Research Library

This article aims to build both community and scholarly knowledge of skills, aspirations, needs, and characteristics of the international newcomer adult population in Edmonton. It highlights the Canadian Language Benchmarks (CLB) test scores, socio-demographic profiles, as well as goals and plans among adult immigrants and refugee clients of the Language Assessment, Referral, and Counselling Centre (LARCC) in Edmonton, Alberta. LARCC includes both provincially and federally funded programs. It provides immigrants and refugees with a recognized assessment of their current level of English language proficiency; knowledge of local options and resources for relevant English language and occupational training; and helps newcomers explore their educational and career goals/opportunities. This article is largely practical rather than theoretical, presenting a practitioners’ perspective into how to better enhance the benefits of immigration for immigrants, in particular, and for the larger society as a whole. As such, following an empirical discussion, we outline several suggestions: (1) community partners to collaborate in order to “create the networks and pathways that lead to substantive labour market success for the majority of newcomers; (2) increase in social, business, and employment networking opportunities for immigrants; more support for immigrants on-the-job language and occupational skills development, including intercultural or transcultural skill development for established worker and newcomers alike; (3) “language and occupational training opportunities need to be more immediately linked to employers” This article aims to build both community and scholarly knowledge of skills, aspirations, needs, and characteristics of the international newcomer adult population in Edmonton. It highlights the Canadian Language Benchmarks (CLB) test scores, socio-demographic profiles, as well as goals and plans among adult immigrants and refugee clients of the Language Assessment, Referral, and Counselling Centre (LARCC) in Edmonton, Alberta. LARCC includes both provincially and federally funded programs. It provides immigrants and refugees with a recognized assessment of their current level of English language proficiency; knowledge of local options and resources for relevant English language and occupational training; and helps newcomers explore their educational and career goals/opportunities. This article is largely practical rather than theoretical, presenting a practitioners’ perspective into how to better enhance the benefits of immigration for immigrants, in particular, and for the larger society as a whole. As such, following an empirical discussion, we outline several suggestions: (1) community partners to collaborate in order to “create the networks and pathways that lead to substantive labour market success for the majority of newcomers; (2) increase in social, business, and employment networking opportunities for immigrants; more support for immigrants on-the-job language and occupational skills development, including intercultural or transcultural skill development for established worker and newcomers alike; (3) “language and occupational training opportunities need to be more immediately linked to employers”
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Permitting entrance into the borders of Canada to migrants as asylum seekers opens yet a new chapter in the lives of these migrants. It is as though while they are being identified as asylum seekers or refugees, their identities and histories are simultaneously being erased. This article discusses the lack of educational policies that address the needs of refugee learners. Policies can serve to include or exclude refugee youth learners in educational contexts. A holistic approach to refugee education will lead to better outcomes for refugee youth. Positive policies include: welcoming atmosphere in schools; child-centered learning; community programing; supporting foundations. Permitting entrance into the borders of Canada to migrants as asylum seekers opens yet a new chapter in the lives of these migrants. It is as though while they are being identified as asylum seekers or refugees, their identities and histories are simultaneously being erased. This article discusses the lack of educational policies that address the needs of refugee learners. Policies can serve to include or exclude refugee youth learners in educational contexts. A holistic approach to refugee education will lead to better outcomes for refugee youth. Positive policies include: welcoming atmosphere in schools; child-centered learning; community programing; supporting foundations.
This publication has no Abstract to dispaly

