"Balancing books and burdens": Narratives of low-income students in a private higher educational institution

Abstract

This study explored the lived experiences of low-income students in a private higher education institution. Guided by a social constructionist and interpretivist framework, the study employed narrative inquiry to document and interpret how students make sense of their academic, financial, and social realities. Six participants aged 18-25 were selected through snowball sampling, all of whom are self-identified as coming from a low-income household and were enrolled in a private institution. Data were gathered through semi structured interviews, transcribed verbatim, and analyze using Braun and Clarke’s(2006) six-phase thematic analysis. Five key themes emerged from the narratives, Vulnerability (Difficulties), Determination, Coping or Survival Mechanisms, Institutional Support (or Lack Thereof), lastly Social Stigma and Exclusion. Findings revealed that while poverty poses persistent barriers to academic success. Low-income students exhibit strong resilience, faith, and self-determination in facing and overcoming adversity. Their narratives reveal that persistence in higher education is anchored on three key factors: personal determination, social and family support, and institutional assistance. The study recommends that educational institutions and policy makers strengthen scholarship programs, support, and design inclusive academic policies to ensure equity and student retention. This research highlights that education for low income students is not merely an ambition, but a profound act of resilience, sacrifice and hope for a better future.