Research Library

Domestic or intimate partner violence among African immigrant populations in Western communities, particularly Canada, remains an overlooked public health issue. African immigrant women face compounded challenges, including social isolation, language barriers, unemployment, financial dependence, and legal obstacles, increasing their vulnerability to abuse. With the rise in scholarship exploring the incidence and prevalence of domestic violence, the specific experiences of African immigrant women remain underexplored. This qualitative study investigates West African immigrant women’s perceptions and experiences of domestic violence in Alberta, Canada, focusing on definitions, coping strategies, and the influence of patriarchy, culture, and immigration on their responses to violence. Using a radical feminist, intersectional and Gender Relations Theory in the African Context, the study examines the ways in which power and resources are distributed between men and women in society, while also acknowledging how the power imbalances compounded by culture, patriarchal ideologies, structure, racial, and immigration factors, shape these women’s vulnerability to partner violence. Domestic or intimate partner violence among African immigrant populations in Western communities, particularly Canada, remains an overlooked public health issue. African immigrant women face compounded challenges, including social isolation, language barriers, unemployment, financial dependence, and legal obstacles, increasing their vulnerability to abuse. With the rise in scholarship exploring the incidence and prevalence of domestic violence, the specific experiences of African immigrant women remain underexplored. This qualitative study investigates West African immigrant women’s perceptions and experiences of domestic violence in Alberta, Canada, focusing on definitions, coping strategies, and the influence of patriarchy, culture, and immigration on their responses to violence. Using a radical feminist, intersectional and Gender Relations Theory in the African Context, the study examines the ways in which power and resources are distributed between men and women in society, while also acknowledging how the power imbalances compounded by culture, patriarchal ideologies, structure, racial, and immigration factors, shape these women’s vulnerability to partner violence.
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This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Calgary, Alberta, Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants. This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Calgary, Alberta, Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants.
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A conceptual model was designed and tested to predict immigrant children’s oral health in Canada by examining parental acculturation and perceived social support (PSS) using structural equation modelling. A convenience sample of first-generation immigrant parents and their children aged 2–12 years were recruited by multilingual community workers in Edmonton, AB, Canada. Parents completed a validated questionnaire on demographics, child’s oral health (OH) behaviours, parental acculturation and PSS. Dental examinations determined children’s dental caries rate using DMFT/dmft index. Structural equation modelling (SEM) was used to analyse the data. A total of 336 families participated in this study. The findings emphasize the important role of parental acculturation and PSS levels in predicting immigrant children’s oral health behaviours and dental caries. A conceptual model was designed and tested to predict immigrant children’s oral health in Canada by examining parental acculturation and perceived social support (PSS) using structural equation modelling. A convenience sample of first-generation immigrant parents and their children aged 2–12 years were recruited by multilingual community workers in Edmonton, AB, Canada. Parents completed a validated questionnaire on demographics, child’s oral health (OH) behaviours, parental acculturation and PSS. Dental examinations determined children’s dental caries rate using DMFT/dmft index. Structural equation modelling (SEM) was used to analyse the data. A total of 336 families participated in this study. The findings emphasize the important role of parental acculturation and PSS levels in predicting immigrant children’s oral health behaviours and dental caries.
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Preschool programs for socially vulnerable children are believed to affect school readiness and language development but infrequently include follow-up to adolescence; observational measurement of receptive vocabulary is rare. The purpose of this longitudinal cohort study (55 children and 41 parents) was to report the trajectory of receptive vocabulary development for socially vulnerable children of diverse ethnicities (Indigenous, other Canadian-born, and immigrant) who participated in a two-generation preschool program. English receptive vocabulary scores were measured at 5-time points: (a) program intake, (b) program exit, (c) age 7 years, (d) age 10 years, and (e) adolescence, using the Peabody Picture Vocabulary Test – Third Edition (PPVT-III). For all children, PPVT-III scores increased the most between program intake and exit and positive changes were sustained until adolescence. Differential effects of the two-generation preschool program by gender and ethnicity suggest tailoring programming to increase equitability of receptive vocabulary development for immigrant girls and Indigenous boys. Children with intergenerational adversity may require additional support. Preschool programs for socially vulnerable children are believed to affect school readiness and language development but infrequently include follow-up to adolescence; observational measurement of receptive vocabulary is rare. The purpose of this longitudinal cohort study (55 children and 41 parents) was to report the trajectory of receptive vocabulary development for socially vulnerable children of diverse ethnicities (Indigenous, other Canadian-born, and immigrant) who participated in a two-generation preschool program. English receptive vocabulary scores were measured at 5-time points: (a) program intake, (b) program exit, (c) age 7 years, (d) age 10 years, and (e) adolescence, using the Peabody Picture Vocabulary Test – Third Edition (PPVT-III). For all children, PPVT-III scores increased the most between program intake and exit and positive changes were sustained until adolescence. Differential effects of the two-generation preschool program by gender and ethnicity suggest tailoring programming to increase equitability of receptive vocabulary development for immigrant girls and Indigenous boys. Children with intergenerational adversity may require additional support.
