Strong group affiliations based on race have been found in children at a very young age (Aboud, 1988) and may lead to a higher risk of involvement in bullying for certain racial groups. Little research, however, has addressed the relationship among bullying, race, and immigrant status in a Canadian sample. As well, few studies have directly examined racial bullying and victimization. Thus, the two studies in the current project aim to examine race and immigrant status as individual risk factors for bullying involvement, while also examining the individual- and school-level factors associated with racial bullying. In Chapter Two, an empirical examination of the relationship among race, immigrant status, and bullying and victimization in adolescence reveals that racial minority adolescents experience racial bullying. Immigrant status, however, does not appear to predict victimization, but it may be a risk factor for bullying others. In Chapter Three, a multilevel investigation of racial bullying and victimization at the individual and school levels indicates that African-Canadian students are at risk of engaging in both racial bullying and victimization, and that being male is also associated with participation in this type of bullying. At the school level, school climate is not found to account for the differences in racial bullying and victimization across schools, but increased school support is associated with decreased racial bullying in schools with more teacher diversity. Together, the results of the current research clarify the roles of race and immigrant status in bullying and victimization, but these results also raise important concerns and further questions regarding possible interventions in schools for students who engage in racial bullying and racial victimization. / Thesis (Master, Psychology) -- Queen's University, 2009-09-16 12:29:46.885

As Ontario is home to more than half of Canada’s immigrants (Statistics Canada, 2006), Ontario’s school enrolment is very diverse. Levin (2008) provided some statistics: 27 percent of the population of Ontario was born outside of Canada; 20 percent are visible minorities. Toronto, with approximately 40 percent of the province’s population, is one the most diverse urban areas in the world, and receives approximately 125,000 new immigrants each year from dozens of different countries. Accordingly, as the number of immigrant families in Toronto increases, it is increasingly important that teachers and administrators understand how immigrant parents want to be involved in their children’s education, and how to best support these parents’ needs and the needs of their children. The purpose of this case study was to examine the involvement of immigrant parents in one classroom. Specifically I examine: (a) how one school involved immigrant parents in their children’s education; (b) how immigrant parents perceive they have been involved; and (c) how immigrant parents want to be involved in their children’s education. This constructivist case study examined immigrant parent involvement from the perceptions of different stakeholders--the vice-principal, teacher and immigrant parents from the one teacher’s class. Semi-structured interviews were conducted with the vice-principal and one teacher of one model middle school in the Toronto District School Board to elicit information about their school and their experiences related to immigrant parent involvement. In addition, a parent questionnaire was used to explore parents’ perceptions. The parent questionnaire was distributed to the one teacher’s class of parents (all but one who were immigrants). The data analysis revealed five core themes related to immigrant parent involvement. The educators suggested that parents lack the knowledge of how the Ontario education system functions, while the immigrant parents said that they were unaware of what is being asked of them or offered to them. No communications sent home to the parents were translated. Suggestions for future research and recommendations are offered to the school and school board in order to provide additional support to immigrant parents. / Thesis (Master, Education) -- Queen's University, 2012-05-08 21:52:46.287

No description available.

The rapidly changing Canadian mosaic compels the educational system to devise new and unique means to address the needs of a heterogeneous student and teacher populace emerging from varied cultural, linguistic, social and pedagogical contexts. Considerable work recommends the creation of an inclusive environment for immigrant students; sparse discourse considers the needs of immigrant teachers in a mainstream K-12 setting. The majority of discussions and discourses on immigrant teacher acculturation study the needs and challenges this diverse group of teachers has to contend with inside the environs of a Canadian classroom. This study extends these initial discourses to include the macrocosmic challenges faced by immigrant teachers by analyzing the lived experiences of immigrant teachers who have successfully established their place in the Manitoba educational system. Using a critical lens, the study endeavors to analyze the role of social capital in the integration experiences of immigrant educators in Manitoba.

This dissertation argues that we ought to promote the integration of groups as groups. Group integration is characterised by the process through which a group develops its own institutions and becomes a participatory member of its host society. This dissertation is neither a refutation of previous literature on individual integration, nor is it a rejection of the idea that immigrant groups are owed different rights than are national minorities and aboriginal groups. Instead, the goal is to fortify our understanding of what treatment is owed to immigrant groups. This dissertation argues that it is normatively desirable to promote group integration both for instrumental benefits in terms of expediting individual integration, and due to reasons of justice and democratic equality between groups. Chapters Two, Three, and Four are predominantly theoretical. They involve a discussion of the importance of group rights and group deliberation, why group integration is normatively desirable, and a response to theoretical critiques of my proposal that group integration ought to be promoted. Chapters Five and Six are based on an application of the theory developed in the preceding chapters, and explore cases where we can see evidence of group integration. It is argued that group integration can justify differentiated rights for immigrant groups that may have integrated, as individuals and groups, under different historical circumstances. The Sixth chapter explores some implications that group integration may have for a group that is not easily characterised by the traditional liberal multiculturalist categories of aboriginal, immigrant group, and national minority. Finally, in Chapter Seven I provide an overview of the three main rubrics of argumentation used in this dissertation. / Thesis (Ph.D, Political Studies) -- Queen's University, 2014-01-28 18:13:12.34

