Second-Generation South Asian Muslim Women in Canada and University Education: What Influences their Decisions?
Référence bibliographique 
Islam, Rashida. 2017. «Second-Generation South Asian Muslim Women in Canada and University Education: What Influences their Decisions?». Mémoire de maîtrise, Montréal, Université McGill, Département d’études intégrées en sciences de l’éducation.
Intentions : «There are many factors affecting the decisions of students attending university. This research project specifically investigates the factors effecting the decisions made by second-generation South Asian Muslim women who grew up in Canada when attending higher education.» (p. 4)
Questions/Hypothèses : «What factors do second-generation South Asian Muslim women consider when attending higher education? […] What social influences do growing up in the West have on second-generation South Asian Muslim women’s education, specifically regarding marriage and self-fulfillment? […] What influences do family and friends have on second-generation South Asian Muslim women when making such decisions? […] Do second-generation South Asian Muslim women face conflicts created by patriarchal values stemming from their South Asian backgrounds? If so, how do they resolve them?» (p. 12)
Échantillon/Matériau : «In total, fifteen second-generation South Asian Muslim women were recruited for the study […].» (p. 45) Les participantes ont été recrutées dans des cégeps et des universités de Montréal.
Instruments : Guide d’entretien semi-directif
Type de traitement des données : Analyse de contenu
«From this study, it is evident that identity navigation is a complex process for second-generation South Asian Muslim women living in Canada. Most women take on different roles and identities depending on the situation they are facing, where they are physically located, and who they are conversing with. Societal expectations set by their culture and families, as well as their academic aspirations cause second-generation women to have varying identities depending on whether they are at home, at school or other professional settings. Overall, second-generation women receive support and encouragement from their families. However, lingering expectations stemming from their South Asian and Muslim backgrounds do create tensions regarding what programs they will complete, and how long they take to graduate. While it may appear that second-generation women are in full control of their identity navigation and educational decisions, their backgrounds still play a discrete role in their decisions. Although their parents want the best for them both in their academic and personal lives, parents are sometimes unable to let go of South Asian gender expectations which limit options for women. It is clear that second-generation women are less attached to the South Asian culture as compared to their first-generation parents. When second-generation South Asian women completely let go of their South Asian practices, it is as if they have let down their parents, since the main connection they have with their South Asian heritage is through their parents and family members.» (p. 102-103)