How do first-generation rural college students navigate academic help-seeking? A qualitative investigation of influencing factors, processes and strategies

Abstract

First-generation college students (FGCS) often encounter academic challenges that hinder their ability to seek timely and practical assistance, particularly within the competitive and hierarchical cultural context of Chinese higher education. This study explored the lived experiences of academic help-seeking (AHS) among rural FGCS. Guided by Karabenick and Dembo's Academic Help-Seeking Process Model and Bourdieu's Cultural Capital Theory, the research employed an Interpretative Phenomenological Analysis (IPA) approach. In-depth semi-structured interviews were conducted with 20 rural FGCS from mixed majors, predominantly in the social sciences, to capture their perceptions, decision-making processes and preferred sources of help. Findings indicate that AHS is often regarded as a strategy of last resort, typically pursued only when urgent academic problems cannot be resolved independently. Participants tended to rely on peers or family rather than faculty or institutional resources, influenced by limited institutionalised cultural capital, internalised fears of judgement and limited awareness of available support services. These patterns highlight the persistence of internal and structural barriers to formal help-seeking. The study underscored the need for faculty engagement, targeted resource-awareness campaigns and culturally responsive interventions to foster a help-seeking culture that supports rural FGCS's academic success in Chinese higher education.