There is significant evidence to support the importance of prenatal care in preventing adverse outcomes such as preterm birth and low infant birth weight. In previous studies, the group prenatal care model CenteringPregnancy® had been shown to reduce adverse birth outcomes, but to date, no comparison had been made with a model that included prenatal education. These results suggest that CenteringPregnancy® can recruit and retain a vulnerable group of women with a constellation of risk factors for poor pregnancy and birth outcomes, including poverty, language barriers and poor mental health. Post program, the rates of stress, anxiety and depression were similar to other women with more social and financial advantage. These findings suggest that CenteringPregnancy® may be a community based care strategy that contributes to improved mental health, knowledge, and behaviours to optimize outcomes for mothers and children. There is significant evidence to support the importance of prenatal care in preventing adverse outcomes such as preterm birth and low infant birth weight. In previous studies, the group prenatal care model CenteringPregnancy® had been shown to reduce adverse birth outcomes, but to date, no comparison had been made with a model that included prenatal education. These results suggest that CenteringPregnancy® can recruit and retain a vulnerable group of women with a constellation of risk factors for poor pregnancy and birth outcomes, including poverty, language barriers and poor mental health. Post program, the rates of stress, anxiety and depression were similar to other women with more social and financial advantage. These findings suggest that CenteringPregnancy® may be a community based care strategy that contributes to improved mental health, knowledge, and behaviours to optimize outcomes for mothers and children.
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In examining the economic integration of Chinese immigrants in Calgary and Edmonton, this study reveals that recent immigrants have encountered multi-faceted barriers, particularly in employment and language. Furthermore, they have experienced deskilling and devaluation of their prior learning and work experience after immigrating to Canada. As a consequence, many have suffered unemployment and underemployment, poor economic performance, and downward social mobility, which have adversely hindered their integration process. Immigrants’ negative experience can be attributed to a triple glass effect consisting of a glass gate, glass door, and glass ceiling. While a glass gate denies immigrants’ entrance to guarded professional communities, a glass door blocks immigrants’ access to professional employment at high-wage firms. It is the glass ceiling which prevents immigrants from moving up to management positions because of their ethnic and cultural differences. This study calls for the adoption of an inclusive framework that works toward recognitive justice in balancing freedom of mobility with recognition and full membership in Canada. In examining the economic integration of Chinese immigrants in Calgary and Edmonton, this study reveals that recent immigrants have encountered multi-faceted barriers, particularly in employment and language. Furthermore, they have experienced deskilling and devaluation of their prior learning and work experience after immigrating to Canada. As a consequence, many have suffered unemployment and underemployment, poor economic performance, and downward social mobility, which have adversely hindered their integration process. Immigrants’ negative experience can be attributed to a triple glass effect consisting of a glass gate, glass door, and glass ceiling. While a glass gate denies immigrants’ entrance to guarded professional communities, a glass door blocks immigrants’ access to professional employment at high-wage firms. It is the glass ceiling which prevents immigrants from moving up to management positions because of their ethnic and cultural differences. This study calls for the adoption of an inclusive framework that works toward recognitive justice in balancing freedom of mobility with recognition and full membership in Canada.
This publication has no Abstract to dispaly

This paper examines the lived experiences of Chinese-Canadian youth in Alberta in relation to two multiculturalism debates: multiculturalism as a politics of recognition and multiculturalism as a cohesive force. It focuses on three themes of their lived experiences, which include racial discrimination and stereotypes in school; biased media representation; and the relationship between ethnic language maintenance, sense of belonging and multiculturalism policy within a bilingual framework. Two findings are highlighted in this paper. First, the racism youth experienced at school and the racist discourse against Chinese-Canadian students found in Canadian media indicate that Chinese Canadians as racialized and ethnic minorities have not been recognized and treated as equal partners in social interactions with the White dominant group. The multicultural policy focus and task of addressing racism in the 1980s has yet to be finished despite current multicultural policy having a new focus. Second, multiculturalism within a bilingual framework is more an assimilating force than a divisive one. Given the separation of language rights and cultural rights as well as the strong linguistic and cultural assimilation forces in major Canadian institutions, it is less likely for Chinese-Canadian youth to maintain their ethnic language and culture. The main factor that affects their sense of belonging to Canada is the racism in Canadian society rather than the symbolic recognition of diversity that multiculturalism encourages. This paper examines the lived experiences of Chinese-Canadian youth in Alberta in relation to two multiculturalism debates: multiculturalism as a politics of recognition and multiculturalism as a cohesive force. It focuses on three themes of their lived experiences, which include racial discrimination and stereotypes in school; biased media representation; and the relationship between ethnic language maintenance, sense of belonging and multiculturalism policy within a bilingual framework. Two findings are highlighted in this paper. First, the racism youth experienced at school and the racist discourse against Chinese-Canadian students found in Canadian media indicate that Chinese Canadians as racialized and ethnic minorities have not been recognized and treated as equal partners in social interactions with the White dominant group. The multicultural policy focus and task of addressing racism in the 1980s has yet to be finished despite current multicultural policy having a new focus. Second, multiculturalism within a bilingual framework is more an assimilating force than a divisive one. Given the separation of language rights and cultural rights as well as the strong linguistic and cultural assimilation forces in major Canadian institutions, it is less likely for Chinese-Canadian youth to maintain their ethnic language and culture. The main factor that affects their sense of belonging to Canada is the racism in Canadian society rather than the symbolic recognition of diversity that multiculturalism encourages.
This publication has no Abstract to dispaly

This article explores the challenges of housing security for immigrants in Alberta, Canada. It highlights the difficulties that immigrants face in finding affordable and secure housing due to discrimination, language barriers, and lack of knowledge about their rights. The report also discusses the impact of homelessness on individuals and society, including the negative effects on physical and mental health, education, and economic success. The report concludes by calling for increased government support for housing initiatives that prioritize the needs of immigrants and other vulnerable populations. Overall, this report sheds light on an important issue and provides valuable insights into the challenges of finding a place to call home. This article explores the challenges of housing security for immigrants in Alberta, Canada. It highlights the difficulties that immigrants face in finding affordable and secure housing due to discrimination, language barriers, and lack of knowledge about their rights. The report also discusses the impact of homelessness on individuals and society, including the negative effects on physical and mental health, education, and economic success. The report concludes by calling for increased government support for housing initiatives that prioritize the needs of immigrants and other vulnerable populations. Overall, this report sheds light on an important issue and provides valuable insights into the challenges of finding a place to call home.
This publication has no Abstract to dispaly

