Research Library

Canada is commended as a country that celebrates multicultural diversity; however, literature suggests that this may not universally be the case for individual Canadians. This research study utilizes the Social Dominance Orientation 7 scale (SDO7 scale) as well as an Immigrant Attitudes Measure with undergraduate students attending a university in Southern Alberta. Questionnaires and interviews were used to achieve the purpose of this research study: to examine the socio-demographic factors, perceptions, and beliefs held by Canadian-born undergraduate students attending a university in Southern Alberta and how these elements may influence SDO and attitudes held about immigrants by these students. Using thematic analysis, six themes were established from the interviews and non-parametric statistical testing was used to establish relationships between variables. As both a member of the Canadian host society and a second-generation immigrant, the researcher also uses journaling to report personal reflections gleaned during the interview process. Canada is commended as a country that celebrates multicultural diversity; however, literature suggests that this may not universally be the case for individual Canadians. This research study utilizes the Social Dominance Orientation 7 scale (SDO7 scale) as well as an Immigrant Attitudes Measure with undergraduate students attending a university in Southern Alberta. Questionnaires and interviews were used to achieve the purpose of this research study: to examine the socio-demographic factors, perceptions, and beliefs held by Canadian-born undergraduate students attending a university in Southern Alberta and how these elements may influence SDO and attitudes held about immigrants by these students. Using thematic analysis, six themes were established from the interviews and non-parametric statistical testing was used to establish relationships between variables. As both a member of the Canadian host society and a second-generation immigrant, the researcher also uses journaling to report personal reflections gleaned during the interview process.
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Beginning in April, 2020, The Immigrant Education Society conducted an internal study on staff and student reactions to the transition to remote services delivery precipitated by the COVID19 Pandemic. This consists of a preliminary survey deployed by the Research and Program Development Department, and the compilation of independently developed surveys deployed in June by the Language Instruction for Newcomers to Canada (LINC) department and the Human Resources department. The analysis of the raw survey data was conducted by the Research and Program Development department. This document encompasses results from the Human Resources and LINC surveys. Beginning in April, 2020, The Immigrant Education Society conducted an internal study on staff and student reactions to the transition to remote services delivery precipitated by the COVID19 Pandemic. This consists of a preliminary survey deployed by the Research and Program Development Department, and the compilation of independently developed surveys deployed in June by the Language Instruction for Newcomers to Canada (LINC) department and the Human Resources department. The analysis of the raw survey data was conducted by the Research and Program Development department. This document encompasses results from the Human Resources and LINC surveys.
This publication has no Abstract to dispaly

