PhD Oral Exam - Rawda Harb, Individualized Studies

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

This study explores the integration experiences of immigrants who hold intersecting identities—such as being of color, queer, from marginalized ethnic or socioeconomic backgrounds, and/or identifying with diverse genders. The context of Quebec presents additional challenges compared to other jurisdictions, including non-recognition of foreign credentials and strict secularism and language laws, such as Bill 21 and Bill 96. Through a phenomenological ethnographic research design, this study addresses aspects of sociology, psychology and education and aims to provide insights regarding the subjective experiences of these individuals. The project also allows for a creative output generated by the research itself.

A review of prior research literature addresses linguistic challenges faced by newcomers, the impact of imposed acculturation processes, gender inequality in immigrant integration, and challenges posed by discriminatory policies of the host land.

The study reflects these trends and themes with a focus on ten individual stories that give human voices to the voiceless statistics that underpin the study of immigrant integration.

The research ultimately reveals that true integration is unattainable for many due to factors like race, language fluency, and religious or sexual identity, especially within Quebec’s distinct identity and distinct historical response to immigration. The findings suggest that systemic barriers, cultural integration challenges, inadequate support for language acquisition, and inadequate trauma support hinder newcomers' successful integration. The dissertation concludes with recommendations for policymakers and educators, including removing systemic barriers to credential recognition, supporting inclusive cultural integration, and enhancing emotional support services for immigrants.