This article describes the functional and psychological significance of “home” and how refugee mental health and resettlement may be affected by the lack of social supports associated with the concept of home. Using illustrations from studies with refugee communities, the author suggests that the way in which refugees evoke experiences of “back home” reveals critical social and psychological gaps in their settlement and integration experiences. Note that while the study provides insights into the experiences of refugees in Ontario and Alberta, the article emphasizes the need for a pan-Canadian approach to address the mental health needs of refugees. This article describes the functional and psychological significance of “home” and how refugee mental health and resettlement may be affected by the lack of social supports associated with the concept of home. Using illustrations from studies with refugee communities, the author suggests that the way in which refugees evoke experiences of “back home” reveals critical social and psychological gaps in their settlement and integration experiences. Note that while the study provides insights into the experiences of refugees in Ontario and Alberta, the article emphasizes the need for a pan-Canadian approach to address the mental health needs of refugees.
This publication has no Abstract to dispaly

To meet their essential needs or those of their families, young black African immigrants from 15 to 24 years of age living in Brooks, Alberta, Canada, are trying to reconcile full-time night work with full-time school attendance. In most cases employers comply with the regulations on employment of children in Alberta, but no one can state with certainty that the age limit for this kind of employment is always observed. This pilot research examines the social impact of such work and study arrangements on young Francophone immigrants. To meet their essential needs or those of their families, young black African immigrants from 15 to 24 years of age living in Brooks, Alberta, Canada, are trying to reconcile full-time night work with full-time school attendance. In most cases employers comply with the regulations on employment of children in Alberta, but no one can state with certainty that the age limit for this kind of employment is always observed. This pilot research examines the social impact of such work and study arrangements on young Francophone immigrants.
This publication has no Abstract to dispaly

This article discusses the identity practices of the first generation of African Francophone immigrants in Alberta. It demonstrates that they develop multiple forms of belonging to many social groups, whose principal manifestation includes a collective belonging to the ethnic community of the country of origin, to the francophone community, and to Canadian society in general. The racialisation which is manifested in three forms of discrimination—i. e., linguistic discrimination towards the Francophones of Canada, racial discrimination in Canadian society in general, and racial discrimination within the Francophone community—has a major impact on the identity practices of the immigrants. The article underlines that these multiple identities materialize in order to acquire social capital which could support the social and economic integration of the immigrants. It will allow us to understand the many aspects of their migratory trajectory and to consider the politics of linguistic and racial equity, as well as possible solutions that could reinforce the feeling of belonging and the socio-economic integration of the immigrants into the Francophone and the wider Canadian society. This article discusses the identity practices of the first generation of African Francophone immigrants in Alberta. It demonstrates that they develop multiple forms of belonging to many social groups, whose principal manifestation includes a collective belonging to the ethnic community of the country of origin, to the francophone community, and to Canadian society in general. The racialisation which is manifested in three forms of discrimination—i. e., linguistic discrimination towards the Francophones of Canada, racial discrimination in Canadian society in general, and racial discrimination within the Francophone community—has a major impact on the identity practices of the immigrants. The article underlines that these multiple identities materialize in order to acquire social capital which could support the social and economic integration of the immigrants. It will allow us to understand the many aspects of their migratory trajectory and to consider the politics of linguistic and racial equity, as well as possible solutions that could reinforce the feeling of belonging and the socio-economic integration of the immigrants into the Francophone and the wider Canadian society.
This publication has no Abstract to dispaly

Current recommendations for tuberculosis control are to screen high risk populations and provide chemoprophylaxis for those infected. In Edmonton, Alberta, one strategy has been to identify and provide TB skin tests to newly arrived immigrant school age children from TB endemic areas. The difficulty has been in identifying these children in the school population. This article describes a process tried in 1993–94 to find a better approach and to determine the outcome of a concentrated effort at screening and follow-up of this population. Using this method, 1,146 students were TB skin tested using 5tu PPD: 15% showed significant reactions (10mm), 89% were offered chemoprophylaxis, and 68% of those offered (84% of those accepting) completed 9 months of chemoprophylaxis. The success of this process was dependent on the dedicated follow-up provided by the specialty public health clinic devoted to the prevention and treatment of tuberculosis. Current recommendations for tuberculosis control are to screen high risk populations and provide chemoprophylaxis for those infected. In Edmonton, Alberta, one strategy has been to identify and provide TB skin tests to newly arrived immigrant school age children from TB endemic areas. The difficulty has been in identifying these children in the school population. This article describes a process tried in 1993–94 to find a better approach and to determine the outcome of a concentrated effort at screening and follow-up of this population. Using this method, 1,146 students were TB skin tested using 5tu PPD: 15% showed significant reactions (10mm), 89% were offered chemoprophylaxis, and 68% of those offered (84% of those accepting) completed 9 months of chemoprophylaxis. The success of this process was dependent on the dedicated follow-up provided by the specialty public health clinic devoted to the prevention and treatment of tuberculosis.
This publication has no Abstract to dispaly