期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2013
卷号：22
期号：2
页码：84-98
DOI：10.26522/brocked.v22i2.344
出版社：Brock University
摘要：Sexual-minority male immigrants re-locating from the Middle East to the United States and Canada have particular experiences upon entry and integration into their new societies. The needs of learning and identity are highlighted through a multiple case approach involving three men. Interviews were conducted with the three participants, which were analyzed by the authors using qualitative case analysis. The data highlights the unmet expectations for life as a new immigrant, as well as the complexities of becoming involved in sexual-minority settings. Their learning experiences may be explained using a theoretical framework of transformative learning. These findings suggest that sexual-minority immigrants have complex needs, such as identifying with appropriate communities and deconstructing false representations of “gay rights” and citizenship in popular culture. Educational and social programs could address these needs when considering what might be important for immigrant adult learners.
