Reana Maier
Biographic Data
| ID | 6690455 |
|---|---|
| NAME | Reana Maier |
| GIVEN NAMES | Reana |
| FAMILY NAME | Maier |
| SIGNATURE | MAIER R |
| AFFILIATIONS | McMaster University |
| ORCID | 0000-0002-4265-8164 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions
Schools are chief among the social institutions impacted by migrant flows as key sites of integration and support for migrant children. This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational integrat…
A Comparison of High School Graduation Predictors Between Two Ontario Student Cohorts
While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students’ secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particula…
Supporting languages
Recent unprecedented levels of migration, while adding cultural and linguistic diversity, places increased pressure on host countries to develop strategies for effectively integrating new arrivals into society. This article draws on data from IMMERSE which uses participatory and co‐creation methodologies with children, parents, educators and policy‐makers to examine and develop key indicators of migrant children's socio‐educational integration. I…
Ignoring race
Racial equity in Canadian education remains elusive. Despite Canada’s status as a multicultural nation, many minority students continue to be marginalised. In this article, we compare equity-related education policy in two Canadian provinces – Ontario and British Columbia – to ascertain how race and racialized students are understood in official documents. After reviewing provincial policy contexts from the early 1990s onward, we discuss the resu…
A multi-level approach to examining food security, race, academic performance, and post-secondary confirmation in a Toronto high school cohort, 2011-2014
The following study examines how a class-based measure of food security was associated with high school grades and later post-secondary enrollments by self-identified race. We use multilevel regression to analyze data merged among the 2011 Toronto District School Board Student Census, administrative records, and college and university application information. Statistical interaction terms examine if food security is differentially associated with…
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions
Schools are chief among the social institutions impacted by migrant flows as key sites of integration and support for migrant children. This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational integrat…
Ignoring race
Racial equity in Canadian education remains elusive. Despite Canada’s status as a multicultural nation, many minority students continue to be marginalised. In this article, we compare equity-related education policy in two Canadian provinces – Ontario and British Columbia – to ascertain how race and racialized students are understood in official documents. After reviewing provincial policy contexts from the early 1990s onward, we discuss the resu…
A multi-level approach to examining food security, race, academic performance, and post-secondary confirmation in a Toronto high school cohort, 2011-2014
The following study examines how a class-based measure of food security was associated with high school grades and later post-secondary enrollments by self-identified race. We use multilevel regression to analyze data merged among the 2011 Toronto District School Board Student Census, administrative records, and college and university application information. Statistical interaction terms examine if food security is differentially associated with…
Ignoring race
Racial equity in Canadian education remains elusive. Despite Canada’s status as a multicultural nation, many minority students continue to be marginalised. In this article, we compare equity-related education policy in two Canadian provinces – Ontario and British Columbia – to ascertain how race and racialized students are understood in official documents. After reviewing provincial policy contexts from the early 1990s onward, we discuss the resu…
A multi-level approach to examining food security, race, academic performance, and post-secondary confirmation in a Toronto high school cohort, 2011-2014
The following study examines how a class-based measure of food security was associated with high school grades and later post-secondary enrollments by self-identified race. We use multilevel regression to analyze data merged among the 2011 Toronto District School Board Student Census, administrative records, and college and university application information. Statistical interaction terms examine if food security is differentially associated with…
A Comparison of High School Graduation Predictors Between Two Ontario Student Cohorts
While a number of factors have already been shown to impact variations in graduation rates among students in Canada, there is little research examining the changing impact of these factors on Ontario students’ secondary education completion over time. This research draws on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board in order to unpack how predictors of high school graduation change over time. In particula…
Supporting languages
Recent unprecedented levels of migration, while adding cultural and linguistic diversity, places increased pressure on host countries to develop strategies for effectively integrating new arrivals into society. This article draws on data from IMMERSE which uses participatory and co‐creation methodologies with children, parents, educators and policy‐makers to examine and develop key indicators of migrant children's socio‐educational integration. I…
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions
Schools are chief among the social institutions impacted by migrant flows as key sites of integration and support for migrant children. This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational integrat…
Sociology (5 works) · Gender Studies (4 works) · Gender Studies (4 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Academic achievement (2 works) · Citizen journalism (2 works) · Cohort (2 works) · Demography (2 works)