Shankar (2020) writes about how both Indigenous and immigrant populations in Canada have a far more social and institutional barriers that hinder academic success. While this may not be directly related to my research topic, I believe that research about how immigrant students are faring in our education system is an important factor in educating about cross-cultural connections. If there are social and instititutional barriers preventing basic educational needs for immigrant students, then how can a student be expected to show empathy and care about cultural connections? The same is true for Indigneous students, who can’t be expected to become a part of the “welcome wagon” if they face constant discrimination from their peers and the education system itself.
A great quote in the article about the difference between the two is student groups is that” Immigrant students on the other hand, had migrated to Canada in search of a better livelihood. They had also experienced racism as evidenced from their expressed reluctance to approach authority figures like counselors, school administrators or to question the teaching staff. However, unlike their indigenous counterparts, they lacked a public discourse of sufficient general mainstream acceptance to fuel courage to complain or even ask questions.”
In other words, although immigrants and Indigenous students have similar experiences of racism and oppression, immigrant students are less likely to speak up due to fears and feelings of not belonging in the social space.
This article provides great insight as to some social and economic context for why the two groups have not formed a natural bond over shared similar experiences.
Shankar, J., Ip, E., & Khalema, N. E. (09/02/2020). Addressing academic aspirations, challenges, and barriers of indigenous and immigrant students in a postsecondary education setting Haworth Press Inc. doi:10.1080/15313204.2017.1409675