Investigation And Analysis Of The Background,Process And Characteristics Of The First Generation Of Family College Students Taking Postgraduate Entrance Examination

Chinese higher education has entered a popularization stage,more than 70% of college students in the family are the first generation of college students.Studies have shown that due to the lack of family economic,cultural and social capital,the first-generation college students from families generally lag behind in college life adaptation and academic development.Can the first-generation college students make up for the lack of family background and achieve better independent development through several years of higher education to some extent? With the arrival of another year of "the most difficult postgraduate entrance exam season in history",more and more first-generation college students from families are joining the team to take the entrance exam.Based on the investigation of the preparation of the first-generation college students from their families before entering the university and their adaptation and adjustment during the undergraduate period,this study comprehensively investigated and analyzed the motivation and preparation of the first-generation college students from their families for postgraduate entrance examination,and combined with their own reflection,discussed the core issue of "how can universities help the first-generation college students from their families achieve better development".This study is based on social capital theory,cultural capital theory and underlying cultural capital.According to the principle of purposivity sampling and convenience sampling,in-depth interviews were conducted with 6 male and female first-generation college students from different colleges and universities and different majors,and narrative research method was adopted to tell the study process of upward mobility of first-generation college students from families.Firstly,through the investigation of the preparation for college education of the first generation of college students from families,it can be seen that what the first generation of college students from families lack most is not economic capital,but social capital and cultural capital,and they are generally conservative or blind when filling in the college entrance examination.On the other hand,the first-generation college students,as "small-town scholars",have a strong sense of self-struggle,as well as the excellent qualities of introversion and tenacity.They are full of expectations for college education and have the courage to face difficulties independently.Secondly,through the investigation of the development of the first generation of college students in the undergraduate stage,it is found that under the influence of professional education and elite campus culture,the first generation of college students in the family have developed embodied cultural capital in professional knowledge and skills,cultural accomplishment,values and other aspects.Through the communication with classmates and teachers,as well as the social practice carried out on the platform of the university,the social capital is enriched.With the independent accumulation of cultural capital and social capital,their awareness and ability of independent development are obviously enhanced.Faced with the re-entrance,the first-generation college students in their families have more self-awareness in the selection and preparation of postgraduate entrance examination.Finally,through the investigation of the motivation,preparation process and post-examination reflection of the first-generation college students,it is found that the motivation of the first-generation college students is mainly the pursuit of utilitarian goals,and fewer choose to take the postgraduate entrance exam due to academic interest.In the process of preparing for the exam,the first-generation college students mainly "huddle" with their peers.The level and type of the university have a decisive influence on the acquisition of postgraduate entrance examination resources and the choice of postgraduate entrance examination direction for the first-generation college students.From the perspective of the first generation of college students,the more important thing is that they have done something by their own efforts.The first generation of college students in their families need to start all over again.The conclusion of this study is that: through the investigation of the preparation for admission,college education experience and postgraduate entrance experience of the first generation of college students in their families,it can be seen that undergraduate education has a significant compensatory effect on the congenital deficiency of cultural and social resources of the first generation of college students in their families,and postgraduate entrance examination is an important way for the first generation of college students in their families to realize continued upward mobility.However,the lack of family cultural capital and social capital still has a lasting impact on the first-generation college students from families,such as the excessively utilitarian motivation for postgraduate entrance examination and the lack of resource support in the preparation process.Compared with non-first-generation college students,first-generation college students in their families are more dependent on their colleges in college life adaptation and preparation for postgraduate entrance examination.Therefore,universities can provide targeted support for the first-generation college students in their families in postgraduate entrance examination and comprehensive development.First,they can strengthen the connection between universities and high schools,especially for rural middle schools to promote school and major,and set up bridging courses.The second is to provide personalized career planning and academic research guidance for the first generation of college students in their families,stimulate their deeper learning and academic research motivation,and lay a more solid foundation for lifelong learning and sustainable development;The third is to construct a more dynamic educational ecological system,especially strengthening the construction of digital learning resources,further opening up educational resources,and improving students’ information literacy,so as to help the first-generation college students from their families obtain learning resources at a lower cost and more efficiently,and expand educational equity.