Written by Akanksha Dochania (University of Delhi)
In Delhi’s vibrant, crowded streets, Afghan male students carry dreams of a brighter future, yet face subtle barriers that challenge their sense of self. This study, grounded in Connell’s (1995) framework of hegemonic masculinity, explores how societal expectations of manhood shape their lives in Delhi’s universities, not as a story of deficits but as a journey of resilience. These young men, raised in Afghanistan to be providers and protectors, arrive with strength and ambition, yet encounter racial slights, uncertain visa statuses, and cultural disconnects. For example, a 21-year-old at Jawaharlal Nehru University (JNU) speaks proudly in his Pashto accent during a seminar, only to notice classmates’ sidelong glances, signaling his “otherness.” His identity, once a source of pride, becomes a hurdle in a new land.
Rather than framing these students as lacking, this research highlights their agency in navigating gendered pressures. Connell’s lens reveals how Afghan cultural norms of masculinity— emphasizing stoicism and leadership—clash with Delhi’s academic spaces, where they’re often sidelined. Bourdieu’s (1986) concept of symbolic violence shows how universities, intended as equalizing forces, subtly marginalize them through exclusionary practices. A Delhi University student, for instance, describes offering ideas in a group project, only to be dismissed, his contributions overshadowed by his foreign identity. At Ambedkar University, another sits quietly in the canteen, marking him as different, yet he persists, joining a study group to connect with peers. These moments reflect not weakness but quiet determination.
Festinger’s (1957) cognitive dissonance captures their inner conflict: the drive to embody Afghan ideals of manhood meets a reality where they’re often unseen. Fanon’s (1963) postcolonial perspective illuminates the shame they feel—not from personal failure, but from a world that views their strength skeptically. A 22-year-old at Jamia Millia Islamia, for example, conceals a war- related limp, aware that it draws pity rather than respect. Yet, he volunteers at a campus event, channeling his energy into building community. Another student, wary of his accent sparking mockery, practices speeches late at night, determined to be heard. These acts of courage show their refusal to be defined by others’ biases.
This study, conducted with Afghan male students in Delhi, centers their voices through collaborative storytelling, a method that empowers them to shape their narrative. They share aspirations: opening a shop in Lajpat Nagar, supporting family in Herat, or earning a degree to contribute to their community. One student, despite initial ridicule, launched an Afghan cultural club at his college, fostering pride. Another tutors classmates, proving his worth through knowledge. These efforts highlight their resilience, not a need to “fit in” but a call for mutual transformation.
The focus on Afghan male students stems from their unique position: their gendered expectations amplify the challenges of displacement, yet their strategies offer insights for other international students facing cultural and structural barriers. In India, where diversity is both celebrated and contested, their experiences reflect broader issues of inclusion in global higher education. Universities worldwide can learn from this: dismantling structural inequities—such as biased group dynamics or dismissive attitudes—benefits all students navigating unfamiliar systems.
This memoir urges Delhi’s universities to foster two-way change, creating spaces where Afghan students’ identities are valued, not erased. Imagine a classroom where a Pashto accent sparks curiosity, or a limp is met with admiration for survival. These shifts could inspire global institutions to rethink inclusion, ensuring no student feels like an outsider. This is a call to action: universities must become places where Afghan male students, and others like them, can thrive with dignity, their dreams like candles lighting the way for change.
Author bio
Akanksha Dochania, Assistant Professor of Psychology at the University of Delhi, is driven by a passion for tackling systemic inequities. Her doctoral research at JNU explored implicit prejudice and microaggressions affecting Afghan students’ academic performance, mental health, and belonging. Shaped by her upbringing across India, she examines identity and inclusion through a social psychology lens. Her work, presented at APA (2023, 2024) and published in journals like the European Journal of Education (2024), informs her teaching and mentorship. Dochania develops interventions to reduce biases, foster empathy, and promote inclusive education, bridging theory and practice to drive meaningful social change for marginalized communities.