Research Library

ECELC sought to consult with newcomer communities in Edmonton, specifically in regard to planning a centralized system of early learning and care that honours the realities of marginalized families and works to mitigate and remove institutional and/or systemic disadvantage for these families. The information from these consultations will be used to ensure ECELC’s activities take into account the lived experiences of newcomer families and that it considers an inclusion/equity lens in its work as it moves forward. Multicultural Family Resource Society (MFRS), one of the ECELC members, was approached to conduct this work on behalf of the Council through MFRS Coaching, Advisory, and Research Services. The consultations involved meeting with key groups of people to learn about what is already known about this topic and to identify who some of the ‘knowledge keepers’ are on this topic. MFRS consulted with Multicultural Health Brokers Cooperative; Jasper Place Child and Family Resource Centre; Intercultural Child and Family Centre; University of Alberta, Community-University Partnership for the Study of Children, Youth, and Families (CUP); MacEwan University, Human Services and Early Learning and Care; and Muslim Community of Edmonton (MCE) Child Care Centre to assess what work has already been done recently on the topic of newcomer families and early learning and care and to identify existing groups of practitioners and community members that would be good candidates for further consultation. The consultations also sought to identify facilitators for future conversations as community consultation often generates the richest data when the facilitators are known to participants and this would be an important aspect to future ECELC work. ECELC sought to consult with newcomer communities in Edmonton, specifically in regard to planning a centralized system of early learning and care that honours the realities of marginalized families and works to mitigate and remove institutional and/or systemic disadvantage for these families. The information from these consultations will be used to ensure ECELC’s activities take into account the lived experiences of newcomer families and that it considers an inclusion/equity lens in its work as it moves forward. Multicultural Family Resource Society (MFRS), one of the ECELC members, was approached to conduct this work on behalf of the Council through MFRS Coaching, Advisory, and Research Services. The consultations involved meeting with key groups of people to learn about what is already known about this topic and to identify who some of the ‘knowledge keepers’ are on this topic. MFRS consulted with Multicultural Health Brokers Cooperative; Jasper Place Child and Family Resource Centre; Intercultural Child and Family Centre; University of Alberta, Community-University Partnership for the Study of Children, Youth, and Families (CUP); MacEwan University, Human Services and Early Learning and Care; and Muslim Community of Edmonton (MCE) Child Care Centre to assess what work has already been done recently on the topic of newcomer families and early learning and care and to identify existing groups of practitioners and community members that would be good candidates for further consultation. The consultations also sought to identify facilitators for future conversations as community consultation often generates the richest data when the facilitators are known to participants and this would be an important aspect to future ECELC work.
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This research is purposed for an assessment of needs so as to identify the barriers to successful on-line language learning for new immigrants, especially those with language proficiency at CLB 3. This research is purposed for an assessment of needs so as to identify the barriers to successful on-line language learning for new immigrants, especially those with language proficiency at CLB 3.
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Since the beginning of conflict in Syria, 52, 720 Syrian refugees were admitted to Canada between November 2015 and March 2018. Schools are one of the first and most impactful systems that young refugees enter and the quality of early school experiences significantly influences how successfully and quickly they settle. Yet, there is limited research examining the school experiences of refugee children. Thus, the purpose of this study was to explore the social, emotional, and academic adjustment experiences of newcomer Syrian refugee children between the ages of five to eight years within Edmonton schools. Following themes emerged during this study: (1) Role of Language in Adjustment, (2) Attitudes and Perspectives Towards Education, (3) Bonds and Relationships, (4) Initial Frustrations, Anxieties, and Fears, (5) Children’s Unique Strategies for Adapting in School, (6) Parental Involvement in the Schooling Process, and (7) Role of Personal Qualities in Adjustment. Since the beginning of conflict in Syria, 52, 720 Syrian refugees were admitted to Canada between November 2015 and March 2018. Schools are one of the first and most impactful systems that young refugees enter and the quality of early school experiences significantly influences how successfully and quickly they settle. Yet, there is limited research examining the school experiences of refugee children. Thus, the purpose of this study was to explore the social, emotional, and academic adjustment experiences of newcomer Syrian refugee children between the ages of five to eight years within Edmonton schools. Following themes emerged during this study: (1) Role of Language in Adjustment, (2) Attitudes and Perspectives Towards Education, (3) Bonds and Relationships, (4) Initial Frustrations, Anxieties, and Fears, (5) Children’s Unique Strategies for Adapting in School, (6) Parental Involvement in the Schooling Process, and (7) Role of Personal Qualities in Adjustment.
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The home language environment and language abilities were compared between children with autism spectrum disorder (ASD) and children with typical development, both from newcomer families in Edmonton. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development at the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language. The home language environment and language abilities were compared between children with autism spectrum disorder (ASD) and children with typical development, both from newcomer families in Edmonton. Children were in elementary school, mostly 6 and 7 year olds. The goal was to understand if there were differences in bilingual development between children with ASD and children with typical development at the same age. Specifically, we wanted to understand if children with ASD have the capacity to become bilingual and whether this is supported by their communities, clinicians and educators. We conclude that children with ASD are more at risk than children with typical development for losing their heritage language. In other words, children with ASD have the capacity to be bilingual, but have limited opportunities to develop their heritage language.
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The purpose of this survey was to better understand why Calgarians who were born outside of Canada do or do not access Canadian settlement services during their migration process. Many people advocated for more relevant, accurate information to be provided pre-arrival. They really wanted to know more about living in Canada and the realities of daily life in Calgary. This related to different social and economic systems in Canada—banking, housing, childcare, children’s education, health care, transit, and how to dress for Calgary’s weather—as well as social norms about environmental protection and recycling. Respondents also recommended various way to advertise settlement services and to help newcomers to effectively navigate the local service system upon arrival in Calgary. Helping newcomers find the programs that exist to help them is critical. More widespread, however, is the disconnection between the attraction of skilled workers and professionals to Canada and the realities of the job market in Calgary. Respondents lamented that they arrived with hope and optimism, only to find they had little chance of working in their chosen field upon arrival. Moreover, they found few if any appropriate supports to help them transition quickly or easily into the work they were trained to do. What this survey has shown is that better advertising of existing programs and services is essential. In addition, different kinds of services and supports are needed for professional and non-skilled migrants. The purpose of this survey was to better understand why Calgarians who were born outside of Canada do or do not access Canadian settlement services during their migration process. Many people advocated for more relevant, accurate information to be provided pre-arrival. They really wanted to know more about living in Canada and the realities of daily life in Calgary. This related to different social and economic systems in Canada—banking, housing, childcare, children’s education, health care, transit, and how to dress for Calgary’s weather—as well as social norms about environmental protection and recycling. Respondents also recommended various way to advertise settlement services and to help newcomers to effectively navigate the local service system upon arrival in Calgary. Helping newcomers find the programs that exist to help them is critical. More widespread, however, is the disconnection between the attraction of skilled workers and professionals to Canada and the realities of the job market in Calgary. Respondents lamented that they arrived with hope and optimism, only to find they had little chance of working in their chosen field upon arrival. Moreover, they found few if any appropriate supports to help them transition quickly or easily into the work they were trained to do. What this survey has shown is that better advertising of existing programs and services is essential. In addition, different kinds of services and supports are needed for professional and non-skilled migrants.
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Educational success for many refugee learners in the Canadian education system has been a difficult if not challenging achievement. Educational institutions mirror the values and practices of the larger society. Similar to the values and practices nationally and internationally, in educational organizations refugees as a specific group of learners have been largely disregarded. The invisibility of refugee learners in educational institutions has resulted in limited academic success of these learners. Through multiple case study analysis, this research examines the underlying reasons for the low educational achievement of refugee learners in the provinces of Alberta and British Columbia. Analysis of data identifies the underlying causes for refugee youths’ failure to succeed as a lack of recognition and cognitive justice as pillars of policy design and enactment. This study concludes with recommendations to improve refugee youths’ educational opportunities by enhancing policy design and implementation based on the conscious recognition of all students’ histories and knowledge. As well as an awareness of epistemic understanding of self and recognition of power relations. Educational success for many refugee learners in the Canadian education system has been a difficult if not challenging achievement. Educational institutions mirror the values and practices of the larger society. Similar to the values and practices nationally and internationally, in educational organizations refugees as a specific group of learners have been largely disregarded. The invisibility of refugee learners in educational institutions has resulted in limited academic success of these learners. Through multiple case study analysis, this research examines the underlying reasons for the low educational achievement of refugee learners in the provinces of Alberta and British Columbia. Analysis of data identifies the underlying causes for refugee youths’ failure to succeed as a lack of recognition and cognitive justice as pillars of policy design and enactment. This study concludes with recommendations to improve refugee youths’ educational opportunities by enhancing policy design and implementation based on the conscious recognition of all students’ histories and knowledge. As well as an awareness of epistemic understanding of self and recognition of power relations.
