Migrant Life Worlds Project
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PI Eve Tuck
Years active
2015-18, 2021-22
Abstract
This research project seeks to understand the lifeworlds of migrant youth in Toronto who have lived in the United States. This is the second phase of a research project that started in Mid-Hudson Valley and sought to learn how temporary settings and what might be called a migrant youth molar setting, in conjunction with the DACA program, impacted secondary and postsecondary school and work decisions among migrant youth. By engaging in comparative research between New York State and Toronto, this Toronto phase research looks at how temporary settings for migrant youth affect postsecondary decisions in both sites.
Methods
The current project involves two components. First, 20 virtual interviews with Toronto-based migrant youth who have lived for one month or more in the United States prior to living in Toronto. Secondly, 6 Toronto-based migrant youth participants will be members of the data analysis team and will code and analyze the interviews conducted in New York State between 2015-2018.
The 20 interviews use an interview guide that is similar to the interview guide used in New York and all interviews will be held virtually following COVID-19 safety guidelines.
The six migrant youth aged 14-21 will be trained virtually to code the 25 interviews from the first phase of the project. Coding for this part of the research will follow Saldana’s (2009) coding methods, which traces emergent categories, themes and concepts; networks, and encourages researchers to reflect on theories related to the study as well as any problems, personal dilemmas connected to the study and future directions for study (p. 36- 37). Researchers will be encouraged to identify aspects of meaning in their coding that relate to ideologies, emotions or hierarchies/power inequalities (Saldana, 2009, p. 14).
*Saldana, J. (2009).The Coding Manual for Qualitative Researchers. London: Sage Publications.
Ethical Framework
This research project treats youth participants as experts on their lives and on experiences of migrant youth more broadly. The research team understands that participants are experts on lived experience of migration and other policies. Participants are seen as contributors to policy analysis of policies that directly affects them and others in the community.
While little is known by researchers about how policy contexts and youth settings work together to inform youth postsecondary decision making, youth are experts on this issue through their lived experience. Therefore, this study sees participants as key contributors to that literature.
Participants are asked questions about their opinions about policy strategies that they may or may not have experienced. Their expertise however, whether from the perspective of participating or not, is treated as welcomed and valuable.
Theories of Change
By engaging in comparative research between New York State and Toronto, this Toronto phase research brings together a group of youth researchers to look at how temporary settings for migrant youth affect postsecondary decisions.
Understanding that migrant youth are experts on their lived experience, this research brings youth participants not as subjects of study but as part of the research team in order to code and analyze data according to what matters and is relevant to them according to their criteria, judgement, and lived experience.
PI and GAs will train youth in coding and data analysis in order to provide them with the tools and knowledge that will help them to look at and segregate the data. While little is known by researchers about how policy contexts and youth settings work together to inform youth postsecondary decision making, youth are experts on this issue through their lived experience. Therefore, this study sees participants as key contributors to that literature.
Kinds of Evidence
Interview transcripts
Workshop layouts
Facilitation notes
Keywords
Youth researchers, migrant life worlds, education, collaborative research
Disciplines
Education
Project funded by
William T Grant Foundation