Challenges Encountered by Newcomers with Disabilities in Canada

Through a secondary data analysis of administrative data of the Ontario Disability Support Program (ODSP) between 2003 and 2013, we aim to understand the interlocking challenges encountered by newcomers with disabilities in Canada that contribute to this population’s financial hardship. Our findings show that newcomers with disabilities on ODSP were more likely to have post-secondary education, to be older adults, to be married, common-law, and to be female who were divorced, separated, or widowed as compared to Canadian-born recipients, who were more likely to be less educated, younger, single and male. The ratio of Canadian-born to newcomer recipients on the ODSP was high between 2003 and 2013, indicating that the latter were under-represented on the program. Implications for this under-representation support future research to examine the full integration and participation of newcomers with disabilities in Canada.

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Exploring stress management training provision for students in the context of post-secondary education: evidence from Greece

On the Horizon ◽

10.1108/oth-11-2013-0046 ◽

2014 ◽

Vol 22 (2) ◽

pp. 161-169 ◽

Cited By ~ 1

Author(s):

Antonios Panagiotakopoulos

Keyword(s):

Secondary Education ◽

Stress Management ◽

Occupational Stress ◽

Secondary Data ◽

Management Training ◽

Educational Institutions ◽

Post Secondary Education ◽

Content Type ◽

Post Secondary ◽

Stress Management Training

Purpose – The aim of this paper is to investigate the extent to which post-secondary educational institutions in Greece have incorporated into their curriculum modules related to occupational stress management in order to equip graduates with the required knowledge to cope with the stress caused by the precarious and intensified nature of contemporary jobs. Design/methodology/approach – In the present study, extensive secondary data analysis was undertaken, which was complemented by an empirical quantitative survey. Regarding the secondary data analysis, an in-depth examination of all the available core and elective modules was undertaken in 150 programs of 35 Greek post-secondary educational institutions. The analysis involved the detailed examination of the curriculum content across 20 disciplines. As for the empirical part of the study, a self-administered questionnaire survey was used involving 100 students across the 20 selected disciplines. Findings – The findings revealed that in Greek post-secondary education there is minimal systematic training provision for students around work-related stress management. The results show that stress management education is not incorporated in the curriculum as part of a key skills development scheme (either in the form of stand-alone modules or embedded in the curriculum) in most disciplines, which raises questions on the contribution of educational institutions in developing graduate employability. Research limitations/implications – The study argues that there is an immediate need for post-secondary educational institutions across the country to develop relevant modules around managing occupational stress in order to respond to society's contemporary needs. To this end, the study argues that stress management training should be introduced in all VET and HEIs in Greece in the form of compulsory, stand-alone modules across all disciplines. The module should cover at least three main thematic areas: symptoms of work-related stress; impact of stress on individuals and organizations; and ways to cope with occupational stress. Practical implications – The present study is particularly relevant to education policy makers throughout the world, due to the high levels of organizational change and uncertainty generated by the present global financial crisis and recession. Stress at work is likely to remain a “hot” topic in the agenda of government officials across the world, and finding ways to cope with occupational stress is likely to become a key challenge of post-secondary education. Originality/value – Despite the importance of stress management training for graduate employability, very few studies have been conducted around that topic. This work comes to fill a significant knowledge gap in relation to the nature and extent of occupational stress management training provision for students in the context of post-secondary education.

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Informing Expansion of Gender Inclusive Data Collection in Post-secondary Education in British Columbia

Journal for the Study of Postsecondary and Tertiary Education ◽

10.28945/4453 ◽

2019 ◽

Vol 4 ◽

pp. 281-298

Author(s):

Kai Scott ◽

Mary DeMarinis ◽

Rosemary Ricciardelli ◽

Gregory S Anderson

Keyword(s):

Secondary Education ◽

Data Management ◽

Ethical Issues ◽

Future Research ◽

Exploratory Research ◽

Gender Identification ◽

Post Secondary Education ◽

Response Options ◽

Post Secondary ◽

Gender Categories

Aim/Purpose: To inclusively consider the diversity within student gender-identification at post-secondary institutions, we investigate expanding gender self-identification options on admissions forms; often the first point of student contact with campuses. Background: Even if inspired and motivated by inclusion, many of the gender categories in use presently have challenges, including conflating gender identity with sex assigned at birth, providing too many response options giving rise to ethical issues, and using outdated or misunderstood terms. Methodology: We conducted a sequential mixed-methods exploratory research design that consisted of interviews (n=9) with administrators in post-secondary institutions, followed by a survey of said administrators (n=21), and finally a survey of students (n=45). Contribution: The data detail experiences and inform best practices for ensuring gender inclusivity, specifically concerning students who identify as transgender or non-binary, when filling out forms. Findings: Results indicate that moving beyond binary gender categories entails a balance between (1) institutional issues of data integrity for effective use of gender data, and (2) providing flexible and inclusive options for gender-identification that extend within and beyond the gender binary to ensure students are counted where historically they have been invisible. Recommendations for Practitioners: To balance inclusivity and data management institutions may consider a two-part question, first asking about gender (woman, man, non-binary), and then asking about gender-identification experiences (yes/no). Recommendation for Researchers: As a system, we must find a way to balance inclusion with data management, and transgender and non-binary students must be free of administrative burdens in order to exercise their voice and access post-secondary education. Impact on Society: Collecting expanded gender categories in the school system is only the beginning of a shift in how transgender and non-binary students feel welcomed and supported on campus. The shift is critical to the focus and wellbeing of these students. Future Research: Future researchers, we suggest, may wish to focus on gathering examples of implementation of expanded categories and illustrations of how these data are used to inform and shape changes to policy, practices, spaces, services, and programs. More in-depth exploration of the inclusion of Two Spirit identities in ways that allow their identity to remain intact rather than partially represented in response to the gender question.

