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

Golaleh Makrooni

Abstract


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.

Keywords


family values, first generation migrant family students, friendship, grounded theory, higher education, institutional values.

Full Text:

PDF

References


Abdul Rahim, A. H., & Azman, N. (2010). Educational aspirations among first-generation students and their parental influence towards pursuing tertiary education. Procedia-Social and Behavioral Sciences, 7, 414–418.

Aldiabat, K. M., & Le Navenec, C. (2018). Data saturation: The mysterious step in grounded theory method. The Qualitative Report, 23(1), 245-261. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/18

Bakalar, B. (2017). Understanding the whole student: holistic multicultural education [Book Review]. Journal of Ethnic and Cultural Studies, 4(2), 96-98.

Bauer, E. (2016). Practicing kindship care: Children as language brokers in migrant families. Childhood, 23(1), 22–36. doi:10.1177/0907568215574917

Baum, S., & Flores, S. T. (2011). Higher education and children in immigrant families. Journal of the Future of Children, 21(1), 171–193.

Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge: Harvard University Press.

Bourdieu. P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Publishing Group.

Buchanan, D., Boddy, D., & McCalman, J. (1988). Getting in, getting on, getting out and getting back. In A. Bryman (Ed.), Doing research in organisations (pp. 53–67). Routledge: London.

Ceja, M. A. (2001). Applying, choosing, and enrolling in higher education: Understanding the college choice process of first-generation Chicana students (Unpublished doctoral dissertation). University of California, Los Angeles.

Chen, X. (2005). First-generation students in postsecondary education: A look at their college transcripts. U.S. Government Printing Office, U.S. Department of Education, National Center for Education Statistics, Washington, DC.

Choy, S. P. (2001). Students whose parents did not go to college. Washington: National Center for Education Statistics.

Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120.

Devine, D. (2009). Mobilising capitals? Migrant children’s negotiation of their everyday lives in school. British Journal of Sociology of Education, 30 (5), 521–535. doi:10.1080/ 01425690903101023

Dooley, M. A., Payne, A., & Robb, A. (2009). University participation and income differences: An analysis of application by Ontario secondary school students. Toronto: Higher Education Quality Council of Ontario.

Dumais, S. A., & Aaryn, W. (2010). Cultural capital and first-generation college success. Poetics, 38, 245–265.

Ecklund, K. (2013). First generation social and ethnic minority students in Christian universities: Student recommendations for successful support of diverse students. Christian Higher Education Journal, 12(3), 159–180.

Ersoy, E., & Uysal, R. (2018). Opinions of School Psychological Counselors on Giftedness and Gifted Students’ Education. American Journal of Qualitative Research, 2(2), 120-142.

Fathi, M. (2018). Becoming a woman doctor in Iran: The formation of classed and gendered selves. Gender and Education, 30(1), 59–73.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New Brunswick (U.S.A.): Aldine Transaction. Retrieved from http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Glaser_1967.pdf

Holton, J. A., & Walsh, I. (2017). Classic grounded theory. London: Sage Publications.

Horn, L., & Nunez, A. M. (2000). Mapping the road to college: First-generation students’ math track, planning strategies, and context of support. Washington: National Center of Education Statistics.

Ishitani, T. T. (2003). A longitudinal approach to assessing attrition behavior among first-generation students: Time-varying effects of pre-college characteristics. Research in Higher Education, 4(4). 433–449.

Mäkinen, M. (2013). Towards community oriented curriculum in Finnish literacy education. European Journal of Teacher Education, 36(1), 97–112. doi:10.1080/02619768.2012.696193

Malinen, O. P., Vä̈isä̈nen, P., & Savolainen, H. (2012). Teacher education in Finland: A review of a national effort for preparing teachers for the future. The Curriculum Journal, 23(4), 567–584. doi:10.1080/09585176.2012.731011

Mangez, E., & Hilgers, M. (2012). The field of knowledge and the policy field in education: PISA and the production of knowledge for policy. European Educational Research Journal, 11(2), 189–205.

Márque, J., Peña, C., Jones, L., Orange, A., & Simieou, F. (2018). Academic success and resiliency factors: A case study of unaccompanied immigrant children. American Journal of Qualitative Research, 2(1), 162-181.

