Understanding the Academic Journeys of Arab Immigrant and Refugee High School Students in Calgary

Abstract

The purpose of this study was to explore the academic journeys of immigrant and refugee youth of Arab descent in Calgary, Canada, to understand how this population could be better supported. Using a constructivist grounded theory design, data were collected by conducting semi-structured interviews with newly-arrived immigrant and refugee high school students of Arab descent (n = 10) and their parents (n = 3), teachers (n = 6), and administrators (n = 1) in one of Calgary’s school boards. Data were analyzed and the emerging findings point to a conceptual model with five categories that influence newcomer youth students’ learning journeys: (a) personal, (b) parental, (c) cultural, (d) scholastic, and (e) Canadian community, in addition to one overarching theme of English language acquisition. Participants recommended fostering healthy relationships between parents and children, addressing interrupted schooling in a meaningful way, and increasing English language exposure so that newly-arrived students may enjoy a smoother academic journey. Additional recommendations included developing better federal plans for newcomers, engaging community leaders in the learning journeys of newcomer youth, and nurturing open communications between the school and the parents. Suggested research includes following up with the current students, exploring other countries’ experiences with newcomer youth, and investigating how gender roles may affect the academic journeys of immigrant and refugee youth of Arab descent.