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The Rainbow Refuge, part of the Edmonton Newcomer Centre, has put Edmonton on the map as a safe and supportive city for 2SLGBTQIA+ refugees. Rainbow Refuge provides counselling, legal services, housing, employment and community, but with only 3 staff and limited funding, the program is struggling. Members have tripled in the past year, where the program now serves more than 600 people from over 60 countries. Stories of 2SLGBTQIA+ refugees are also shared in the article. The Rainbow Refuge, part of the Edmonton Newcomer Centre, has put Edmonton on the map as a safe and supportive city for 2SLGBTQIA+ refugees. Rainbow Refuge provides counselling, legal services, housing, employment and community, but with only 3 staff and limited funding, the program is struggling. Members have tripled in the past year, where the program now serves more than 600 people from over 60 countries. Stories of 2SLGBTQIA+ refugees are also shared in the article.
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This paper focuses on the perspectives given by newcomer high school students as they discuss, through open dialogue and social media, their main challenges living in a new country. The scholars employed a collaborative action research approach and were guided by two questions: 1) How can newcomer students’ lived experiences inform best practices in the field of education? and 2) How did the social isolation brought on by COVID-19 affect the mental health/well-being of newcomer students? The results highlighted the racial, cultural, linguistic, and religious challenges these students face in their education as well as the considerable mental/emotional impact the COVID-19 pandemic had upon this demographic. The data holds major implications for best practice in the field of education, with specific emphasis on newcomer students. This paper focuses on the perspectives given by newcomer high school students as they discuss, through open dialogue and social media, their main challenges living in a new country. The scholars employed a collaborative action research approach and were guided by two questions: 1) How can newcomer students’ lived experiences inform best practices in the field of education? and 2) How did the social isolation brought on by COVID-19 affect the mental health/well-being of newcomer students? The results highlighted the racial, cultural, linguistic, and religious challenges these students face in their education as well as the considerable mental/emotional impact the COVID-19 pandemic had upon this demographic. The data holds major implications for best practice in the field of education, with specific emphasis on newcomer students.
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A comprehensive guide to all the services and programs offered by the Edmonton Newcomer Centre (formerly called the Edmonton Mennonite Centre for Newcomers) as of Spring 2024. A comprehensive guide to all the services and programs offered by the Edmonton Newcomer Centre (formerly called the Edmonton Mennonite Centre for Newcomers) as of Spring 2024.
