The Transition of Young Adult Newcomers to Canada: Supporting Participant Joint Projects

As part of a larger study of supportive interventions for young adult newcomers to Canada, this article describes the relevant joint, goal-directed projects in which participants engaged pertinent to their transition to adulthood and to a new country. Fifteen pairs of young adults participated in th...

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Bibliographic Details
Published in:Journal of international migration and integration 2024-12, Vol.25 (4), p.2253-2271
Main Authors: Young, Richard A., Domene, José F., Liu, Yan, Pradhan, Kesha, Botia, L. Alejandra, Chi, Eugene, Chiang, Mindy Ming-Jung, Gendron, Mathew R., Noel, Margaret, Rosario, Shalet
Format: Article
Language:English
Subjects:
Adults
Careers
Demography
Dyads
Familiarity
Intervention
Life transitions
Migration
Newcomers
Population Economics
Qualitative analysis
Social integration
Social Sciences
Social support
Sociology
Young adults
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Summary:As part of a larger study of supportive interventions for young adult newcomers to Canada, this article describes the relevant joint, goal-directed projects in which participants engaged pertinent to their transition to adulthood and to a new country. Fifteen pairs of young adults participated in the intervention over approximately a six-month period. The intervention was based on the identification and support of each dyad’s relevant transition project. The qualitative action-project method was used to gather and analyze data. Unique transition projects were identified and supported for each dyad. These projects are described under three thematic groupings: (a) relationship, with subthemes, relationship as a source of support and navigating relational conflict; (b) social integration, with the subthemes, mutual support, independent pursuit of goals, and relying relationship stability and familiarity; and (c) career, with subthemes, instrumental support and leveraging existing relationship. The findings illustrate both the coaction of developmental and acculturative processes and the how these dyadic transition projects can be identified and supported.
ISSN:1488-3473
1874-6365
DOI:10.1007/s12134-024-01168-3