Author(s) :

Emmanuel Wu, Daniel Hawkins Iddrisus.

Volume/Issue :

Abstract :

This study examines how high school students in two contrasting educational contexts—an urban public high school in the United States and a rural private high school in Taiwan—experience access to academic resources and academic pressure. Using a qualitative comparative research design, data were collected through an anonymous online survey administered to 26 students (n = 11 U.S.; n = 15 Taiwan). The survey included both scaled questions and open-ended prompts addressing technological resources, non-technological resources, academic pressure, and support systems. Responses were analyzed using thematic analysis to identify recurring patterns and cross-contextual differences. Findings indicate that Taiwanese students experience limited technological and curricular resources alongside high levels of exam-related pressure, while U.S. students report broader access to institutional and technological resources but heightened stress related to college admissions and competitive academic environments. Across both contexts, students emphasized the importance of interpersonal support in coping with academic demands. These results show how resource availability and academic pressure intersect differently across educational systems, underscoring the value of student perspectives in understanding educational inequality.