Diversity and inclusion: A casestudy of female, immigrant ,adult leaners in Ontario                  ORLN 1995            ...
Background•   According to a report for the Higher Education Quality    Council of Ontario (2012):     •   The number of r...
Case scenario    •   To learn more about the unique challenges faced by        female, immigrant, adult learners we interv...
Case scenario    •   The three challenges (or barriers to learning) that        were identified by the women in our video ...
In the slides that follow:•   The potential impact of each challenge on    female, immigrant, adult learners are discussed...
Challenge 1: Language    Click on the link below to see and hear the women in        our study talk about the challenge of...
Challenge 1: Language    Using the principles of adult learning theories,    language barriers may:    •   Reduce or limit...
To address language-related barriers,    teachers/trainers can:•   Use visual aids to reinforce text-based materials•   Us...
To address language-relatedbarriers, teachers/trainers can also providestudents with:    •   Extra time to answer question...
Strategies to overcome language-relatedbarriers:                                           To hear a discussion on the str...
Challenge 2: Religious beliefs      Click on the link below to see and hear the women in     our study talk about some of ...
Challenge 2: Religious beliefs•   The religious beliefs held by students may:       •   Necessitate a private space for pr...
To address challenges associated withreligious beliefs, teachers/trainers can:•    Communicate the location of dedicated p...
To address challenges associated withreligious beliefs, teachers/trainers can also: •   Create a safe, non-threatening, an...
Strategies to accommodate religious beliefs                        To hear a discussion about                         reli...
Challenge 3: Child care responsibilities      Click on the link below to see and hear the women in     our study talk abou...
Challenge 3: Child care responsibilities•    Female, immigrant, adult learners with child     care responsibilities:      ...
To address challenges associated with childcare responsibilities teachers/trainers can:•    Ensure that the social, esteem...
To address challenges associated with childcare responsibilities teachers/trainers canalso:     •   Be aware of, and be ab...
Strategies to address challenges associatedwith child care responsibilities                     To hear a discussion about...
Summary•    In order to respond to the unique challenges     faced by female, immigrant, adult learners,     teachers/trai...
Acknowledgements     •   We wish to express our sincere gratitude to:          •   The three women who graciously shared t...
“As we grow in awareness of one another – whether two     people beginning a romance or two disparate and far-removed     ...
References•   Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New    Jersey: Prentice Hall.•   Chaze, F. (20...
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Orln 1995 assignment #3 group 1_diversity & inclusion_version3

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Orln 1995 assignment #3 group 1_diversity & inclusion_version3

