Surviving to thriving: post-secondary education for refugee youth in smaller centres in Canada
Notice bibliographique
Résumé
The research investigates refugee youth’s aspirations for and access to post-secondary education in St. John’s, Newfoundland and Labrador, Canada. The theoretical framework that underpins this study consists of segmented assimilation theory and the bioecological model of human development. A basic qualitative research approach was employed. Twenty refugee youths and three staff members from educational service providers participated in this study. Data were collected through one-on-one semi-structured interviews. Findings revealed that new life in Canada instilled hope into refugee youth as they aspired to get into university after high school. Refugee youth referred to their parents, support teachers and staff in high school, their friends, and university academic advisors as important people who helped them realize their educational goals. In addition, three educational programs were identified by refugee youth as helpful in preparing them for post-secondary education. Nonetheless, refugee youth’s access to post-secondary education was impeded by a number of barriers, including financial difficulties resulting from the repayment of transportation loans and a lack of target scholarships for refugee students pursuing post-secondary education, lack of information about post-secondary admission requirements, scholarships, and on-campus employment opportunities, negative peer influence from refugee students who were less motivated, limited communication with local peers, and fear of the unknown and the academic challenges they would face in post-secondary education. In addition, refugee youth aged 19 or over found it difficult to further their education due to the policy of high school age limits and a lack of appropriate adult educational programs geared to their needs. Recommendations were also offered to reduce these barriers such as eliminating transportation loans and offering targeted scholarships and bursaries to refugee youth; providing refugee youth with information and assistance they need to make informed decisions about their education and career; increasing the number of ESL teachers at the secondary level and continuing to offer ESL support for college and university refugee students; and optimizing language and academic support for refugee young adults with goals of pursuing post-secondary education.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,016 | 0,004 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».