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Anisha Arora Thesis The Experiences of First-Generation Punjabi Students at Simon Fraser University by Anisha Kaur Arora M.S., University of Bridgeport, 2003 B.S., University of Connecticut, 2001 Thesis Submitted In Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Postsecondary Leadership Program Faculty of Education Anisha Kaur Arora 2019 SIMON FRASER UNIVERSITY Summer 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Anisha Kaur Arora Degree: Doctor of Education Title: The Experiences of First-Generation Punjabi Students at Simon Fraser University Examining Committee: Chair: Laurie Anderson Adjunct Professor Michelle Pidgeon Senior Supervisor Associate Professor Rebecca Cox Supervisor Associate Professor Hartej Gill Supervisor Associate Professor Department of Educational Studies University of British Columbia Elizabeth Marshall Internal Examiner Associate Professor Kalwant Bhopal External Examiner Professor School of Education University of Birmingham Date Defended/Approved: July 16, 2019 ii Ethics Statement iii Abstract The purpose of the study was to develop a deep description of the experiences of first- generation Punjabi students who have no familial history of Canadian postsecondary education, in order to understand their challenges, their support systems, their community and their overall experiences with postsecondary education. Bourdieu’s (1977a, 1986) social reproduction theory was used as the conceptual framework using descriptive case study methodology to answer the research question: What are the experiences of first-generation Punjabi students at Simon Fraser University? The interview conversations explored the navigation of multiple worlds, notably the family environment, the university environment, and the Punjabi community. The conversations described the navigation of experiences that inform students' experiences as first-generation Punjabi university students. Core experiences with navigation of race and ethnicity, gender, role as a university student, role within the Punjabi community, and role within family represent multiple and intersecting dimensions significant to students' experiences as first-generation Punjabi university students. The findings show first-generation Punjabi university students negotiated Punjabi values and expectations, Canadian values and expectations, university and family responsibilities, pioneering postsecondary education, responsibility to give back to family and the Punjabi community, and pressure to uphold family honour. Living at the connection of numerous worlds, including experiences as the first family member to attend university and engaging both in Punjabi culture and in Canadian culture. Participants associated five strengths with being first-generation Punjabi university students: family, Punjabi culture, immigration, support network—before university and during university, and a strong sense of seva (i.e., selfless service). This study has implications for theory, research, and practice in Canadian postsecondary education. This research supports the need for university services tailored to students who are the first in their family to attend university. Keywords: First-generation; Student Services; Bourdieu; Cultural Capital; Case Study; Interview; Punjabi. iv Dedication To the #arorables: my son Gurtej, my daughter Daya, niece Amanjot, niece Jasjot, and nephew Arjan, you changed everything for me. To my husband Amritpal, you are my biggest blessing. Thank you to my mother, Sardarni Charanjit Kaur, and father, Sardar Kuldip Singh, for all the sacrifices you made for us to have every opportunity. I do not know how to ever thank you enough for all the love you have given us. To my sister, Jasdeep, and brother-in-law, Sachdeep, I do not know where I would be without you. Thank you both for everything you do for me. Thank you to my mother-in-law, Sardarni Sukhwinder Kaur, and to my sisters-in-law, Kiran and Kamal, for your love. Thank you to my late father-in-law, Sardar Dalip Singh, who continues to watch over us. I love you all so much! v Acknowledgments I would like to begin by acknowledging that the land on which I am privileged to work, study and live is the traditional and unceded territory of Coast Salish Peoples, specifically the Kwantlen, Semiahmoo, Tsawwassen, Katzie, Kwantlen, Kwikwetlem, Qayqayt, and numerous Stó:lō Nations First Nations. I extend my deepest appreciation and most humble gratitude to Dr. Michelle Pidgeon; I am so lucky to have been one of your students. I have learned so much from you and am so thankful for everything you have done for me. You inspire so many of us, and I am blessed to call you my mentor. Thank you to my wonderful committee members, Dr. Hartej Gill and Dr. Rebecca Cox. Dr. Gill, thank you for being such a wonderful role model for the next generation of Punjabi learners. I appreciate your kindness, compassion, and advice. Dr. Cox, thank you for the hallway chats and motivational walks. Thank you to my UCONN and SFU families who helped to shape me as a student and a professional. To my amazing friends who are family and have supported me along the way, I could not have done this without you! I extend my heartfelt thanks to the students who shared their stories to open doors for the next generation of Punjabi students. vi Table of Contents Approval .......................................................................................................................... ii Ethics Statement ............................................................................................................ iii Abstract .......................................................................................................................... iv Dedication ....................................................................................................................... v Acknowledgments .......................................................................................................... vi Table of Contents .......................................................................................................... vii List of Figures................................................................................................................. xi List of Acronyms ............................................................................................................ xii Glossary ........................................................................................................................ xiii 1. From and with Love ................................................................................................ 1 2. Introduction ............................................................................................................ 4 Personal Context .................................................................................................... 5 Description of the Problem ..................................................................................... 7 The Aim of the Study .............................................................................................. 9 Research Questions ............................................................................................. 10 The Research Process ......................................................................................... 10 Theoretical Framework ......................................................................................... 13 Definition of Terms ............................................................................................... 14 2.7.1 First-Generation University Students ......................................................... 15 2.7.2 Punjabi Students ....................................................................................... 16 Significance of the Study ...................................................................................... 16 Study Limitations and Delimitations ...................................................................... 18 Organization of the Study ..................................................................................... 19 Summary .............................................................................................................. 20 3. Review of the Literature ....................................................................................... 22 Overview and Introduction .................................................................................... 22 The Deficit Discourse of the Literature .................................................................. 23 3.2.1 Definition of a First-Generation Student .................................................... 24 First-Generation Students..................................................................................... 25 3.3.1 Preuniversity Characteristics ..................................................................... 25 3.3.2 Planning and Support for Postsecondary Education.................................. 27 3.3.3 Family as a Correlate of Success .............................................................. 28 3.3.4 Summary .................................................................................................. 28 The Immigrant Population in Canada ................................................................... 29 3.4.1 Immigration and Education.......................................................................
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