Punjabi Sikhs migrating to Canada form a disproportionately large population of the migrants from South Asia. There has been limited research or current literature on the schooling experiences of the second-generation children of these migrants despite the large numbers of this group migrating to Canada. The effects of minority status within the K-12 British Columbia school system regarding school experiences of second-generation students of Punjabi Sikh descent are presented throughout this research process. The investigation focused on the research participants’ perceived school experiences and whether there were differences based on the school type’s demographic composition of responders. I categorized these school types into three: small minority population, large minority population, and large majority population. I hypothesized that schools with large majority populations would have greater perceived satisfaction with school experiences. I found that I could further analyze by subscale and total scale groupings, based on my original correlational analysis. I found differences on school experiences (SE) and home experiences (HE) subscales based on school type, school type being differentiated by schools with a minority population, a large minority population, or a large majority population of the responder demographic of second-generation students of Punjabi Sikh descent. I found that responders from small minority population schools and large minority population schools showed a statistically significant difference in responses than responders from large majority population schools.
