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The Story of a Group of Pakistani Immigrant Students at Sawyer High School

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The Story of a Group of Pakistani Immigrant Students at Sawyer High School Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2010 Visitors Pass: The Story of a Group of Pakistani Immigrant Students at Sawyer High School Melissa Gersh Fischer Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Administration and Supervision Commons Recommended Citation Fischer, Melissa Gersh, "Visitors Pass: The Story of a Group of Pakistani Immigrant Students at Sawyer High School" (2010). Dissertations. 105. https://ecommons.luc.edu/luc_diss/105 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2010 Melissa Gersh Fischer LOYOLA UNIVERSITY CHICAGO VISITORS PASS: PAKISTANI IMMIGRANT STUDENTS AT AN URBAN AMERICAN HIGH SCHOOL A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN CULTURAL AND EDUCATIONAL POLICY STUDIES BY MELISSA GERSH FISCHER CHICAGO, ILLINOIS MAY 2010 Copyright by Melissa Gersh Fischer, 2010 All rights reserved. ACKNOWLEDGMENTS I am thankful to so many people for their support throughout my journey to completion of my doctoral studies. The number of family members, friends, professors and colleagues to thank and recognize for their assistance along the way is astonishing. First, to my husband, Garson, who would always ask, “how was your day?” after I returned home from each day at Sawyer High School, and who was always willing to listen to my new analysis or finding, or which ever part of my research was currently on my mind at any given moment. Thank you for all of your read-throughs and edits along the way (including this paragraph). Thank you for listening to me, always being there for me, and standing by me, even at the school dance at Sawyer. I could not have done this without you—I love you. Thank you, mom and dad, for your help with all my school projects and homework that helped me get to this point. I will always remember making the posters, projects, experiments, book reports, and homework projects—thank you. To those who said I can’t, I can, and I did. Thank you, mom and dad, for your support along the way. And to all my other Gersh, Matis, and Fischer family members, thank you. Your love, support, assistance, and generosity have been significant in this journey. To Dr. Noah Sobe, a huge thanks for your support each step of the way. You have taught me to push myself further then I thought I could reach as a student—thank you. I have made significant improvements in my writing due to your guidance, thank iii you. I appreciate your advising and teaching through my five years at Loyola. I am also grateful for the teaching assistant and adjunct opportunities you provided me. And, lastly, I thank you for your support throughout the dissertation process. I understand this is a time-intensive process. You have provided significant suggestions and feedback in each chapter. Thank you for your commitment to my research and writing. My dissertation is better due to your feedback and follow through—thank you. Dr. Robert Roemer and Dr. David Embrick, thank you for your insight, knowledge, and dedication to my research. Thank you for being on my dissertation committee. It has been a privilege to work with each of you, thank you. To Lucy—thank you for your kindness, assistance, and willingness to help me with my dissertation. Your help with gaining access at Sawyer was essential to this research. I would like to thank all the Pakistani students at Sawyer who opened and shared their lives and hearts with me throughout the entire 2008-09 school year. I really appreciate the way they invited me into their community and welcomed me on a daily basis. Thank you for sharing your stories. And to all the teachers and administrators at Sawyer, thank you for your time and cooperation with my research. Thank you for opening the doors to your classrooms and allowing me to observe the students during your instructional time. To my friend, Val, thank you for your support along the way. I am appreciative of your skills and knowledge for formatting my dissertation. It would not look as good, if it were not for your help, thank you. iv I would also like to thank Kacie and Tara for their assistance with both my research and my baby girl. Your help with each was significant to the completion of my dissertation. Thank you both for playing such important roles in my personal and professional life for the past two years. And to all my other friends—thank you. You have listened to me talk about my research for two years, thank you for your patience. Your friendship has played an important role throughout this process. v To my supportive husband, Garson, and precious baby girl, Sadie, I dedicate this labor of determination, and I thank them for their support and encouragement throughout this process. I