SOCIAL AND CULTURAL CAPITAL OF UKRAINIAN UNIVERSITY STUDENTS IN CANADA AND THEIR EDUCATIONAL EXPERIENCE by Max Antony-Newman A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Max Antony-Newman, 2014 SOCIAL AND CULTURAL CAPITAL OF UKRAINIAN UNIVERSITY STUDENTS IN CANADA AND THEIR EDUCATIONAL EXPERIENCE Master of Arts, 2014 Department of Curriculum, Teaching and Learning University of Toronto Abstract This qualitative research involved semi-structured interviews with Ukrainian international and immigrant university students in Canada to get an insight into their educational experience using the concept of social and cultural capital put forward by Pierre Bourdieu. Ukrainian students constitute an under-researched group of diverse students in Canada and it is important to understand their specific attitude towards education, adaptation and achievement. I found that Ukrainian students possess high levels of social and cultural capital. Social capital showed low level of portability due to the weak ties between Ukrainian students and Ukrainian Canadian community. While more equal approach to the availability of print, access to extracurricular activities and enriched curriculum provided Ukrainian students with advantage in Canada, they experienced obstacles due to the lack of presentation skills and dissatisfaction with curriculum. These results will enable educators and administrators to get an insight into educational patterns and expectations typical of Ukrainian students. ii ACKNOWLEDGEMENTS Writing this thesis was not an easy journey, which required inspiration, dedication and hard work. As a Ukrainian student and recent newcomer myself I had to come to terms with the new educational environment in Canada, while also combining research with full-time teaching and parenting. This experience has been thoroughly enjoyable and I would like to thank the people, who were instrumental in my successful navigation of these waters. I am extremely grateful to my supervisor Professor Diane Farmer, whose course on Pierre Bourdieu was the catalyst for my research idea. She was very supportive from the very beginning and offered ongoing guidance and professional feedback. I benefited immensely from her numerous insights, which helped me to become a better researcher. My strong appreciation also goes to Professor Jim Cummins, who served as the member of my committee and was helpful with editing my work and also shared his vast experience in the field. I would like to thank my nine participants, who found time to answer my questions. They were interested in helping my research for the benefit of Ukrainian community in Canada by raising awareness about our educational experience and background. My research would not have been possible without the understanding and patience of my wife Marina, who had to endure several years of dinner table discussions centered on key notions of Pierre Bourdieu’s theoretical framework, namely capital, habitus and field. I am also thankful to my two sons Mark and Martin, whose cheerful disposition helped me along the way. Finally, I am thankful to my parents and relatives for their unconditional support and help and the entire OISE community for the stimulating environment. iii TABLE OF CONTENTS ABSTRACT ..................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iii TABLE OF CONTENTS .................................................................................................................iv LIST OF TABLES ...........................................................................................................................vi CHAPTER 1: INTRODUCTION .................................................................................................... 1 Purpose of the study.......................................................................................................... 2 Research questions ............................................................................................................ 3 Overview of the study....................................................................................................... 4 CHAPTER 2. LITERATURE REVIEW ......................................................................................... 6 CHAPTER 3. LOCATING UKRAINIAN STUDENTS IN CONTEXT. ................................... 16 Four waves of Ukrainian emigration to Canada ........................................................... 17 Overview of Ukrainian educational system .................................................................. 19 International and immigrant students in higher education ........................................... 23 CHAPTER 4. METHODS AND STUDY DESIGN ..................................................................... 29 Qualitative paradigm ...................................................................................................... 30 Case study........................................................................................................................ 31 Participants and their recruitment .................................................................................. 32 iv Researcher and relations with participants .................................................................... 33 Interviews ........................................................................................................................ 34 Analysis ........................................................................................................................... 35 CHAPTER 5. PARTICIPANTS’ NARRATIVES. ........................................................................ 38 Ivan .................................................................................................................................. 39 Natasha ............................................................................................................................ 44 Mykhaylo......................................................................................................................... 47 Olya.................................................................................................................................. 50 Sasha ................................................................................................................................ 54 Sonya ............................................................................................................................... 59 Yana ................................................................................................................................. 62 Zina .................................................................................................................................. 66 Lena ................................................................................................................................. 72 CHAPTER 6. ANALYSIS AND DISCUSSION .......................................................................... 76 Research question 1: Social and cultural capital and academic experience ................................ 76 Academic success of Ukrainian students ...................................................................... 76 Cross-border portability of capital ................................................................................. 77 Research question 2: Connection between Ukrainian background and educational experience in Canada ......................................................................................................................................... 79 Centrality of children ...................................................................................................... 79 Status of education .......................................................................................................... 80 v High parental educational capital................................................................................... 83 Popularity of reading ...................................................................................................... 84 High level of linguistic capital ....................................................................................... 86 Particularities of acquiring cultural capital in Eastern Europe ..................................................... 88 Availability of print ......................................................................................................... 88 Access to extracurricular activities ................................................................................ 90 Popularity of enriched curriculum ................................................................................. 92 Obstacles experienced by Ukrainian students in Canada ............................................................. 93 CHAPTER 7: CONCLUSIONS AND IMPLICATIONS ............................................................. 96 References ....................................................................................................................................... 99 APPENDIX A: RECRUITMENT LETTER AND CONSENT FORM .................................... 116 APPENDIX B: INTERVIEW QUESTIONS ..............................................................................120