This study examined the perceptions of non-native English speaking immigrant students at a small Canadian university relating to their transition to university, their experiences within the social and academic contexts of the campus, and their sense of belonging on their campus. This study used a phenomenological approach, and was supported by a conceptual framework of minority student persistence and belonging within postsecondary education. The findings of this study suggest that these students’ positive social experiences and perception of the campus as being diverse and open to diversity were connected to students’ sense of belonging. The findings also suggest that increased availability of customized support is needed for non-native English speaking students on this Canadian campus, and that greater awareness among university faculty and administration needs to be paid to students’ integration in classroom and campus practices. This thesis concludes with recommendations for practice and future research.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:MWU.1993/22181 |
| Date | 12 September 2013 |
| Creators | Quinn, Kaleigh C. |
| Contributors | Cap, Orest (Curriculum, Teaching, and Learning), Atleo, Marlene (Educational Administration, Foundations, and Psychology) Kouritzin, Sandra (Curriculum, Teaching, and Learning) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
Page generated in 0.0014 seconds