Light and shadow: Students' first-year transition through the complexities of higher education

Abstract

Transition to higher education (HE) is fraught with challenges, particularly for first-year students navigating an academic and social landscape that is often unfamiliar. Based on Bourdieu's theory of habitus, field, and capital, this qualitative study delves into the complex interplay between traditional (i.e., non-working-class, rural or international) students and the hybrid field of Sino-foreign cooperative university (SFCU). Drawing on a case study of 24 first-year traditional students, we uncover the dynamic evolvement of their habitus in response to the frictions encountered during their transition. The findings reveal three distinct patterns of evolving habitus: aligning, transforming, and alternating. These patterns are influenced by students' linguistic and social capital, as well as their demonstrated competencies in proactivity, adaptability, and inclusivity. Furthermore, the global-oriented logic of the SFCU fosters habitus evolvement, encouraging students to embrace new academic and social paradigms. Conversely, the local-informed logic can lead to habitus hysteresis among certain students. It reveals the often-overlooked side of HE internationalization, where local practices persist despite being overshadowed by the dominant global discourse and can sometimes counteract the prevailing narrative. This study contributes to the literature on student transition by providing a nuanced lens through which to view the evolving habitus of first-year traditional students in a hybrid HE field. It offers insights for HE institutions on harmonizing competing logics and supporting student transitions more effectively through targeted capital provision and competence development.