French Immersion (FI) is a form of second language education with various programs in which French is both a subject and the language of curricular instruction (Canadian Parents for French [CPF], 2019). In 1965, when FI first began in St. Lambert, Québec, it was aimed at middle-class, anglophone students (Davis, 2017; Davis et al., 2019; Kunnas, 2019; Lambert & Tucker, 1972), but its population has since expanded to include culturally and linguistically diverse (CLD) learners - that is, students whose first language is neither English nor French and whose cultural and linguistic repertoires represent a strength in their learning communities. These students may be enrolled in FI programs, but their cultures and languages aren't necessarily recognized, valued, and integrated as assets for personal and collective learning - calling into question the potential for true inclusion (Mady et al., 2017). This study thus examines the inclusion of CLD learners in FI at an independent school in southeastern Ontario. Taking a multiple-case study approach, it uses critical race theory to explore the understandings, beliefs, and practices that CLD learners (n = 4), French as a Second Language (FSL) teachers (n = 3), teacher-administrators (n = 2), and parents and guardians of CLD learners (n = 12) associate with the inclusion of these students in FI. Data collection methods included semi-structured interviews, photo elicitation, in-person and virtual classroom observations, an online questionnaire, and a reflective journal. Although participants' understandings alluded to greater visibility of CLD learners, the findings suggest that these students weren't always seen in their full complexity. In terms of beliefs, CLD learners were generally viewed through an asset-oriented perspective; however, tensions remain in accepting and understanding knowledge different from the White standard. Finally, although practices were indicative of a pedagogy focused on students' academic success (Ladson-Billings, 2014), the findings showed evidence of a risk of underlying racial inequities. Implications include the need to understand the endemic nature of racism, to problematize race through dialogue and stories that counter "master narratives" (Martinez, 2014), and to address underlying racial inequities consistently and concretely. Ultimately, this research contributes to the development of culturally and linguistically inclusive learning spaces in FI.

<p>The purpose of the first paper is to serve as a critical review of the international student research. Particularly, the paper will explore current barriers in international student research specifically for Asian international students. The paper will use three frameworks for the critical review: neo-racism, critical race theory, and postcolonial theory and suggest three main barriers in international student research because of this: homogenization, overemphasis on individual factors, and the impact of stereotypes present about Asians in the U.S. Based on the frameworks used for critical review and the identified barriers, the paper will explore systemic racism in the experiences of Asian international trainees and suggest recommendations to support trainees in counseling psychology.     </p> <p>The study within the second paper explored the experiences of neo-racism for 13 Asian international doctoral student participants at Purdue University using qualitative thematic analysis. The study demonstrated a wide variety of experiences with racism, including interpersonal racism and the impact of racism that participants viewed as occurring to other Asian and Asian international students in the U.S. Results indicated that participants’ experiences of neo-racism were different based on social identities, language abilities, and nationality. The study proposes implications of these experiences, including ways higher education institutions can better support doctoral students during this sociopolitical time. </p>

This research study explicates the underrepresentation of Black students in public school instrumental music programs through a critical race perspective, focusing on socioeconomic and epistemological barriers perpetuated by public policy and school music curricula. Such barriers have encouraged some Black musicians to seek agency and satisfy their musical interests in spaces outside of the classroom, particularly in the church and community. Considering that the theory of disruptive innovation purports the potential to increase access and disrupt both socioeconomic and epistemological barriers through the use of technology, this exploratory research study sought to investigate whether Black instrumental musicians use technology in order to disrupt the socioeconomic and epistemological barriers unveiled by a critical race perspective. By employing qualitative research methods, participants’ personal experiences were synthesized into a thematic analysis which ultimately support the potential of technology to increase access, revealing that participants successfully disrupted socioeconomic and epistemological barriers through the use of asynchronous online lessons.

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