Research Library

Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect observational data in the form of reflexive notes. We found that African immigrant parents used corporal discipline (i.e. spanking and pinching, and more severe practices as kicking and slapping), persuasive discipline (i.e. timeouts and withdrawal of privileges, positive reinforcement techniques, such as the use of rewards), and a hybrid of the two. They also used emerging practices involving transnational fostering (fostering chronically misbehaving children to relatives and friends in Africa) and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by parents’ cultural backgrounds, as well as their interactions with Canadian educational system. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices. Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect observational data in the form of reflexive notes. We found that African immigrant parents used corporal discipline (i.e. spanking and pinching, and more severe practices as kicking and slapping), persuasive discipline (i.e. timeouts and withdrawal of privileges, positive reinforcement techniques, such as the use of rewards), and a hybrid of the two. They also used emerging practices involving transnational fostering (fostering chronically misbehaving children to relatives and friends in Africa) and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by parents’ cultural backgrounds, as well as their interactions with Canadian educational system. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices.
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Immigration in Canada has traditionally been associated with urban areas, but rural communities are host to an increasing number of new immigrants. As students of these immigrant families arrive in rural schools, there is increasing pressure on rural school divisions to meet the needs of a diverse student population of English Language Learners (ELLs), though often with limited previous experience with such students. In many of these situations, the nature of the workforce has led to family separation during the immigration process, with subsequent reunification in Canada. Newly-arrived immigrant students are thus having to develop academic English language proficiency as well as adjust to the dynamics of family reunification. This article recounts exploratory qualitative research on how Filipino secondary school immigrant students in Alberta, who are reconnecting with parents, acculturate and develop a sense of belonging when language and content acquisition, social-emotional, and acculturation supports are in place. Data is drawn from interviews with immigrant families from the Philippines and from teachers’ written responses to reflection questions on their growth as educators of ELLs. Although the needs of reconnecting immigrant families are multifaceted and complex, the findings from this study suggest a supportive role can be played by schools in assisting such families both through enhanced coordination with the immigrant community, and direct and explicit teacher training in pedagogical strategies for teachers of ELLs. Immigration in Canada has traditionally been associated with urban areas, but rural communities are host to an increasing number of new immigrants. As students of these immigrant families arrive in rural schools, there is increasing pressure on rural school divisions to meet the needs of a diverse student population of English Language Learners (ELLs), though often with limited previous experience with such students. In many of these situations, the nature of the workforce has led to family separation during the immigration process, with subsequent reunification in Canada. Newly-arrived immigrant students are thus having to develop academic English language proficiency as well as adjust to the dynamics of family reunification. This article recounts exploratory qualitative research on how Filipino secondary school immigrant students in Alberta, who are reconnecting with parents, acculturate and develop a sense of belonging when language and content acquisition, social-emotional, and acculturation supports are in place. Data is drawn from interviews with immigrant families from the Philippines and from teachers’ written responses to reflection questions on their growth as educators of ELLs. Although the needs of reconnecting immigrant families are multifaceted and complex, the findings from this study suggest a supportive role can be played by schools in assisting such families both through enhanced coordination with the immigrant community, and direct and explicit teacher training in pedagogical strategies for teachers of ELLs.
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This study described experiences of Muslim elementary school students. The schools are located in a large urban area in western Canada. For this study, children shared their lived experiences of schooling. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while also maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools. This study described experiences of Muslim elementary school students. The schools are located in a large urban area in western Canada. For this study, children shared their lived experiences of schooling. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while also maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools.
