The Dilemma of Dual Identity: Conflict Between Cultural Capital and Identity Among Professional Undergraduate Students in Higher Education

Ziyun Wang; Zhe Li

doi:10.62177/jetp.v3i1.1087

Authors

Ziyun Wang Hainan Vocational University of Science and Technology
Zhe Li City University of Macau

DOI:

https://doi.org/10.62177/jetp.v3i1.1087

Keywords:

Vocational Undergraduate Education, Dual Identity, Cultural Capital, Identity, Vocational Education

Abstract

Based on theories of cultural capital and identity, this paper explores the identity conflicts encountered by vocational undergraduate students within the college context. These students simultaneously possess the dual identity attributes of "undergraduate" and "vocational student," which can easily lead to internal conflict. The study finds that such conflicts are mainly manifested in three aspects: first, insufficiently clear self-positioning; second, greater susceptibility to embarrassment and stress in interpersonal interactions; and third, a higher likelihood of encountering institutional recognition barriers and restricted access to opportunities. The primary reasons include three factors: an imbalance in cultural capital, the negative stigma associated with vocational education, and a lack of institutional-level recognition. To alleviate these problems, a multifaceted approach is necessary. This can involve improving teaching and training methods, refining social support systems, and guiding students to more actively enhance their capabilities and self-confidence. The ultimate goal is to foster a more supportive campus and institutional environment, thereby helping vocational undergraduate students establish a more stable sense of identity.

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