Research Library

Edmonton Public School Trustee Michael Janz discusses forward movement in collecting race-based data in Edmonton schools since 2020, while also highlighting multiple areas where Edmonton schools can improve their race-based data, anti-racism and diversity initiatives. Edmonton Public School Trustee Michael Janz discusses forward movement in collecting race-based data in Edmonton schools since 2020, while also highlighting multiple areas where Edmonton schools can improve their race-based data, anti-racism and diversity initiatives.
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Through focus groups with educators working with newcomer children, this study asked: 1) For newcomer families, what are indicators of quality in early learning and child care?, and 2) What are the essential dispositions child care educators demonstrate that meet the needs of newcomer children and families? 5 key themes were identified, including language barriers and tensions, the need for flexibility, and how educators can grow, seek and co-learn with newcomer families. Through focus groups with educators working with newcomer children, this study asked: 1) For newcomer families, what are indicators of quality in early learning and child care?, and 2) What are the essential dispositions child care educators demonstrate that meet the needs of newcomer children and families? 5 key themes were identified, including language barriers and tensions, the need for flexibility, and how educators can grow, seek and co-learn with newcomer families.
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There remains an ongoing need to address not only the post-migration experiences of newcomers settling in Calgary but also to understand how systems that serve them perceive, make sense of, and contribute to these experiences. By hearing from those who work with newcomers within the institutional settings that support newcomers, we can begin to understand some complexities of newcomer integration. The purpose of this qualitative pilot study was to explore the perceptions that front-line workers hold regarding needs and experiences of newcomers. This study involved a series of eleven semi-structured interviews with workers at an immigrant-serving language-learning agency which were analyzed using thematic coding. The findings highlighted: front-line workers perception of their newcomer cli-ents’ identity in connection to language; the clients’ emotional burden and sense of belonging; and the challenges clients faced balancing everyday commitments. Moreover, this study explored the front-line worker’s role in cultural brokerage and promoting wellness. This study provided reason to value the practices and interpretations that front-line workers have of the newcomer experience due to the role they play in creating a sense of integration for newcom-ers. The interpretations that surfaced in this study sheds light on the complexity that both front-line workers and newcomers face and implies that further research and interventions are needed to ensure successful integration There remains an ongoing need to address not only the post-migration experiences of newcomers settling in Calgary but also to understand how systems that serve them perceive, make sense of, and contribute to these experiences. By hearing from those who work with newcomers within the institutional settings that support newcomers, we can begin to understand some complexities of newcomer integration. The purpose of this qualitative pilot study was to explore the perceptions that front-line workers hold regarding needs and experiences of newcomers. This study involved a series of eleven semi-structured interviews with workers at an immigrant-serving language-learning agency which were analyzed using thematic coding. The findings highlighted: front-line workers perception of their newcomer cli-ents’ identity in connection to language; the clients’ emotional burden and sense of belonging; and the challenges clients faced balancing everyday commitments. Moreover, this study explored the front-line worker’s role in cultural brokerage and promoting wellness. This study provided reason to value the practices and interpretations that front-line workers have of the newcomer experience due to the role they play in creating a sense of integration for newcom-ers. The interpretations that surfaced in this study sheds light on the complexity that both front-line workers and newcomers face and implies that further research and interventions are needed to ensure successful integration
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This thesis examined the narrative abilities of bilingual, English L2 newcomer and immigrant children with Autism Spectrum Disorder (ASD), Developmental Language Disorder (DLD) and Typical Development (TD). Compared to the monolingual research, there have been fewer studies examining narratives in clinical bilingual groups, especially bilinguals with ASD, and no study so far has compared bilinguals with ASD to bilinguals with DLD. This thesis asked: (1) Is macrostructure an area of weakness in DLD? (2) Do children with ASD experience difficulties with structural language, i.e., morphology and syntax? (3) Are narrative skills requiring perspective-taking abilities equally vulnerable in ASD and DLD? (4) Do bilinguals with ASD and DLD use the second language input they receive to the same as bilinguals with TD? Identified differences between newcomer children with ASD, DLD or TD can be utilized to create tailored interventions. This thesis examined the narrative abilities of bilingual, English L2 newcomer and immigrant children with Autism Spectrum Disorder (ASD), Developmental Language Disorder (DLD) and Typical Development (TD). Compared to the monolingual research, there have been fewer studies examining narratives in clinical bilingual groups, especially bilinguals with ASD, and no study so far has compared bilinguals with ASD to bilinguals with DLD. This thesis asked: (1) Is macrostructure an area of weakness in DLD? (2) Do children with ASD experience difficulties with structural language, i.e., morphology and syntax? (3) Are narrative skills requiring perspective-taking abilities equally vulnerable in ASD and DLD? (4) Do bilinguals with ASD and DLD use the second language input they receive to the same as bilinguals with TD? Identified differences between newcomer children with ASD, DLD or TD can be utilized to create tailored interventions.