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Racialized and/or ethnocultural minority older adults in supportive living settings may not have access to appropriate services and activities. Most supportive living facilities are mainstream (not specific to one group); however, culturally specific facilities are purpose-built to accommodate older adults from a particular group. Our objective was to describe the perspectives of diverse participants about access to culturally appropriate care, accessible services, and social and recreation activities in culturally specific and mainstream (non-specific) supportive living facilities. We conducted semi-structured interviews with 21 people (11 staff, 8 family members, 2 residents) from 7 supportive living homes (2 culturally specific and 5 mainstream) in Calgary or Edmonton, Alberta, Canada. We used a rapid qualitative inquiry approach to structure the data collection and analysis. Staff and family members described challenges in accessing culturally appropriate care in mainstream facilities. Family members expressed guilt and shame when their relative moved to supportive living, and they specifically described long waitlists for beds in culturally specific homes. Once in the facility, language barriers contributed to quality of care issues (e.g., delayed assessments) and challenges accessing recreation and social activities in both mainstream and culturally specific homes. Mainstream facilities often did not have appropriate food options and had limited supports for religious practices. Residents who had better English language proficiency had an easier transition to supportive living. Racialized and/or ethnoculturally diverse residents in mainstream supportive living facilities did not receive culturally appropriate care. Creating standalone facilities for every cultural group is not feasible; therefore, we must improve the care in mainstream facilities, including recruiting more diverse staff and integrating a wider range of recreation, religious services and food options. Racialized and/or ethnocultural minority older adults in supportive living settings may not have access to appropriate services and activities. Most supportive living facilities are mainstream (not specific to one group); however, culturally specific facilities are purpose-built to accommodate older adults from a particular group. Our objective was to describe the perspectives of diverse participants about access to culturally appropriate care, accessible services, and social and recreation activities in culturally specific and mainstream (non-specific) supportive living facilities. We conducted semi-structured interviews with 21 people (11 staff, 8 family members, 2 residents) from 7 supportive living homes (2 culturally specific and 5 mainstream) in Calgary or Edmonton, Alberta, Canada. We used a rapid qualitative inquiry approach to structure the data collection and analysis. Staff and family members described challenges in accessing culturally appropriate care in mainstream facilities. Family members expressed guilt and shame when their relative moved to supportive living, and they specifically described long waitlists for beds in culturally specific homes. Once in the facility, language barriers contributed to quality of care issues (e.g., delayed assessments) and challenges accessing recreation and social activities in both mainstream and culturally specific homes. Mainstream facilities often did not have appropriate food options and had limited supports for religious practices. Residents who had better English language proficiency had an easier transition to supportive living. Racialized and/or ethnoculturally diverse residents in mainstream supportive living facilities did not receive culturally appropriate care. Creating standalone facilities for every cultural group is not feasible; therefore, we must improve the care in mainstream facilities, including recruiting more diverse staff and integrating a wider range of recreation, religious services and food options.
This publication has no Abstract to dispaly

A guide to the laws criminalizing LGBTQ+ people in various countries around the globe, including a list of the laws by country, as well as world maps indicating countries by type of offense criminalized and sentence type. Important resource to provide context for those working with LGBTQ+ refugees and immigrants, as well as newcomers with LGBTQ+ children. A guide to the laws criminalizing LGBTQ+ people in various countries around the globe, including a list of the laws by country, as well as world maps indicating countries by type of offense criminalized and sentence type. Important resource to provide context for those working with LGBTQ+ refugees and immigrants, as well as newcomers with LGBTQ+ children.
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This article revisits the radical roots of adult education for social change by developing community-based anti-racism education through participatory action research. Utilizing critical race theory (CRT) as its theoretical framework, the study incorporates principles of participatory action research (PAR) to conceptualize a model of anti-racism education in which community members and academics collaborate as equal partners throughout the process. The analysis identifies three key features of this approach: using individuals’ lived experiences as a foundation to understand contemporary forms of racism, emphasizing grassroots-level participation, and prioritizing an action-oriented aspect of community-based anti-racism education. By integrating CRT and PAR, this model aims to foster collaborative, equitable partnerships in anti-racism education across diverse communities and to position such education as a site for advocacy, emancipation, and institutional practice for social change. This article revisits the radical roots of adult education for social change by developing community-based anti-racism education through participatory action research. Utilizing critical race theory (CRT) as its theoretical framework, the study incorporates principles of participatory action research (PAR) to conceptualize a model of anti-racism education in which community members and academics collaborate as equal partners throughout the process. The analysis identifies three key features of this approach: using individuals’ lived experiences as a foundation to understand contemporary forms of racism, emphasizing grassroots-level participation, and prioritizing an action-oriented aspect of community-based anti-racism education. By integrating CRT and PAR, this model aims to foster collaborative, equitable partnerships in anti-racism education across diverse communities and to position such education as a site for advocacy, emancipation, and institutional practice for social change.
This publication has no Abstract to dispaly