Exploring and comparing underrepresented students’ learner identities between elite universities in Singapore and Shanghai

Abstract

This thesis explores underrepresented students’ higher education experiences in elite universities in two large cities in Asia – Singapore and Shanghai. In these two cities, 32 first/second-year students from four elite universities participated in the research.

In the context of the rapid expansion of higher education in Asia after the 2000s, elite universities have become more accessible for non-traditional or underrepresented students. However, previous research in other contexts highlights that these students frequently encounter problems in their transitions into higher education. This study explores whether similar patterns appear in Asia.

Underrepresented students learning and transition experiences in universities are important for social justice because this information helps us judge whether class mobility or educational adequacy in a certain social context is progressing or not. Hopefully, this thesis can contribute to social justice in higher education in Asia by richly illuminating underrepresented students’ unique experiences in elite universities.

This thesis adopts a qualitative research approach and employs learner identity as the main theoretical lens for exploring students’ learning and transition experiences in elite universities. Each of the 32 participants was invited to participate in two interviews, with half a year in between. Thematic analysis was used to explore four key areas: students’ transition and learning experiences; their learner identities; the development of their learner identities; and the salient factors shaping their learner identities. In addition, four case studies are also presented to give insights by telling complete stories. Finally, the major findings from the data are considered through regional and institutional comparisons drawing out implications for social justice.

This research found heterogeneity in underrepresented students’ learner identities in elite universities in Singapore and Shanghai. Factors that seemed to influence students’ identities included: achievement, the sense of belonging, and peer social relations. Furthermore, this research also illustrated how these underrepresented students could sometimes lack self-confidence, intrinsic learning motivation and awareness of the full value of university education. The students in both Singapore and Shanghai usually focused more on the practical value of an elite university diploma or popular professions for future employment.