Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 234-238). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71599.

This study addresses a concern for the experience of participants in Canadian Government sponsored language and job-training programs for recent immigrants, specifically El Salvadoran refugees. The research has sought to uncover, through interviews with two former students, some of their impressions and insights concerning their participation in a Canadian government sponsored language and job-training program. The interviews were structured to account for historical, cultural, political, ideological and educational events and influences in El Salvador and Canada that contributed to the formation of their subjective experience within the context of the Canadian programs in which they participated. Analysis of the interview transcripts and notes made during and after the interviews revealed several emergent themes. These were: political activity and war, teachers as leaders, religion, what is good teaching, adjustment to Canada, values and hopes, and the need for ESL and job-training programs. In the views of the two informants, the teacher-student relationship, based on awareness, communication and respect emerged as a very important feature of successful pedagogy . The findings are related and discussed in relation to Canadian society. The instructional implications are discussed with reference to relevant pedagogical approaches.

This study examined the intergenerational conflict between Greek immigrant parents and their Greek-Canadian children caused by differences in beliefs and practises concerning core cultural values (Greek language, Greek Orthodox religion, and Family ties). Data collected consisted of responses to open-ended, semi-structured interview questions. / Interpretation of the data revealed that parents and children held congruent beliefs concerning the Greek language, yet differed in their practises of language usage. Their differing practises led to a breakdown in parent-child communication. / With regard to the Greek Orthodox religion, parents and children held parallel beliefs and practises, and no apparent conflict on this issue existed. Parents' and children's opinions and actions on family solidarity were in harmony. Divergent opinions and practises emerged on issues of intermarriage and family hierarchy. Conflict manifested itself when issues of family hierarchy arose, while intermarriage was considered a potential source of conflict. / The nature and amount of conflict expressed was found to be influenced by (1) parents' educational levels, and (2) gender roles of family members.

This study focused on the challenges facing the Ukrainian community in Montreal, within the parameters of their support and mutual aid services. Key informants from the community were interviewed. A mail-in questionnaire was administered to a sample of Ukrainians (N = 145), from the community at large. Key findings: (a) a high level of interest in community planning, (b) for women, social policy and health and social services were more important, (c) 18% were uncertain about remaining in Quebec, and (d) internal conflicts within community infrastructures. Areas of concentration for community development: (a) health and social services for independent elderly and others in need, (b) residential placement for elderly, and (c) counselling and information services for immigrants.

No description available.

Second-generation East Indian women represent a visible ethnic minority group in need of culturally sensitive research to facilitate an understanding of their integration into Canadian society. There is a scarcity of systematic qualitative inquires into the experience of this contemporary second-generation population within a North American context. Hence, the primary objective of this study is to understand the bicultural experience of a select group of second-generation East Indian women using a focused ethnography as a research tool. The central questions guiding this inquiry are (a) What are the salient aspects in the subjective experience of second-generation East Indian women as they grow up within both an East Indian and Canadian cultural context? (b) What are some of the challenges they face as a result of their biculturalism, and (c) How do they negotiate these challenges? / The sample pool consisted of 16 second-generation East Indian women between the ages of 20 and 40 years who were either working or attending university and who were English speaking. Data collection focused on individual and follow-up interviews, each lasting 60 to 90 minutes. A latent content analysis was used to analyze the interview data and focused on looking for general themes, patterns and trends in the data set. Results suggest that the bicultural experience of this population is a complex and multifaceted phenomenon that reflects the intersection of multiple identities including race, ethnicity, gender and cultural values.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Normand Labrie.

Thesis (M.A.)--York University, 2006. Graduate Programme in Interdisciplinary Studies. / Typescript. Includes bibliographical references (leaves 133-142). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19742

Thesis (D.A.)--Illinois State University, 1982. / Title from title page screen, viewed April 7, 2005. Dissertation Committee: Ira Cohen (chair), Paul Baker, Charles Gray, Lawrence Walker, Mary Wyman. Includes bibliographical references (leaves 207-219) and abstract. Also available in print.

Thesis (M.A.)--Carleton University, 1984. / Also available in electronic format on the Internet.