The Senior-Year Transition

Gendered Experiences of Second-Generation Immigrant College Students

Bibliographic Data

ID13134685
AuthorsTharuna Kalaivanan (0000-0002-5355-4491, George Mason University, corresponding author), Lily Krietzberg (George Mason University), Blake R Silver (0000-0003-0813-9229, George Mason University), Bianca Kwan (George Mason University)
Year2022
Volume15
Issue1
Pages21-40
Publication date2022-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Women and Gender in Higher Education (JOURNAL)
Journal identifiersISSN: 2637-9112 • E-ISSN: 2637-9120
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/26379112.2022.2027246
OpenAlexW4283163550
LanguageEN
Citations received1
References cited65

Research documents persistent gender inequality in the educational experiences of second-generation immigrant (SGI) students whose parents immigrated to the United States. This qualitative study draws from 27 in-depth interviews to explore the experiences of SGI women as they navigate the senior-year transition in conversation with their parents. Findings show how beliefs regarding gender inform the contours of parental expectations for soon-to-be graduates. SGI women confronted a series of gendered expectations for (a) family life and marriage, (b) future careers and further education, and (c) geographic mobility. These dynamics became especially salient for women participants with brothers who were not subjected to the same expectations. SGI women described these expectations as manifestations of gendered double standards. Findings have implications for how higher education can address gender inequality and support SGI women in the senior-year transition

Conversation · Immigration · Inequality · Political science · Qualitative research · Salient · Social science · Sociology · Transition (genetics · Gender Studies · Higher Education and Employability · Higher Education Research Studies · Migration and Labor Dynamics · Psychology

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