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Over the past decade, scholars have begun to explore neglected aspects of immigrant family life such as gender relations, domestic violence, parenting, and relationships with service providers. Many of these studies, however, are based on women’s experiences. As an equally crucial starting point in building sustainable and resilient immigrant communities, our study focuses on the experiences of African immigrant men in a Canadian context. It reveals African immigrant men’s frustration with their search for a better life. Our thematic analysis of participants’ responses identified three main stressors among this group: challenges with economic integration, changing ideals about masculinities and gender relations across transnational spaces, and tensions in the parent-child relationship. These findings suggest that despite the vulnerabilities they face in Canada, African men could play a strategic role as critical agents of change in families’ transitions and integration. Overall, our study calls for the active engagement of both African immigrant men and women in developing policies and practices that impact their everyday lives. Over the past decade, scholars have begun to explore neglected aspects of immigrant family life such as gender relations, domestic violence, parenting, and relationships with service providers. Many of these studies, however, are based on women’s experiences. As an equally crucial starting point in building sustainable and resilient immigrant communities, our study focuses on the experiences of African immigrant men in a Canadian context. It reveals African immigrant men’s frustration with their search for a better life. Our thematic analysis of participants’ responses identified three main stressors among this group: challenges with economic integration, changing ideals about masculinities and gender relations across transnational spaces, and tensions in the parent-child relationship. These findings suggest that despite the vulnerabilities they face in Canada, African men could play a strategic role as critical agents of change in families’ transitions and integration. Overall, our study calls for the active engagement of both African immigrant men and women in developing policies and practices that impact their everyday lives.
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This qualitative study explored the multiple facets of the teaching and learning of youth from refugee backgrounds, many of whom are participating in specialized programming within the Calgary, Alberta area. In particular, this article presents data and discussion regarding some of the interwoven challenges encountered by youth, families, teachers, and administration when working with refugee youth. This study confirms that improvements are needed in areas such as teaching strategies, teacher training, school inclusive practices, and systematic utilization of community services. Teachers also expressed the need to combat ongoing prejudice at the peer, teacher, and administrative level. Implications for policy and practice are discussed. This qualitative study explored the multiple facets of the teaching and learning of youth from refugee backgrounds, many of whom are participating in specialized programming within the Calgary, Alberta area. In particular, this article presents data and discussion regarding some of the interwoven challenges encountered by youth, families, teachers, and administration when working with refugee youth. This study confirms that improvements are needed in areas such as teaching strategies, teacher training, school inclusive practices, and systematic utilization of community services. Teachers also expressed the need to combat ongoing prejudice at the peer, teacher, and administrative level. Implications for policy and practice are discussed.
This publication has no Abstract to dispaly

The issue of refugee housing affordability in Calgary is one which needs attention. In the coming years, Canada is expected to increase its refugee resettlement targets to approximately 15% of its total immigration quota. Data provided by CCIS shows a concentration of refugees living in the far north part of Calgary, some small portions in the Southwest, and a large concentration in the Forest Lawn/Northeast part of Calgary. This study assumes that the largest motivating factor for resettlement in these areas is housing affordability, constrained largely by refugee settlement funding. A survey of refugee budgets, when compared to available mean and lower quartile rental data, mostly corroborates this assumption. Single refugees are likely to face housing affordability issues far more than their counterparts with children, primarily due to the lack of child benefits. Refugee claimants, those seeking asylum in Canada, were at the greatest risk for homelessness in Calgary. It is recommended that the federal government consider granting refugee claimants benefits, and that the primary mechanism for increasing refugee housing affordability should be increasing cash transfers, including the possibility of a national housing benefit, to all Canadians. The issue of refugee housing affordability in Calgary is one which needs attention. In the coming years, Canada is expected to increase its refugee resettlement targets to approximately 15% of its total immigration quota. Data provided by CCIS shows a concentration of refugees living in the far north part of Calgary, some small portions in the Southwest, and a large concentration in the Forest Lawn/Northeast part of Calgary. This study assumes that the largest motivating factor for resettlement in these areas is housing affordability, constrained largely by refugee settlement funding. A survey of refugee budgets, when compared to available mean and lower quartile rental data, mostly corroborates this assumption. Single refugees are likely to face housing affordability issues far more than their counterparts with children, primarily due to the lack of child benefits. Refugee claimants, those seeking asylum in Canada, were at the greatest risk for homelessness in Calgary. It is recommended that the federal government consider granting refugee claimants benefits, and that the primary mechanism for increasing refugee housing affordability should be increasing cash transfers, including the possibility of a national housing benefit, to all Canadians.
