Being-a-First-Generation Learner from a Historically Oppressed Community: Intersectional Identities and Lived Experiences at a Premier Social Science University in Mumbai

Background and Purpose: Despite the increasing number of first-generation learners (FGL) coming from historically discriminated communities, the rampant caste-based discrimination in Indian academia lays out more complex challenges to navigate. However, there is paucity of research that specifically focuses on the lived experiences of FGLs in such institutions, especially in the context of caste-based discrimination and intersectional identities.

This study aims to explore the identities and lived experiences of FGLs from historically oppressed communities studying at a premier social work institution in Mumbai. Drawing on the hermeneutic phenomenology approach, the research seeks to examine the students’ identities and the interplay as it influences their experiences of navigating the institutional and social structures that perpetuate caste-based discrimination in academia. By shedding light on the experiences of FGLs, this study aims to contribute to a better understanding of the complex dynamics of caste-based discrimination in academic spaces in India and outlines the need for enhancing social work science for better educational outcomes of FGLs. It also seeks to provide recommendations for institutions to create a more inclusive environment for FGLs from historically oppressed communities.

Methods: This study will use a hermeneutic phenomenological approach to explore the lived experiences of first-generation learners from historically oppressed communities studying for a master’s degree in any discipline at a premier social science institution in Mumbai. The study will involve unstructured interviews with a purposive sample of 15-20 participants who self-identify as first-generation learners and belong to historically oppressed communities, such as Dalits, Adivasis, Nomadic or OBC communities. Data analysis will involve thematic analysis of the transcribed interviews, guided by the principles of hermeneutic phenomenology.

Findings: The findings of this study reveal the unique challenges and experiences of FGLs from historically oppressed communities in navigating higher education institutions with respect to their identities and its influence on their experience. The themes shed light on the ways in which institutional and social structures perpetuate discrimination. The study provides insights into the adverse impact of experience on their academic attainment, mental health and belongingness. With evidentiary documentation, the study offers recommendations for institutions to create a more inclusive and supportive environment for FGLs from historically oppressed communities.

Conclusion and Implications: The study reveals the complex experiences and challenges faced by first-generation learners from historically oppressed communities during higher education. The context of caste-based discrimination and intersectional identities outlined a comparatively more challenging experience for FGLs compared to other students. The study provides to a better understanding of the dynamics of caste-based discrimination, language-based and identity-based discrimination in academic spaces in India, which have implications for policies and practices that address social inequalities. As there is a limited body of research on this topic, there is the need for more research on the experiences of FGLs from historically oppressed communities in India. The study serves as a starting point for further research and dialogue on issues of social justice and equity in higher education, particularly in India where caste-based discrimination is a pervasive problem.