Abstract
This article discusses the negotiation and navigation of a Generation 1.5 student in her aspiration to obtain a sense of belonging on a diverse university campus. Immigrant students must overcome various challenges to experience belonging. A sense of belonging is related to the degree to which students feel connected and accepted in the campus community. Social relationships, as well as physical and mental interaction (in the present and the past), play a role in the experience of a sense of belonging. Ethnic identification, perspectives, feelings, and expectations of daily encounters are connected to the experience of immigrant students in the host country.
Generation 1.5 students migrated during their childhood or adolescence. Generation 1.5 construct a hybrid identity during their interaction between the native country and the host country. Identity hybridity is a synthesis of cultural identities. Generation 1.5 construct an in-between identity during their interaction with cultures from both the country of origin and the country of destination. The unique nature of the identity of Generation 1.5 can be ascribed to their multilingualism and biculturalism. Acculturation takes place because of contact with different cultures. Immigrants adapt in different ways to acculturation, i.e. by means of assimilation, integration, separation and marginalisation.
This article stems from a longitudinal study over four years which explored the construction of students’ narrative identities in a diverse university context. The central research question for this study was: How do the experiences of a Generation 1.5 student in higher education contribute to the aspiration for a sense of belonging? A qualitative approach was used to answer the research question. This approach supports the assumption that reality can be comprehended only by considering multiple compositions of knowledge and meaning.
The lived experiences of a white female English-speaking Generation 1.5 student were used to explore her aspiration for a sense of belonging on campus. Data for the study was generated over four years through reflective exercises and semi-structured interviews. The participant completed the reflective exercises at home using a few prompts that were given to her. Reflection involves introspection and contributes to a better understanding of experiences. Four interviews of approximately one hour each brought a deeper understanding of the participant's desire for a sense of belonging. The hybrid identity of the participant in the two contexts, i.e. London and the Northern Cape, was elucidated through the data. The narrative methodology was employed to explore the student’s experiences regarding an aspiration for a sense of belonging. The narrative approach acknowledges the multiple levels of stories over time and in different contexts. The narratives of the participant illustrate her aspiration for a sense of belonging over several years and in different contexts.
A theoretical framework was used as a lens to understand the student's desire for a sense of belonging. Yuval-Davis’s (2006) levels of belonging helped me to understand the ways through which the participant belongs and her development of a sense of belonging through the continuous interaction in the social world. Maslow’s (1970) levels of needs highlighted the importance of love and belonging in the aspiration for a sense of belonging. The theories of Erikson (1968), Tajfel and Turner (1978), and Bhabba (1994) foreground the fluid, dynamic and contextually bound nature of identity construction.
Inductive thematic analysis was used to identify themes in the data. The findings were presented according to the following themes: the connection of language and race in the aspiration for a sense of belonging; emotional experiences in the aspiration for belonging; and navigating a sense of belonging through shared values.
The article illustrates the connection between context (global and local), identity (hybrid) and culture in a Generation 1.5 student’s aspiration for a sense of belonging. Migrants with a hybrid identity negotiate and navigate between different cultural, racial and language groupings, as well as various contexts. The narratives of the participant illustrate how discourses of inclusion and exclusion were produced through cultural factors (language and race), which are related to power and authority. The racial and language tension highlights how differences, and an unequal power dynamic, can hamper the aspiration for a sense of belonging. The common values of a circle of friends can relieve the tension of racial and language differences on a diverse campus. The narratives demonstrate the emotional journey of a Generation 1.5 student in her aspiration for a sense of belonging. The findings tell the story of the growth of the immigrant student in confidence and self-actualisation after being accepted and valued by friends and classmates. However, it also reveals the story of an immigrant student being excluded and stereotyped, which led to her feeling vulnerable. Despite the acculturation stress that the participant had to endure, she still managed to develop a unique identity.
The hybrid identity of Generation 1.5 students influences their experience of belonging on a diverse university campus. The local and global knowledge of Generation 1.5 students contributes to their multilingualism and biculturalism. In an increasingly globalised world a hybrid identity has many advantages. The individual can negotiate through different barriers: language, culture, religion, race and physical context. The multicultural background of Generation 1.5 can assist them to navigate the challenges of a multicultural campus.
Keywords: aspiration; Generation 1.5; higher education; narratives; navigate
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Die strewe na ’n sin van verbintenis: ervaringe van ’n Generasie 1.5-student in hoër onderwys