不同家庭背景学生的高等教育经验——基于学生投入理论的质性研究

Higher Education Experience of Students with Different Family Backgrounds: A Qualitative Study based on Student Engagement Theory

Student engagement determines the impact of higher education on student development. This qualitative study found that there were differences in student engagement for students with different family backgrounds. Students from better families had been accumulating advantages in the process of cultural capital transmission and habitus formation. They could easily get resources to support themselves when they felt lack of academic challenge and learning motivation; and they had rich educational experience off campus. Disadvantaged students were more likely to face academic challenge and they lacked resources to support themselves when they lack learning motivation; and their educational experiences were limited in classroom and on campus. There was distinction between students with different backgrounds， which hindered them from collaborative learning. Student-teacher interaction could help disadvantaged students to address their lack of family cultural capital and social capital; however， the interaction could be insufficient because of the lack of environmental support. Higher education institutions’ lack of educational resources and the remote geographic locations were the barriers to providing good education environment support. Creating good educational environmental support can be the starting point to improve student engagement.