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Back to school! (Mis)trust and acculturation processesamong immigrant students at Campus Montreal

Sébastien Arcand, Chantale Asselin and Fasal Kanouté

Prendre en compte la diversité à l’écoleVolume 6, Number 1, 2016

URI: id.erudit.org/iderudit/1038279arDOI: 10.7202/1038279ar

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Arcand, S., Asselin, C. & Kanouté, F. (2016). Back to school!(Mis)trust and acculturation processes among immigrantstudents at Campus Montreal. Alterstice, 6(1), 57–72.doi:10.7202/1038279ar

Article abstract

This article focuses on the academic perseverance ofPermanent Resident University Students (PRUS) in the threepost-secondary institutions that make up Campus Montréal(University of Montreal, HEC Montreal, and PolytechniqueMontreal). Returning to school is often framed as a way fornew immigrants to update their education and level theplaying field in order for them to gain access to the same labormarket opportunities as those who are born in the hostsociety. We present the results of a study carried out with 426respondents of an online survey and 44 participants of groupinterviews with recent PRUS in Montreal. Using the conceptsof acculturation process and (mis)trust, this qualitativeinductive analysis highlights the main constraints experiencedby the respondents, which is reflected in their socialrepresentations of the integration process and their decisionto return to university. In this context, and given the apparentinequalities in terms of intergroup relations, returning touniversity might in fact be detrimental to their stated goal ofrapid and successful integration into the host society,particularly the labor market. Consequently, in a migratorycontext, the return to university might, in fact, have ademoralizing effect since the experience foreshadows thebarriers, systemic or otherwise, that these professionals mayencounter in their efforts to enter the labor market.

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Droits d'auteur © SébastienArcand, ChantaleAsselin etFasalKanouté, 2016

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Alterstice–RevueInternationaledelaRechercheInterculturelle,vol.6,n°1

ARTICLETHÉMATIQUE

Backtoschool!(Mis)trustandacculturationprocessesamongimmigrantstudentsatCampusMontrealSébastienArcand1,ChantaleAsselin2etFasalKanouté3

Résumé

ThisarticlefocusesontheacademicperseveranceofPermanentResidentUniversityStudents(PRUS)inthethreepost-secondary institutions that make up Campus Montréal (University of Montreal, HEC Montreal, andPolytechnique Montreal). Returning to school is often framed as a way for new immigrants to update theireducationand level theplaying field inorder for themtogainaccess to thesame labormarketopportunitiesasthosewhoareborninthehostsociety.Wepresenttheresultsofastudycarriedoutwith426respondentsofanonline survey and 44 participants of group interviews with recent PRUS in Montreal. Using the concepts ofacculturationprocessand(mis)trust,thisqualitativeinductiveanalysishighlightsthemainconstraintsexperiencedbytherespondents,whichisreflectedintheirsocialrepresentationsoftheintegrationprocessandtheirdecisionto return to university. In this context, and given the apparent inequalities in terms of intergroup relations,returningtouniversitymightinfactbedetrimentaltotheirstatedgoalofrapidandsuccessfulintegrationintothehostsociety,particularlythelabormarket.Consequently,inamigratorycontext,thereturntouniversitymight,infact,haveademoralizingeffectsincetheexperienceforeshadowsthebarriers,systemicorotherwise,thattheseprofessionalsmayencounterintheireffortstoenterthelabormarket.

Rattachementdesauteurs1Départementdemanagement,HECMontréal(Montréal),Canada;2chercheureindépendante;3UniversitédeMontréal,Montréal(Canada)

[email protected]

Motsclés

academicandprofessionalintegration,acculturation,intergrouprelations,trust,socialrepresentations

Pourcitercetarticle

Arcand, S., Asselin, C. et Kanouté F. (2016). Back to school! (Mis)trust and acculturation processes amongimmigrantstudentsatCampusMontreal.Alterstice,6(1),57-72.

SébastienArcand,ChantaleAsselinetFasalKanouté


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Introduction

Immigrant populations constitute a large and attractive pool of potential candidates for professional and post-secondaryeducationalinstitutions.Despitethemanystudiescarriedoutontheparticipationofimmigrantsintheeducationalsystemsoftheirhostcountry,veryfewhavefocusedonpermanentresidentimmigrants1.Thecategoryof Permanent Resident University Students (PRUS) is particularly interesting since it offers an opportunity toexaminetheexperiencesof individualswhoarelikelytoremaininthehostcountryandactivelycontributetoitssocioeconomicdevelopment. Theirperseverancewithin theacademic systembecomesapersonal and collectiveinterestforthehostsociety.Inthisarticle,theissueofperseverancewillbediscussedbyusingtwoconceptsthatput the individual (in this case the PRUS) at the centre of the adaptation process and academic success. Thesedistinctyetcomplementaryconceptsaretrustandacculturation.Throughtheseindividuals’socialrepresentations(Moscovici,1961;Rateauandal.,2011),bothconceptshighlightthenatureoftheinteractionsthatPRUSencounterwith institutions of the host society (in this case the university), as well as their social relations with otherindividualsinanacademiccontext.Itisimportanttonotethatalthoughwehaveusedanindividualisticapproach,wedonot ignore the systemiceffectsonPRUSand their successful integration intoQuébec’suniversity system.However,byanalysing theperceptionsof these international studentsweaimtogainabetterunderstandingoftheirexperiencesand,consequently,thepossibilitiesthattheyachievetheiracademicgoalswhilecontributingtotheirhostsocietyintheshortandmediumterm.

