“Schools are One Hundred Percent Different”: A Phenomenological Investigation of School Integration Among Newcomer Youth

Le résumé fourni par la source

Abstract: This descriptive psychological phenomenology investigated the experiences of newcomer youth who graduated from high school and transitioned to post-secondary education following migration to Canada. Ten individuals, between the ages of 18 and 30, completed a qualitative interview about their experiences of school integration . Defined broadly, this phenomenon centers on newcomer students’ adjustment across all aspects of student life – both inside and outside the school context – including English Language Learning, academic performance, classroom behaviour, social networking, emotional and familial well-being, identity negotiation, involvement in school life, and understanding of the educational system. Results include five structures: (a) school culture; (b) teachers; (c) language transitions; (d) peer group development; and (e) family. These structures demonstrate the interconnected nature of the factors that impact school integration among newcomer youth, including those found within the school, those that straddle the school and the community, as well as those found within the home environment.

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