Please note, this is not an open access database or repository. We have focused on creating simple summaries of reports and articles that we have accessed through websites and academic journals, with a focus on key findings, so that even if a full report is not free to access you can reference it. When possible, we include a link to wherever the original document is hosted (which may or may not be open-access). If you come across a link that is no longer active, please let us know and we can update it. There are also some reports that will have been submitted directly to the project. In this case, these reports are uploaded directly with permission from the author or publisher. Any original documents found on this site are stored in Canada on our secure servers
Children with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk factors such as refugee status and disability status. Despite this high risk, there is no systematic data collected on this group and scant literature on the topic contributing to a feeling of invisibility. We conducted a narrative inquiry on the experiences of two Syrian refugee families with children living with disabilities. Narrative inquiry is a way to understand experience as a storied phenomenon. In order to understand the complexities of the experience as a refugee with a child living with disabilities, attending to the lived and told stories is essential. In hearing the narration of these experiences across time, place, and social contexts various narrative threads emerged. The narrative threads that resonated across the experiences of two families included waiting and a struggle for agency, as well as disruption and continuity. Children with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk factors such as refugee status and disability status. Despite this high risk, there is no systematic data collected on this group and scant literature on the topic contributing to a feeling of invisibility. We conducted a narrative inquiry on the experiences of two Syrian refugee families with children living with disabilities. Narrative inquiry is a way to understand experience as a storied phenomenon. In order to understand the complexities of the experience as a refugee with a child living with disabilities, attending to the lived and told stories is essential. In hearing the narration of these experiences across time, place, and social contexts various narrative threads emerged. The narrative threads that resonated across the experiences of two families included waiting and a struggle for agency, as well as disruption and continuity.
This publication has no Abstract to dispaly
Sport participation is popularly constructed as an effective means for welcoming newcomers into their new country of residence, despite these claims being critiqued by sport scholars. In this study, we critically interrogated Intro to Sport programmes as one approach for welcoming newcomers into the Canadian sport system using Green’s normative theory of sport development to inform our work. Twenty qualitative interviews were conducted with programme administrators, instructors, and parents of newcomer programme participants representing six Intro to Sport programmes. Using thematic analysis, two overarching themes were determined: (1) toward inclusion: negotiating sport participation; and (2) sustainability. We explored how various sport participation barriers were managed towards promoting inclusion across the programmes as well as the pervasiveness of intersectoral community partnerships. We provided a nuanced discussion of the socio-cultural and contextual considerations surrounding Intro to Sport programmes for newcomers, insights that can inform sport development research and practice moving forward. We also offer suggestions to sport administrators involved in Intro to Sport programmes for newcomers and future research directions. Sport participation is popularly constructed as an effective means for welcoming newcomers into their new country of residence, despite these claims being critiqued by sport scholars. In this study, we critically interrogated Intro to Sport programmes as one approach for welcoming newcomers into the Canadian sport system using Green’s normative theory of sport development to inform our work. Twenty qualitative interviews were conducted with programme administrators, instructors, and parents of newcomer programme participants representing six Intro to Sport programmes. Using thematic analysis, two overarching themes were determined: (1) toward inclusion: negotiating sport participation; and (2) sustainability. We explored how various sport participation barriers were managed towards promoting inclusion across the programmes as well as the pervasiveness of intersectoral community partnerships. We provided a nuanced discussion of the socio-cultural and contextual considerations surrounding Intro to Sport programmes for newcomers, insights that can inform sport development research and practice moving forward. We also offer suggestions to sport administrators involved in Intro to Sport programmes for newcomers and future research directions.
This publication has no Abstract to dispaly
This paper examines the relationship between parents’ sense of coherence (SOC) and children’s oral health outcomes among newcomers (immigrants to Canada). Immigrant parents with children aged 1-12 years who lived in Canada for 10 years or less were recruited. Findings show that parent’s SOC was relatively low among newcomers and not associated with children’s oral health outcomes. This paper examines the relationship between parents’ sense of coherence (SOC) and children’s oral health outcomes among newcomers (immigrants to Canada). Immigrant parents with children aged 1-12 years who lived in Canada for 10 years or less were recruited. Findings show that parent’s SOC was relatively low among newcomers and not associated with children’s oral health outcomes.