Nunez, A. M., & Cuccaro-Alamin, S. (1998). First-generation students: Undergraduates whose parents never enrolled in postsecondary education (NCES 98–082). U.S.

OECD. (2004). Learning for tomorrow’s world. First results from PISA 2003. Retrieved from http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa/34002216.pdf

OECD. (2010). PISA 2009 Results: Executive summary. OECD. Retrieved from https://www.oecd.org/pisa/pisaproducts/46619703.pdf

OECD/EU (2018), Settling In 2018: Indicators of Immigrant Integration, OECD Publishing, Paris/European Union, Brussels. https://doi.org/10.1787/9789264307216-en

Padilla-Walker, L. M. (2008). “My mom makes me so angry!” Adolescent perceptions of mother–child interactions as correlates of adolescent emotions. Social Development, 17(2), 306–325.

Quinn, D. E., Cornelius-White, J., MacGregor, C., & Uribe-Zarain, X. (2019). The success of first-generation college students in a trio student support services program: Application of the theory of margin. Critical Questions in Education, 10(1), 44–64.

Rupsiene, L., & Pranskuniene, R. (2010). The variety of grounded theory: Different versions of the same method or different methods? Socialiniai Mokslai, 4(70), 7–20.

Saenz, V. S., Hurtado, S., Barrera, D., Wolf, D., & Yeung, F. (2007). First in my family: A profile of first-generation college students at four-year institutions since 1971. Los Angeles: Cooperative Institutional Research Program, Higher Education Research Institute, University of California.

Sahlberg, P. (2011). The fourth way of Finland. Journal of Education Change, 12(2), 173–185.

Sahlberg, P. (2012). Quality and equity in Finish schools. School Administrator, 69(8), 27–30.

Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology, 25, 1- 65. San Diego, CA: Academic Press.

Schwartz, S.H. (2014). Functional theories of human values: Comment on Gouveia, Milfont, and Guerra. Personality and Individual Differences, 68, 247–249.

Selamat, N. H., Taib, F., Hashim, I. H. M., Mohd-Zaharim, N., & Karupiah, P. (2013). A profile of first-generation and non-first-generation first year students: A case study of Universiti Sains Malaysia. Australian Journal of Basic and Applied Sciences, 7(8), 386–390.

Statistics Finland. (2018, October 30). Net immigration lower than in the previous year in 2017. Retrieved from https://www.stat.fi/til/muutl/2017/muutl_2017_2018-10-30_tie_001_en.html.

Stephens, N. M, Townsend, S. S. M., Markus, H. R., & Phillips, L. T. (2012). A cultural mismatch: Independent cultural norms produce greater increases in cortisol and more negative emotions among first-generation college students. Journal of Experimental Social Psychology, 48, 1089–1393.

Strauss, A. & Corbin, J. (1994). Grounded theory methodology - An overview. In K. D. Norman & , S. L.Y. Vannaeds (Eds.), Handbook of qualitative research (pp. 22–23). Thousand Oaks: Sage Publications.

Terenzini, P. T., Cabrera, A., & Bernal, E. (2001). Swimming against the tide: The poor in American higher education. Princeton, NJ: College Board.

Thomas, L., & Quinn, J. (2007). First generation entry into higher education: An international study. Maidenhead: Open University Press.

Weller, S. C., Vickers, B., Bernard, H. R., Blackburn, A. M., Borgatti, S., Gravlee, C. C., & Johnson, J. C. (2018). Open-ended interview questions and saturation. PLoS One, 13(6): e0198606. doi:10.1371/journal.pone.0198606

Williams, N. (2009). Education, gender and migration in the context of social change. Social Science Research, 38, 883–896.

Yigit, I. H., & Tatch, A. (2017). Syrian refugees and Americans: Perceptions, attitudes and insights. American Journal of Qualitative Research, 1(1), 13-31.




DOI: http://dx.doi.org/10.29333/ejecs/293

Refbacks

  • There are currently no refbacks.


Journal of Ethnic and Cultural Studies  E-ISSN: 2149-1291

Copyright © FGCU Publishing Inc.

To make sure that you can receive messages from us, please add the 'ejecs.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

   EBSCO_logo_new_120