The increase in global migration means more immigrants are ageing in host countries with unique experiences and needs. Muslim immigrants in Canada are from diverse ethnocultural communities and experience unmet health and social needs in older age. A community-based participatory research project was conducted in Alberta, Canada, in 2017-2018 to understand the experiences and needs of healthy ageing in this population. Participants were asked about their experiences of growing old in Canada, unmet health and social needs, and community perspectives on healthy ageing. We identified two major themes: (a) intersections of exclusion: ageism, sexism, racism, and; (b) strategies for inclusion: local, national, transnational. Findings highlight both the vulnerability of Muslim immigrant older adults and their capacity for agency. The study findings point to the intersecting influences of exclusionary practices on social isolation and loneliness in immigrant older adults. They also call to adjust developing social policies and programs according to existing exclusionary practices to foster healthy ageing. The increase in global migration means more immigrants are ageing in host countries with unique experiences and needs. Muslim immigrants in Canada are from diverse ethnocultural communities and experience unmet health and social needs in older age. A community-based participatory research project was conducted in Alberta, Canada, in 2017-2018 to understand the experiences and needs of healthy ageing in this population. Participants were asked about their experiences of growing old in Canada, unmet health and social needs, and community perspectives on healthy ageing. We identified two major themes: (a) intersections of exclusion: ageism, sexism, racism, and; (b) strategies for inclusion: local, national, transnational. Findings highlight both the vulnerability of Muslim immigrant older adults and their capacity for agency. The study findings point to the intersecting influences of exclusionary practices on social isolation and loneliness in immigrant older adults. They also call to adjust developing social policies and programs according to existing exclusionary practices to foster healthy ageing.
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The success of the out-of-school time collaborative program coordinated by REACH Edmonton in empowering immigrant and refugee children and youth was evaluated. The report provides a high-level summary of the program’s description and reach, highlighting the various programs offered by the 13 organizations in the collaborative. The report also includes an overview of the themes found across all programs from the summer youth feedback sessions. The report concludes with recommendations for future program development and expansion. Overall, the report demonstrates the positive impact of the Bridging Together collaborative in promoting the well-being and integration of immigrant and refugee children and youth in Edmonton. The success of the out-of-school time collaborative program coordinated by REACH Edmonton in empowering immigrant and refugee children and youth was evaluated. The report provides a high-level summary of the program’s description and reach, highlighting the various programs offered by the 13 organizations in the collaborative. The report also includes an overview of the themes found across all programs from the summer youth feedback sessions. The report concludes with recommendations for future program development and expansion. Overall, the report demonstrates the positive impact of the Bridging Together collaborative in promoting the well-being and integration of immigrant and refugee children and youth in Edmonton.
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Following migration from Schistosoma and Strongyloides endemic to non-endemic regions (i.e. Canada), people remain at high risk for complications from these chronic infections. HIV co-infected persons are particularly vulnerable to the serious and potentially fatal consequences of untreated helminth infection. While general screening guidelines exist for parasitic infection screening in immigrant populations, they remain silent on HIV positive populations. This study assessed the seroprevalence, epidemiology and laboratory characteristics of these two parasitic infections in a non-endemic setting in an immigrant/refugee HIV positive community. We argue that routine parasite screening should be included as part of standard HIV care in non-endemic areas. Following migration from Schistosoma and Strongyloides endemic to non-endemic regions (i.e. Canada), people remain at high risk for complications from these chronic infections. HIV co-infected persons are particularly vulnerable to the serious and potentially fatal consequences of untreated helminth infection. While general screening guidelines exist for parasitic infection screening in immigrant populations, they remain silent on HIV positive populations. This study assessed the seroprevalence, epidemiology and laboratory characteristics of these two parasitic infections in a non-endemic setting in an immigrant/refugee HIV positive community. We argue that routine parasite screening should be included as part of standard HIV care in non-endemic areas.
This publication has no Abstract to dispaly

This publication has no Abstract to dispaly

This report evaluates the impact of brief therapy sessions provided by the CCIS Centre for Refugee Resilience to recently-arrived refugees. A combination of client surveys, client interviews and referring partner interviews were used to evaluate brief therapy outcomes. This report evaluates the impact of brief therapy sessions provided by the CCIS Centre for Refugee Resilience to recently-arrived refugees. A combination of client surveys, client interviews and referring partner interviews were used to evaluate brief therapy outcomes.
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The inflow of refugees to Calgary fluctuates widely over time, and varies considerably by country of origin. Social agencies must adapt to a continuously shifting kaleidoscope of people, cultures, languages and needs. The inflow of refugees to Calgary fluctuates widely over time, and varies considerably by country of origin. Social agencies must adapt to a continuously shifting kaleidoscope of people, cultures, languages and needs.
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Using PhotoVoice, this research explored the settlement experiences of refugee youth who have exited high school and are in a program designed by an Albertan school board to support their language and academic needs. Newcomer youth encounter profound academic and social stresses as they attempt to create a new identity and sense of belonging in their new home. This project examined what it means for refugee youth to recuperate a place of belonging. By focusing on the notion of belonging rather than barriers to settlement, the findings revealed that at the core of the youth’s efforts, connecting to people, especially in school, in addition to connecting to the natural world, fostered feelings of well-being and belonging. Educational implications include recommendations for schools and teachers supporting newcomer youth. Using PhotoVoice, this research explored the settlement experiences of refugee youth who have exited high school and are in a program designed by an Albertan school board to support their language and academic needs. Newcomer youth encounter profound academic and social stresses as they attempt to create a new identity and sense of belonging in their new home. This project examined what it means for refugee youth to recuperate a place of belonging. By focusing on the notion of belonging rather than barriers to settlement, the findings revealed that at the core of the youth’s efforts, connecting to people, especially in school, in addition to connecting to the natural world, fostered feelings of well-being and belonging. Educational implications include recommendations for schools and teachers supporting newcomer youth.
This publication has no Abstract to dispaly

This study in Calgary, AB explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text. This study in Calgary, AB explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text.
This publication has no Abstract to dispaly