This publication has no Abstract to dispaly
This study sought to determine the role pedagogical love can play in the emotional experience of (Arabic-speaking) refugee families in Calgary, Canada, as they engaged with the public education system at the Grade 4–12 level. This study sought to determine the role pedagogical love can play in the emotional experience of (Arabic-speaking) refugee families in Calgary, Canada, as they engaged with the public education system at the Grade 4–12 level.
This publication has no Abstract to dispaly
Composing lives that have a sense of coherence is part of the identity making of refugee families and shapes their attempts for social inclusion. Their struggles for narrative coherence are shaped by the bumping places and tensions that they experience as their lives bump against dominant narratives that structure the policies and practices of many institutions including schools. Using narrative inquiry, we inquired into the experiences of three Syrian refugee families as they bumped against institutional policies and practices. Composing lives that have a sense of coherence is part of the identity making of refugee families and shapes their attempts for social inclusion. Their struggles for narrative coherence are shaped by the bumping places and tensions that they experience as their lives bump against dominant narratives that structure the policies and practices of many institutions including schools. Using narrative inquiry, we inquired into the experiences of three Syrian refugee families as they bumped against institutional policies and practices.
This publication has no Abstract to dispaly
South Asian immigrant youth (SAIY) confront challenges like racial discrimination, stigma, and acculturative stress due to their marginalised identities. Limited research exists on the barriers they face adjusting to Canadian life. Our findings underscore the varied experiences of SAIY in Edmonton, Alberta, highlighting the need for better accessibility to social and healthcare services. South Asian immigrant youth (SAIY) confront challenges like racial discrimination, stigma, and acculturative stress due to their marginalised identities. Limited research exists on the barriers they face adjusting to Canadian life. Our findings underscore the varied experiences of SAIY in Edmonton, Alberta, highlighting the need for better accessibility to social and healthcare services.
This publication has no Abstract to dispaly
Available evidence in Canada suggests children born to immigrants face a greater risk of poor mental health outcomes. However, these comparisons often mask important ethno-racial differences in mental health risks and outcomes among immigrant populations. Recent evidence suggests African immigrant children have some of the poorest social and mental health outcomes in Canada. Despite this awareness, research has yet to identify community-based strategies for addressing the stressors underpinning such outcomes. This study used data obtained from focus groups with African immigrant parents in Edmonton, AB and surrounding towns to identify child mental health stressors and child mental health promotion strategies in the African immigrant community. Available evidence in Canada suggests children born to immigrants face a greater risk of poor mental health outcomes. However, these comparisons often mask important ethno-racial differences in mental health risks and outcomes among immigrant populations. Recent evidence suggests African immigrant children have some of the poorest social and mental health outcomes in Canada. Despite this awareness, research has yet to identify community-based strategies for addressing the stressors underpinning such outcomes. This study used data obtained from focus groups with African immigrant parents in Edmonton, AB and surrounding towns to identify child mental health stressors and child mental health promotion strategies in the African immigrant community.
This publication has no Abstract to dispaly
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.
This publication has no Abstract to dispaly
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.
This publication has no Abstract to dispaly
African immigrant children and youth have some of the poorest social and mental health outcomes in Canada. Although parenting challenges have been widely documented as a key driver of these outcomes, this issue has not been properly researched. In this paper, we examine parenting challenges among a sample of African immigrant parents in Alberta, Canada. We discovered main parenting challenges, organized around six overarching themes. Specifically, African immigrant parents deal with cultural incompatibility, family tension, state interference, limited social supports, poor access to services, and low socioeconomic status. Thus the state policy regarding child protection needs to change, and social service organization need to tailor their programmes to cultural specificities of African communities. African immigrant children and youth have some of the poorest social and mental health outcomes in Canada. Although parenting challenges have been widely documented as a key driver of these outcomes, this issue has not been properly researched. In this paper, we examine parenting challenges among a sample of African immigrant parents in Alberta, Canada. We discovered main parenting challenges, organized around six overarching themes. Specifically, African immigrant parents deal with cultural incompatibility, family tension, state interference, limited social supports, poor access to services, and low socioeconomic status. Thus the state policy regarding child protection needs to change, and social service organization need to tailor their programmes to cultural specificities of African communities.
This publication has no Abstract to dispaly
