A Phenomenological Investigation of Newcomer Youths’ Experiences of Integration into High School and Transition to Post-Secondary Education in Canada
Abstract
Integration into the school system often represents the first point of contact with the host society for newcomer youth. Their long-term contributions to Canadian society are largely dependent on their experiences integrating into high school. This descriptive phenomenology aimed to develop an in-depth, contextual understanding of newcomer youth’s integration into high school and transition to post-secondary education. Ten graduated high school students, ages18 through 24, who migrated and attended high school in Canada were interviewed. The central research questions include: What factors throughout high school impact participants’ experiences of school integration? And (b) How did participants’ experiences of school integration impact their transition into post-secondary education? Data analysis revealed five structures: (a) school atmosphere; (b) language transition; (c) curriculum; (d) post-secondary decisions; and (e) post-secondary experience. Implications for counselling and practice, as well as, directions for future research are presented as they pertain to the school integration of newcomer youth.
Description
Keywords
Educational Psychology
Citation
Gallucci, A. (2016). A Phenomenological Investigation of Newcomer Youths’ Experiences of Integration into High School and Transition to Post-Secondary Education in Canada (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24948