In this article, we discuss the results of qualitative research carried out at an Italian university for shedding light on the transition students undergo on entry to university, and for understanding associated difficulties that lead to student drop out. We use Vincent Tinto's and Pierre Bourdieu's theoretical apparatuses for analysing drop out in higher education as a process in which inequalities are expressed and reproduced. The intertwined social and institutional mechanisms, and flawed decision‐making processes, that precede entry to university are explored. Particular attention is given to student perceptions of their experiences at university and the factors leading to progressive disengagement and drop out. The empirical material analysed shows that, although access to university is relatively easy within the Italian context, hurdles to the pursuit of a university education are largely hidden. Students who withdraw are those who are unable to embody the codes, rules and functioning of higher education: those who do not manage to internalise the type of disciplined autonomy needed for responding to academic demands. Personal characteristics and background resources are key for enabling students to fit in the academic environment. The ways in which higher education institutions regulate access and structure university life contribute to drop out processes and unequal pathways based on the social background of students. Following Coulon, we conclude by arguing that higher education institutions should develop systemic approaches that commit their structure and personnel to the goal of developing a “pedagogy of affiliation” aimed at fostering—particularly among students from underprivileged backgrounds—the cognitive, social and practical skills needed to prosper in higher education.

中文翻译：

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学生为什么要离开大学？意大利高等教育机构的定性研究

在本文中，我们讨论了在意大利大学进行的定性研究的结果，目的是阐明学生升读大学的过渡期，并了解导致学生退学的相关困难。我们使用文森特·廷托（Vincent Tinto）和皮埃尔·布迪厄（Pierre Bourdieu）的理论工具来分析高等教育中的辍学，这是一个表达和再现不平等现象的过程。探索了大学进入大学之前相互纠缠的社会和制度机制，以及错误的决策过程。特别注意学生对他们在大学中的经历的看法以及导致逐步脱离和退学的因素。分析的经验材料表明，尽管在意大利背景下上大学比较容易，追求大学教育的障碍在很大程度上是隐藏的。退学的学生是那些无法体现高等教育的规范，规则和功能的学生：那些无法内化应对学术要求所需的纪律性自治的学生。个人特征和背景资源是使学生适应学术环境的关键。高等教育机构根据学生的社会背景，调节入学条件和构建大学生活的方式有助于辍学过程和不平等的途径。继Coulon之后