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.

中文翻译：

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过渡到高等教育期间的信任和信任实践：引入习惯性信任框架

摘要背景：向高等教育 (HE) 的过渡使本科生面临各种社会和学术挑战。关于如何应对这些挑战的研究通常引用布迪厄斯的观点，并将成功获得高等教育与学生在适应不熟悉的机构需求时带来的资本和习惯联系起来。目的：尽管一些研究认为信任（以及对可信度的看法）与建立个人和机构特征之间的“契合”高度相关，但很少考虑将信任作为管理向高等教育过渡的文化资本的一部分的概念。我们的探索性研究旨在引入和测试习惯性信任的框架，从而为向高等教育过渡的研究提供新的见解。样本：为了调查信任在信任实践中的作用，对两所德国高等教育机构 (HEI) 的 28 名本科生进行了采访。设计和方法：数据是通过情景访谈收集的。这些访谈的转录内容要经过类型学定性内容分析。结果：数据分析确定了三种不同类型的学生信任和信任水平，它们因学术或非学术家庭背景而异，并影响学生在 HEI 的信任体验。信任和信任水平的三种类型是：（i）积极主动的自力更生信任者，（ii）适应性和有抱负的信任者，以及（iii）抵抗和疏远的怀疑者。结论：习惯性信任可被视为个人背景与向高等教育过渡期间表现之间的重要联系。