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Since the beginning of conflict in Syria, 52, 720 Syrian refugees were admitted to Canada between November 2015 and March 2018. Schools are one of the first and most impactful systems that young refugees enter and the quality of early school experiences significantly influences how successfully and quickly they settle. Yet, there is limited research examining the school experiences of refugee children. Thus, the purpose of this study was to explore the social, emotional, and academic adjustment experiences of newcomer Syrian refugee children between the ages of five to eight years within Edmonton schools. Following themes emerged during this study: (1) Role of Language in Adjustment, (2) Attitudes and Perspectives Towards Education, (3) Bonds and Relationships, (4) Initial Frustrations, Anxieties, and Fears, (5) Children’s Unique Strategies for Adapting in School, (6) Parental Involvement in the Schooling Process, and (7) Role of Personal Qualities in Adjustment. Since the beginning of conflict in Syria, 52, 720 Syrian refugees were admitted to Canada between November 2015 and March 2018. Schools are one of the first and most impactful systems that young refugees enter and the quality of early school experiences significantly influences how successfully and quickly they settle. Yet, there is limited research examining the school experiences of refugee children. Thus, the purpose of this study was to explore the social, emotional, and academic adjustment experiences of newcomer Syrian refugee children between the ages of five to eight years within Edmonton schools. Following themes emerged during this study: (1) Role of Language in Adjustment, (2) Attitudes and Perspectives Towards Education, (3) Bonds and Relationships, (4) Initial Frustrations, Anxieties, and Fears, (5) Children’s Unique Strategies for Adapting in School, (6) Parental Involvement in the Schooling Process, and (7) Role of Personal Qualities in Adjustment.
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This study explores how immigrant parents in Alberta-Edmonton’s Filipino community adhere to preventive dental attendance (PDA) for their preschool children. We also look at the psychosocial factors influencing parental adherence. Results: Upon arriving in Canada, most Filipino parents thought that PDA was not a priority. After migration, however, they embraced new knowledge about the importance of PDA for their children. Discussion: Filipino parents were open to the Western model of preventive oral healthcare, with the duration of their time in Canada playing a key role in promoting regular dental visits for their children. This study explores how immigrant parents in Alberta-Edmonton’s Filipino community adhere to preventive dental attendance (PDA) for their preschool children. We also look at the psychosocial factors influencing parental adherence. Results: Upon arriving in Canada, most Filipino parents thought that PDA was not a priority. After migration, however, they embraced new knowledge about the importance of PDA for their children. Discussion: Filipino parents were open to the Western model of preventive oral healthcare, with the duration of their time in Canada playing a key role in promoting regular dental visits for their children.
This publication has no Abstract to dispaly

The home language environment and language abilities were compared between children with autism spectrum disorder (ASD) and children with typical development, both from newcomer families in Edmonton. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development at the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language. The home language environment and language abilities were compared between children with autism spectrum disorder (ASD) and children with typical development, both from newcomer families in Edmonton. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development at the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language.
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The study explores the challenges faced by refugees and how social justice-oriented counselling can help them overcome these challenges. The research involved in-depth, semi-structured interviews with 20 refugees who had experienced homelessness. The findings reveal that refugees face multiple challenges, including language barriers, lack of social support, and limited access to resources. Social justice-oriented counselling was found to be effective in helping refugees overcome these challenges and find a better life. The study offers insights into how counselling can be tailored to meet the unique needs of refugees and promote social justice. The study explores the challenges faced by refugees and how social justice-oriented counselling can help them overcome these challenges. The research involved in-depth, semi-structured interviews with 20 refugees who had experienced homelessness. The findings reveal that refugees face multiple challenges, including language barriers, lack of social support, and limited access to resources. Social justice-oriented counselling was found to be effective in helping refugees overcome these challenges and find a better life. The study offers insights into how counselling can be tailored to meet the unique needs of refugees and promote social justice.
This publication has no Abstract to dispaly