scholarly journals From Challenge to Empowerment: Cross-Cultural Experiences and Perceptions of First-Generation Migrant Family Students

2020 ◽  
Vol 7 (3) ◽  
pp. 112
Author(s):  
Golaleh Makrooni
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Cross Cultural ◽  
Educational Institutions ◽  
Migrant Students ◽  
Cultural Challenges ◽  
Cultural Experiences ◽  
Migrant Family ◽  
Educational Path ◽  
Generation Migrant

Although research on migrant students and their education exists, there is a lack of knowledge in Finland about the experiences and perceptions of successful First-Generation Migrant Family Students (FGMFS) in their educational path and transition from school to higher education. Therefore, this study aims to identify the main factors by which these students can successfully shape their educational pathway. Fifteen FGMFS pursuing higher education in Finland were interviewed, and, with the help of Grounded Theory (GT), three main categories — Individualism and Collectivism, Gender Role, and Critical Thinking — were identified as significant in coping with cross-cultural challenges and continuing their study in higher education successfully. The results of this study can help educational institutions create empowering environments to enhance the learning of FGMFS.

scholarly journals Being a First-Generation Migrant Family Student in Finland: Perceptions and experiences of the Educational Journey to Higher Education

2019 ◽  
Vol 6 (3) ◽  
pp. 157
Author(s):  
Golaleh Makrooni
Keyword(s):  
Higher Education ◽  
Interpersonal Relationships ◽  
First Generation ◽  
Family Values ◽  
Policy Makers ◽  
Institutional Values ◽  
Migrant Families ◽  
Migrant Family ◽  
Support Students ◽  
Generation Migrant

This research aimed to investigate the situation of first-generation migrant family students (FGMFSs) in higher education in Finland and determined how FGMFSs experience and perceive their educational journey to achieve higher education. The study focused on the factors that support students to be successful in their education. Fifteen first generation students in higher education who belong to migrant families in Finland were surveyed utilizing semi-structured in-depth interviews. In this qualitative study, grounded theory (GT) was used to identify emerging latent patterns from data. Three main categories family values, institutional values, and interpersonal relationships were identified to support students to be successful in their education and enter higher education. The results of this study can help educational institutions, educators, and policy makers understand what factors are important in improving educational success for migrant students.

scholarly journals Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 85
Author(s):  
Golaleh Makrooni ◽  
Eero Ropo
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Well Being ◽  
University Education ◽  
Educational Success ◽  
Dynamic Architecture ◽  
Educational Pathways ◽  
Success In Higher Education ◽  
Migrant Family ◽  
Generation Migrant

The increasing migration and internationalization of societies require a new dynamic architecture in higher education. Understanding the educational journey of specific groups of students is, therefore, of great importance. This study describes the educational pathways of first-generation migrant family students (FGMFSs) who have been successful in their university education. For this grounded theory study, fifteen FGMFSs at universities in Finland were interviewed. Three main categories—the academic environment, academic performance, and academic well-being—were identified as critical factors influencing their educational success in higher education. The results of this study can help educators and policymakers better understand the factors that are important for FGMFSs’ sense of belonging and educational success in higher education.

Creating a Global and Innovative Higher Education Environment

2018 ◽  
pp. 358-378
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
First Generation ◽  
Educational Institutions ◽  
Future Research ◽  
Technology In Education ◽  
Global Learning ◽  
Adoption Of Technology ◽  
Education Environment

Since the first generation of distance learning the format of distance education has changed a lot. Actually, with the increasing use of web technology to interact online the learning environments have been radically changed. The emergence of MOOC and its adoption by well-known universities has also influenced the change. Of course, the adoption of technology in education is not happening in the same way and at the same time and pace in all educational institutions. In fact, the success of adoption of technology depends on several factors related to the organization where it is implemented and with the individuals involved. In this chapter, the authors present the creation of a global and innovative higher education environment case study, the evolution of the solutions offered concerning distance learning, the actual offers, and the concerns for the future. They identify the factors that enabled or constrained this evolution as well as raise some questions that are still unanswered and point out some clues for future research in the field of creating a global learning environment.

Eastern-Western Women’s Self-Concept

Hawwa ◽  
2020 ◽  
pp. 1-23
Author(s):  
Nicole Ohebshalom
Keyword(s):  
First Generation ◽  
Cultural Influences ◽  
Cross Cultural ◽  
Self Concept ◽  
Cultural Norms ◽  
Listening Guide ◽  
Eastern Culture ◽  
Cultural Experiences ◽  
The Listening Guide ◽  
Experiences Of Women

Abstract Although cross-cultural influences on human behavior have been the subject of many scholarly works, few studies have focused on the life experiences of women from hyphenated cultural identities and how these experiences inform a woman’s view of herself as a sexual being, in particular, the influence of cross-cultural experiences on women with combined Western and Eastern culture references. This study analyzes four interviews with first-generation Israeli-Iranian women, who describe how their sexual self-concepts evolved as a result of living between both cultures, in the “space of the hyphen.” I used the Listening Guide methodology to inform the interviews and the data analysis, which reveal the influence of family power, patriarchal social practices, and the women’s desire to distinguish themselves from cultural norms. It introduces multilayered views and processes associated with each woman’s outlook of her evolving sexual self-concept.

scholarly journals Exploring Female Students’ Quest for Leadership and their Experiential Realities in the University of Education, Winneba

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Lucy Effeh Attom ◽  
Anitha Oforiwah Adu-Boahen ◽  
Esther Yeboah Danso-Wiredu
Keyword(s):  
Higher Education ◽  
Female Students ◽  
Educational Institutions ◽  
Access To Higher Education ◽  
Leadership Positions ◽  
Higher Educational Institutions ◽  
Cultural Challenges ◽  
Males And Females ◽  
Higher Educational ◽  
The University

The study explored female students’ quest for leadership and experiential leadership realities in higher educational institutions in Ghana. In Ghana, female enrolment in higher educational institutions has increased due to population increases and campaign for girl-child education. However, despite the opportunities and access to higher education, female students’ quest for leadership positions in their educational institutions is often thwarted and largely insignificant compared to their male counterparts. However, there is evidence in Ghana that national leadership, especially in politics, is usually linked to leadership at tertiary institutions, especially, in the universities.  Using female students’ leadership in governance at the University of Education (UEW) as a study focus, and employing the liberal feminist theory, we hypothesised that female students’ desire for leadership positions in higher education would not differ significantly from reality due to some systemic cultural challenges. The study revealed that certain leadership positions are preserved of males, and females who vie for such positions generally encounter some cultural setbacks . The study concludes that female students are motivated to take leadership positions due to their desire to lead and serve the people, but society uses gender to set limit for women when they vie for leadership positions. The study recommends that teachers and parents should encourage both males and females to take up equal leadership roles early in life to arouse in them the drive for future leadership positions.

scholarly journals Widening participation? (Re)searching institutional pathways in higher education for migrant students - The cases of Sweden and Italy

2021 ◽  
Vol 9 (2) ◽  
pp. 145-169
Author(s):  
Giulia Messina Dahlberg ◽  
Sylvi Vigmo ◽  
Alessio Surian
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
National Policy ◽  
Educational Institutions ◽  
Widening Participation ◽  
Migrant Students ◽  
Policy Ideas ◽  
Audio Recordings ◽  
University Colleges ◽  
Participation In Higher Education

The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students’ narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled “Others” (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.

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