Anumberofstudieshaveillustratedtheissuessurroundingacculturationinrelationtointernationalstudentsandlonger established immigrant individuals (Duchesne, 2010; Duclos, 2011; Grayson, 2001; Hung and Hyun, 2001;OwensandMassey,2011).PRUS’integrationrequirestheimplementationofspecificacculturationmechanismstoincreaseandimprovetrustbetweenthemandinstitutionswithinwhichtheytakepartandwanttobelong(Berry,2008). The social psychologist Berry (1997; 2008) has carried out inspirational research that emphasizes thesocialisationexperiencesthatanindividualacquiresbeforesettlinginadifferentculturalcontext:acculturationisaprocessoflearninginnewsocialandculturalcontextsafteronehasbecomesocialisedintoanearlierone(Berry,2008). For the purpose of this article we define acculturation as the global process of psychological andsocioculturaladaptationindividualsexperiencewhenconfrontedwithoneormoreculturesotherthantheoneinwhich they were first socialized (Berry, Phinney, Sam & Vedder, 2006; Kanouté, 2002; Wang, Schwartz andZamboanga,2010).

Withregardstotheconceptoftrust, itholdsaprominentpositioninsocialandhumansciences,particularlyinsociology,whichconstitutes thecornerstoneofour framework (Durkheim,1895/1964; Luhmann,1979;Boudon,1989, 1992; Giddens, 1978; Berger and Luckmann, 1966). Trust became a fundamental structural element ofmodernsocietieswhilebeingdynamicandtakingmultidimensionalshapesandforms.Morerecently,thenotionoftrusthasbeenstudiedbyscholars,includingNooteboom(2002)wholooksatitsdiverseformsandfoundationsandMöllering (2006) who links trust with other important concepts of modernity, such as rationality, reflexivity orroutine.InastudycarriedoutinNorthernIrelandonintergrouprelations,Kenworthyandal.(2016)highlighttheimportanceofcross-groupfriendshipsforthedevelopmentofintergrouptrust.Fromanorganizationalperspective,Downey and al. (2015) reveal that diversitymanagement practices increase levels of trustwithin organizations,which contributes positively to employee engagement and retention rates. We draw on these studies for ourresearchastheyenableustoemphasizetheimportanceofactionandinteractionsintheanalysisoftheproposedrelationshipamongtrustandsocialrelationswiththeacculturationprocess(Dumouchel,2005).Asaresult,trustisbuiltfrommultipleinteractionsandtheinterpretationsthatindividualsmakeofthem.Forexample, ifPRUShavehadnegativeexperienceswithpeople fromanotherethnocultural group, this couldexplain aweakened leveloftrust with regards to these groups. On the other hand, the integration of newcomers within organizations andinstitutions would be facilitated by fostering openness and adequate preparation with regards to diversity.Consequently, the individual’s levelof trust in theorganization, aswell as thehost society,will likelybehigher.

1InCanada,thetermPermanentResidentreferstothoseimmigrantswhoareintheprocessofobtainingtheircitizenship.Thisstatusoffersthemnearlyalltheadvantagesofcitizenship,withtheexceptionoftherighttovote.Themajorityofpermanentresidentsapplyforcitizenshipwithinfiveyears.

Backtoschool!(Mis)trustandacculturationprocessesamongimmigrantstudentsatCampusMontreal


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Whenitcomestostudyingthenotionoftrust,ananalysisthatistoopredictiveorgeneralmayresultinoverlookingthespecificandchangingnatureoftrustinmodernsociety.Inthisregard,examplesfromtheeconomicworldareindicativeofthis“fluidity”inherentintrustasitcanquicklytransformintosuspicionafterspecificevents.

Hence, (mis)trustbetweenPRUSanduniversities, aswell as their acculturationprocesses,playessential roles inunderstanding their strategies to integrate and succeed in their academic journey (Asselin, 2014; Chatel-DeRepentigny,MontmarquetteandVaillancourt,2011).Theissueofacademicperseveranceatthepost-secondarylevelhasbeenraisedinstudiesconductedinvariousnationalcontexts,includingFrance(Adangnikou,2008;RegeColet, 2008),Morocco (Chiadli, Jebbah andDeKetele, 2010), England (Ashwin, 2009) and theUK (Gray,Galton,McLaughlin, Clarke and Symonds, 2011). The factors linked to success at the university level are numerous andcomplex. Studying these factors therefore implies a deeper reflection on perseverance in relation to universityreform(AlavaandLangevin,2001;Viens,LepageandKarsenti,2010)andeffectivenessinpost-secondarypedagogy(LoiolaandRomainville,2008).Thesestudieshighlightaspectsoftheuniversityexperiencethatmaycontributetoacademic stress. Managing this stress through individual efforts as well as institutional measures contributesgreatly to academic perseverance (Bouteyre, 2008). Béchard (2008) examined major contributions to post-secondary pedagogy and based his research on three major research publications – Res America (RES) forfrancophone countries, Studies in Higher Education (SHE) for Commonwealth countries, and Innovative HigherEducation (IHE) for the United States – covering the period from 1976 to 2003. This broad meta-analysisdemonstratesthat,tothisday,verylittleresearchhasexaminedtheissuessurroundingpost-secondarypedagogywhilealsotakingintoaccountthemanagementofethnoculturaldiversityinauniversitycontext.

In terms of the academic perseverance of permanent resident students, the fear of encountering the widelydocumentedbarrierstointegrationintothelaborforcemayhaveanegativeimpactonprogramcompletionrates(Arcand, Lenoir-Achdjian and Helly, 2009; Boudarbat and Cousineau, 2010; Chicha, 2009; Chicha and Charest,2010). Boudarbat and Cousineau (2010) found a negative association between being enrolled in or havingcompleted a programof study after immigrating and the likelihood of finding employment thatwas entirely ormainly consistent with their expectations. The results of the study carried by out Sauvé et al. (2007), whichconsistedofasurveycompletedby216first-yearstudentsinthreemajorfrancophoneuniversitiesintheprovinceofQuebec, aswell as anumberof semi-structured interviews,divided the factors contributing to abandonmentandperseveranceintofivecategories:1)personaldimensions,2)prerequisites,3)personalinvestmentinstudies,4)knowledgeof the languageof instruction,5) learningstrategies.Theauthorspresentaseriesofobservations,includingthefactthatthosestudentswhohadabandonedtheirstudiestendedtobelesssociableandfeellesswellequipped in terms of their learning strategies. As for those who persevered, they tended to be better able tomaximizetheirhumanandfinancialinvestmentintheirstudies,andgenerallyfeltthatstronginstitutionalsupportwasamotivationalfactor.

