Trust and Trusting Practices during Transition to Higher Education: Introducing a Framework of Habitual Trust

Autor/inn/en	Bormann, Inka; Thies, Barbara
Titel	Trust and Trusting Practices during Transition to Higher Education: Introducing a Framework of Habitual Trust
Quelle	In: Educational Research, 61 (2019) 2, S.161-180 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bormann, Inka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2019.1596036
Schlagwörter	Trust (Psychology); Undergraduate Students; Student Adjustment; Foreign Countries; Educational Attainment; Credibility; World Views; Cultural Capital; Socioeconomic Background; Teacher Education; Personality; Interpersonal Relationship; Social Capital; Student Experience; Habit Formation; Expectation; Germany + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Bildungsabschluss; Bildungsgut; Glaubwürdigkeit; World view; Weltanschauung; Sozioökonomische Lage; Lehrerausbildung; Lehrerbildung; Personalität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialkapital; Studienerfahrung; Expectancy; Erwartung; Deutschland
Abstract	Background: Transition to higher education (HE) confronts undergraduates with a variety of social and academic challenges. Research on how these challenges are dealt with often refers to a Bourdieusian perspective and links successful access to HE to the capital and habitus that students bring with them when adapting to unfamiliar institutional demands. Purpose: Although some studies regard trust (and perceptions of trustworthiness) as highly relevant for establishing a 'fit' between individual and institutional features, the notion of trust as a part of cultural capital for managing the transition to higher education is seldom considered. Our exploratory study aims to introduce and test out a framework for habitual trust and, thus, offer fresh insight into research on transition to HE. Sample: In order to investigate the role of trust for trusting practices, 28 undergraduates in two German Higher Education Institutions (HEI) were interviewed. Design and Method: Data were collected through episodic interviews. The transcriptions of these interviews were subject to typological qualitative content analyses. Results: The analysis of data identified three different types of students' trust and trusting levels, which varied in respect of academic or non-academic family background and affected students' trusting experiences at HEI. The three types of trust and trusting levels were: (i) proactive self-reliant trustors, (ii) adaptive and aspiring trustors, and (iii) resistant and alienated sceptics. Conclusions: Habitual trust can be considered as an important link between individual backgrounds and performance during the transition to HE. The results are discussed with a view to further research on the practicability of habitual trust as a feature that HEI can or should deal with. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01