scholarly journals On international students in Canada : a review of their experiences in the academic literature and the Canadian media

2021 ◽  
Author(s):  
Sena Saidjadi
Keyword(s):  
International Students ◽  
Post Secondary Education ◽  
Tuition Fees ◽  
Knowledge Gaps ◽  
Post Secondary ◽  
Cultural Challenges ◽  
Academic Literature ◽  
Wide Range ◽  
Cultural Climate ◽  
Settlement Services

International students are considered active, rather than passive members of the Canadian society for a wide range of factors. First, it is important to note that the arrival of these individuals equip the country’s post-secondary education sector with an unprecedented amount of revenues in the form of tuition fees. Second, international students’ labour work and personal spending contribute towards Canada’s economic growth. Third, the presence of international students in Canada enriches the country’s socio-cultural climate. Unfortunately, international students encounter several challenges during their stay in Canada and struggle to have access to a set of comprehensive settlement services to enable them to smoothly adapt into their new environment. The following study is essentially a literature review that aims to fulfill two objectives. First, there will be an examination of the experiences and struggles of these students as they have so far been reported in the academic literature and the Canadian media. Second, some of the most prevalent knowledge gaps about international students that exist in the academic literature and the Canadian media will be identified and critically analyzed. Key Words: International Students, Language Barriers, Discrimination, Micro-Aggression, Socio-Cultural Challenges, Settlement Services, Knowledge Gaps.

scholarly journals On international students in Canada : a review of their experiences in the academic literature and the Canadian media

2021 ◽  
Author(s):  
Sena Saidjadi
Keyword(s):  
International Students ◽  
Post Secondary Education ◽  
Tuition Fees ◽  
Knowledge Gaps ◽  
Post Secondary ◽  
Cultural Challenges ◽  
Academic Literature ◽  
Wide Range ◽  
Cultural Climate ◽  
Settlement Services

International students are considered active, rather than passive members of the Canadian society for a wide range of factors. First, it is important to note that the arrival of these individuals equip the country’s post-secondary education sector with an unprecedented amount of revenues in the form of tuition fees. Second, international students’ labour work and personal spending contribute towards Canada’s economic growth. Third, the presence of international students in Canada enriches the country’s socio-cultural climate. Unfortunately, international students encounter several challenges during their stay in Canada and struggle to have access to a set of comprehensive settlement services to enable them to smoothly adapt into their new environment. The following study is essentially a literature review that aims to fulfill two objectives. First, there will be an examination of the experiences and struggles of these students as they have so far been reported in the academic literature and the Canadian media. Second, some of the most prevalent knowledge gaps about international students that exist in the academic literature and the Canadian media will be identified and critically analyzed. Key Words: International Students, Language Barriers, Discrimination, Micro-Aggression, Socio-Cultural Challenges, Settlement Services, Knowledge Gaps.

scholarly journals Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

2019 ◽  
Vol 9 (4) ◽  
pp. 259 ◽  
Author(s):  
Lillywhite ◽  
Wolbring
Keyword(s):  
Secondary Education ◽  
Stem Education ◽  
Undergraduate Students ◽  
Academic Career ◽  
Post Secondary Education ◽  
Research Experience ◽  
Disabled People ◽  
Disabled Students ◽  
Post Secondary ◽  
Academic Literature

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one’s role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

scholarly journals International students in Canada: policies and practices for social inclusion.

2021 ◽  
Author(s):  
Courtney Rae Cox
Keyword(s):  
International Students ◽  
International Education ◽  
Social Inclusion ◽  
Legal Status ◽  
Federally Funded ◽  
Post Secondary ◽  
The Social ◽  
Canadian Immigration ◽  
Settlement Services ◽  
International Graduates

Despite federal policy changes facilitating the recruitment and retention of international students in Canada, programming at Canadian universities is uneven and has created conditions for the population’s social exclusion. Canadian immigration policy has positioned international students as a desirable cohort of prospective immigrants, due to their age, economic potential, education, and official language skills. Canada’s 2014 International Education Strategy aims to double the number of international students, retaining them as economic migrants, and later permanent residents. However, temporary legal status and limited access to federally funded settlement services positions post- secondary institutions as the population’s primary settlement service provider, compounding the barriers to successful societal integration. As such, international graduates face barriers that mirror those of traditional immigrants. Critically exploring Canadian policy and post-secondary programming relating to international students, this paper applies the social inclusion perspective to recommend policy modifications and service approaches to ensure greater inclusion of international students.

scholarly journals Incorporating Spirituality into Post-Secondary Institutions’ Policies and Services as it Relates to International Students

2021 ◽  
Author(s):  
Melanie Zuzarte
Keyword(s):  
International Students ◽  
Attachment Theory ◽  
Culturally Responsive ◽  
Youth Care ◽  
Tuition Fees ◽  
Domestic Students ◽  
Attachment Figure ◽  
Post Secondary ◽  
Child And Youth Care ◽  
Culturally Responsive Interventions

Some international students arrive in Canada with the assumption that academic institutions will treat them equally in comparison to domestic students. However, equal access to opportunities is not always the case. Unregulated annual tuition fees, immigration policies and a lack of culturally responsive services create challenges for international students that are not shared by domestic students (Chen, 2008; Mayuzumi et al., 2007; Montison, 2018). Canadian post-secondary institutions lack culturally responsive spiritual services that may support international students with their acculturation issues. Child and youth care practitioners may encourage the use of culturally responsive interventions which incorporate spirituality when providing support to international students in their acculturation to Canadian life. Keywords: spirituality, attachment theory, attachment figure, religion, faith, international students, Child and Youth Care Practitioners, post-secondary institutions, Canada, Canadian Government.