Researchobjectivesandtheoreticalframework

Thereareanumberofhighqualityofarticlesdealingwith internationaland immigrantstudents,yetveryfewofthemfocusonthespecificaspectsofacculturationandtrustaspathwaystoapproachtheexperienceofPRUS.Weaim to fill in thisgapbyexamining the relationships theydevelopwith theuniversity community,aswell as thesociety inwhichtheyhavebecomestakeholders.Giventhattheconceptsof (mis)trustandacculturationareputforward,wesuggestthatacademicperseveranceisafunctionofthenatureoftrustandthelevelofacculturationoftheseindividuals.Asaresult,thethreespecificobjectivesinrelationtothecollecteddataareasfollows:

1. Identify and analyze the personal factors that contribute to, or hinder, the academic perseverance ofpermanentresidentstudents;

2. Identify and analyze the factors relating to the broader process of acculturation to the host society thatcontributeto,orhinder,theacademicperseveranceofpermanentresidentstudents.

3. Identify the possible effects of trust in institutions and social interactions and acculturation processes onpermanentresidentuniversitystudents’socialrepresentationsoftheirstatusandrole.



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Thisstudyisguidedbythefollowingquestion:Howdoestheuniversityexperienceofpermanentresidentstudentsaffecttheseindividualsintermsofacademicperseveranceandabandonment?WeproposethatPRUSexperienceacertain degree of isolation, both in academia and the wider society, which, in turn, contributes to a specificacculturationprocessthatmayhindertheiracademicperseveranceandultimatelytheir integration intothehostsociety,particularlythelabormarket.Assuch,ourresearchallowsustoexaminetheprogressofthesepermanentresidentstudents,withaparticularinterestintheirsocietalandinstitutionaladaptation.Inordertogainabroaderunderstanding of academic perseverance among PRUS, we built a framework based on the concepts ofacculturationand trust thatallowsus toanalyzeconvergeddata referring to relationshipsof (mis)trustbetweenPRUSandpeople in theuniversitycommunity,aswellas theirefforts to integrate intothesociety inwhichtheyhavebecomestakeholders.

Datasampleandcollection

Weconductedastudyamongpermanentresidentstudents (PRUS)enrolledattheUniversityofMontreal (UofMand its two affiliated institutions, HEC Montreal and Polytechnique Montreal, collectively known as CampusMontreal2.Intotal,426PRUSrespondedtotheonlinequestionnaire(282enrolledattheUofM,94atHECand50atPolytechnique).Asidefromtheresultsobtainedfromtheonlinequestionnaires,wehavealsoincludedexcerptsfrom the focus groups attended by 44 PRUS of which 32 are enrolled at the UofM, eight at HEC, and four atPolytechnique.3Inthefollowingsectionwepresentthequalitativedataasameansofsupportingthequantitativeresults presented in the tables. In order to protect the anonymity of our respondents, the only informationweprovideiswhethertheyparticipatedinafocusgroup(FG),aswellastheinstitutiontheyattend.

The approachused to analysis the datawas qualitative and inductive,which integrates a descriptive analysis ofemergingdata from theonlinequestionnaire. This approachenabledus todivide thedata into thematic groups(Creswell, 2009; Taylor-Powell and Renner, 2003; Miles and Huberman, 1994) and identify the most recurringsemantic categories, which in this case were: a)Networks and involvement in associations and b) Solitude andExclusion.TheFigure1schematizestheanalyticalprocess:

Figure1.AnalyticalModel1stlevelofanalysis Proposals 2ndLevelofanalysis

QuantitativeDataOn-linequestionnaire(n=416)

ThesociodemographicprofileofPRUSfavoredtheirintegrationanduniversityperseverance Trust:NetworksandInvolvement

Acculturation:PerceivedlevelofSolitudeandExclusion

QualitativeDataFocusGroupsandone-on-oneinterviews(n=44)

SocialrepresentationsofPRUSareinaccordancewiththeirsociodemographicprofile

2 The researchuponwhich this article is based is indeedquitemultidisciplinary (drawingonnotions from fields as varied asEducation,Management,PoliticalScience,Nursing,SocialWork,andIndustrialRelations),andtheresultshavebeencompiledbyateamof tenuniversityresearchers fromsixQuebec institutions– fiveofwhichare located intheprovince’s largestcity,Montreal, and one from the provincial capital, Quebec. Given the specificities of each of these institutions, and the largequantityofqualitativeandquantitativedatacollected,wehavechosentoanalyzethisdataseparatelyaccordingtoinstitutionorgroupofinstitutions.3Itisworthnotingthatapproximately75%ofallimmigrantstotheprovinceofQuebecsettleinMontreal(MICC,2013).



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Findings

While we found no information pertaining specifically to the countries of origin of PRUS attending CampusMontreal, the following chart presents the regions of origin for all international students, including permanentresidentstudents,atCampusMontreal for the2009-2010academicyear. Itprovidesanoverviewof theculturaldiversityamongstudentsenrolledatCampusMontreal(Figure2):

Figure2.Permanentresidentandinternationalstudentsbyregion

Theagerangeforourrespondentsvariedconsiderably(Table1).Thelargestgroupwasmadeupof15to34year-olds(over60%).