could not have done it without your unconditional love. Thank you. TABLE OF CONTENTS ACKNOWLEDGMENTS iii ABSTRACT x CHAPTER ONE: INTRODUCTION AND THEORETICAL FRAMEWORK 1 Introduction 1 Significance of the Study 4 Purpose of the Study 6 Research Question 6 Conceptual Framework 7 Statement of the Problem 7 Review of Relevant Research on Immigrant Students in the United States 23 Previous Research on Pakistani Immigrants in the United States 31 CHAPTER TWO: METHODOLOGY 38 Overview 38 Site Selection 39 Ethnographic Methods 41 Interview Methods 42 Data Analysis Methods 43 Informal Consent 47 Access and Entry 47 Limitations 49 CHAPTER THREE: THE SCAPES OF LIVING: HOME, TECHNOLOGY, AND THE MEDIA 51 Ethnoscape—Living “Here” and “There” 55 Sense of Home 55 Schooling and Work 64 Use of Social and Free Time 65 Family Pressure and Parenting 68 Technoscape and Mediascape 79 Technoscape 80 Mediascape 87 CHAPTER FOUR: “STUDENTS WHO DO NOT CONFORM … WILL BE REQUIRED TO CHANGE”: EXPECTATIONS AND REQUIREMENTS OF AMERICAN SCHOOLING 93 Structurally Imposed Identities 94 “IB Students” and “NHS Students:” The Cream of the Crop 97 “AP Students:” The High-Achieving Students 105 “AVID Students:” The Middle Tier Students 106 “ESL Students:” The Respectful Students 109 vii “Regular Students:” Needing Improvement 112 The Impact of Structurally Imposed Identities 119 School Requirements and Expectations 124 Code of Conduct, Preparing Students for Economic Roles 131 Dress Code, School IDs and Keeping up with the Routines of Schooling 142 School Identification Cards 150 Keeping up with the Tempo or Routines of Schooling 151 Graduation Requirements=Credentials for Workforce 155 CHAPTER FIVE: IDENTITY ACQUISITION THROUGH STUDENT AGENCY 159 Race: Black and “Desi” Ghettos 160 Ethnicization 167 Defining Self and Culture 169 Appearance and the “Americanization” Process 173 Performing Identity at the High School Dance 175 The Elusiveness of Student Identities 178 Check The Box(es) 184 Multiple Root and Route Identities 187 Conclusion 189 CHAPTER SIX: “BE A BULLDOG:” AFTER SCHOOL CLUBS 192 Introduction to After School Clubs 193 Constraints of Institutional Structures 195 Collective Identity 197 Indo-Pak Club 198 Ahinsa Club 204 Student Agency in Joining Clubs: FOBs v. ABCDs 207 Making Friends 213 CHAPTER SEVEN: SUMMARY, REVIEW OF FINDINGS, CONCLUSIONS, AND IMPLICATIONS 224 Overall Summary 224 Outline of the Study 225 Question 225 Statement of the Problem 225 Purpose 226 Significance of the Study 226 Review of Findings 227 The Imagined World 228 “Students Who do not Conform … Will be Required to Change:” Expectations and Requirements of American Schooling 230 Identity Acquisition Through Student Agency 235 “Be a Bulldog”: After School Clubs 239 Conclusions 241 Implications of My Research 247 viii Recommendations 248 APPENDIX A: PARTICIPANTS AND THEIR EDUCATIONAL EXPERIENCE 252 REFERENCES 262 VITA 269 ix ABSTRACT New immigrant populations are shaped in significant ways by globalization. The phenomenon of transnationalism has changed “home” and “culture” from a local to a global scale. In fact, globalization is central to the current sociocultural experiences of immigrant populations, especially in the formation of their identities, their daily practices, and the constraints of their environment. Both as active agents and through the agency of others, these immigrants challenge the phenomenon of deterritorialization through transnationalism. The Pakistani immigrant students in this study maintain a strong sense of “home” through their new sense of place and space located in a global society. This ethnographic study focuses on the question of how agency and institutional structures, in a global society, impact the lived experiences of Pakistani immigrant students at an urban public high school. A review of literature on identity formation, globalization, and institutional structures is essential to answering this question. The impact of agency is studied through interviews, classroom observations, and participation in the Ahinsa and Indo-Pakistani after school clubs. Since the official religion of Pakistan is Islam, a majority of the immigrant students are Muslim. Therefore, the impact of American culture on the Pakistani immigrant students’ religious identity is also explored in this qualitative study. x CHAPTER ONE INTRODUCTION AND THEORETICAL FRAMEWORK Introduction I was sitting in the auditorium at Sawyer High School, a large urban public school in [Research Location], watching as the photographers with all their equipment, took senior photographs. On the right side of the stage, students were having their pictures taken in caps and gowns, dark green for the boys and white for the girls. Over on the left side of the stage, seniors had their photos taken without the caps and gowns, in outfits of their choosing, which is atypical at Sawyer.
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