A comparative study of FGCS and Non-FGCS in mainland China : an analysis based on the G University

Author

Meihan TAO (陶美涵)

Date of Award

8-20-2025

Degree Type

Thesis

Degree Name

Doctor of Policy Studies (DPS)

First Advisor

Prof. CHENG Wing Tung Michelle

Abstract

While Western scholarship on First-Generation College Students (FGCS) is well-established, research on FGCS in mainland China remains underdeveloped, despite the group’s substantial size and critical role in social mobility. This study examines the disparities between FGCS and Non-First-Generation College Students (Non-FGCS) in cultural capital accumulation, university major selection, academic adaptation, and career planning. Grounded in cultural capital theory and social cognitive career theory (SCCT), the study employs a mixed-methods approach, combining qualitative in-depth interviews and quantitative surveys to explore how familial cultural capital influences educational and career trajectories. The research focuses on students from G University in southwest China. Quantitative data were collected via online questionnaires from 42 FGCS and 42 Non-FGCS, while qualitative insights were derived from 31 in-depth interviews (16 FGCS and 15 Non-FGCS). Key findings reveal significant gaps in cultural capital between the two groups. In terms of objective cultural capital, FGCS reported limited access to independent study spaces, extracurricular books, and digital learning tools, with most relying solely on school-provided materials. Non-FGCS, by contrast, benefited from well-equipped home study environments, diverse book collections, and early exposure to digital resources. Embodied cultural capital differences were evident in language use: FGCS primarily communicated in dialects, while Non-FGCS grew up in Mandarin-speaking households, fostering proficiency in formal communication. Institutionalized cultural capital disparities emerged in familial educational practices: Non-FGCS families actively engaged in cultural activities and provided strategic academic guidance, whereas FGCS families often lacked awareness of higher education norms, offering minimal support for career planning. These cultural capital deficits directly impacted two groups major selection and academic adaptation. FGCS reported passive decision-making, constrained by limited information, parental emphasis on “stable” careers and score-based admissions. Many experienced misalignments between their majors and interests, leading to low academic engagement. Non-FGCS, however, made proactive choices informed by family networks, professional counseling, and alignment with personal interests, resulting in higher satisfaction and motivation. Career planning disparities further reflected cultural capital gaps between two groups. FGCS exhibited lower self-efficacy, with vague short-term plans focused on geographic proximity to home to support family, while Non-FGCS developed long-term, development-oriented strategies, leveraging family resources to access internships and elite career networks. Psychological challenges, such as identity anxiety and “semi-integration” struggles, were more prevalent among FGCS. The study concludes that structural inequalities in cultural capital perpetuate educational and career disparities between FGCS and Non-FGCS. To address these, it proposes multi-level interventions: (1) Family empowerment programs to enhance cultural capital through parenting workshops and home learning resources; (2) School-based compensation mechanisms, including vocational guidance and skill-building workshops; (3) Social support networks connecting FGCS with mentors and cultural experiences; and (4) Policy safeguards such as targeted admissions support and anti-discrimination measures in employment. Theoretically, this research enriches localized perspectives on FGCS by contextualizing cultural capital theory within China’s urban-rural divide and SCCT applications in a non-Western setting. Practically, it provides evidence-based recommendations to promote educational equity and social mobility, emphasizing the need to mitigate cultural capital deficits for FGCS through collaborative efforts from families, institutions, and policymakers.

Language

English

Copyright

The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.

Recommended Citation

Tao, M. (2025). A comparative study of FGCS and Non-FGCS in mainland China: An analysis based on the G University (doctoral thesis, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/otd_tpg/45/