Navigating two worlds : culture and cultural adaptation of immigrant and refugee youth in a Quebec (Canadian) educational context
Notice bibliographique
Résumé
The last ten years has witnessed the inflow of a large number of new immigrant and refugee children, many from Africa, into Canada. These new immigrants and displaced persons (refugees) undergo a cycle of adaptation in a new society; a process that takes much longer time than the host society allows them. Most children of refugees and new immigrants enter the school system few months after their arrival in Canada when they have barely had the time to adapt to their new socio-cultural environment. However, little research has been done on the cultural adaptation of African immigrant and refugee youth in the Canadian educational system. This study examined the social integration and educational experiences of teenage immigrant and refugee youth mainly from minority backgrounds in their first few years of contacts with the Quebec educational system. Using a qualitative methodology, interviews were conducted with ten youth, eight parents, four community leaders, two social service reception center workers and a school administrator together with information from focus group discussions with a number of youth and parents from the same backgrounds. The cultural and acculturating patterns that emerged in the context of school, family, peers, and community as well as the way in which the respondents negotiate, create, and maintain their identities were examined. The findings showed that culture and cultural adaptation play very significant roles in the social and educational integration of immigrant and refugee children in Canadian society. They further pointed to how acculturation difficulties have led to many of these children feeling less motivated to study, losing interest in education, or dropping out of the school system altogether. Implications of this research for curriculum development in education and social work practice with this population group are offered. These include the need for social service professionals and educators working with refugee youth to have an understanding of the different needs and history or cultural context of the country of origin of the refugees. Others are the need for teachers to be culturally responsive and competent as they deal with increasingly diverse student populations. Also of equal importance for policy formulators in the educational field is the need for curriculum that is designed to address the distinctive challenges of acculturation that these new arrivals face especially at the High School levels in Quebec. Recommendations are made for directions for future research in the social work and education fields including structuring a longitudinal study to follow these youth participants over a period of time to examine the evolution of their ethnic identity, bicultural development, cultural values, their educational attainment and the challenges they face as adults. Furthermore, a nationwide or an inter-provincial study with similar population groups (with language as a significant variable) would provide a broader understanding of the integration issues associated with this population group.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 tête enseignante, 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 ».