Diversity, Growth, and Understanding: School Responses to Immigration in Rural New Brunswick

The province of New Brunswick is growing its population through immigration and retention strategies of newcomers to grow and stabilize its economy. Many communities, traditionally unaccustomed to such growth, are now experiencing a rapid shift in their ethnocultural populations. This report is based on a case study research conducted in three rural New Brunswick schools in three closely connected communities. Each school is confronting their own issues with the shift in their student demographics, but all share common strengths and challenges. The researchers identified four main intersecting themes, each connected to a sub-theme. They found that: 1). Newcomer students are striving hard to learn and live in an English culture; 2). Newcomer students are working to belong in their school through finding Canadian-born friends and allies; 3). Educators and newcomer students are mindful that deficit thinking hinders language and verbal communication; and 4). Stereotypical perceptions about new immigrants taking jobs away from New Brunswickers are pervasive and consistent in the schools and communities that were studied. As more newcomers arrive in the province, the researchers advocate that educators and school leaders need more knowledge and support for working with newcomer students and families. Further, deeper conversations about stereotyping and racism will need to occur to effectively eradicate the negative perceptions about immigrants and immigration in the province

I'm just glad I'm here: stakeholder perceptions from one school in a community undergoing demographic changes on the Alberta grasslands

Bibliography: p. 264-282This dissertation thesis describes a qualitative case study of one high school within a district in southern Alberta where increasing numbers of students from diverse cultural, racial, linguistic and socioeconomic backgrounds have entered the school system. Drawing from constructivism and critical theory, the researcher investigated the perceptions of the collective and inclusive leadership elements within the school as they addressed the needs of three stakeholders groups. These perceptions were drawn from three administrators, five teachers and four students through semi-structured interviews. Additional data were also gathered through an initial survey instrument, extensive field notes and school and community documents. Data were coded and categorized using a continuous process of analysis (Stewart, 2007). Dimmock and Walker's (1998, 2005) cross-cultural school focused model supported the researcher in the process of data analysis. Findings revealed that the participants were confronting many new challenges that had emerged in the increasingly diverse school context they were teaching and learning in. Five initial themes arose from the survey instrument and seven major themes emerged from the interview data. The seven major themes that emerged in the study were: (i) language and communication barriers; (ii) professional development and collaboration; (iii) curriculum and pacing in the classroom; (iv) societal influences on the school; (v) issues with equity; (vi) relationships among stakeholders; and, (vii) safe and caring school/community. The findings suggest that further action has to be taken in district schools to address and support the many stakeholders teaching, administrating and learning in the increasingly diverse educational settings. Administrators, teachers, and district leaders should become more proactive in confronting the issues and challenges that have been ushered in with the rapidly changing demographics affecting the community. Several recommendations are provided at the conclusion of the study for teachers, administrators, policy makers and university personnel

Intercultural Research and Education on the Alberta Prairies: Findings from a Doctoral Study

This article describes a qualitative case study of one high school within a di strict in southern Alberta where increasing numbers of students from diverse cultural, racial, linguistic and socioeconomic backgrounds have entered the school system. Drawing from constructivism and critical theory, the researcher investigated the perceptions of the collective and inclusive leadership elements within the school. Data were coded and categorized using a continuous process of analysis (Stewart, 2007). Dimmock and Walker's (1998, 2005) cross-cultural school focused model supported the researcher in the process of data analysis. Five initial themes arose from the survey instrument and seven major and interrelating themes emerged from the interview data. The seven major themes that emerged in the study were: (a) language and communication barriers; (b) professional development and collaboration; (c) curriculum and pacing in the classroom; (d) societal influences on the school; (e) issues with equity; (t) relationships among stakeholders; and, (g) safe and carmg school/community

Diversity, Growth, and Understanding: School Responses to Immigration in Rural New Brunswick

The province of New Brunswick is growing its population through immigration and retention strategies of newcomers to grow and stabilize its economy. Many communities, traditionally unaccustomed to such growth, are now experiencing a rapid shift in their ethnocultural populations. This report is based on a case study research conducted in three rural New Brunswick schools in three closely connected communities. Each school is confronting their own issues with the shift in their student demographics, but all share common strengths and challenges. The researchers identified four main intersecting themes, each connected to a sub-theme. They found that: 1). Newcomer students are striving hard to learn and live in an English culture; 2). Newcomer students are working to belong in their school through finding Canadian-born friends and allies; 3). Educators and newcomer students are mindful that deficit thinking hinders language and verbal communication; and 4). Stereotypical perceptions about new immigrants taking jobs away from New Brunswickers are pervasive and consistent in the schools and communities that were studied. As more newcomers arrive in the province, the researchers advocate that educators and school leaders need more knowledge and support for working with newcomer students and families. Further, deeper conversations about stereotyping and racism will need to occur to effectively eradicate the negative perceptions about immigrants and immigration in the province