Unequal origin, unequal treatment, and unequal educational attainment: Does being first generation still a disadvantage in India?

The critical need for reciprocity between educational migrants and communities for continuing education and socio‐cultural capital in Laos

“…This research shows that educational attainment and outcomes are dependent upon relational factors that intersect with the pursuit of education. These findings are supported by studies in other contexts (see Da Costa, ; Bhagavatheeswaran et al ., ; Morarji, ; Ryan et al ., ; Chea and Huijsmans, ; Ramanaik et al ., ; Wadhwa, ). In Laos, this was evidenced by some participants having the time and resources to develop social groups and an urban community, while others spent more time working and struggled with loneliness.…”

“…Bourdieusian approaches to capital are commonly employed in researching education, both in the Global North and Global South (e.g. Sullivan, 2001;Wang, 2012;Brouwer et al, 2016;Wadhwa, 2018). As an alternative to the tendency to study barriers to educational attainment, or 'deficit theory syndrome' (Morrow, 1999;Pinxten and Lievens, 2014), a Bourdieusian approach examines what facilitates student success.…”

“…Post‐primary school experiences for students from rural areas in Laos may be somewhat likened to the first‐year university experience in other cultures due to the need to leave the family home or village to undertake further study. Similar studies in India (Da Costa, ; Bhagavatheeswaran et al ., ; Morarji, ; Ramanaik et al ., ; Wadhwa, ) and Papua New Guinea (Ryan et al ., ) have identified many relational factors between communities, students and education systems that influence educational attainment and outcomes, including the student's and family's position within their community, gender, caste and familial roles. In Laos, students also grapple with ethnic socio‐cultural hierarchies (Faming, ).…”

First Generation in Chilean Higher Education: Tension between Access and Inclusion in a Segmented University System

“…We associate the null academic preparation of the mother and father with a lack of cultural capital, since it is one of the relevant factors being transmitted through socialisation and by the relationship between educational level and social class. In this regard, there is abundant empirical evidence that associates First Generation students with low cultural capital (Booi, Vincent, and Liccardo, 2017; Davies, Qiu, and Davies, 2014; Frisancho and Krishna, 2016; Noble and Davies, 2009; Wadhwa, 2018).…”

Understanding college success through the lens of first-generation students in China: An interpretative phenomenological analysis

“…First-generation South African university students have lower family socioeconomic status, live in poor social environments, and often complete their education in a second or third language, which largely affects their educational participation and structural location [ 14 ]. Lacking sociocultural capital, the first generation of Indian university students face the dilemma of caste inequality and unfair and discriminatory treatment and are the main victims of inequality under extremely unfair regulations [ 15 ].…”