Outsiders-insiders-in between Punjabi international students in Canada navigating identity amid intraethnic tensions

Overview of the Study
  • Focus on the experiences of Punjabi international undergraduate students (PIS) at Kwantlen Polytechnic University (KPU), Canada.
  • Reason for study choice: Proximity to one of the largest Punjabi communities in the Indian diaspora.
  • Key concept: ‘Intraethnic othering’ – highlights tensions between newer and more established members of the Punjabi community.
  • Universities need to move beyond business models when recruiting international students to consider intraethnic relations' impact on adjustment and academic success.
Background on International Students in Canada
  • Steep increase in international student enrolment, particularly from India.
    • Statistics (2017): 370,975 total international students; 27% from India.
    • Factors for growth: expedited visa procedures, a booming global education market, and better immigration routes post-graduation.
Punjabi International Students (PIS) Profile
  • Age Range: 18-19 years, primarily Sikh, and from rural backgrounds.
  • KPU demographics: 25% international students; 80% from India, with 60% being Punjabis.
  • Differences from the general Indian international student population: younger age, rural origin, and cultural ties to Sikhism.
  • The presence of PIS creates a ‘majority minority’ situation on campus.
Challenges Faced by PIS
  • Issues outside of academia affecting their success include:
    • High tuition fees and lack of academic support.
    • Recruitment processes mediated by agents leading to registration challenges.
    • Experiences of racism and discrimination at a local level, particularly intraethnic microaggressions.
Concept of Intraethnic Othering
  • Definition: Othering within the same ethnic group, leading to isolation and ridicule of certain coethnics.
  • PIS faced these alienations from both local Punjabi community members and established Punjabi Canadians.
Methodology
  • A case study approach examining the PIS experience through:
    • In-depth semi-structured interviews with 16 PIS and various stakeholders (faculty and administrators).
    • Analysis of institutional documents relevant to international students.
Key Findings: Intraethnic Relational Circles

  1. Majority Minority (Relations with Fellow PIS)

    • Emotional support among PIS due to shared experiences but dissatisfaction with lack of diversity.
    • Desire for more interaction with non-Punjabi students to enhance the education experience.

  2. Foreigner-Local Dynamics (Relations with Punjabi-Canadian Students)

    • Domestic Punjabi students often differentiate themselves from PIS, leading to feelings of exclusion.
    • Intended as a means to integrate into Canadian culture, this differentiation can isolate PIS.

  3. Insiders-Outsiders (Relations with the Local Punjabi Community)

    • Despite initial community support, many PIS experienced negative stigma and exploitation.
    • Older community members sometimes view PIS as competition and behave dismissively.
    • Instances of microaggressions related to appearance and cultural practices reported.
Recommendations for Universities
  • Need for strategic international enrolment plans to maintain diversity on campus.
  • Initiatives might include:
    • On-campus housing solutions to reduce dependence on local communities.
    • Job opportunities to mitigate illegal work practices.
    • Counseling services to support PIS facing harassment or exploitation.
  • Educating faculty on intraethnic dynamics for better identification and support.
Conclusion
  • The study illustrates that intraethnic relations profoundly affect PIS experiences in higher education.
  • Highlights the need for universities to address these dynamics in policy and practice to support PIS better while fostering a truly international educational environment.