Experiences of Working-Class Students' Academic and Social Adjustment in Higher Education

Abstract

The purpose of this research was to identify the problem areas with which working-class students struggle when entering higher education and how they cope with these problems from a financial, academic, emotional, and social standpoint. A qualitative research approach was used to obtain a deep insight into the students' experience. The research was conducted with qualitative methods using a semi-structured interview technique, and analyzed by thematic analysis with working-class people who enrolled in higher education institutions. The results indicated that the working-class students encountered numerous difficulties in paying the expenses of education, transportation, and living expenses. Academic difficulties encompassed dealing with coursework, keeping pace with academic demands, and juggling education with financial aspects. Other problems that the respondent had were problems in emotion, namely stress, anxiety, and self-doubt; problems in the social aspect, namely being excluded, not very active in campus life, and experiencing some barrier to developing good social relationships; and problems in cognition, namely difficulty in paying attention, remembering everything, and understanding and using spoken words. Overall, students demonstrated great resilience, with a range of coping strategies used (family and peer support, personal perseverance, and educational aspirations). The study highlights the interrelatedness and complexity in students' adjustment in higher education from a working-class background. The results suggest institutional strategies that include a wide variety of financial support, academic counseling, counseling services, and campus support to improve the chances of success. In response to these challenges, improvements can be made to student well-being, persistence, and achievement. In terms of explaining the experiences of working-class students, this research contributes to a broader literature on education equity and offers specific recommendations for establishing an environment that is more inclusive and supportive for working-class college students.