Canada has been active in attracting highly-skilled, foreign-trained workers to overcome its labour shortage, facilitate its economic growth, and enhance its global competency. While promoting gender equality in the workplace and advancing women’s labour market participation are ongoing focuses of Canada’s attention, the arrival of an increased number of skilled immigrant women and their marginalized experiences in the Canadian labour market reflects a critical problem that the underuse of highly skilled immigrant women’s professional skills might be a loss for both Canada and individual immigrants. This research reveals the lived experience of highly skilled Chinese immigrant women in the Canadian labour market, and analyzes how the barriers to their career restoration were constructed. It adopts Seyla Benhabib’s weak version of postmodern feminist theory and Dorothy Smith’s Institutional Ethnography methodology. Based on interview data with 46 highly skilled Chinese immigrant women, this research identifies these immigrant women’s standpoint within the institutional arrangements and understands the barriers to their career restoration as discursively constructed outcomes. This research contends that the settlement services for new immigrants funded by the federal government fall short of meeting the particular needs of highly skilled immigrants who intend to find highly skilled jobs that match their qualifications. This research also makes recommendations for improving existing language training and employment-related settlement services in order to better assist highly skilled immigrants in using their skills to a larger extent.

Intimate Partner Sexual Violence (IPSV) is a global issue that impacts women of all social locations, but it disproportionately impacts racialized immigrant women. While there is a lack of literature on the topic of IPSV in general, there is a particular dearth of research on the prosecution of IPSV cases involving racialized immigrant women in Canada. There is little research on how these women are revictimized within the criminal justice system because of rape myths pertaining to IPSV, race, and citizenship. In this project, I aim to interrogate the legal rhetoric within judicial decisions regarding cases of IPSV involving racialized immigrant women. In so doing, I ask: How do judges conceptualize racialized immigrant women in cases of IPSV? How do these conceptualizations reproduce myths and stereotypes about these women who report IPSV? I use Feminist Critical Discourse Analysis (FCDA) to mobilize law as a gendering and racializing practice in my analysis of eight summaries of judicial decisions of criminal and immigration proceedings pertaining to IPSV. Critical Race Theory (CRT) contributes to my theoretical framework to advance our understanding of law as a gendering and racializing practice. Through an abductive process, I find three discourses that dominate judicial decisions: ‘ideal’ victims resist sexual assault and do not delay in reporting; ‘ideal’ victims do not know or maintain ongoing contact with the accused; and judges excuse defendants of sexual assault due to the beliefs that male sexuality is uncontrollable, and women pursue false allegations. These rape myths normalize violence against women of colour and immigrant women by reinforcing the view that they are ‘non-ideal’ victims.

<p><a>This dissertation explored South Korea’s efforts in implementing multicultural education through examining how various stakeholders interpreted and applied multicultural education in relation to creating alternative schools for international marriage migrant women </a>and children of multicultural families. In this research, I discussed multicultural education in South Korea through the lens of US multicultural education theories applied to the South Korean context. I employed the methodology of narrative inquiry to examine (1) two models of alternative multicultural schools for diverse learners, (2) four Korean educators’ perspectives on multicultural education and diverse learners (two of educators were additional participants whose insights were included), and (3) the learning experiences of two marriage migrant women who are mothers.</p> <p><br></p><p>I applied narrative inquiry by creating narrative as stories <a>(Polkinghorne, 1995). </a>I interviewed six participants over two and half months. The data was transcribed, translated and read iteratively in order to recount rich stories <a>(Clandinin & Connelly, 2000). </a>I created profiles of four participants and narratives of their varied experiences to understand the experience of Korean teachers and international marriage migrant women. Other forms of data included field-notes, document collection (e.g., the alternative school’s curriculum, a Korean government proposal for funding alternative schools, flyers/brochures of two alternative schools), physical artifacts (e.g., photos of events and activities and the text messages of interactions with students and teachers via Korean messenger applications), research journal reflections, and observations of schools and classrooms.</p> <p><br></p><p>From my analysis, I identified challenges in the implementation of multicultural education in South Korea. First, the current state of the Korean education system is in the process of integrating ideas of multicultural education in its implementation. This ongoing process has culminated in various challenges, frustrations, opportunities, and hopes<i>.</i> Some of the challenges and frustrations for Korean teachers were insufficient teaching resources and the lack of awareness of multicultural education in both alternative and public schools. I also found that marriage migrant women utilized educational opportunities gained through alternative schooling to navigate and reposition themselves to fulfill what they deem as their role as women in Korean society. This research provides insights into multicultural education building a deeper understanding of educational approaches to alternative education for diverse populations in South Korea and around the globe.<br></p><div><div> </div> </div>