Table1.Ageofrespondentstotheonlinesurvey

15-19 20-24 25-29 15-29 30-34 35-39 40-44 45-49 50+ Total

N % N % N % N % N % N % N % N % N % N %

UDM 2 0,7 31 11,0 50 17,7 83 29,4 86 30,5 61 21,6 34 12,1 9 3,2 9 3,2 282 100

HEC 0 0,0 7 7,4 19 20,2 26 27,7 34 36,2 24 25,5 5 5,3 4 4,3 1 1,1 94 100

Pol. 3 0,6 8 16,0 13 26,0 24 48,0 15 30 10 20,0 1 2,0 0 0,0 0 0,0 50 100

Total 5 0,9 46 10,0 82 20,2 133 31,1 135 31,3 95 22,5 40 9,7 13 3,6 10 1,8 426 100

Pol.,Polytechnique;UDM,UniversityofMontreal.

The relatively advanced age of the respondents, as compared with non-PRUS, could explain the difficultyencountered by older members (35 years and older) of this group in socializing with their generally youngerclassmates,whichcanexacerbatetheirperceived levelofsolitudeandexclusion. Inaddition, themajorityof therespondentsarerecent immigrants,with77%ofthemhavingsettled intheprovinceofQuebec in2008orafter.51% of the respondents came to Quebec as regular skilled workers, and 45.3% of them confirmed that theyexperienceddifficultiesfindingajobspecificallyrelatedtotheirfieldofstudyafterarrival.Giventhatthis(negative)experiencepromptedthemtoreturntouniversity,theirperceivedlevelofsolitudeandexclusionwashigher,whichwill bediscussedbelow.However,webeginwithadiscussionofhownetworks and involvement in associationsmayhaveanimpactontrustandacculturationprocesses.

Grouping#1:Networksandinvolvementinassociations

In the online survey,we asked our PRUS respondentswhether they felt comfortable at university. The answersrevealthatthemajority(62%)ofrespondentsdidindeedfeelateaseinthissetting.However,whenaskedifitwaseasytoestablishrelationshipsbetweenpeoplefromalloriginstheirreactionsweremoremixed.TheseresultsarepresentedinTables2and3.

51

27

16

6Africa

Europe

CentralandSouthAmerica

Asia&Other



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Table2.Q38-3“Youtakeinitiativestomakefriendsandtointegratesocialnetworks”

Q38-31 2 3 4 5 Total

N % N % N % N % N % N %

UniversityofMontreal 26 9,5 65 23,6 102 37,1 77 28,0 5 1,8 275 100

HEC 7 7,4 26 27,7 39 41,5 21 22,3 1 1,1 93 100

Poly-technique 1 2,0 7 14,3 30 61,2 10 20,4 1 2,0 49 100

Total 34 8,1 98 23,4 171 40,9 108 25,8 7 1,7 418 100

Note:1=CompletelyDisagree2=SomewhatDisagree3=SomewhatAgree4=CompletelyAgree5=NotApplicable

Table3.Q38-2“Itiseasytoestablishsocialinteractionsbetweendifferentethnicgroups?”

Q38-21 2 Total1+2 3 4 5 Total

N % N % N % N % N % N % N %

UniversityofMontreal 43 15,6 75 27,3 118 42,9 94 34,2 52 18,9 11 4,0 275 100

HEC 15 16,1 31 33,3 46 49,5 35 37,6 11 11,8 1 1,1 93 100

Poly-technique 5 10,2 14 28,6 19 38,8 19 38,8 10 20,4 1 2,0 49 100

Total 63 13,8 120 25,9 183 39,8 148 39,4 73 17,0 13 3,8 417 100


Althoughmost respondents felt comfortable in auniversity setting, 40% found that interactionsbetweenethnicgroupsweredifficulttoestablish:

TheproblemI’vehad,andstillhave,isinfindingasteadyteammate,someoneIcanhaveanexchangewith.Thisisn’teasytofindhere,humanrelations.Whenwehavetheopportunitytoworkwithsomeoneonagroupproject,wetrytotakefulladvantageofthesemomentsbecauseit’snotalwayseasytofindapartnerorateam…(FG,Polytechnique).

Thissameperson,referringtodifferencesbetweenhis/hercountryoforiginandthehostsociety,adds:

Interactionscanbeverybeneficial.Athome,inmycountry,wewereusedtoworkingingroupsofthree,four,five…Here,it’snoteasy.Evenfindingpeoplefromthesamecountryasme,it’snoteasy.Perhapsit’sbecauseeveryonehastheirownthingtodo,thereareconstraints…(FG,Polytechnique)

Otherparticipantsmentionedsimilardifficulties:

Ihad todealwithmy first teamprojectwithQuebecers. Iwasprobably their first-evercontactwithan immigrantand itwentprettybadly.So,thechallengewascompletingtheassignment. Iwasn’tusedtothis. I’mmuchmoremathematical:1+1=2andthat’sasfarasitgoes!(FG,UofM).

Iwasabittraumatizedbythemandatoryteamprojects.Whenyoudon’tknowanyoneintheroomandyouhavetomaketeamsbasedonlyonphysicalappearances,whenintheorywe’reallhumans…It’sverycomplicatedandafterawhileyouunderstandthatifyouareFrenchyouarenotwellregardedbecauseofallthestereotypes.Soyou’reclassifiedasaFrenchpersonandasaforeigner.Youstarttoseekoutotherforeignersbecauseatleasttheywillacceptyou.Ihadahardtimewiththisbecausethesearechoicesyouonlymakebydefault(FG,UofM)



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Twoparticipants(FG,HEC)did,however,mentionthatdealingwithQuebecersduringteamprojectshadallowedthem to better understand both the Quebecois culture and accent. It is also interesting to note that certainparticipantsfeltitwasmoredifficulttocreaterelationshipsattheundergraduatelevelthanasgraduatestudents.AsPRUStendtobeolderthanstudentsborninQuébec,agemayalsohaveaninfluenceontheirexperiencesattheundergraduatelevel:

There’snotonly the“immigration” issue.Theseareyoungpeople,andweare interested inother things.Theyneversay“hello”inclass.Iamalwaystheonewhoinitiatesthings,whoreachesouttothem.SometimesImakeupquestions,justtohaveabitofcommunication.Weneedtointeract…(FG,UofM)

ThecommunicationissuewasraisedbyPRUSrespondentsonseveraloccasions,andiscloselyrelatedtothefactthatlanguageplaysadeterminantroleinthecontextofQuebec.Indeed,themajorityofPRUSwemetwaswerenotnativeFrenchspeakersordidnotnecessarilymaster thesubtletiesofQuebecoisFrench.However,asnotedabove,thedatarevealsthatestablishingrelationshipswithQuebecoisstudentsiseasieratthegraduatelevel.

