Abstract
Rural students' experiences in higher education are influenced by several intersecting
factors that affect their sense of belonging, integration, and academic success.
Research highlights that students from rural backgrounds face unique challenges
when transitioning into university environments that are often structured around urbancentered
norms and expectations (Leibowitz, 2014; Mshuqwana, 2020). The shift from
rural to urban academic contexts can lead to feelings of cultural and social isolation,
as students navigate unfamiliar social practices, languages, and teaching methods
that may not align with their prior experiences (Timmis et al., 2019). Furthermore,
students from rural areas often struggle with adjusting to the technological demands
of higher education, with limited exposure to digital tools and academic English
contributing to feelings of inadequacy and exclusion (Gillis, 2020; Swartz et al., 2018).
In this study, I explored and theorized rural students' experiences of navigating and
negotiating their sense of belonging at the University of Johannesburg. Through a
descriptive case study, I purposely sampled ten students from rural areas to examine
their university experiences and the unique challenges they faced. To gather in-depth
data and address my research questions, I used 13 qualitative semi-structured
interview questions. I applied Pierre Bourdieu’s field theory as a framework to analyze
and interpret how rurality influences students' integration and sense of belonging
within the university. The main findings of the study reveal that students from rural
areas often encounter an environment where urban-centered norms create feelings of
cultural and social isolation. This is driven by differences in lifestyle, language, and
perceived class disparities. Adapting to the university’s learning style and reliance on
technology was a significant challenge, as many students felt unprepared for the shift
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from traditional learning to digital tools. Language barriers further complicated their
transition, with the use of academic English contributing to feelings of exclusion and
impacting their sense of belonging. Perceived class and cultural disparities also
shaped students' sense of self and their social interactions, with some students feeling
“different” due to material and social differences from their urban peers. However,
support systems like mentorship, peer relationships, and financial assistance, were
reported as crucial in helping students manage these challenges. Many relied on these
networks to foster resilience and feel more connected in the university environment. I
argue that there is a need for institution-wide strategies and policy interventions to
foster an inclusive environment for students from rural areas. I also proffer the
recommendation of the need for higher education institutions to develop strategies
that foster a more inclusive environment for students from rural areas. These
strategies should include mentorship programs, academic support services, and
initiatives aimed at improving technological access.