Seven women that identify as Muslim, Pakistani and Canadian in varying capacities participated in this qualitative research to discuss how their cultural and/or religious norms shaped their educational and career aspirations and overall decision-making. Areas of discussion included identity formation, understandings of culture and religion, familial influences on educational and career pursuits and overall experiences and interactions with faculty, peers and student service providers. This research brings together Chickering and Reisser’s (1993) Theory of Identity Development and feminist critical understandings of intersectionality (Collins, 1990; Knudson, 2005) and Orientalism (Said, 1978) in order to theoretically frame the students’ experiences. The research constitutes a major contribution from the Canadian perspective in terms of theory development as well as practical implications for faculty and campus services to ensure that students experience a learning environment that is supportive and inclusive.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/30073 |
| Date | 29 November 2011 |
| Creators | Aslam, Mariam |
| Contributors | Dietsche, Peter |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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