  1. 1. Diversity and inclusion: A casestudy of female, immigrant ,adult leaners in Ontario ORLN 1995 Assignment #3 June 17, 2012 Group 1 Nimao Ali Becky Brooks Camille Lawrence Leslie Malloy-Weir Keri-Ellen Walcer By PresenterMedia.com
  2. 2. Background• According to a report for the Higher Education Quality Council of Ontario (2012): • The number of recent immigrant adult learners attending post-secondary institutions in Ontario is growing • Many recent immigrant adult learners face barriers • Post-secondary institutions need to: • Identify this student population • Provide programs to this student population2
  3. 3. Case scenario • To learn more about the unique challenges faced by female, immigrant, adult learners we interviewed three women from this group • Click the link below to watch a video introduction to our scenario. This video features the three women that we interviewed. http://www.youtube.com/watch?v=u5l69HEGcGI3
  4. 4. Case scenario • The three challenges (or barriers to learning) that were identified by the women in our video included: 1. Language (most frequently identified) 2. Religious beliefs and customs 3. Child care responsibilities4
  5. 5. In the slides that follow:• The potential impact of each challenge on female, immigrant, adult learners are discussed and strategies to address each are proposed using: • Principles and concepts derived from adult learning theories • Responses obtained from the women that we interviewed • Discussions with Dr. Joanne Buckley, student counselor, McMaster University • Relevant academic resources5
  6. 6. Challenge 1: Language Click on the link below to see and hear the women in our study talk about the challenge of language http://www.youtube.com/watch?v=MQGohIi6Zzk6
  7. 7. Challenge 1: Language Using the principles of adult learning theories, language barriers may: • Reduce or limit an adult leaner’s ability to attend to, retain, and/or reproduce information . This may, in turn, cause adult learners to develop negative feelings about their abilities (i.e., low self-efficacy). (Bandura, 1977) • Prevent adult learners from reaching their full potential (Maslow, 1943)7
  8. 8. To address language-related barriers, teachers/trainers can:• Use visual aids to reinforce text-based materials• Use transition words• Repeat and clarify main points• Rephrase complex sentences• Use inclusive language when communicating information to students8
  9. 9. To address language-relatedbarriers, teachers/trainers can also providestudents with: • Extra time to answer questions in class (to encourage reluctant speakers) • A written copy of the main points covered in class • A list of key terms9
  10. 10. Strategies to overcome language-relatedbarriers: To hear a discussion on the strategies used by Dr. Joanne Buckley to address language-related challenges click the link below https://www.youtube.com/watch?v=q“Joanne Buckley has a B.A. in English m6vaxqXlgsand French from Wilfrid LaurierUniversity, a B.Ed. in English andFrench, an M.Ed. in Curriculum, an M.A.in English, and a Ph.D. in English fromThe University of Western Ontario. Shealso has a certificate in Teaching theAdult Learner from Ontariolearn.comand a TESL certificate from theUniversity of Saskatchewan.” (NelsonEducation, no date) 10
  11. 11. Challenge 2: Religious beliefs Click on the link below to see and hear the women in our study talk about some of the challenges associated with religious beliefs http://www.youtube.com/watch?v=flY4XbcVyFU11
  12. 12. Challenge 2: Religious beliefs• The religious beliefs held by students may: • Necessitate a private space for prayer • Require students to excuse themselves from class • Prevent female students from seeking assistance from male teachers/trainers • Create conflicts with scheduled tests/exams• All of the above may create barriers to learning (Maslow, 1943)12
  13. 13. To address challenges associated withreligious beliefs, teachers/trainers can:• Communicate the location of dedicated prayer spaces to all students at the beginning of the course• Communicate any institutional policies and procedures regarding religious holidays, sickness, or any other planned/unplanned absences at the beginning of the course• Become informed about different religious holidays13
  14. 14. To address challenges associated withreligious beliefs, teachers/trainers can also: • Create a safe, non-threatening, and inclusive environment for students to learn • Encourage both exploration and tolerance of diversity in the classroom • Model tolerance of diversity in the classroom14
  15. 15. Strategies to accommodate religious beliefs To hear a discussion about religious beliefs with Dr. Joanne Buckley, click on the audio icon below https://www.youtube.com/w atch?v=10JmbMerbJE 15
  16. 16. Challenge 3: Child care responsibilities Click on the link below to see and hear the women in our study talk about some of the challenges associated with child care responsibilities http://www.youtube.com/watch?v=PV10pBKb-p016
  17. 17. Challenge 3: Child care responsibilities• Female, immigrant, adult learners with child care responsibilities: • Often balance the costs of childcare with the costs of tuition and running a home (Chaze, 2010) • May wrestle with feelings of guilt when their studies take time away from their children • May distract adult learners from their studies• All of the above may create barriers to learning (Maslow, 1943)17
  18. 18. To address challenges associated with childcare responsibilities teachers/trainers can:• Ensure that the social, esteem, and physiological needs of students are met in the classroom• At the beginning of the course, learn the reason(s) why students are taking your class• Tailor the classes to meet the goals/needs of students18
  19. 19. To address challenges associated with childcare responsibilities teachers/trainers canalso: • Be aware of, and be able to communicate, the location of any support services for immigrant mothers both on and off campus • Allow students to access lecture materials remotely19
  20. 20. Strategies to address challenges associatedwith child care responsibilities To hear a discussion about child care responsibilities with Dr. Joanne Buckley, click on the link below https://www.youtube.com/watc h?v=4nQLa32od_I 20
  21. 21. Summary• In order to respond to the unique challenges faced by female, immigrant, adult learners, teachers/trainers can: • Become knowledgeable about the issues that affect this group of students • Become knowledgeable about any resources available to female, immigrant, adult learners both on and off campus • Display sensitivity, flexibility, tolerance, and patience in their approach to teaching21
  22. 22. Acknowledgements • We wish to express our sincere gratitude to: • The three women who graciously shared their challenges with us and who appeared in our videos • Dr. Joanne Buckley at McMaster University for sharing her experiences and suggestions with us THANK-YOU!22
  23. 23. “As we grow in awareness of one another – whether two people beginning a romance or two disparate and far-removed strangers taking an interest in the others culture – a wonderful thing begins to happen: we begin to care for the other as if the other is part of us. This is the magic of life that our ancient teachers have bid us to see; the invisible filaments of interconnectedness that bind us together in love and appreciation.“ Scott A. Hunt23
  24. 24. References• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New Jersey: Prentice Hall.• Chaze, F. (2010). Immigrant Student Parents: The Ultimate Balancing Act for Immigrants in Canada. Retrieved from http://www.theinduslink.com/554/immigrant-parents-in-canada• Lum, L. and Grabke, S. (2012). Academic Engagement of Recent Immigrant Adult Students (RIAS) in Postsecondary Education: A Case Study of Ontario Colleges and Universities. Toronto: Higher Education Quality Council of Ontario. Retrieved from: http://www.heqco.ca/SiteCollectionDocuments/RIAS_ENG.pdf• Maslow, A. H. A. (1943). Theory of human motivation. Psychological Review, 50, 370-396.• Nelson Education (no date). Meet the author. Retrieved from http://www.checkmate2e.nelson.com/ student/meetauthor.html24

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