ThatwasBachelor’scourses,but ingraduate levelcourses therearemany international students.Nobodyknowsanyoneelse,soit’seasiertosay“ok,let’sworktogether!”(FG,Polytechnique)

For one student the difficulty does not reside in working on team projects, but rather in continuing therelationshipscreatedatuniversityintheirregularsociallife:

Atschool,everythingisquitegood.Sometimeswehaveclasseswithawholecommunity,peoplewhocomefromallover.It’s verymulticultural.We alsomeet Quebecers. The interesting thing about working with native Quebecers is that therelationshipsweforminclassveryrarelycarryoveroutsidetheclassroom.They’repeoplewho,itmustbesaid,arequiteself-centered,eveniftheyareopentoothers’pointsofview.They’re(Quebecers)peoplewhoopenupbutthencloseupveryquicklyafterward[…].Quebecersaregoodpeople,buttheywon’tnecessarilymakethefirststepor,whenyoureachouttothemarenotverywelcoming,exceptwhentheyareforcedtobytheprofessorbecausehehasalreadydefinedtheteams[…]becauseheremanyoftheassignmentsaredoneinteams.(FG,Polytechnique)

Beyond highlighting the difficulty of creating long-term relationships with Quebecois students, this excerptdemonstrates how certain professors choose to impose predefined teams on their students. At HECMontreal,someprofessorsevenmakeapointofcreatingmulticulturalteams,withtheaimofmaintainingacertaindegreeofcohesionintheclassroom.Table4presentstheresultsobtainedforthequestiononwhetheritiseasiertocreaterelationshipswithimmigrantand/orinternationalstudents,orwithQuebecers.

Table4.Q38-4“Itiseasiertointeractwithimmigrantandinternationalstudents”

Q38-41 2 Total1+2 3 4 5 Total

N % N % N % N % N % N % N %


HEC 4 4,3 15 16,0 19 20,2 22 23,4 51 54,3 2 2,1 94 100

Poly-technique 2 4,1 3 6,1 5 10,2 20 40,8 24 49,0 0 0,0 49 100

Total 23 7,1 57 14,9 80 22,0 130 32,7 194 40,3 15 5,0 419 100




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Theresultspresentedintable4showthatrespondentshadadifficulttimeestablishingtieswithmembersofthemajoritygroup.Whilethespecificreasonsforthissituationarestillunclear,itisevidentthattherespondentstrulyfeelthere isaproblem,which is likelyafactorthataggravatesthe issue.Thedataontheirparticipation insocialnetworksprovidesabetterideaofthelackofinteractionsbetweenPRUSandQuebecoisstudents(Table5).

Table5Q38-8“Areyouinvolvedinstudentassociations?”

Q38-81 2 Total1+2 3 4 5 Total

N % N % N % N % N % N % N %


HEC 54 58,1 18 19,4 72 77,4 5 5,4 6 6,5 10 10,8 93 100

Poly-technique 18 37,5 10 20,8 28 58,3 10 20,8 6 12,5 4 8,3 48 100

Total 216 49,4 90 22,5 306 71,8 42 10,9 21 5,3 45 11,9 414 100


As part of the data collection process, we wanted to determine whether there is a link between the ethniccompositionoftherespondents’socialnetworksandtheir involvement inassociations,bothatschoolandinthebroadercommunity.Weaskedthefollowingquestion:“Howimportantissocialparticipation:atuniversity,inyourneighborhood?Are you involved in politics, your community, unions or social networkswith immigrant or non-immigrantfriends”?:

Sincemyarrival,forthelast18months,Ihavehadnosocialactivities.ThelittletimeIhavehad,Ihaveusedtorest.SinceIhavegonebacktoschool,IfoundagroupofCameroonians.Wegettogethertoexchangeinformationaboutemploymentandtoshareourexperiences.Iworkasanauditor,andIalsohaveajobmanagingnewtechnologies(internet,developingwebsites).(FG,Polytechnique)

There is a group of Latino people – not just Colombians- and these are my closest friends. There is also a group ofColombians.Here,atuniversity,I’malwayswithQuebecersandColombians.Ialsohavealittlegroup–therearethreeofus–ofLatinagirls,andeverymonthwegettogethertotalkaboutour…Wemakelistsofthingswewanttoaccomplishduringtheyear,andeverymonthwegettogethertotalkaboutthisandtrytohelpeachotherout.(FG,Polytechnique)

Yes.Wetalkabouteducation,relationships,university,work…Wetalkaboutthisandwedoexercisesinalittlebook.Wereadonechapterevery timeandwedo theexercises.Theotherone iswithcolleagues.Yes, itwasdifficult. Iwanted tomake a group with Quebecers, but I never got the chance; it was more with Colombians, French people… (FG,Polytechnique)

The literature on the integration of immigrants has clearly demonstrated that participation in groups andassociations,isasignificanttransitorystageforalargenumberofrecentimmigrants,althoughitdoesnotapplytoallofthem.

Grouping#2:Solitudeandexclusion

Thefinalsectionofresultscoverscertaindifficultiesthatoftenappearintheliterature,suchasfeelingsofsolitudeandexclusion.Thedatapresentedbelowpertains toPRUS’ feelingsof social isolation,discrimination,and latentracism,aswellas feelingsofadecline in social statuscompared to their situation in their countryoforigin.TheresultspresentedinTable6showthatfeelingsofsocialisolationarepredominantamongoursample.



