdieu’s ideas of cultural and social capital, habitus and cleft habitus, Yosso’s idea of community cultural wealth and Tinto’s framework student retention, this thesis explores how they navigate the environment, develop strategies for coping and how they manage identity challenges at university. The study is based on nine semi-structured interviews with first-generation students from diverse backgrounds that are either almost done with their master's or have just completed it.
The thesis finds that first-generation university students face a... (More) - Despite the removal of formal barriers and the idea of equal access to education, first-generation university students remain underrepresented in the Danish higher education system. Drawing on Bourdieu’s ideas of cultural and social capital, habitus and cleft habitus, Yosso’s idea of community cultural wealth and Tinto’s framework student retention, this thesis explores how they navigate the environment, develop strategies for coping and how they manage identity challenges at university. The study is based on nine semi-structured interviews with first-generation students from diverse backgrounds that are either almost done with their master's or have just completed it.
The thesis finds that first-generation university students face a series of challenges that are practical, social, cultural and emotional in nature. It includes challenges such as unfamiliarity with norms, limited access to networks and social isolation. However, in spite of these challenges the students show resilience in that they find ways and build strategies to overcome them and succeed. Furthermore, the analysis also highlights that tensions may arise when the students acquire new forms of capital and shift their habitus, so it differs significantly from what they came from. This results in what Bourdieu terms cleft habitus, where they start to feel a split sense of belonging between university and their backgrounds, where they do not fully belong in either.
The study also argues that the university itself play a significant role in helping to mitigate these challenges. This can be through mentorship programmers, proactive outreach, targeted networking events and support groups. The findings contribute to the discourse on educational equality in that it shows that even though social mobility is possible it is not without its costs and challenges. (Less) - Popular Abstract
- First-generation university students are underrepresented in Danish higher education and once they enter university, they are more likely to drop out or change studies multiple times than their peers. This is despite the fact that Denmark preaches equal access to education and has removed economic barriers and even offer a state funded monthly grant that helps cover living expenses during their studies.
The study explores what challenges first-generation students face, and how those that have been successful at university, navigate the higher education environment in spite of the challenges. Interviews with nine first-generation university students show that they lack cultural and social knowledge that makes it harder for them to fit... (More) - First-generation university students are underrepresented in Danish higher education and once they enter university, they are more likely to drop out or change studies multiple times than their peers. This is despite the fact that Denmark preaches equal access to education and has removed economic barriers and even offer a state funded monthly grant that helps cover living expenses during their studies.
The study explores what challenges first-generation students face, and how those that have been successful at university, navigate the higher education environment in spite of the challenges. Interviews with nine first-generation university students show that they lack cultural and social knowledge that makes it harder for them to fit into the environment. This comes with an emotional toll as it gives them feelings of alienation, anxiety as well as imposter syndrome. They feel out of place, like they do not belong. However, they also show a lot of resilience. The students keep going despite the hardships. They develop strategies and find ways to navigate university. In some instances, the strategies are very individual and are born out resilience and in other instances they use their peers where they find comfort and support. Faculty interaction and support also proved useful in their success, highlighting the role of the university.
Furthermore, the study finds that when first-generation university students start to integrate into university it comes at a cost. They start to change, which can create conflict with their background. They find that they start to feel misunderstood by people back home or that they cannot understand what is going on in their lives, making it harder to connect. On the other hand, they never fully feel like they are part of the academic world either, making them feel as though they are caught between worlds. The study thus shows the complexities of what it means to be successful at university as a first-generation university student. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9211843
- author
- Byskov, Nanna LU
- supervisor
- organization
- course
- SOCM05 20251
- year
- 2025
- type
- H2 - Master's Degree (Two Years)
- subject
- language
- English
- id
- 9211843
- date added to LUP
- 2025-09-16 13:32:12
- date last changed
- 2025-09-16 13:32:12
@misc{9211843,
abstract = {{Despite the removal of formal barriers and the idea of equal access to education, first-generation university students remain underrepresented in the Danish higher education system. Drawing on Bourdieu’s ideas of cultural and social capital, habitus and cleft habitus, Yosso’s idea of community cultural wealth and Tinto’s framework student retention, this thesis explores how they navigate the environment, develop strategies for coping and how they manage identity challenges at university. The study is based on nine semi-structured interviews with first-generation students from diverse backgrounds that are either almost done with their master's or have just completed it.
The thesis finds that first-generation university students face a series of challenges that are practical, social, cultural and emotional in nature. It includes challenges such as unfamiliarity with norms, limited access to networks and social isolation. However, in spite of these challenges the students show resilience in that they find ways and build strategies to overcome them and succeed. Furthermore, the analysis also highlights that tensions may arise when the students acquire new forms of capital and shift their habitus, so it differs significantly from what they came from. This results in what Bourdieu terms cleft habitus, where they start to feel a split sense of belonging between university and their backgrounds, where they do not fully belong in either.
The study also argues that the university itself play a significant role in helping to mitigate these challenges. This can be through mentorship programmers, proactive outreach, targeted networking events and support groups. The findings contribute to the discourse on educational equality in that it shows that even though social mobility is possible it is not without its costs and challenges.}},
author = {{Byskov, Nanna}},
language = {{eng}},
note = {{Student Paper}},
title = {{Between Two Worlds: First-Generation University Students’ Navigation of Culture, Belonging and Academic Life in Denmark.}},
year = {{2025}},
}