Navigating college life : a qualitative investigation of student loan borrowers in China

Abstract

Student loans have long been pivotal in promoting educational access and equity. With China’s historic transformation from elite to mass higher education at the turn of the century, new entrants from more impoverished families and rural areas have surged considerably. Those student loan borrowers are already viewed by many as the product of state intervention in higher education. Despite their size and uniqueness as a group, virtually no attention has been paid to their voices. Little systematic analysis exists on how student loan borrowers made postsecondary education decisions and navigated college life. There is a need to understand better what student debt means to students who are academically capable yet economically disadvantaged. This research conducts a reflective thematic analysis with a qualitative inquiry into the lived experiences of 41 modern student borrowers using a framework of human and cultural capital. It identifies the obstacles faced by students from deprived backgrounds in acquiring and activating cultural capital during their higher education. The findings suggest the following: Students of low socioeconomic status work assiduously to pursue access to higher education. They see it as a life-changing tool. Therefore, borrowing for college is considered reasonable and acceptable. They view debt repayment as affordable based on the potential of the skills acquired for lucrative earnings upon graduation. They also acknowledge and appreciate the reduced repayment burden that has brought student debt down to a more manageable level. The prevailing attitude toward education debt falls between “debt- favorable” and “debt-utility.” Students perceive borrowing for learning as an investment in human and social capital. They are, however, cautious of commercial credit, considering it more in terms of consumption and revolving debt. Consequently, far from being an effective deterrent or added financial burden, educational indebtedness grants student borrowers a measure of freedom and autonomy in college. It also provides mutual financial independence for their families. Contrary to the prevalent stance supporting student borrowing, the research also identifies inconsistent and weak voices. Borrowing for college can signal economic vulnerability, lower self-esteem, and affect social integration. As well, certain student borrowers are prone to consumerism and indulging in excessive spending. Financial and sociocultural impediments abound for student loan borrowers. These include enrollment in inappropriate programs at unsuitable institutions caused by budget constraints and limited family knowledge of higher education experience. These elements restrict the tertiary education decision-making process of those college borrowers and, as a result, their campus experience and access to career opportunities following graduation. Finally, the scarcity of economic capital, via mediating the experience of college education, continues to disadvantage low-income students in their pursuit of cultural and social capital. It reduces their capacity to attain the same level of success as their more affluent peers. Despite their weak position, student borrowers remain committed to maximizing their college experience and achieving personal fulfillment. Transitioning to college and urban life presents opportunities for personal growth and development through patience, perseverance, and resilience.