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Table6Q48-4“Youhavefeltsociallyisolated”

Q48-41 2 Total1+2 3 4 5 Total

N % N % N % N % N % N % N %


HEC 19 21,3 19 21,3 38 42,7 27 30,3 18 20,2 6 6,7 89 100

Poly-technique 13 27,7 10 21,3 23 48,9 12 25,5 12 25,5 0 0,0 47 100

Total 90 19,1 85 23,7 175 42,8 112 28,3 105 24,3 14 4,6 406 100


Themajorityofparticipantsinourfocusgroupsfeltthis isolationwasmainlyaresultoftheirdifficultieswiththeFrenchlanguage.

Yes,intermsofcommunication.Everytime,theyask“DoyouspeakFrench?”YettheyhearyouspeakingFrench.Thisisareal shock. This is just adetail that couldbe… that youdon’t take too seriously,but this, thiswasa shock.Whenyou’retalkingwithpeopleandyourealizethattheydon’tunderstandyou…Youaremakinganeffortto listentothem,buttheydon’tunderstandyou.It’sashockbecauseIcomefromafrancophonecountryandIspeak,buttheydon’tunderstandme.(FG,Polytechnique)

Inmycase,thefirstthingisthelanguage.[…]thiswasoneofthethingsIhadtogetusedto.Also,thereistheQuebecoisaccent,whichisabitdifferent.Soittookmeseveralmonthstoadaptandtounderstandbetter.It’sfrustratingbecauseyoudon’tfeel…youdon’tfeellikeyou’lleverbeabletospeaklikethepeoplefromhere.AtworknoweverythingisinEnglishandFrench–Ihavetospeakboth–andit’shard.Ican’tshowoffmyabilities…myfullcapacity…becauseIfeelthereisabarrier.I’mnotsureifI’mtheonewhocreatedthisbarriermyself,butinanycaseitexists.(FG,Polytechnique)

Whilethe issueofFrench languageskillsseemstobeanunderlyingfactor intheproblemsexperiencedbytheserespondents, a range of other factors also contribute to accentuating feelings of isolation and solitude. Table 7presentsthedatapertainingtoproblemssuchasdiscriminationandracismasexperiencedbytherespondentstoouronlinesurvey.

Table7Q48-8“Youhaveexperienceddifficultiesthatyoubelievewerecausedbydiscriminationorracism”

Q48-81 2 Total1+2 3 4 5 Total

N % N % N % N % N % N % N %


HEC 23 25,6 16 17,8 39 43,3 20 30,3 22 24,4 9 10,0 89 100

Poly-technique 8 17,0 14 29,8 22 46,8 12 25,5 11 23,4 2 4,3 47 100

Total 99 22,9 99 26,8 198 49,7 99 28,3 82 18,5 27 6,2 406 100


Slightlymorethanhalfoftherespondentsstatedthattheyhadnever,oralmostnever,feltanydiscriminationorlatent racismdirected toward them. Inorder toverify these results,weasked the followingquestionduring thefocusgroups:“Haveyoueverexperiencedanyracism”?:



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Iwork,andIcantellyouthatIhavedefinitelyfeltfrustrated…Atwork,theysawmeassomebodywhodoesn’tunderstand…I’mamechanic.Therewasatasktocarryoutasamachineoperator,andIsaid:“I’mabletodothis”.Buttheywouldn’tgivemeachancetodoit.Theytoldme:“Holdon,theotherguywilldoit”.(FG,UofM)

Follow-upquestion:“Didtheyexplainwhy”?

No.Andtherewasnopointinaskingwhy.Theywouldnever…There’snopointinevenaskingthequestion.Iunderstand,but… Maybe they think that we don’t understand. Discrimination is no longer something that happens openly. It hasbecomemuchmoresubtle.Wecan’tcomplainaboutthissortofthing.You’llgotocomplainandthey’llsay“no,itmeantsomethingelse”.Itriedit.OnedaytheyyelledatmesoIwenttocomplain,but…Wehavetolivewiththis.Theproblemislearningtoacceptit.(FG,Polytechnique)

Inmy case, Iwouldn’t say that it’s discriminationor racism, but I find that here at Polytechnique, there are some caseswhereProfessorshaveapreferenceforstudentswiththesamenationalityasthem.ThishappenedtomeinoneclassIhad,where the Professor was French. It was simple, but we could tell he preferred the French students. He only offeredinternshipstothem.Hedidn’tcommunicatewitheverybody.It’ssubtle,but…(FG,Polytechnique)

The questions pertaining to isolation and discrimination were aimed at better understanding whether PRUSrespondentsconsideredstudyinginQuebectobeastepforwardintheirpersonalandprofessionaldevelopment.Conversely,weaskedthemwhethertheyfelttheyhadregressedintermsofsocialstatus(Table8).

Table8Q48-10“Youfeelyoursocialstatushasdeclined”

Q48-101 2 Total1+2 3 4 5 Total

N % N % N % N % N % N % N %


HEC 17 19,5 14 16,1 31 35,6 22 25,3 26 29,9 8 9,2 87 100

Poly-technique 9 18,8 12 25,0 21 43,8 16 33,3 6 12,5 5 10,4 48 100

Total 85 23,0 77 19,5 162 42,5 115 27,2 104 25,3 20 4,9 401 100


In response to thisquestionmostofour respondents felt theyhad indeedmoved forward in theirpersonalandprofessional lives. Althoughwedid not particularly focus on thedifferences between the three institutions thatmakeupCampusMontreal,itisworthnotingthatrespondentsfromHECMontrealweretheleastsatisfiedofthesample. At this point it would be premature to propose any hypothesis as towhy the level of satisfactionwasslightlyloweramongPRUSatHECMontreal.Nevertheless,permanentresidentstudentsperceiveuniversitystudiesasanobligatoryriteofpassage,andconsidertherealtestoftheir integrationtobewhenitcomestimetoenterthelabormarket:

Yes,definitely,becausewewon’tnecessarilyonlyhavegoodexperiencesoronlyfindallthepositiveaspectsofthecountrythatwe’vebeenpromised.Oncewe’rethere,we’llhavetointegrateourselvescompletely,soinsertionhappensthroughthejobmarketbecausethisprovidesyouwithafairlystableincome.Withthisincomeyoucanthenparticipateinsociety,buyahouse, travel around the country, the province, and play a role in its evolution. Otherwise, for themoment, this is justanothersteptowardsthatmoment;thatstephasn’tarrivedyet.(FG,Polytechnique)

Onpaper,yes.Ihavefullbenefitofallmyrights,whichalsomeansIhaveresponsibilitiestouphold,likeallQuebecersandCanadians.ButdoIfeelasQuebecoisasQuebecersdo?Rightnow,therealissueformeisthejobmarket.I’mstillnotsure,becausewith the job Ihavenow, Ididn’thave to competewithanyQuebecers toget it. So I’mnot sure if I got the jobbecausetheyactuallychoseme,but Idon’t thinkthat’s thecase. Iwork inaconveniencestore, it’sverybasic.But later,onceI’vefinishedmystudies,it’sreallygoingtobeaboutthejobmarket.OnceI’vemadeittothisstage,thenI’llbeabletoticktheboxforyouwithcertainty,andsay“yes,IfeellikeaQuebecer”,or“no,I’mstillattheimmigrantphase,andI’vegotawhiletogobeforeIconsidermyselfaQuebecer”.(FG,Polytechnique)



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Further, some respondents stated that they were considering the possibility of moving to another province inCanadainordertofindworkcommensuratewiththeirtraining:

“[…]frankly,IthinkI’mgoingtoleaveQuebec.I’mhopingtomoveawayfromQuebec”(FG,Polytechnique):

I’mplanningongoing toOntario.When IanalyzeQuebecsocietyand I read journals– I lovestatistical journals– Imakecomparisons.I’verealized,andIhavetheevidence,thatwearelessacceptedherethanelsewhere.It’snotmesayingthis,it’sinthestudies.Whenprofessionalsandstudiesaresayingit,whywouldIstayinQuebec?TheseareelementsthatItakeintoaccount.(FG,Polytechnique)

Inmycase, I’m inthebiomedical field. I’ve lookedforplacements in the fieldand Ihaven’t foundmany. I foundmore inOntario, inBritishColumbia,andother regions. Sure, I’ve thoughtabout leavingQuebecand looking foranotherpath tohelpmebetter integratethe jobmarket.NowI’vegotanopportunitytogotoTorontoforaplacementoverthere,andIthinkI’mgoingtotakeit.(FG,Polytechnique)

Onceagain,we find that thecornerstoneof immigrant individuals’ successful integration into thehost society isobtainingemploymentinlinewiththeircareeraspirations,andthatuniversitystudiesareindeedaviablestrategytoachievethisgoal.Theperceivedimportanceofobtainingauniversitydegreeinthehostcountrycanexplainwhymanypermanentresidentschoosetobegintheirpathwaytointegrationthroughtheacademicworld.Attendingapost-secondaryinstitutionallowsthemtomaketheirfirstcontactswiththemajorityculture,andtoevaluatetheiroptionsintermsofmedium-to-long-termsocio-professionalintegration.

Discussion

AnanalysisofthedatainrelationtosocialinteractionsamongPRUSattendingthethreeuniversitiesthatmakeupCampusMontrealresultedintheidentificationofanumberofrecurringissues.OurfirstobservationisthatPRUSconsidered the lack of sustained contact between them and students born in Québec to be problematic. Thecommonlymentionedissuesoccurintermsofinteractionsandintergrouprelationshipsasfollows:

• Respondents feel that age, ethnic, and religious origins are taken into account in their day-to-dayrelationships.Thisplacesthematadisadvantageparticularlyduringteamprojects;

• Culturalintegrationwithnon-immigrantsishamperedbythelanguagebarrier.ThisbarrieroriginatesnotonlyintermsofPRUSFrenchlanguageskillsandthedifficultiestheymayexperienceinadaptingtotheQuebecoisaccent,butalsointhereticencedemonstratedbynative-bornstudentstosocializewithPRUS;

• In linewiththepreviouspoint,anumberofPRUSnotedacertaindegreeofdiscrimination, latentracismorprejudice during team projects, which ultimately lead them to feel lonely on campus. However, somerespondents felt that in classes where the professor imposed pre-definedmulticultural teams, they had amorepositiveexperience.

Asa resultofouranalysis,weareable todivide thePRUS into twocategories:1)Thosemoreoriented towardsassimilation (Berryetal.,2006)andwhodemonstrateamorepositiveperceptionof thebarriersencountered intheintegrationprocessand2)thosewhostruggletosocializeintothehostcultureandwhoaremoreinclinedtodistancethemselves frommembersof themajority (Harrison&Peacock,2010;Middlehurst&Woodfield,2007).FollowingValentineetal.(2012)andZhou(2014),ourfindingsreinforcetheideathatcloseinteractionsonandofftheuniversitycampusbetweenmembersofthemajorityandminoritiesareextremely importantwithregardstothesocialrepresentationsandacademicperseveranceofPRUS.

Beyondtheproblemsmentionedabove,itisimportanttorememberthatPRUSmustovercomeotherbarriersthat,whilenotexclusivetopermanentresidents,arecompoundedbytheir“in-between”status.Indeed,thechallengesthey face in order to complete their programof study, find a job in their field of study, and, for some, balanceschoolandfamilylifeareexacerbatedbythefactthattheseindividualsarealsogoingthroughanadaptationperiodthatcantakelongerthanperhapsanticipated.