This study explored the stories of six elderly Latino immigrant women living in Winnipeg based on their talk about identity and home. Using narrative analyses, the research focused on their life stories before and after immigrating and made use of pictures to discuss their notion of home. These women provided rich narratives of how people and places shaped their identities during their formative and pre-immigration years. At the same time, the circumstances that compelled them to emigrate, the places to which they arrived and live now, the people they met in Winnipeg and elsewhere, and the new roles they embraced in Canada have all contributed to a renegotiation of these women’s identities. These women showed that home is family, but that family is often symbolized by objects, places, and pictures that represent the memories they have of, and share with, their family members.

The ability and desire to be entrepreneurial is evident among members of all ethnic immigrant groups throughout the world. The challenge for receiving countries is to determine how government, ethnic, and business agencies can promote and support their immigrants/ entrepreneurial behaviour. The difficulty in answering this question lies in the road being travelled differently by immigrants from dissimilar backgrounds, value systems, and cultural heritages. Migration, settlement, cultural and business issues present themselves in a multitude of different forms, depending on a complex and dynamic combination of the ethnic characteristics of the specific ethnic immigrant group and the receiving country/s socio-economic infrastructure. In an attempt to bring new understanding to the phenomenon of immigrant entrepreneurship, this study used grounded theory to develop a model that explains the multi-dimensional nature of the immigrant entrepreneurship process, by undertaking 77 interviews with 42 immigrant entrepreneurs from the communities of the Chinese, Dutch, Indian and Pacific Peoples. This study explains the model/s development, its framework and application, and how it sheds light on the complexities of the immigrant entrepreneurship phenomenon within different ethnic groups. Specifically, case study analysis was undertaken of immigrant entrepreneurship in New Zealand, as portrayed through the actions and perspectives of the four ethnic groups under study: the immigrant entrepreneurs from the communities of the Chinese, Dutch, Indian and Pacific Peoples. This study highlighted inter-group and intra-group differences as impacting on entrepreneurial behaviour with respect to their migration timeframe, integration, independence, faith, identity, comparative advantage, ethnic social capital, community infrastructure, learning, and confidence.

Abstract The purpose of this practicum project was to facilitate access to mental health services and those health services that address issues causing emotional distress for new Francophone non English-speaking arrivals in the City of Winnipeg. The objectives were 1) to uncover Francophone mental health and specialized health resources in the city of Winnipeg, 2) to identify barriers, attitudes, and access issues pertaining to Francophone services, 3) to develop a directory of Francophone resources and links for health care professionals and other essential providers, and 4) to develop recommendations for future study and consideration. The project was implemented through telephone interviewing of 24 administrators and direct providers in 19 agencies that provided mental health and specialized health services, as well as refugee and immigration agencies. The study used qualitative methods and a semi-structured survey interview design. Via analysis of the results, the project presents an argument that language barriers are indeed preventing access to care for Francophone immigrants, refugees and international students in the City of Winnipeg. This was widely stated by participants from key organizations that work with this aggregate population on an occasional to a frequent basis. It is also evident that, with use of Bachrach’s Continuity of Care Dimensions/Principles, continuity of care for this population is equally compromised because of language barriers, lack of culturally sensitive providers, and lack of Francophone providers.

Through the utilization of art-journaling, this participatory arts-based inquiry was completed with a small group of immigrant women with the intention of creating knowledge around the experience of communicating about disability. A focus on collaboration and sharing stories led to the emergence of a number of themes. These themes highlighted many of the barriers faced by immigrant women living with disabilities in accessing adequate medical care and social services. In addition to the identified barriers, this research highlighted the incredible strength and resilience of the participants through each stage of the research process. The findings point to a need for systemic changes, which were highlighted by art works, discussions, and recommendations of the participants in the study.

This study explored the stories of six elderly Latino immigrant women living in Winnipeg based on their talk about identity and home. Using narrative analyses, the research focused on their life stories before and after immigrating and made use of pictures to discuss their notion of home. These women provided rich narratives of how people and places shaped their identities during their formative and pre-immigration years. At the same time, the circumstances that compelled them to emigrate, the places to which they arrived and live now, the people they met in Winnipeg and elsewhere, and the new roles they embraced in Canada have all contributed to a renegotiation of these women’s identities. These women showed that home is family, but that family is often symbolized by objects, places, and pictures that represent the memories they have of, and share with, their family members.