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Enrollment of international post-secondary students is increasing across Canadian campuses. International post-secondary students may experience challenges in accessing nutritious foods that meet their dietary needs and food preferences. These challenges can pose negative impacts on their health, well-being, and academic achievement. Our aim was to describe international post-secondary students’ perceptions of (1) challenges to attaining food security and (2) consequences of food insecurity on the university experience. We conducted individual semi-structured interviews with 11 international post-secondary students at the University of Alberta who had food insecurity and who had requested emergency foodhampers from the on-campus food bank. Our results revealed the negative impacts that food insecurity can have on international post-secondary students. Findings underscore the imperative to minimize the occurrence of food insecurity while studying in Alberta, Canada by introducing and enhancing support systems on campus and in the community to enable food security. Enrollment of international post-secondary students is increasing across Canadian campuses. International post-secondary students may experience challenges in accessing nutritious foods that meet their dietary needs and food preferences. These challenges can pose negative impacts on their health, well-being, and academic achievement. Our aim was to describe international post-secondary students’ perceptions of (1) challenges to attaining food security and (2) consequences of food insecurity on the university experience. We conducted individual semi-structured interviews with 11 international post-secondary students at the University of Alberta who had food insecurity and who had requested emergency foodhampers from the on-campus food bank. Our results revealed the negative impacts that food insecurity can have on international post-secondary students. Findings underscore the imperative to minimize the occurrence of food insecurity while studying in Alberta, Canada by introducing and enhancing support systems on campus and in the community to enable food security.
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Despite the lack of a shared definition of integration, this concept word addresses the physical, psychological, and social progress of newcomers, and more. Newcomers are both immigrants and new-to-town individuals, meaning those who have relocated within Canada from other provinces or regions. By exploring literature and lived experiences, this research examines how accurately models of integration reflect and represent the views and experiences of newcomers. Our qualitative case study uses thematic coding of in-depth interviews with newcomers and settlement organizations. Results suggest that models and factors of integration do not fully or effectively reflect the process and desires of newcomers. Though new-to-town individuals possess advantages in their relocation process (e.g., not having to learn a new language or build a cultural foundation in their new location), they do not meet nor do they aspire to meet all the various factors and considerations of integration included in the models. Newcomers seek first to meet their own core needs followed by self-directed needs. In this article, an acculturation model is put forward that encompasses dynamics of individual newcomers’ peculiarities of circumstances. The conclusion is two-fold: Newcomers place priority on immediate core needs and strive to meet other needs leading to place attachment; and their sense of belonging can be brought into question with experiences of discrimination and racism. Despite the lack of a shared definition of integration, this concept word addresses the physical, psychological, and social progress of newcomers, and more. Newcomers are both immigrants and new-to-town individuals, meaning those who have relocated within Canada from other provinces or regions. By exploring literature and lived experiences, this research examines how accurately models of integration reflect and represent the views and experiences of newcomers. Our qualitative case study uses thematic coding of in-depth interviews with newcomers and settlement organizations. Results suggest that models and factors of integration do not fully or effectively reflect the process and desires of newcomers. Though new-to-town individuals possess advantages in their relocation process (e.g., not having to learn a new language or build a cultural foundation in their new location), they do not meet nor do they aspire to meet all the various factors and considerations of integration included in the models. Newcomers seek first to meet their own core needs followed by self-directed needs. In this article, an acculturation model is put forward that encompasses dynamics of individual newcomers’ peculiarities of circumstances. The conclusion is two-fold: Newcomers place priority on immediate core needs and strive to meet other needs leading to place attachment; and their sense of belonging can be brought into question with experiences of discrimination and racism.
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An effective language policy for migrant students is essential for educational systems. This study explored how immigrant parents advocated for more equitable English as an Additional Language (EAL) policies and practices in Calgary, Alberta, Canada. Participants challenged the deficit perspective on immigrant parents and English language learning. An effective language policy for migrant students is essential for educational systems. This study explored how immigrant parents advocated for more equitable English as an Additional Language (EAL) policies and practices in Calgary, Alberta, Canada. Participants challenged the deficit perspective on immigrant parents and English language learning.