Pregnant immigrant women are a vulnerable population with respect to access and navigation of maternity care service. They have to deal with the challenges of  navigating a health system in a new country which in most cases is unknown to them while tackling issues such as communication, language, and an unfamiliar healthcare system. Conversely the healthcare professionals are confronted with managing these issues and  providing care within a health institution which was not designed to take on the challenges of providing healthcare to a diverse population.  Both parties continue to search and implement measures within and outside the general healthcare institution with the aspiration of bridging the existing gap.   As a result, the primary aim of this study is to examine immigrant women’s interpretation of maternity care in Sweden and the secondary aim is to explore the views of maternity healthcare professionals on given care to immigrant women. The purpose is to generate and explore new knowledge about an area with limited understanding thus, the research questions are Thus, the research questions are:  How do immigrant women describe their maternity care experience?. How do healthcare professionals describe their experience caring for immigrant women?. An inductive qualitative research was conducted to explore the research problem. Thus, the theory was grounded in data.  Data was collected using semi-structured interviews held with immigrant women who had accessed maternity care in Sweden, had a live birth in the last five years and from healthcare professionals (midwives and doulas).   The result of this study shows that the maternal health needs of immigrant women are compromised due to various factors which centres mainly around communication, language and the health system.  The healthcare professionals also highlighted these same factors and the lack of education and training for them as the most significant underlying systematic problem within health services.

Studies on immigrant women’s political incorporation in Canada suggest that they are less likely to participate politically than immigrant men and Canadian-born women. Many studies have examined the factors that contribute to their lower levels of political participation, yet the impacts of migration experiences have received less attention. To address this gap, this dissertation examines the political incorporation experiences of first-generation immigrant women from the Democratic Republic of Congo (DRC) in Canada as a case study by employing a trajectory and life course approach to migration to analyze how gendered migration trajectories and experiences influence immigrant women’s political participation in Canada. I also employ La Barbera’s (2012) ‘intersectional-gender’ approach to examine how gender intersects with other social cleavages like race, ethnicity, class, and immigration status to affect immigrant women’s repertoires of political participation. Lastly, I examine how immigrant women may overcome the obstacles imposed by migration and the interlocking systems of oppression in Canada, particularly through the various ways they exercise political agency in the informal political sphere. I draw on life stories interviews with fifteen Congolese women residing in Canada’s metropolitan area of Ottawa-Gatineau. The findings reveal that participants’ migration trajectories to Canada are deeply gendered at the micro, meso, and macro levels, and while most participants felt politically incorporated in Canada, aspects of their gendered migration trajectories limited their participation in the formal political sphere. This includes barriers posed by migration projects, migration types, modes of entry, immigration status, migration experiences, and travelling gender norms from the DRC. However, these barriers generated opportunities for greater participation in the informal political sphere, such as advocacy through ethnocultural and religious groups, protests, school boards, professional networks, and petitions. Furthermore, the findings reveal that participants’ experiences of political marginalization and discrimination in both Canadian society and African immigrant communities, because of their identity as Black Congolese immigrant women, increased their proclivity to participate in informal political activities, as did their socioeconomic status as middle-class immigrant women. The findings make important empirical, analytical, and methodological contributions by providing an original framework for understanding the links between gendered migration trajectories and immigrant women’s political incorporation, enlightening broader understandings of political participation and challenging notions of immigrant women as apolitical, highlighting the understudied impacts of interlocking systems of power on political participation, and disproving the idea that political incorporation is a straightforward process of inclusion and a condition of social cohesiveness.

