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 |
| 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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