Cross-Cultural Cross-Roads: Understanding the Social and Acculturation Experiences of Newcomer Syrian Refugee Students in Toronto, Canada

Abstract

Between November 2015 and December 2016, Canada resettled 39,636 Syrian refugees in over 350 communities across the country (Immigration, Refugees, and Citizenship Canada, 2019). In fleeing their home country and resettling in a new sociocultural environment, refugee children cope with many pre- and post-migration stressors and traumatic experiences, must navigate language barriers, and undergo the process of acculturation (Elsayed et al., 2019; Hadfield, Ostrowski, & Ungar, 2017), placing them at risk for developing various mental health problems (Eruyar, Maltby, & Vostanis, 2018). Although supportive peer relationships can help to alleviate such challenges, research indicates that refugee students commonly face peer rejection and social exclusion (Oxman-Martinez et al., 2012), are at risk for victimization and bullying (Scherr & Larson, 2010), and experience frequent racial/ethnic/refugee-based discrimination at school (Li, 2009). Through the bidirectional and bidimensional acculturation perspectives of Sam and Berry (2006) and the acculturation orientations of Berry (1990), this descriptive case study with embedded units sought to understand (1) the social challenges faced by newcomer Syrian refugee students concerning their foreigner/refugee status, race/ethnicity, religion, culture, and linguistic background, (2) factors contributing to their (in)abilities to develop meaningful and supportive school-based peer relationships, and (3) how these social challenges and peer relationship experiences implicated their acculturation and adjustment to school in Canada. Semi-structured independent interviews with four participants, ages 9-14, from a community immigrant resource centre in Toronto, Canada revealed that, although participants felt comparatively happier and safer in Canada than in Syria and previous transit countries, all participants endured significant challenges associated with the language barrier that implicated their social integration and ability to develop friendships with school peers. All participants reported ongoing ethnic/racial and refugee-based bullying and discrimination persisting throughout the first year to two years after resettlement, improving with increased English language proficiency. Three participants reflected characteristics of adopting Berry’s (1990) integration acculturation strategy, with one participant passing through the stages of forced assimilation, separation, and eventual marginalization (Berry, 1990). Study limitations, research implications, and suggestions for educational practice are discussed.