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Systemic and overt racism exist within education systems. If we are serious about addressing the problem of systemic racism and its effects within Edmonton Public Schools and on our students then we must first collect data that shows the race of the students we serve and the outcomes that these students experience. Currently, the lack of race-based data is making it difficult to measure educational inequalities and to identify inequities that exist because of racism and discrimination. This report describes recommendations to the Board of Trustees of Edmonton Public Schools to implement race-based data collection in their school board. Systemic and overt racism exist within education systems. If we are serious about addressing the problem of systemic racism and its effects within Edmonton Public Schools and on our students then we must first collect data that shows the race of the students we serve and the outcomes that these students experience. Currently, the lack of race-based data is making it difficult to measure educational inequalities and to identify inequities that exist because of racism and discrimination. This report describes recommendations to the Board of Trustees of Edmonton Public Schools to implement race-based data collection in their school board.
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Clinical guidelines support exercise in managing osteoarthritis. Physical activity in immigrants is affected by migration-related factors: acculturation, stress associated with settling in a new country, physical environments, and availability of resources. Other challenges are: competing time demands, cultural norms and behaviours, motivation and lack of peer support. Adult physical inactivity rates are high in Muslim majority countries, especially for Arab Muslims and Muslim women. Barriers to Muslim women participating in leisure physical activity, for example, include gendered norms of behavior, religious interpretations of women’s participation in sports, lack of access to gender-segregated spaces, lack of social support, lack of education on physical activity and competing social obligations. Participants of this research emphasized the importance of physical activity in older age and prioritized the need for physical activity programs. The four themes highlight Muslim older immigrants’ perspectives on physical activity in Canada: (a) values and approaches to staying active, (b) health factors: pain and health limitations, (c) social factors: culture, religion and belonging; and (d) environmental factors: safety and accessibility. Lack of effective strategies for pain management was a major concern for many participants and hindered their ability to engage in both daily living activities and more strenuous forms of exercise and recreation activities. Physical activity in older age is valued by older Muslim immigrants but financial, cultural, and environmental barriers to physical activity warrant intervention. One avenue of promoting physical activity in Muslim older immigrants is the development of local, accessible, and culturally sensitive programming that address both the physical activity, education, and socialization needs of this population. Clinical guidelines support exercise in managing osteoarthritis. Physical activity in immigrants is affected by migration-related factors: acculturation, stress associated with settling in a new country, physical environments, and availability of resources. Other challenges are: competing time demands, cultural norms and behaviours, motivation and lack of peer support. Adult physical inactivity rates are high in Muslim majority countries, especially for Arab Muslims and Muslim women. Barriers to Muslim women participating in leisure physical activity, for example, include gendered norms of behavior, religious interpretations of women’s participation in sports, lack of access to gender-segregated spaces, lack of social support, lack of education on physical activity and competing social obligations. Participants of this research emphasized the importance of physical activity in older age and prioritized the need for physical activity programs. The four themes highlight Muslim older immigrants’ perspectives on physical activity in Canada: (a) values and approaches to staying active, (b) health factors: pain and health limitations, (c) social factors: culture, religion and belonging; and (d) environmental factors: safety and accessibility. Lack of effective strategies for pain management was a major concern for many participants and hindered their ability to engage in both daily living activities and more strenuous forms of exercise and recreation activities. Physical activity in older age is valued by older Muslim immigrants but financial, cultural, and environmental barriers to physical activity warrant intervention. One avenue of promoting physical activity in Muslim older immigrants is the development of local, accessible, and culturally sensitive programming that address both the physical activity, education, and socialization needs of this population.
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In response to the specific challenges faced by culturally diverse families with family violence concerns and Children’s Services involvement, CCIS created the Cultural Brokerage Program team and the Culturally Responsive Accommodations for Family Violence program for male perpetrators of family violence. The program is a promising practice as it is: effective, efficient, sustainable, innovative, and different from existing programs. In response to the specific challenges faced by culturally diverse families with family violence concerns and Children’s Services involvement, CCIS created the Cultural Brokerage Program team and the Culturally Responsive Accommodations for Family Violence program for male perpetrators of family violence. The program is a promising practice as it is: effective, efficient, sustainable, innovative, and different from existing programs.
This publication has no Abstract to dispaly