IJSSER

Title: UNDERSTANDING THE FIRST-GENERATION SCHOOL-GOERS/ LEARNERS AND THEIR CHALLENGES DURING PRIMARY EDUCATION
Authors: Ritika Arora
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Ritika Arora University School of Education GGSIP University, Masters in Education; Miranda house, Delhi University, B.el.ed
MLA 8 Arora, Ritika. "UNDERSTANDING THE FIRST-GENERATION SCHOOL-GOERS/ LEARNERS AND THEIR CHALLENGES DURING PRIMARY EDUCATION." Int. j. of Social Science and Economic Research, vol. 6, no. 6, June 2021, pp. 1890-1902, doi.org/10.46609/IJSSER.2021.v06i06.018. Accessed June 2021. APA 6 Arora, R. (2021, June). UNDERSTANDING THE FIRST-GENERATION SCHOOL-GOERS/ LEARNERS AND THEIR CHALLENGES DURING PRIMARY EDUCATION. Int. j. of Social Science and Economic Research, 6(6), 1890-1902. Retrieved from doi.org/10.46609/IJSSER.2021.v06i06.018 Chicago Arora, Ritika. "UNDERSTANDING THE FIRST-GENERATION SCHOOL-GOERS/ LEARNERS AND THEIR CHALLENGES DURING PRIMARY EDUCATION." Int. j. of Social Science and Economic Research 6, no. 6 (June 2021), 1890-1902. Accessed June, 2021. doi.org/10.46609/IJSSER.2021.v06i06.018.
References [1]. Awasthy, G. & Khimani, V. Academic challenges faced by first generation learners in an NGO- run school vis-a-vis Government School in the Nainital District (Uttarakhand) of Northern India. Submitted for fulfilment of introduction to research course, Azim Premji University, Bangalore (2015). [2]. Bhattacharyya M. & Bhattacharyya T. ; First Generation Learner; Pratichi (India) Trust In association with: Child Rights and You (C.R.Y) [3]. Banerjee, J. (2012). First generation learners—caught between two worlds—with specific reference to scheduled tribes of Ranibandh block, Bankura. [4]. Dubule, V K(2013) ; A comparative study of habits and youth problems amongst advantaged and disadvantaged first generation and non first generation learners ; Sant Gadge Baba Amravati University [5]. Ghosh, S. (2014). THE SILENT EXCLUSION OF FIRST GENERATION LEARNERS FROM EDUCATIONAL SCENARIO—A PROFILE FROM PUNCHA BLOCK OF PURULIA DISTRICT, WEST BENGAL . International Journal of Developmental Research, 804-811. [6]. Malkani, R., & Rose, R. (2018). Learning from the voices of first generation learners in a remote community of Maharashtra, India. International Journal of Whole Schooling, 14(2), 104–127. [7]. Mary.K.R; Language Difficulties of First Generation Learners in a Government Primary System.;DEDU [8]. Mohd. Suhail(2012) Burnout Syndrome in Government School Teachers Online [9]. International Interdisciplinary Research Journal, {Bi-Monthly}, ISSN22499598, Volume-II, Issue-IV, July-Aug 2012 [10]. Snell, T. P. (2008). First-Generation Students, Social Class, and Literacy . American Association of University Professors, 28-31. [11]. http://www.thehindu.com/opinion/op-ed/dealing-with-first-generation-schoolgoers/article6802551 [12]. https://rreducators.wordpress.com/2018/04/07/importance-of-imparting-education-in-vernacular-language/
Abstract: Operational definition of First-Generation School-Goers(usually referred to as First-Generation Learners) in this paper is: Students who are first in their entire generation to go to school and receive formal education or whose parents have attended the formal education system up till primary level of schooling. But why do we need to study about first-generation school-goers? What makes them different from other learners? It has been observed that they drop-out and stagnate often and if in case they reach senior secondary stage they do not absorb enough to compete with the privileged groups for further studies or employment. What are the possible reasons behind this high drop-out rate and stagnation? What problems do these learners face in classroom and school environment that leads to stagnation or dropout? What academic challenges do they face? How does their socio- economic condition affect their education? What are their parents’ involvement in their education? Does evaluation process or methods of assessment has any role to play in this? How do these learners feel about education? Are there any policies to cater to their special needs? How does these policies operate or function on the ground level? What role does teachers play in this process? How do classroom- interactions affect these learners? Do these learners feel they are a part of this system or do they feel as an outcast? These are the few questions that this paper would focus on and try to find solutions to.

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