METAPHORICAL ANALYSIS OF ACADEMIC CHALLENGES AMONG FIRST-GENERATION COLLEGE LEARNERS FROM DARJEELING TEA GARDENS

Abstract

First-generation college learners (FGCLs) face distinctive challenges in accessing and succeeding in higher education, yet their experiences remain inadequately understood, particularly in non-Western contexts. This study examines how FGCLs from tea garden communities in Darjeeling, India conceptualize their academic experiences through metaphorical expressions. Drawing from semi-structured interviews with 42 second-year students across nine colleges, the study analyzes 11 purposively selected metaphors from 29 identified expressions using Conceptual Metaphor Theory, Bourdieu's capital theory, and Yosso's Community Cultural Wealth model.

Students described experiences through metaphors including "shedding cocoon layers," "relay races already behind," "self-sculpting statues," "building bridges while crossing," and "climbing uneven steps." These reveal systematic disadvantages: cultural capital deficits, absent parental guidance, and limited institutional recognition. The metaphors also show how students develop navigational and resistant capitals, creating pathways for younger siblings and future students.

Findings reveal that in contexts where FGCLs constitute the majority, lack of corresponding understanding and institutional support creates distinct challenges. The study demonstrates metaphor analysis as an effective tool for understanding marginalized students' lived experiences, moving beyond deficit models. Implications for institutional practice and policy supporting FGCL success are discussed.