They survived war and conflict; can they now survive school? a study of newcomer and refugee youth participants in an after-school program
| dc.contributor.author | Swaka, Daniel Loggale | |
| dc.contributor.examiningcommittee | Bartlett, Nadine (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.examiningcommittee | Ukasoanya, Grace (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.supervisor | Renaud, Robert (Educational Administration, Foundations & Psychology) | en_US |
| dc.date.accessioned | 2022-02-09T16:36:19Z | |
| dc.date.available | 2022-02-09T16:36:19Z | |
| dc.date.copyright | 2022-02-08 | |
| dc.date.issued | 2022-01-17 | en_US |
| dc.date.submitted | 2022-02-08T22:21:11Z | en_US |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | The purpose of this qualitative research was to evaluate the effectiveness of the Peaceful Village Program (PVP) in terms of selected intended outcomes for new immigrant and refugee students enrolled in middle-years and high schools in Winnipeg, Manitoba. For many new immigrant and refugee youth, being able to attend school and achieve is the ultimate aspiration. Given the important role that the PVP has in fostering the learning and development of refugee students in Winnipeg, and that little attention in previous studies have focused on the level of students’ participation in after-school programs, this evaluative study examined the outcomes of the youth, particularly newcomer youth attending the Peaceful Village Program after school programs. More specially, this study evaluated the processes (i.e., how well was the program delivered as intended) and outcomes (i.e., how much did students benefit from participating in the PVP) of the PVP. The improved self-worth and sense of belonging were the most obvious and significant findings in this study. Immigrant and refugee students develop self-confidence, a risk-taking spirit, and a sense of optimism about future opportunities as their self-esteem and sense of belonging improve, which leads to higher academic achievement. Based on the findings of this study, it is reasonable to conclude that immigrant and refugee students can do well in school if their schools support, welcome, and love them. Refugee students must feel safe and valued in their new surroundings, and they must be supported in their new communities while having their unique perspectives and abilities recognized. When programs like the PVP and others, including schools, go beyond the academic system to support immigrant and refugee students' integration and settlement, it is critical that their holistic needs are met | en_US |
| dc.description.note | March 2022 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/36292 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Newcomer and Refugee Youth | en_US |
| dc.title | They survived war and conflict; can they now survive school? a study of newcomer and refugee youth participants in an after-school program | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |