Co-Creating educational pathways for skilled immigrant women in Canada


Norin Taj, University of Toronto

This paper panel delves into the complexities of educational policy within adult and higher education, employing critical sociological approaches. With a special focus on the integration of skilled immigrant women into the Canadian labour market, it sheds light on a crucial aspect of Canada's celebrated inclusivity. Canada's approach to immigrant integration, ethnic diversity, and multiculturalism serves as a model for global immigration policies (Kazemipur, 2014). However, despite the government's recent initiative to increase immigration quotas to about 447,000 in 2023 to bolster post-pandemic economic recovery (Banerjee, 2022), research underscores significant barriers faced by immigrants, such as non-recognition of foreign qualifications, lack of local job market experience, difficulty in accessing social networks, and experiences of prejudice and discrimination (Gauthier, 2016; Reitz, 2007; Syed, 2008). Particularly, immigrant women encounter compounded challenges due to limited social capital and gendered expectations within households, often leading to precarious employment (Maitra, 2013; Chai et al., 2018). Racialized immigrant women face systemic discrimination, gender stereotypes, and glass ceilings, further exacerbating their economic exclusion (Choo & Ferree, 2010; Li, 2019), representing not only a loss to their potential contribution but also to the broader economy, especially in times of labour shortages (George et al., 2011). This research employs a participatory method, directly engaging with skilled immigrant women to understand what they consider important in educational programs offered by settlement agencies. These programs aim at skill development and cultural integration into Canadian society. By adopting Bourdieu's concept of capitals, this study moves beyond the notion of human capital to investigate how these women perceive the value of these programs in aiding their successful integration into the labour market.  This participatory approach ensures evidence-based program development, empowering participants and aligning with their real-world challenges and aspirations. The research project is a collaboration between the University of Toronto and a community partner in Toronto. The current findings are in the preliminary stage and align with the study conducted by Noah et al. (2014). By presenting them at the conference roundtable, we can facilitate a discussion on potential ideas that could help in developing an inclusion framework for this demographic. This critical examination of adult and higher education policies through Bourdieu's capitals and participatory lens contributes to the discourse on educational policy, offering insights into creating more equitable opportunities for skilled immigrant women in Canada.  Furthermore, this will enable the formulation of policy recommendations and contribute to the dissemination of knowledge through an academic paper.

This paper will be presented at the following session: