Segregation and Resistance Against South Asian Women with Disabilities in Ontario's Post-Secondary Education System

The purpose of this thesis is to examine the impact of segregation and resistance on the academic achievement of South Asian women in post-secondary education with a disability based on race, gender, disability, and culture. This thesis is on students who have undertaken postsecondary education. As this thesis aims to provide a comprehensive portrait of how this marginalised group may experience systemic oppression and resistance in education, it is a comprehensive study. The primary focus of this study is to find out the effects of institutional racism and social isolation on academic achievements, as well as the agency that women of color bring to subvert oppressive systems. The data in the study are generated from interviews and focus group discussions, providing both structural and arching narratives of oppression and resistance. Early research suggests that segregation in matters of education, infrastructural barriers, and social labeling negatively affect educational status and mental health. However, the study also finds that students use daily forms of resistance in schools, such as self-advocacy, peer support, and engagement, that positively contribute to their empowerment and academic success. In doing so, this study contributes to the social research knowledge on inclusion and equity in learning institutions, with a particular focus on South Asian female learners with disabilities. It also raises the less commonly addressed but critical need for precise and targeted strategies to address the structural issues of oppression while giving a voice to oppressed groups. This thesis is grounded in the theories of intersectionality, disability, critical race theory (CRT), and anti-colonial theory, offering a multidimensional framework for understanding the systemic barriers faced by the participants. It aims to support educators, policymakers, and activists in developing and enhancing just and equitable learning environments.

Department dc:contributor.department

Social Justice Education

Year dc:date.issued

2025

Author dc:creator

• Sivaparan, Durika

Advisor dc:contributor.advisor

• Dei, George

Handle dc:identifier.uri

https://hdl.handle.net/1807/150353

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/150353