Introduction
Students in higher education often struggle to comprehend their future lives. As the pressure on them increases from both society and relatives, these individuals may find themselves constrained between challenging choices that shape their opportunities and perceptions (Craddock et al., 2011; Lareau, 2002). The articles by Craddock et al., Gardner and Holley, and Lareau demonstrate the extent of damage that can be caused by self-doubts stemming from one’s background. This synthesis of the three articles mentioned above reveals that the pressure on students in higher education facilities may put them at a disadvantage due to their upbringing, family status, race, and gender.
Factors of Students’ Perception of Higher Education
It is essential to recognize how one’s identity, which is significantly shaped by external factors throughout life, can lead to unfavorable outcomes in academia. People may perceive themselves as incompetent or out of place when surrounded by those who demonstrate progress in learning that exceeds their own, due to internalized views of their worth (Craddock et al., 2011; Gardner & Holley, 2011). These individuals also possess social connections that differ from those of peers who come from middle-class households, which influence their behavior, tastes, and even approaches to studying (Lareau, 2002). Therefore, one’s identity can lead to confusion about one’s place in life.
Family expectations are shown to be an essential factor in this issue across all three articles. Perfectionism is commonly perceived as a trait inherent to first-generation students, who are often people of color and those from low-income households (Craddock et al., 2011; Gardner & Holley, 2011; Lareau, 2002). At the same time, families can drive one’s attention away from studies. Financial support from one’s relatives or childbearing responsibilities may cause a person to refrain from pursuing their academic goals (Gardner & Holley, 2011; Lareau, 2002). Thus, family relationships may hamper one’s personal and professional advancement.
Another overarching theme that emerges throughout these articles is the impact of one’s background, race, and gender on their perceptions of educational success. This accumulated disadvantage causes one to doubt oneself and feel guilty, leading to the creation of self-handicaps. People from disadvantaged backgrounds who can not understand their role in the future may fail to pursue their current goals.
Simultaneously, society shapes one’s vision of their intended position in life, which often stems from gender and racial stereotypes (Gardner & Holley, 2011; Lareau, 2002). This notion adds an inherent disadvantage to many individuals whose aspirations exceed traditional views of their limitations. For example, the impostor phenomenon commonly appears among female students and people of color, causing them to feel inadequate when compared to individuals from middle- and upper-class families (Craddock et al., 2011). Such situations reveal that equality is a vital part of modern education, and it remains to be fully achieved.
Conclusion
In conclusion, as illustrated by the examples of the three articles used in this synthesis, students from low-income households, people of color, and first-generation students frequently experience feelings of inadequacy during their studies. Individuals can develop valid coping strategies through their understanding of the challenges ahead, as struggles in higher education are bound to transfer into their personal and professional lives. Educational facilities need to consider how these sources portray the conditions that put a portion of their population at risk of academic failure and seek methods to alleviate this pressure.
References
Craddock, S., Birnbaum, M., Rodriguez, K., Cobb, C., & Zeeh, S. (2011). Doctoral students and the impostor phenomenon: Am I smart enough to be here? Journal of Student Affairs Research and Practice, 48(4), 429-442.
Gardner, S. K., & Holley, K. A. (2011). “Those invisible barriers are real“: The progression of first-generation students through doctoral education. Equity & Excellence in Education, 44(1), 77-92.
Lareau, A. (2002). Invisible inequality: Social class and childrearing in Black families and White families. American Sociological Review, 67(5), 747-776.