YorkSpace

YorkSpace is York University's Institutional Repository. It supports York University's Senate Policy on Open Access by providing York community members with a place to preserve their research online in an institutional context.

Photo by NASA on Unsplash

Communities in YorkSpace

Select a community to browse its collections.

Now showing 1 - 63 of 63

Recent Submissions

  • Thumbnail Image
    Item type: Item , Access status: Open Access ,
    Participation and learning: a quasi-experimental examination of refugee settlement program and its impacts on refugees’ socioeconomic capabilities
    (Springer Nature, 2026-05-30) Lee, David; Kang, Minah; Ju, Minji
    The severity of today’s global refugee crisis calls for the involvement of international nonprofit organizations and their comprehensive settlement programs. However, evidence of these programs’ effectiveness, especially in African settings, remains limited. This study examines how international nonprofit programs affect refugee settlement using the case of economic activities and community engagement in Uganda. We implemented a quasi-experimental design to evaluate whether participation in these programs is associated with positive differences in refugees’ attitudes and behaviors regarding economic involvement and community problem-solving through social learning. Our findings suggest that nonprofit initiatives may play an important role in promoting refugee settlement and fostering social integration.
  • Thumbnail Image
    Item type: Item , Access status: Open Access ,
    Multimodality, Educational Policy, and Secondary School English Language Learners: Reflection and Analysis
    (2018-12) Lau, Mandy; Lotherington, Heather
    This study was inspired by the Identity Through Art project, where multimodal, multilingual, and project-based literacy learning enhanced student engagement, identity affirmation, and language development among secondary English language learners (ELLs). Using a mixed-methods approach that combined qualitative document analysis with keyword frequency counts, the study examined whether four Ontario literacy and assessment documents for ELLs, STEPs to English Proficiency (Secondary ESL), The English as a Second Language and English Literacy Development Curriculum, Grades 9-12, The Ontario Secondary School Literacy Test (OSSLT), and The Adolescent Literacy Guide (Grades 7-12), support contemporary perspectives on multimodality, multilingualism, identity texts, and project-based learning. Findings revealed that while the documents occasionally acknowledge student identity and first-language resources, they largely privilege standardized academic English and traditional print-based literacy practices. References to multimodal, multilingual, identity-affirming, and inquiry-based approaches were limited and often positioned as scaffolds rather than central features of literacy learning. The study concludes that Ontario's current policies do not adequately reflect contemporary understandings of language and literacy and highlights the need for more inclusive, multilingual, and socially just curricular and assessment frameworks for ELLs.
  • Thumbnail Image
    Item type: Item , Access status: Open Access ,
    An Experimental Test of Stereotype Congruency in Credibility Assessments of Sexual Orientation Asylum Claims
    (Wiley, 2026-06-04) Ekelund, Malin; Skrifvars, Jenny; Selim, Hedayat; Antfolk, Jan
    Previous research has highlighted a concerning reliance on stereotypes in assessing credibility of asylum claims based on sexual orientation. To experimentally examine the mechanisms behind this, 383 participants evaluated a realistic asylum casefile paired with a picture of an asylum seeker digitally altered to present either stereotype-congruent (feminine gay men, masculine lesbians) or stereotype-incongruent (masculine gay men, feminine lesbians) features. We further examined the roles of social perception dimensions—warmth, competence, and moral character—and individual differences in social dominance orientation (SDO). Contrary to expectations, stereotype congruence did not influence credibility. As predicted, perceived moral character was the strongest predictor of credibility, highlighting the importance of trust-related traits in credibility assessments. Competence negatively predicted credibility, perhaps reflecting suspicion that capable applicants are deceptive, while warmth and SDO showed no association with credibility. Future research should use more salient manipulations of stereotype-congruence to better capture its role in refugee status determinations.
  • Thumbnail Image
    Item type: Item , Access status: Open Access ,
    Pink Tickets to Saheli Smart Cards: Gendered Mobility and Debates on Fare-Free Travel
    (Mahanirban Calcutta Research Group, 2025-12) Mukherjee, Procheta
    This paper traces the evolution of the Fare-Free Public Transport (FFPT) scheme in Delhi since 2019 as a way to promote women’s mobility throughout the city and how policy revisions of the scheme...have affected the urban poor and migrant women disproportionately through an ethnographic study of bus route DTC523 that connects the working class neighbourhood and labour colonies (Bhatti Mines) to one of the centres of South Delhi (Dhaula Kuan) to understand the role of public bus as an essential transportation means for mobility and access to public place, safety and security needs during journey and experience of bus journeys as gendered bodies in public transportation system. The pink tickets are perceived as safety infrastructures by women commuters more than CCTVs.
  • Thumbnail Image
    Item type: Item , Access status: Open Access ,
    Making maricones into bitches: Multimodal, multi-lingual representation of reclaimed slurs in Drag Race España
    (John Benjamins Publishing Company, 2025-07-14) O'Neill, Brittney K; Slemp, Katie
    While the Drag Race television franchise continues to expand across linguistic and cultural contexts, some linguo-cultural specificities resist translation for the global audience. This paper critically analyzes the intertextual management of Drag Race España participants’ use of the reclaimed slur maricón. Following shocked reactions from Anglophone fans, the Season 1 translation (f*g) was abandoned, and instead, in Season 2, the utterance was frequently omitted in both English and Spanish subtitles and/or translated as bitch — a common utterance in Anglophone iterations of the show. We argue that this shift domesticates the language of the Spanish contestants, defanging the political potency of contestants’ reclamation of a slur targeting their own sexualities and camp femininities, and instead leaving discussions of reclamation orphaned, as their active illustration is replaced with a more broadly reclaimed term, which likely has not been used as a slur against the contestants and therefore lacks the same political force.