The Canadian population is aging and also becoming more ethnically diverse. This study examined
differences in identities among South Asian seniors who immigrated at different life stages with
different lengths of residency in Canada. We interviewed 161 immigrants of South Asian descent
in Edmonton, Canada, aged 60 and older about their ethnic/national identity, transnational ties,
cultural retention and practices, and participation in and concerns about life in Canada. Our findings
show that women were more likely than men to see themselves as more South Asian than
Canadian. Furthermore, logistic regression analysis showed that older age at immigration and low
English-language proficiency were significant predictors of ethnic identity. These findings indicated
the importance of language for ethnic and national (Canadian) identity and revealed that South
Asian immigrant elders who came to Canada in later life tended to retain their ethnic identities,
while immigrant elders who came to Canada earlier in life were more likely to have developed a
bicultural identity that incorporated both ethnic and Canadian identity. Related to the notion of
bicultural identity, strong transnational ties with the country of origin were associated with greater
participation in Canadian society. The Canadian population is aging and also becoming more ethnically diverse. This study examined
differences in identities among South Asian seniors who immigrated at different life stages with
different lengths of residency in Canada. We interviewed 161 immigrants of South Asian descent
in Edmonton, Canada, aged 60 and older about their ethnic/national identity, transnational ties,
cultural retention and practices, and participation in and concerns about life in Canada. Our findings
show that women were more likely than men to see themselves as more South Asian than
Canadian. Furthermore, logistic regression analysis showed that older age at immigration and low
English-language proficiency were significant predictors of ethnic identity. These findings indicated
the importance of language for ethnic and national (Canadian) identity and revealed that South
Asian immigrant elders who came to Canada in later life tended to retain their ethnic identities,
while immigrant elders who came to Canada earlier in life were more likely to have developed a
bicultural identity that incorporated both ethnic and Canadian identity. Related to the notion of
bicultural identity, strong transnational ties with the country of origin were associated with greater
participation in Canadian society.
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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
International students in Canadian universities face an array of sometimes bewildering practical, cultural, academic, and social challenges. Many may not be fully prepared to cope with such challenges without some form of assistance from the university and surrounding community. Such students need assistance and support to face successfully the challenge of a new society and a new environment. It is therefore critical that the institutions admitting international students develop an understanding of what support and assistance can be offered that is most helpful and welcomed by the international student. In this study, undergraduate men and women, from the University of Lethbridge, the University of Calgary and the University of Alberta responded to a questionnaire consisting of thirty-two questions on a five-point lickert scale (“strongly disagree” to “strongly agree”). The questions were grouped into the following categories: first contact with Canada, arrival and orientation, assistance for international students, English language skills, housing and accommodation, academic assistance, and getting to know Canadians. An additional summative thirteen questions, some of which are open-ended, and eight demographic questions were also asked. Follow-up interviews were arranged with a subset of the questionnaire respondents. A total of 131 returned questionnaires and 32 personal interviews were available for data analysis. The most notable findings are as follows: (i) Higher levels (at or above 65%) of satisfaction were found in the areas of assistance requested from professors and fellow students, the teaching and content of their courses, fair treatment from professors, and making friends with and visiting in the homes of Canadians. (ii) Lower levels (at or below 45%) of satisfaction were found in the areas of assistance in obtaining suitable accommodation, the welcome and orientation at their university, time to discuss course work with professors, the lack of international content in their courses, the opportunity to get to know Canadian and other international students in a non-academic setting, and the experience of racism in Canada. This inquiry found that overall, 52.5% (68 students) were satisfied by the welcome and assistance they had received by the university and community. International students in Canadian universities face an array of sometimes bewildering practical, cultural, academic, and social challenges. Many may not be fully prepared to cope with such challenges without some form of assistance from the university and surrounding community. Such students need assistance and support to face successfully the challenge of a new society and a new environment. It is therefore critical that the institutions admitting international students develop an understanding of what support and assistance can be offered that is most helpful and welcomed by the international student. In this study, undergraduate men and women, from the University of Lethbridge, the University of Calgary and the University of Alberta responded to a questionnaire consisting of thirty-two questions on a five-point lickert scale (“strongly disagree” to “strongly agree”). The questions were grouped into the following categories: first contact with Canada, arrival and orientation, assistance for international students, English language skills, housing and accommodation, academic assistance, and getting to know Canadians. An additional summative thirteen questions, some of which are open-ended, and eight demographic questions were also asked. Follow-up interviews were arranged with a subset of the questionnaire respondents. A total of 131 returned questionnaires and 32 personal interviews were available for data analysis. The most notable findings are as follows: (i) Higher levels (at or above 65%) of satisfaction were found in the areas of assistance requested from professors and fellow students, the teaching and content of their courses, fair treatment from professors, and making friends with and visiting in the homes of Canadians. (ii) Lower levels (at or below 45%) of satisfaction were found in the areas of assistance in obtaining suitable accommodation, the welcome and orientation at their university, time to discuss course work with professors, the lack of international content in their courses, the opportunity to get to know Canadian and other international students in a non-academic setting, and the experience of racism in Canada. This inquiry found that overall, 52.5% (68 students) were satisfied by the welcome and assistance they had received by the university and community.
This publication has no Abstract to dispaly
