China introduced county schools to increase the number of rural students accessing universities because, as in Europe, they are less successful in gaining access than their urban based counterparts. This research explores the degree to which students from county level schools in Jiangsu Province, transform the academic-focused cultural capital into social and informational capital as they transition from these schools and through universities. Understanding the evolving challenges and adaptations during their academic journey can help to reveal the successes and difficulties that this Chinese model generates for students. These lessons have value beyond China.

Theoretical Foundation

The study uses Bourdieu's cultural capital theory to explore how different forms of cultural capital (academic knowledge, social connections, cultural behaviors) are transformed during the transition from structured, rural education to more independent, urban university education (Bourdieu, 1986). The paper assesses how students from county-level schools leverage or adapt their cultural capital at university.

Reay's notion of institutional habitus (2001) helps to analyse how university structures and cultural practices affect students' integration and how students' past educational experiences shape this. DiMaggio & Powell's (1983) concept of institutional isomorphism facilitates an examination of how universities exert pressure on students to conform to academic and social norms. Different Universities' structural demands (e.g. academic rigor and cultural expectations) aim to shape graduates and students social identities and their academic capital.

Bourdieu (1986) theorises that family background-such as parents education levels and access to resources shapes students' success, their social skills and access to networks, which are crucial to advance (Brown & Klute, 2003).

Bourdieu's concepts are enhanced by also exploring the "big-fish-little-pond effect" (Marsh & Hau, 2003) to explain the psycho-social aspects of the students' adaptation processes.

Specifically, how county schools’ students who are often, top performers in their local settings, experience a loss of self-esteem in the highly competitive university environment.

 Research Questions

1.What challenges do county school students' face as they navigate the transition from an exam-oriented education to the university environment？

2. What strategies do students employ to overcome any perceived disparities?

3. How does the Bourdieusian framework help us explain student challenges and suggest what institutional change and support is needed in the Chinese context?

4. What lessons can be learned regarding how to support rural students in Europe and internationally？

Comparative International Perspective

The challenges faced by county school students in China have parallels with rural students in other countries, such as Sweden and post-socialist Eastern European nations. According to Björkum and Basic (2024), despite efforts to localize higher education over the past 15 years, regional disparities in Sweden remain significant. Higher education opportunities in rural areas continue to lag behind metropolitan regions, leading to an increasing concentration of educated populations in urban centers (Gråsjö, 2020). In some countries such as South Africa distance education has been important in helping rural students access higher education.

In Eastern Europe, particularly in post-socialist countries such as Serbia, rural youth face complex transitions to adulthood. Schafft et al. (2020) highlight that these transitions involve interconnected processes such as moving from education to employment, family responsibilities, and civic engagement. The transition from education to employment is considered the most critical (Biggart & Walther, 2006), similar to the Chinese context where county school students often struggle with adapting to urban job markets.

This study employs a qualitative research approach, focusing on first-year through fourth-year students from county schools in Jiangsu Province during the 2024-2025 academic year (Adeoye, 2023). The sample includes a range of students from different academic years to examine the ongoing transformation of cultural capital and social integration as they progress through their university education. Sampling and Participants The study included 24 students selected from first-year through fourth-year university students. This diverse sample ensures that the research captures the full scope of the transition process across the university years. The participants were selected through a combination of convenience sampling (based on researcher access and knowledge of county school networks) and snowball sampling (where initial participants recommend others). The inclusion criteria require that participants be students from county-level schools in Jiangsu Province, ensuring consistency in educational background. Data Collection Methods • Reflection Diaries: Students were asked to maintain weekly diaries throughout the semester, documenting their experiences of social integration, cultural capital transformation, and information access. These diaries captured students’ insights into the challenges they face and the strategies they use to adapt to university life. • In-Depth Semi-Structured Interviews: one to two hours interviews are conducted with each participant. The interview focused on students' pre-university cultural capital, expectations, and initial adaptation experiences. It explored the transformation of their cultural capital, social integration, and how they navigate university life, particularly in terms of social network formation and resource access. Data Analysis The data is analyzed using thematic analysis, following Saldaña’s (2021) approach. Themes related to cultural capital transformation, social integration, and resource access is identified across the participants’ diaries and interview data. Ethical Considerations Ethical approval has been sought, and informed consent is obtained from all participants. The study has ensured the confidentiality of participants through the use of pseudonyms and adhered to ethical guidelines regarding data protection and participant rights.

Expected Contributions and Practical Implications This research aims to deepen our understanding of the transition from county schools to universities, both theoretically and practically. The study will expand on the "big-fish-little-pond effect" by applying it to the process of social integration. It will provide new insights into how rural students adapt their cultural capital in an urban university environment, and how their self-concept and social identity evolve as they adjust to university life. Theoretical Contributions The research will extend Bourdieu’s cultural capital theory by examining how academic-focused cultural capital transforms into social and informational capital in the university setting. It will also build on Reay’s institutional habitus theory by exploring how university structures and cultural practices influence the integration of rural students. Additionally, the study will introduce a model that looks at the impact of information disparity on the formation of social networks and academic success. This model will emphasize how access to information shapes students’ academic identities and their ability to utilize university resources effectively. Empirical Findings The study will document how rural students build social networks, access resources, and adapt to the university culture. Key findings are expected to include insights into the challenges these students face in forming social connections and the role of institutional support systems in easing their transition. Practical Implications The findings will inform the design of tailored support systems for students, especially those transitioning from rural, structured educational backgrounds. Potential support mechanisms may include peer mentoring, orientation programs, and academic services that address the specific challenges faced by these students, helping them integrate more effectively into university life.

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