Connectés au-delà de la distance : Soutien par les pairs à distance fondé sur la culture pendant la pandémie de COVID-19
DOI :
https://doi.org/10.25071/1916-4467.40774Mots-clés :
peer support; graduate students; immigrant students; COVID-19; narrative inquiryRésumé
Dans cet article, deux étudiantes au doctorat issues de l’immigration au sein de deux universités canadiennes différentes s'engagent dans une enquête narrative autobiographique, soulignant l'importance de l'expérience du soutien par les pairs pendant la pandémie. Elles explorent leur parcours d'immigrantes et d'étudiantes au doctorat, en racontant leurs expériences dans un groupe de soutien virtuel. Ce récit illustre l'échange de soutien académique, mental et personnel enraciné dans une culture, une langue et une ethnicité communes. L'étude met en lumière les avantages du soutien entre pairs sur les plateformes virtuelles et intègre la perspective des immigrants. Elle suggère que les administrateurs d'université peuvent trouver des moyens innovants pour soutenir les étudiants marginalisés en favorisant le soutien mutuel, particulièrement dans le contexte de l’apprentissage à distance entamé par la COVID. Cet article met en évidence le potentiel de systèmes de soutien authentiques et efficaces qui répondent aux défis uniques auxquels sont confrontés les étudiants immigrés et marginalisés, améliorant ainsi leur développement académique et personnel.
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