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Symbolic haunting: first-generation university students' limited sense of entitlement.

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Title: Symbolic haunting: first-generation university students' limited sense of entitlement.
Authors: Lin-Januszewski, Liang-Wen1 (AUTHOR) linjanuszewski@uni-wuppertal.de
Source: British Journal of Sociology of Education. Jul2026, Vol. 47 Issue 5, p833-852. 20p.
Subject Terms: *First-generation college students, *Educational sociology, *Higher education, Attitudes toward entitlement, Dominant culture, Emotional trauma, Power (Social sciences)
Abstract: First-generation university students frequently experience limited sense of entitlement in higher education, yet existing research treats this as a static condition stemming primarily from habitus-institution misalignment. This article comprehends entitlement through Bour-dieu's lens of symbolic violence and its embodied affective dimensions. Drawing on interviews with 27 first-generation students in a German university, I introduce the concept of symbolic haunting—the pervasive, accumulative influence of emotional imprints from multiple mechanisms of symbolic violence across life trajectories and institutional encounters. I argue that limited entitlement emerges as an accumulative outcome of symbolic haunting, wherein accumulated symbolic violence—the symbolic power of world-making, the efficacy of institutional rites, classification with feelings, struggles for recognition, and the symbolic alchemy of capitals—exerts lingering effects that continuously shape present and future experiences. This approach illuminates the symbolic, affective, and temporal dimensions of entitlement previously underexplored in the sociology of education research. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Symbolic haunting: first-generation university students' limited sense of entitlement.
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  Data: *<searchLink fieldCode="DE" term="%22First-generation+college+students%22">First-generation college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+sociology%22">Educational sociology</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+entitlement%22">Attitudes toward entitlement</searchLink><br /><searchLink fieldCode="DE" term="%22Dominant+culture%22">Dominant culture</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+trauma%22">Emotional trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink>
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  Data: First-generation university students frequently experience limited sense of entitlement in higher education, yet existing research treats this as a static condition stemming primarily from habitus-institution misalignment. This article comprehends entitlement through Bour-dieu's lens of symbolic violence and its embodied affective dimensions. Drawing on interviews with 27 first-generation students in a German university, I introduce the concept of symbolic haunting—the pervasive, accumulative influence of emotional imprints from multiple mechanisms of symbolic violence across life trajectories and institutional encounters. I argue that limited entitlement emerges as an accumulative outcome of symbolic haunting, wherein accumulated symbolic violence—the symbolic power of world-making, the efficacy of institutional rites, classification with feelings, struggles for recognition, and the symbolic alchemy of capitals—exerts lingering effects that continuously shape present and future experiences. This approach illuminates the symbolic, affective, and temporal dimensions of entitlement previously underexplored in the sociology of education research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01425692.2026.2615957
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 833
    Subjects:
      – SubjectFull: First-generation college students
        Type: general
      – SubjectFull: Educational sociology
        Type: general
      – SubjectFull: Higher education
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      – SubjectFull: Attitudes toward entitlement
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      – SubjectFull: Dominant culture
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      – SubjectFull: Emotional trauma
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      – SubjectFull: Power (Social sciences)
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              Text: Jul2026
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              Y: 2026
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