Transition Experiences of Immigrant Adult Learners in a Canadian Community College
Abstract
While enrolment numbers suggest high participation rates of immigrants and an increase in diversity on Canadian post-secondary campuses, a lag in support for the needs of immigrant learners is evident. This single interpretive case study explores the transition experiences of immigrant adult learners at Bow Valley College, in Calgary, Alberta, Canada and contributes to the Canadian discourse on adult learning in an increasingly diverse post-secondary environment. The data gathered through semi-structured interviews surfaced four transition themes: 1) socio-cultural identity; 2) interpersonal connections; 3) educational factors; and 4) external factors. Results provide insights for ongoing dialogue, and implications for practice including improvements in intercultural competency, language support, support for understanding institutional systems and structures, key contacts and connection to community resources. Further research based on immigrant characteristics including gender, immigration route, past life experiences, lower language proficiency, educational backgrounds and expectations, are suggested.
Description
Keywords
Education--Administration, Education--Adult and Continuing, Education--Community College, Education--Secondary, Education--Vocational
Citation
Connell, L. (2016). Transition Experiences of Immigrant Adult Learners in a Canadian Community College (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28513