The Pehli Peedi Fellowship presents the first in a series of stories highlighting the experiences of first-generation students across India.
Shifa Ghoshi, a first-generation university student from Kolkata, has navigated caste hierarchies, conservative community norms, and gendered expectations to pursue higher education. Coming from a family engaged in the dairy business, where formal education—especially for women—was never prioritised, Shifa’s journey reflects both the constraints faced by many first-generation learners and the quiet determination required to move beyond them.
“Success, for me, means independence—the freedom to make my own choices and have control over my life.”
Read her full story below. Profile by Sabnam Khanam.
Q: Where are you from? What was growing up in your hometown like?
I am from Kolkata, although my community traces its origins to Punjab and the Kanpur–Meerut region of Uttar Pradesh. Many of my extended family members still live there.
Q: Tell me about your family. What do your parents or guardians do?
My family, like most in our community, is engaged in the dairy business. Neither of my parents has received formal education.
Q: Which school did you attend—government or private?
I studied in a private English-medium school.
Q: Was education something people in your family or community talked about often?
No. Education is not highly valued in my community. There is a strong preference for Urdu and religious education over Western or English-medium schooling. Western education is often seen as leading children to question or abandon traditional norms. Girls are expected to manage the household, while boys are encouraged to join the family business early, so education is not prioritised.
Q: Are you comfortable sharing your caste? What role has caste played in your life?
I belong to the Ghoshi or Gwala caste, categorised as Ajlaf—a lower caste among Indian Muslims. Caste has played a significant role in shaping my aspirations and mobility. It limits professional possibilities, discourages education, and suppresses ambition. At every stage, you are reminded of boundaries you are not supposed to cross.
Q: How many students were in your Class 12, and how many went to college?
There were 56 students in my Class 12, and all of them went on to college.
Q: Was it always known that you would go to college? If not, who inspired you?
Yes, to an extent. My elder sister was allowed to attend college because educated daughters-in-law are now considered desirable for men in professional jobs. Her journey naturally opened doors for me.
Q: Were there any hurdles you had to overcome to go to college?
I did not face major hurdles in enrolling, but my family strongly opposed my decision to study Political Science. They wanted me to pursue English honours, as they associate Political Science with politics, which they see as a male-dominated field. After much convincing, I joined Bethune College and later pursued my Master’s at Presidency University.
Q: Tell us about your college experience. What challenges do students from your background face?
My college experience was generally good. However, students from backgrounds like mine often struggle with access to resources and language. I did not have a laptop, which made submitting assignments difficult. Many classmates from vernacular schools struggled to follow lectures and prepare notes.
Q: How has your university experience been so far? What surprised or challenged you?
My university experience has been far more rewarding than college. The classroom environment was supportive, and marginalised perspectives were valued by professors, though not always by classmates. It helped me develop critical thinking skills.
Q: Do you feel a sense of belonging here? What helps or makes that difficult?
Yes. I was fortunate to find peers with similar ideologies and lived experiences. They became my support system—people I could rely on during difficult times.
Q: How has your background shaped your experience?
I believe that if I came from a more privileged background, I would have been more confident about networking, participating in inter-departmental events, or engaging in campus politics.
Q: What were your goals when you joined university? What are your goals now?
Initially, I wanted to prepare for the civil services, but my family strongly disapproved. In our conservative community, women are discouraged from becoming independent or moving away for work. I chose to stay in academia instead. Even now, I am not allowed to pursue a PhD outside Kolkata.
Q: What does success mean to you at this stage?
Success means independence—the ability to make my own choices and exercise control over my life.
Q: Are there any worries or uncertainties about your future?
Yes. My family is not supportive of my academic aspirations. They believe a Master’s degree is sufficient to secure a good marriage. It took considerable effort to convince them to allow me to pursue a PhD.
Q: How has your social life been at university? Have you ever felt out of place?
I have built close relationships with classmates from similar, often marginalised, backgrounds—particularly other Muslim students. However, I often feel out of place in mainstream campus culture because I do not smoke, drink, or use slang. Early on, we were also made to feel different because we prayed in class.
Q: How are you financing your education?
Primarily through family support.
Q: Do you have any mentors—formal or informal?
Yes. A PhD scholar and a professor have guided me informally throughout my journey.
Q: Have you experienced any bias or assumptions?
Yes. Muslims often face stereotypes—such as assumptions about having many children or being illegal migrants. Once, a classmate made an Islamophobic remark. At the time, we did not know how or where to report it.
Q: Has language been a barrier in your university life?
Not for me, as I studied in an English-medium school.
Q: What do you wish professors, peers, or university leaders understood better about students like you?
I wish we had been oriented about campus politics and grievance redressal mechanisms. Even a basic sensitisation programme would have made the environment more inclusive.
Q: What have you discovered about yourself during this journey?
That I am resilient and capable of navigating complex and hostile environments.
Q: Has your image changed among your family or community after joining university?
Yes, negatively. Many now see me as arrogant, disobedient, or beyond their control. Some believe I have become too radical.
Q: What advice would you give to a first-generation student just starting out?
Connect with people across departments and build networks. Break out of your shell. Confidence comes only when you create space for yourself.
Q: What is the one thing first-generation students need to succeed?
Family support—and if that is absent, a strong internal drive and clarity of purpose.
This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from the youth of India. Follow us on social media for more updates.