2001/2002 PCERII Funded Research Abstract

The purpose of this project is to analyze the language used to name immigrant and refugee populations and illustrate the health care practice important for developing culturally competent health care policy. Language used in policy organizes and constructs a reality that determines who is eligible for services, what services, who delivers them, how they are delivered, and how they are perceived. Consequently, the language used in policymaking for immigrant and refugee populations is deeply contentious. The debates about appropriate terms stem from historical, philosophical and practical stances, and are influenced by inescapable "term trends." Some of the terms include: "diversity," "cultural diversity," "multicultural," "ethnocultural," "cultural minority," "marginalized minority," "ethnic minority," "visible minority," "racial minority," "first generation Canadian," "immigrants," and "refugees." It is extremely difficult to talk about policy development when there is little agreement on the language to be used to name the population to be supported. Accordingly, this research will provide an opportunity to conduct a concept analysis of the concept "immigrant," interview immigrants about language and about culturally competent health care practice, and interview frontline workers and decisionmakers about policy making for cultural competence from an organizational change perspective. The result of this research will be a policy for cultural competence proposed to Alberta Health and Wellness and the Capital Health and Calgary Regional Health Authorities by May 2003.

Ongoing Metropolis research inquires into settlement patterns and segregation/congregation of immigrant groups in urban public spaces. Public schools provide a microcosm of these same phenomena. Policies and procedures at the school board and local school levels regarding how space is used are likely to play a significant role in shaping levels of integration and participation among immigrant youth. One example of such policy is the allocation of ESL classrooms within the community and the school itself. Researchers will use the following methods to gather data at one school in Regina and one in Edmonton: a preliminary survey of participant populations, focus group discussions, student-produced mapped images, and still photos of school spaces, audiotaped interviews with students, teachers, administrators, and support staff, and researcher field notes and observations. Results will point to policy and procedural changes that will promote fuller integration and participation of immigrant students in public schooling.