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Theorising the UN Convention on the Rights of the Child within Canadian Post-Secondary Education: A Grounded Theory Approach

The International Journal of Children s Rights ◽

10.1163/157181808x301764 ◽

2008 ◽

Vol 16 (2) ◽

pp. 159-176 ◽

Cited By ~ 5

Author(s):

Richard Mitchell ◽

Shawna McCusker

Keyword(s):

Human Rights ◽

Grounded Theory ◽

Secondary Education ◽

Future Research ◽

Theory Approach ◽

International Human Rights Law ◽

Post Secondary Education ◽

Post Secondary ◽

Rights Of The Child ◽

Grounded Theory Approach

AbstractThe following exploratory study was conducted in 2005 within Canadian post-secondary institutions for those intending to gain employment within public education for children and related professions. Data are comprised from thirteen interviews and draw upon students and educators from education, child health, and child and youth studies programmes. The researchers adopted a qualitative, grounded theory methodology to analyze documentary themes and those that emerged during theoretical sampling. Although there is variance of opinion, the majority confirm there is a limited theoretical appreciation of the Convention, and of concepts related to 'childhood' with a resultant lack of knowledge within post-secondary education. Interview findings were corroborated by policy analyses and data from non-governmental surveys, the Concluding Observations from the UN Committee on the Rights of the Child, and a contemporaneous parliamentary review undertaken by Canada's Standing Senate Committee on Human Rights. A number of implications stemming from the ongoing violation of international human rights law in Canada are discussed as well as directions for future research.

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Is Service-Learning the Kind Face of the Neo-Liberal University?

Canadian Journal of Higher Education ◽

10.47678/cjhe.v45i2.184393 ◽

2015 ◽

Vol 45 (2) ◽

pp. 134-153

Author(s):

Mary-Beth Raddon ◽

Barbara A. Harrison

Keyword(s):

Secondary Education ◽

Service Learning ◽

Public Relations ◽

Future Research ◽

Post Secondary Education ◽

Socially Responsible ◽

Universities And Colleges ◽

Post Secondary ◽

Cultural Project ◽

Critical Responses

The emergence of service-learning pedagogies in Canada has received a variety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to academic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or governance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future research and educative engagement with the politics of post-secondary service-learning that is informed by a multi-faceted analysis of neo-liberalism.

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Student Reflective Literacy Practices and the Professional Development of Mexican American Women Post-Secondary Educators

Journal for the Study of Postsecondary and Tertiary Education ◽

10.28945/4014 ◽

2018 ◽

Vol 3 ◽

pp. 041-057

Author(s):

Rebecca A Palomo ◽

Tamara J Hinojosa

Keyword(s):

Professional Development ◽

Secondary Education ◽

Mexican American ◽

Literacy Practices ◽

Future Research ◽

Mexican American Women ◽

Post Secondary Education ◽

Secondary Educators ◽

American Women ◽

Post Secondary

Aim/Purpose: The purpose of this study was to explore how the professional development of two Mexican-American women post-secondary educators was impacted by the reflective literacy practices (RLPs) of their students and themselves. RLPs were defined as verbal and written dialogue that fosters reflection of their learning. Background: Research suggests that RLPs can be empowering for students, yet there is minimal research about the impact that RLPs may have on the post-secondary educators (PSEs) who assign or use them. Methodology: We used critical theory, to conduct a collaborative autoethnographic study exploring how the use of RLPs influenced our professional development as Mexican-American women PSEs. Specifically, we focused on the contrasting nature of three specific concepts related to professional development: (1) voice/silence, (2) masking/expressing of emotions, and (3) empowerment/disempowerment. Contribution: Findings suggest that RLPs help PSEs gain insight about their students and about themselves. These insights facilitate both voice/silence and expressing/masking of emotions within the classroom and during interactions with colleagues. These insights also enable PSEs to enhance their pedagogical voices and to create empowering post-secondary education settings for themselves and for their students. Findings: Two themes emerged in our study: Developing Pedagogical Voice and Becoming Empowered. The first theme had two sub-themes: (1) empowering class discussions and (2) personal experiences that guide our pedagogical voices. The second theme had four sub-themes: (1) dealing with other colleagues, (2) letting go of perfection, (3) 50:50 responsibility, and (4) vulnerability and heart. Recommendations for Practitioners: Our research supports the use of RLPs in post-secondary education settings. However, because our findings also demonstrate how RLPs can contribute to Mexican American PSEs feeling silenced, implications for professionals who work with Mexican American PSEs indicate providing culturally empowering environments that decrease silence. Culturally empowering environments may include research mentorship for Mexican American PSEs, networking opportunities, and diversity recruitment efforts to increase the number of Mexican American women as post-secondary educators. Future Research: Future research should focus on the use of specific types of RLPs, including how technology is changing RLPs.

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