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 If you come across a link that is no longer active, please let us know and we can update it.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
This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Calgary, Alberta, Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants. This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Calgary, Alberta, Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants.
This publication has no Abstract to dispaly
Colombians who acquire a university degree in Colombia may still face challenges finding employment. They may choose to immigrate to Canada because the opportunities that this country offers. However, these immigrants may have to apply various strategies to overcome obstacles in their path to success. So, when they immigrate permanently to their host country (Canada as their country of settlement), they may have to overcome barriers, such as discrimination (Quillian et al., 2019) while finding a place in their professional field and integrating into their host communities (community of settlement). As a result, immigrants may find that having a career and speaking the target language is not enough to communicate effectively and build meaningful connections in their host communities. Thus, the purpose of this qualitative study with narrative inquiry methodology was to explore the journeys of eight professional Colombian immigrants who felt successful in Calgary, AB, Canada and had two or more years of adaptation and integration to answer the following question: To what extent did professional Colombian immigrants experience holistic Transformative Learning (TL) and enhance Intercultural Communicative Competence (ICC) after living in Canada for two or more years, in their path to professional success? The study findings have the potential to inform the professional field of adult learning. Colombians who acquire a university degree in Colombia may still face challenges finding employment. They may choose to immigrate to Canada because the opportunities that this country offers. However, these immigrants may have to apply various strategies to overcome obstacles in their path to success. So, when they immigrate permanently to their host country (Canada as their country of settlement), they may have to overcome barriers, such as discrimination (Quillian et al., 2019) while finding a place in their professional field and integrating into their host communities (community of settlement). As a result, immigrants may find that having a career and speaking the target language is not enough to communicate effectively and build meaningful connections in their host communities. Thus, the purpose of this qualitative study with narrative inquiry methodology was to explore the journeys of eight professional Colombian immigrants who felt successful in Calgary, AB, Canada and had two or more years of adaptation and integration to answer the following question: To what extent did professional Colombian immigrants experience holistic Transformative Learning (TL) and enhance Intercultural Communicative Competence (ICC) after living in Canada for two or more years, in their path to professional success? The study findings have the potential to inform the professional field of adult learning.
This publication has no Abstract to dispaly
The accessibility of domestic violence services for South Asian immigrant women in several Canadian cities (Calgary, Edmonton, Vancouver, Toronto, Montreal) is examined. There are challenges in seeking help for domestic violence in the South Asian community, which is highly unreported due to its private and personal nature. Main topics discussed are: 1) barriers that prevent South Asian immigrant women from seeking help, and 2) the current gaps in domestic violence services. Recommendations for domestic violence organizations to better address the needs of South Asian immigrant women are also included. The accessibility of domestic violence services for South Asian immigrant women in several Canadian cities (Calgary, Edmonton, Vancouver, Toronto, Montreal) is examined. There are challenges in seeking help for domestic violence in the South Asian community, which is highly unreported due to its private and personal nature. Main topics discussed are: 1) barriers that prevent South Asian immigrant women from seeking help, and 2) the current gaps in domestic violence services. Recommendations for domestic violence organizations to better address the needs of South Asian immigrant women are also included.
This publication has no Abstract to dispaly
As the population of young newcomers (immigrants, refugees and international students) increases in Canada, there is a growing need to understand the social integration process of these students into Canadian schools. This thesis reports a qualitative analysis of how newcomer students in three Albertan schools perceived their experiences interacting with local students. As the population of young newcomers (immigrants, refugees and international students) increases in Canada, there is a growing need to understand the social integration process of these students into Canadian schools. This thesis reports a qualitative analysis of how newcomer students in three Albertan schools perceived their experiences interacting with local students.
This publication has no Abstract to dispaly
The Family Conflict Prevention Program provides culturally-sensitive family violence services and supports in 13 different languages. Evaluation showed the program superseded their targets for keeping clients safe from violence/abuse, accessing community services and education on family violence. The Family Conflict Prevention Program provides culturally-sensitive family violence services and supports in 13 different languages. Evaluation showed the program superseded their targets for keeping clients safe from violence/abuse, accessing community services and education on family violence.
This publication has no Abstract to dispaly
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.