scholarly journals Diversification of International Student Base

2021 ◽  
Vol 11 (1) ◽  
pp. 238-250
Author(s):  
Wei Liu
Keyword(s):  
Secondary Education ◽  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Student Population ◽  
Post Secondary Education ◽  
Host Countries ◽  
International Student Mobility ◽  
Post Secondary

Underlying the goal of diversifying the sources of international students in post-secondary education is a naive logic: The portfolio of international students is controlled by the recruitment efforts of host countries and universities. Given this logic, the host countries and universities decide on where their international students are from and how diverse their international student population is. The logic results in an overestimate of the value of recruitment efforts by host countries and universities. It tends to overlook a whole range of other macro factors that determine international student mobility more significantly than recruitment efforts. Most notably, certain macro factors are beyond the control of host countries and universities, and their diversification efforts are futile and a waste of resources.

scholarly journals Should I Stay or Should I Go? International Students’ Decision-Making About Staying in Canada

2021 ◽  
Author(s):  
Elena Netierman ◽  
Lauren Harrison ◽  
Angela Freeman ◽  
Grace Shoyele ◽  
Victoria Esses ◽  
...  
Keyword(s):  
Decision Making ◽  
International Students ◽  
International Education ◽  
Decision Making Process ◽  
Structured Interviews ◽  
Post Secondary ◽  
Cultural Climate ◽  
Permanent Residency ◽  
Decision To Stay ◽  
Familial Obligations

AbstractRecent decades have seen an increase in the popularity of international education. Approximately 500,000 international students were in Canada in 2018 and this number is projected to grow. While we know that many international students decide to stay in Canada, we do not fully understand the decision-making process employed by international students regarding staying in Canada or going back home after completing their education. The purpose of this study was to explore how international students make decisions about their post-graduation destination and what factors they see as pivotal in shaping their decision-making process. We utilized a symbolic interactionist approach to analyze qualitative semi-structured interviews with 60 international students enrolled in post-secondary programs in Canada. Our findings suggest that the meaning students attach to staying in Canada varies from obtaining permanent residency to working for a few months upon graduation. We also demonstrate that for most students, the decision to stay in Canada is formed gradually and is shaped by familial obligations, cultural climate they experience in Canada, employment opportunities available to them upon graduation, and the possibility of obtaining permanent residency.

scholarly journals Dividing Time Between Work and Study: Are Tuition Fees a Factor?

1969 ◽  
Vol 40 (1) ◽  
pp. 13-29
Author(s):  
Amy Peng ◽  
Ling Yang
Keyword(s):  
Secondary Education ◽  
Labour Market ◽  
Working Hours ◽  
Post Secondary Education ◽  
Tuition Fees ◽  
Summer Period ◽  
Post Secondary ◽  
Tuition Fee

This article examines whether rising tuition fees for post-secondary education are a contributing factor in students’ labour market decisions. When labour market decisions for total number of working hours and for participation were measured, the results suggested that concerns about increased tuition fees leading to more work and compromising academic studies were unwarranted. The tuition fee effect was highly seasonal in nature. When tuition fees increased, students devoted more hours and participated more in labour market activities, but they did so only during the summer period, a time when most students are typically not involved in study activities.  

scholarly journals International students in Canada: policies and practices for social inclusion.

2021 ◽  
Author(s):  
Courtney Rae Cox
Keyword(s):  
International Students ◽  
International Education ◽  
Social Inclusion ◽  
Legal Status ◽  
Federally Funded ◽  
Post Secondary ◽  
The Social ◽  
Canadian Immigration ◽  
Settlement Services ◽  
International Graduates

Despite federal policy changes facilitating the recruitment and retention of international students in Canada, programming at Canadian universities is uneven and has created conditions for the population’s social exclusion. Canadian immigration policy has positioned international students as a desirable cohort of prospective immigrants, due to their age, economic potential, education, and official language skills. Canada’s 2014 International Education Strategy aims to double the number of international students, retaining them as economic migrants, and later permanent residents. However, temporary legal status and limited access to federally funded settlement services positions post- secondary institutions as the population’s primary settlement service provider, compounding the barriers to successful societal integration. As such, international graduates face barriers that mirror those of traditional immigrants. Critically exploring Canadian policy and post-secondary programming relating to international students, this paper applies the social inclusion perspective to recommend policy modifications and service approaches to ensure greater inclusion of international students.

scholarly journals Incorporating Spirituality into Post-Secondary Institutions’ Policies and Services as it Relates to International Students

2021 ◽  
Author(s):  
Melanie Zuzarte
Keyword(s):  
International Students ◽  
Attachment Theory ◽  
Culturally Responsive ◽  
Youth Care ◽  
Tuition Fees ◽  
Domestic Students ◽  
Attachment Figure ◽  
Post Secondary ◽  
Child And Youth Care ◽  
Culturally Responsive Interventions

Some international students arrive in Canada with the assumption that academic institutions will treat them equally in comparison to domestic students. However, equal access to opportunities is not always the case. Unregulated annual tuition fees, immigration policies and a lack of culturally responsive services create challenges for international students that are not shared by domestic students (Chen, 2008; Mayuzumi et al., 2007; Montison, 2018). Canadian post-secondary institutions lack culturally responsive spiritual services that may support international students with their acculturation issues. Child and youth care practitioners may encourage the use of culturally responsive interventions which incorporate spirituality when providing support to international students in their acculturation to Canadian life. Keywords: spirituality, attachment theory, attachment figure, religion, faith, international students, Child and Youth Care Practitioners, post-secondary institutions, Canada, Canadian Government.

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