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Finally, some of the data shows that permanent resident students experienced fewer problems when familymembersoracquaintanceshadprecededthemintheirreturntoschool.Thisfactorappearstomitigatetheirlackofinteractionwiththemajoritygroup,anddemonstratethatnetworksofstrongtiesmayhaveapositiveimpact,atleast in the initial stages of the integration process. Following the inductive approach to our qualitative data(Blackstone,2012;Burnardetal.,2008),Figure3presentsthePRUS’academicperseveranceprocessasillustratedby empirical data and the concepts of trust and acculturation (Simmons et al. 2010; Berry, 2005; Berry & Kim,1989).

Figure3.Processofperseveranceandsocialinclusion

With regards to social representations, it is important to note that we are referring to the representationsconstructedinspecificsocialstructures(Moscovici,1961)andtheroletheyplay intheacculturationprocessanddegreeof(mis)trustofPRUSinboththeiracademicinstitutionandthehostsociety(Duveen,2007,2008;Duveen&Lloyd,1990;Markova,2010).Figure3illustratesaconstantandreiterativeanalysisprocessbetweenthetheoreticalframeworkandempiricaldata.

LimitationsSeveral questions merit further research. First, the data presented was not contextualized in relation to theinstitutional culture. Secondly, given the fact that a number of participants in our focus groups mentioneddifficulties related to their French language skills, it would be interesting to carry out a similar study in Englishlanguageuniversities inMontreal inorder tocomparethedata.Language isaparticularly important issue in thecontextofQuebecsoitwouldindeedbeusefultoexaminehowstudyingatanEnglish-languageuniversitymightaffectthetypesanddegreesofinteractionsbetweenPRUSandlocalstudents.Thirdly,therelationshipsbetweenteachers, placement supervisors, and permanent resident students have not been considered in this article.Althoughwedidcollectdataonthisquestionwedeliberatelyomittedthisdatainanefforttomaintainacertaindegree of cohesion and concision. University studies in amigratory contextmaywell be awinning strategy forthose hoping to accomplish their professional goals; however, success also depends on whether the universitycontext itself is conducive toharmonious interactions thatwill, in turn, lead toequalopportunitieson the labormarket.Furthermore,thelinkbetweenageandexperiencesoflonelinessandlatentracismhavenotbeendeeply

Typesofinteractionswithinstitution

Solitudeandlittleornointeractionwiththemajority

Typesofinteractionswithsociety

PermanentResidentUniversityStudents(sociodemographicdataandsocialrepresentations)

NatureofTrustandAcculturation

Socialrepresentationsofinclusionthroughactiveparticipation

Socialrepresentationsofexclusionthroughisolation

Perseveranceatschool;diversifiedtypesofinteractions



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covered in this article. Taking age factors seriously can contribute to develop better adapted institutions andorganizationalstrategiesandpoliciesinordertofavortheintegrationofpermanentresidentuniversitystudents.

Conclusion

ThroughananalysisofthedataspecifictopermanentresidentstudentsattendingthethreeuniversitiesgroupedunderCampusMontreal,wewereabletoidentifythemostsignificantaspectsoftheirintegrationintoauniversitysetting. It is importanttonotethatthemajorityofthesestudentsobtainedtheirpermanentresidentstatusonlyafter going through a rigorous (and costly) selection process, carried out by various federal and provincialgovernmental agencies. This selection process is designed to identify those candidates whose skills andqualificationswillallowthemtoquicklyentertheworkforce.

In light of these results, in the caseof PRUS, their integrationdoes not happen as quickly as they and thehostsocietyhadinitiallyanticipated.Beyondthedistinctchallengeofreturningtoschool,ourPRUSrespondentshadarather negative perception of their relationships with the majority group in Quebec. The very nature of theseinteractions between minorities and the majority group may result in PRUS becoming discouraged, therebyhindering their university experience. Given the low rates of participation in institutional and communityassociations,PRUSseemtodevelopa rathernegativeperceptionof theirchancesof successfulmedium-to-long-termprofessional integration. In order to alleviate this issue, theprovinceofQuébechas attempted to align itsimmigrationpolicywith thedemandsof the labormarket, yet given themixed results yieldedbyour study thispointmeritsfurtherinvestigation(Arcandetal.,2009;Boudarbat&Cousineau,2010).ThelargenumberofPRUSinQuebec’s university system is, to a certain extent, a good indicator of the barriers these individuals haveencountered in their search for employment; more often they choose to return to school rather than becometrappedinjobsforwhichtheyareover-qualified,or,worsestill,languishinunemployment.

Universitystudiesinamigratorycontextmaythereforehavethereverseeffect.TheymayinfactforeshadowtheproblemsthatawaitPRUSoncetheyhavecompletedtheirdegree,whichinturncanhaveademoralizingeffectonthem. While returning to university is commonly viewed as a means of allowing immigrants to update theireducation and allowing them to compete on an equal footingwith those born in the host society, during theirstudies theyencounter thesamebarriers,systemicorotherwise, thatarepresent in the labormarket. If,aswesuggest,thisweretrue,themainobjectivebehindtheirreturntoschoolwouldinfactbedetrimentaltotheirtrustin thehostsocietyand its institutionsrather thanaspringboardto“successful” integration.Finally,ourresearchtends tovalidate the findingsof socialpsychologystudies,particularly thosebyBerryetal. (2006),Berry (2005),andBerryandKim(1989)asdiscussedearlierinthisarticle.However,bygroundingthisresearchinasociologicalperspective, we shed light on the contribution of the relationships between individuals/institutions andindividuals/societyaswellastheimportanceoftrustandacculturationintheintegrationprocess.

Acknowledgements

The authorswould like to thank gratefully the Fonds de recherche duQuébec – Société et culture (FRQSC) forproviding the funding for the research and Shereef Elshafei et Marilena Liguori for their contributions to thetranslationandrevisionofthisarticle.

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