This publication has no Abstract to dispaly
This report presents findings from the 2020 Family Violence (FV) Broker & Apartment 1310 program evaluations. This year’s evaluation was completed by Habitus Collective and covers the period from January 1, 2020 to December 31, 2020. The Family Violence Brokers are a supplementary, gender-based support to CCIS Cultural Brokerage Program (CCBP) families who present with family violence concerns. Apartment 1310 provides temporary accommodation and immediate programming for low-risk perpetrators of family violence who are mandated to separate from the family. Beginning in March 2020, the programs had to adapt to frequently changing circumstances and public health regulations resulting from the COVID-19 pandemic. This resulted in office closures, work from home mandates, and periods when in-person contact with families was limited or not possible requiring adaptation to virtual or hybrid service delivery. Furthermore, families were and will continue to be facing pandemic-related challenges and stress, which may increase the likelihood or severity of family violence. From the period January 1, 2020 – December 31, 2020, the Family Violence Brokers supported a total of 234 families, including 267 adults and 154 children. This was a 28.6% increase from the year prior despite a drop in total CCBP cases. Family Violence clients represented 47 countries of origin and 29 language groups. At the individual level, Canada, India, and the Philippines were the main countries of origin, which aligns to the main countries of origin for recent immigrants to Alberta as a whole. The majority of clients were Canadian Citizens (61%) or Permanent Residents (35%). Due to health restrictions, Apartment 1310 hosted only three residents this year. Evaluation activities revealed that the program along with Apartment 1310 are highly valued by Children’s Services staff, clients, and Brokers. This report presents findings from the 2020 Family Violence (FV) Broker & Apartment 1310 program evaluations. This year’s evaluation was completed by Habitus Collective and covers the period from January 1, 2020 to December 31, 2020. The Family Violence Brokers are a supplementary, gender-based support to CCIS Cultural Brokerage Program (CCBP) families who present with family violence concerns. Apartment 1310 provides temporary accommodation and immediate programming for low-risk perpetrators of family violence who are mandated to separate from the family. Beginning in March 2020, the programs had to adapt to frequently changing circumstances and public health regulations resulting from the COVID-19 pandemic. This resulted in office closures, work from home mandates, and periods when in-person contact with families was limited or not possible requiring adaptation to virtual or hybrid service delivery. Furthermore, families were and will continue to be facing pandemic-related challenges and stress, which may increase the likelihood or severity of family violence. From the period January 1, 2020 – December 31, 2020, the Family Violence Brokers supported a total of 234 families, including 267 adults and 154 children. This was a 28.6% increase from the year prior despite a drop in total CCBP cases. Family Violence clients represented 47 countries of origin and 29 language groups. At the individual level, Canada, India, and the Philippines were the main countries of origin, which aligns to the main countries of origin for recent immigrants to Alberta as a whole. The majority of clients were Canadian Citizens (61%) or Permanent Residents (35%). Due to health restrictions, Apartment 1310 hosted only three residents this year. Evaluation activities revealed that the program along with Apartment 1310 are highly valued by Children’s Services staff, clients, and Brokers.
This publication has no Abstract to dispaly
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.
This publication has no Abstract to dispaly
Canada is commended as a country that celebrates multicultural diversity; however, literature suggests that this may not universally be the case for individual Canadians. This research study utilizes the Social Dominance Orientation 7 scale (SDO7 scale) as well as an Immigrant Attitudes Measure with undergraduate students attending a university in Southern Alberta. Questionnaires and interviews were used to achieve the purpose of this research study: to examine the socio-demographic factors, perceptions, and beliefs held by Canadian-born undergraduate students attending a university in Southern Alberta and how these elements may influence SDO and attitudes held about immigrants by these students. Using thematic analysis, six themes were established from the interviews and non-parametric statistical testing was used to establish relationships between variables. As both a member of the Canadian host society and a second-generation immigrant, the researcher also uses journaling to report personal reflections gleaned during the interview process. Canada is commended as a country that celebrates multicultural diversity; however, literature suggests that this may not universally be the case for individual Canadians. This research study utilizes the Social Dominance Orientation 7 scale (SDO7 scale) as well as an Immigrant Attitudes Measure with undergraduate students attending a university in Southern Alberta. Questionnaires and interviews were used to achieve the purpose of this research study: to examine the socio-demographic factors, perceptions, and beliefs held by Canadian-born undergraduate students attending a university in Southern Alberta and how these elements may influence SDO and attitudes held about immigrants by these students. Using thematic analysis, six themes were established from the interviews and non-parametric statistical testing was used to establish relationships between variables. As both a member of the Canadian host society and a second-generation immigrant, the researcher also uses journaling to report personal reflections gleaned during the interview process.
This publication has no Abstract to dispaly
Beginning in April, 2020, The Immigrant Education Society conducted an internal study on staff and student reactions to the transition to remote services delivery precipitated by the COVID19 Pandemic. This consists of a preliminary survey deployed by the Research and Program Development Department, and the compilation of independently developed surveys deployed in June by the Language Instruction for Newcomers to Canada (LINC) department and the Human Resources department. The analysis of the raw survey data was conducted by the Research and Program Development department. This document encompasses results from the Human Resources and LINC surveys. Beginning in April, 2020, The Immigrant Education Society conducted an internal study on staff and student reactions to the transition to remote services delivery precipitated by the COVID19 Pandemic. This consists of a preliminary survey deployed by the Research and Program Development Department, and the compilation of independently developed surveys deployed in June by the Language Instruction for Newcomers to Canada (LINC) department and the Human Resources department. The analysis of the raw survey data was conducted by the Research and Program Development department. This document encompasses results from the Human Resources and LINC surveys.
This publication has no Abstract to dispaly