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This is an environmental scan. It examines the impact of federal policy changes on the Alberta Immigrant Nominee Program (AINP) and the flow of nominees to the Alberta labour market and communities. It was found that the AINP has taken on a broad scope of helping to achieve provincial economic and labour market needs. It is mainly low/semi-skilled TFWs who use the program to achieve residency, as the federal immigration streams tend to have higher requirements. The program itself has been criticized for creating a vulnerable environment for TFWs in addition to its limited capacity to process applications in a timely manner. The key learnings of the report find that immigrant retention is best achieved through community and family support. Although there were moves away from this with the closing of the family stream of the AINP in 2013, the new Liberal government has highlighted family reunification as a key immigration goal. However, federal and provincial immigration goals have also been shown to conflict with each other, as the provincial labour market need for low/semi-skilled workers is misaligned with the federal target of a highly-skilled and educated workforce. Lack of intergovernmental communication in the past resulted in confusion and little consideration of how immigration streams may influence each other. Behaviour of employers is also as a key factor contributing to TFW vulnerability. Thus, we recommend increasing intergovernmental communication and lateral dialogue on policy changes and how they may affect other immigration streams. Long-term labour market assessments are recommended to support the provision of residency to immigrants who are needed most. Furthermore, the AINP’s structural complexity should be reduced to be more inclusive, consistent and easy to access for applicants. Greater accountability, transparency and oversight should also be employed to reduce labour abuses and reduce the vulnerability of nominees of the program. This is an environmental scan. It examines the impact of federal policy changes on the Alberta Immigrant Nominee Program (AINP) and the flow of nominees to the Alberta labour market and communities. It was found that the AINP has taken on a broad scope of helping to achieve provincial economic and labour market needs. It is mainly low/semi-skilled TFWs who use the program to achieve residency, as the federal immigration streams tend to have higher requirements. The program itself has been criticized for creating a vulnerable environment for TFWs in addition to its limited capacity to process applications in a timely manner. The key learnings of the report find that immigrant retention is best achieved through community and family support. Although there were moves away from this with the closing of the family stream of the AINP in 2013, the new Liberal government has highlighted family reunification as a key immigration goal. However, federal and provincial immigration goals have also been shown to conflict with each other, as the provincial labour market need for low/semi-skilled workers is misaligned with the federal target of a highly-skilled and educated workforce. Lack of intergovernmental communication in the past resulted in confusion and little consideration of how immigration streams may influence each other. Behaviour of employers is also as a key factor contributing to TFW vulnerability. Thus, we recommend increasing intergovernmental communication and lateral dialogue on policy changes and how they may affect other immigration streams. Long-term labour market assessments are recommended to support the provision of residency to immigrants who are needed most. Furthermore, the AINP’s structural complexity should be reduced to be more inclusive, consistent and easy to access for applicants. Greater accountability, transparency and oversight should also be employed to reduce labour abuses and reduce the vulnerability of nominees of the program.