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No description available.

<p><strong>ABSTRACT</strong></p> <p>Annually, thousands of immigrant women employed in precarious low-paying jobs become more marginalized after experiencing work-related injuries because they cannot obtain just compensation from Ontario’s Workplace Safety and Insurance Board (WSIB). In 1913 Sir William Meredith attempted to establish an equitable compensation system. Over the decades, and especially in the past 25 years, the influence of neoliberal forces has continued to create a system that resembles a market-based insurance model.</p> <p>Using an institutional ethnographic approach, this research explicates how the policies of the WSIB are implicated in ruling relations. Four immigrant women who had experienced work-related injuries were interviewed. Their experiences of the problematic were mapped to the texts: the Workplace Safety and Insurance Act, the New Experimental Experience Rating and Merit Adjusted Premium Programs, and WSIB’s Forms 6, 7 and 8.</p> <p>The findings indicate that (a) work-related injuries have resulted in the immense social, emotional, moral, financial, and physical degradation of the participants; (b) an important relationship exists between the contents of the texts and the adverse experiences of the participants; (c) the texts influenced the ways that employers, WSIB service and health care providers, and legal professionals responded to the participants; and (d) the texts influenced the women’s experiences of the system and directed the actions that they had to take in very specific ways.</p> <p>This study examined the experiences of this group of women about whose experiences of the system little is known. Although the information that they provided was strong and supported what is already known about how other groups of injured workers experience the system, the small sample size suggests that additional research with a larger sample size is warranted. Because the women’s employers were not interviewed, research on the influence of these texts on the experiences and actions of all stakeholders would add to our knowledge.</p> <p><strong><br /></strong></p> / Master of Social Work (MSW)

A growing body of research has examined over-education as a mechanism of post-employment inequality between immigrants and natives in host-country labor markets. Despite the growing share of high-skilled female migrants globally and their persistent disadvantages in labor market outcomes, male immigrants have been the focus of this literature. Addressing this gap, this study utilizes longitudinal data from the UK survey “Understanding Society” to examine the impact of over-education on native-immigrant wage disparities in the UK, and its intersection with gender. Through descriptive analysis, the study reveals persistent inequalities in over- education experiences among immigrant men, and in particular Western immigrant women. Growth curve modelling is used to estimate initial and long-term wage-effects over-education among immigrant men and women, finding that over-educated immigrant women face substantial initial wage penalties, albeit not statistically significant, but demonstrate a wage- recovery over time. Conversely, over-educated immigrant men face smaller initial wage penalties, but display significantly lower wage growth than their correctly matched counterparts. In conclusion, these disparities underscore the gendered constraints and opportunities shaping immigrants’ assimilation paths; while the wages of correctly matched immigrant men gradually converge with those of natives over time, correctly matched immigrant women face persistent wage disadvantages and limited upward mobility.

This study investigates first-generation Chinese and Taiwanese immigrant women faculty's workplace experiences and their strategies for managing work and family demands. By looking at how immigration, ethnicity, gender, and work processes shape these women's ideology and practices, this study addresses the following questions: How do married Chinese and Taiwanese immigrant women in research-intensive universities handle work and family conflicts? How do they negotiate their gender-role expectations and actual practices at work and home? And, finally, do their practices vary by academic disciplines based on the work processes involved in conducting research? This study points to the dynamic nature of cultures such that immigrant women can challenge some aspects of the traditional culture and retain those aspects that help them to receive support for managing work and family demands. Findings from this study also suggest that based on different work processes, what may seem to be flexible can, in fact, present particular barriers and impede workplace performance. Finally, these findings show that in some academic fields, being women may place obstacles for career advancement, but that co-ethnic network provides alternative opportunities for them and can lead to greater research productivity. This study resonates with previous studies showing that childcare responsibilities place women faculty at a disadvantageous position in terms of job evaluation and career advancement. As well, it illuminates how disciplinary differences concerning work process shape women faculty's capability of arranging work schedule flexibly. / Ph. D.