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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
Language: English
Authors: Liang-Wen Lin-Januszewski (ORCID 0000-0002-1888-3978)
Source: British Journal of Sociology of Education. 2026 47(5):833-852.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: First Generation College Students, Foreign Countries, Undergraduate Students, Self Concept, Beliefs, Personality Traits, Affective Behavior
Geographic Terms: Germany
DOI: 10.1080/01425692.2026.2615957
ISSN: 0142-5692
1465-3346
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 Bour­dieu'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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508843
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</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 Bour­dieu'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.
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