Matejko Emily, Saunders Jessica F, Kassan Anusha, Zak Michelle, Smith Danielle, Mukred Rabab
University of Calgary, AB, Canada.
The University of British Columbia, Vancouver, Canada.
J Adolesc Res. 2024 May;39(3):571-611. doi: 10.1177/07435584211056065. Epub 2021 Nov 10.
Newcomer adolescents make up a large minority of Canada's population and their positive integration experiences with education systems across the country are critical for both their development and the country's long-term success. The current study examined newcomer adolescents' ( = 4, between 16 and 18 years old) integration experiences using an arts-based engagement ethnography to understand what influences their positive integration into the school system. Artifacts, interview, and focus group data were analyzed systematically using ethnographic research guidelines. Five structures were identified: (1) barriers to advancement at individual, school, and macro levels, (2) fluctuating relationship with cultural identity, (3) limited trust in systems, (4) resilience through independent learning, and (5) facilitating factors to positive integration experiences at the family and school level. In keeping with a relational developmental systems theory framework, each structure accounts for multiple inter- and intra-individual factors at multiple environmental levels. These findings outline considerations for systemic issues in academic institutions and offer suggestions for how institutions can better support newcomer adolescents.
新移民青少年在加拿大人口中占很大比例，他们在全国教育系统中的积极融入经历对其个人发展和国家的长期成功都至关重要。本研究采用基于艺术参与的民族志方法，考察了新移民青少年（年龄在16至18岁之间，n = 4）的融入经历，以了解影响他们积极融入学校系统的因素。利用民族志研究指南对人工制品、访谈和焦点小组数据进行了系统分析。确定了五个结构：（1）个人、学校和宏观层面的进步障碍；（2）与文化身份的波动关系；（3）对系统的信任有限；（4）通过自主学习实现的复原力；（5）家庭和学校层面积极融入经历的促进因素。根据关系发展系统理论框架，每个结构都在多个环境层面上解释了多个个体间和个体内的因素。这些研究结果概述了学术机构系统性问题的考量因素，并为机构如何更好地支持新移民青少年提供了建议。
