Bad Beti: Factors That Influence How Second-Generation South Asian Women Define and Interpret the Idea of Success around Educational Attainment
Open AccessHistorical assertions regarding South Asian immigration have led to generations of South Asian Americans being mischaracterized as model minorities who are often seen as an academically superior group, not needing support and guidance in the arena of higher education. These blanket assumptions do not take into account the many dichotomous factors South Asian Americans have to navigate each day to survive, let alone to be successful in a dominant society that continually mischaracterizes them, pinning them in a false narrative that adds immense pressure to perform at high levels academically, professionally, and personally.As children of these immigrants continue to age and attend institutes of higher education, they find it difficult to reconcile the values and traditions of the ethnic identities of their immigrant parents with those of wider Western societies (Ghuman, 2005). As second-generation South Asians (SGSA) become adults and create their own spaces within the narrative of American culture, their ethnic and national identity must be researched to create culturally tailored education that reflects the increasingly diverse demographics of the United States (Dube, 2016, Saran, 2017; Shariff, 2008b). This study examines how second-generation South Asian women define and interpret success related to educational attainment. This research will also explore the impact of how various cultural factors—such as parental involvement, gender, and familial socioeconomics—shaped definitions and interpretations of success.
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