This publication has no Abstract to dispaly

There is limited global research addressing the professional adaptation of migrant social workers in general, and a dearth of scholarship specific to the unique context in Alberta, Canada. While academic attention on the broad topic of professional migration of social workers has gained some traction over the past decade, the emerging literature has so far lacked a comparative gender analysis of the experiences of professional migration among social workers. The purpose of the present study was to develop enhanced understanding of the experiences of professional adaptation of migrant social workers in the Albertan context through a comparative gender analysis. This dissertation emerged from my involvement as a research assistant on a national study on the professional adaptation of migrant social workers in Canada. While coordinating data collection for the Alberta site of the national study, I conducted in-depth interviews with 17 male and female migrant social workers that had migrated to Alberta, Canada within the past decade. From these 17 interviews, 10 transcripts of interviews were selected as cases for secondary analysis in order to answer the question: How do female and male migrant social workers in Alberta experience their professional adaptation to practice in their new context? The research method employed in the secondary study was interpretive phenomenological analysis (IPA), a form of qualitative inquiry that examines how people make sense of significant lived experiences. Intersectionality theory and postcolonial feminisms provided the theoretical framework for the study, facilitating attention to both the macro-level factors that structure lived experiences and interactions, and the micro-level processes and interpretations that shape social identities. Engaging with the detailed personal accounts of the participants provided new understandings of how male and female migrant social workers both similarly and differentially interpret and make meaning out of their experiences of professional adaptation. The study makes an important contribution to existing knowledge about professional adaptation in the context of transnational labour mobility. Notably, it is among the first studies to explore the professional adaptation processes of migrant social workers in Alberta, as well as among the earliest works to engage in a qualitative comparative gender analysis that explores these experiences. There is limited global research addressing the professional adaptation of migrant social workers in general, and a dearth of scholarship specific to the unique context in Alberta, Canada. While academic attention on the broad topic of professional migration of social workers has gained some traction over the past decade, the emerging literature has so far lacked a comparative gender analysis of the experiences of professional migration among social workers. The purpose of the present study was to develop enhanced understanding of the experiences of professional adaptation of migrant social workers in the Albertan context through a comparative gender analysis. This dissertation emerged from my involvement as a research assistant on a national study on the professional adaptation of migrant social workers in Canada. While coordinating data collection for the Alberta site of the national study, I conducted in-depth interviews with 17 male and female migrant social workers that had migrated to Alberta, Canada within the past decade. From these 17 interviews, 10 transcripts of interviews were selected as cases for secondary analysis in order to answer the question: How do female and male migrant social workers in Alberta experience their professional adaptation to practice in their new context? The research method employed in the secondary study was interpretive phenomenological analysis (IPA), a form of qualitative inquiry that examines how people make sense of significant lived experiences. Intersectionality theory and postcolonial feminisms provided the theoretical framework for the study, facilitating attention to both the macro-level factors that structure lived experiences and interactions, and the micro-level processes and interpretations that shape social identities. Engaging with the detailed personal accounts of the participants provided new understandings of how male and female migrant social workers both similarly and differentially interpret and make meaning out of their experiences of professional adaptation. The study makes an important contribution to existing knowledge about professional adaptation in the context of transnational labour mobility. Notably, it is among the first studies to explore the professional adaptation processes of migrant social workers in Alberta, as well as among the earliest works to engage in a qualitative comparative gender analysis that explores these experiences.
This publication has no Abstract to dispaly

This research explores public opinion regarding the Temporary Foreign Worker (TFW) program in Canada. It is situated within an important moment in the program’s history, in a province with particularly widespread reliance on it. This analysis is framed with an overview of the expansion of the TFW program over the past several decades, a description of the extensive media coverage given to several prominent examples of misuse of the program in 2013, and the resulting changes to the program. Compared to results from prior nation-wide surveys, the 2013 findings demonstrate that the majority of Albertans believe the TFW program is necessary. Furthermore, the vast majority of Albertans believe TFWs should have the same workplace rights as Canadians, and a majority believe that TFWs should be able to access permanent residency. These findings highlight points where TFW program policy was disconnected from public opinion, particularly with regard to allowing differential pay and permanent residency rights of TFWs. In addition, the 2013 survey findings illustrate some similarities with findings from the broader literature regarding the key determinants of attitudes towards immigration. This research explores public opinion regarding the Temporary Foreign Worker (TFW) program in Canada. It is situated within an important moment in the program’s history, in a province with particularly widespread reliance on it. This analysis is framed with an overview of the expansion of the TFW program over the past several decades, a description of the extensive media coverage given to several prominent examples of misuse of the program in 2013, and the resulting changes to the program. Compared to results from prior nation-wide surveys, the 2013 findings demonstrate that the majority of Albertans believe the TFW program is necessary. Furthermore, the vast majority of Albertans believe TFWs should have the same workplace rights as Canadians, and a majority believe that TFWs should be able to access permanent residency. These findings highlight points where TFW program policy was disconnected from public opinion, particularly with regard to allowing differential pay and permanent residency rights of TFWs. In addition, the 2013 survey findings illustrate some similarities with findings from the broader literature regarding the key determinants of attitudes towards immigration.
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