The Portrayal of Iranian Immigrant Girls’ Cultural Identity in Nova Scotia
1
Faculty of Graduate Studies, Dalhousie University, Halifax, Canada
2
Faculty of Education, Mount Saint Vincent University, Halifax, Canada
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
Immigrant girls grow up navigating multiple cultural and linguistic worlds, shaping their identities, wellbeing, and sense of belonging in complex ways (1). Research indicates that cultural identity is closely linked to immigrant girls’ wellbeing and identity development in host countries (2, 3). Although culturally responsive approaches to education are widely recognized as essential for fostering inclusion, critical scholarship suggests that multicultural policies, particularly in Canada, fail to meaningfully value cultural and linguistic differences, instead reinforcing racialized and settler-colonial norms (4). Situated within a transformative paradigm (5), this participatory study examined the cultural identity and sense of belonging of Iranian immigrant girls in Nova Scotia, Canada. Using photovoice methodology (6, 7), the study aimed to first support immigrant girls in reflecting on their Persian and Canadian identities; second, engage them in critical conversations about how intersecting factors such as language, gender, race, and immigration status shape their experiences; and third, identify ways schools and communities can support their cultural identity and wellbeing.
METHODS:
Five Iranian immigrant girls (aged 11-13) participated in five photovoice workshops that included photography training, ethical discussions, and focus-group conversations. The girls were provided with digital cameras and invited to take photos representing their experiences. Photos were printed out, and the girls were engaged in participatory data analysis.
RESULTS:
We developed four themes including: Persian foods tell a story of pride and sense of Belonging; Girls feel lonely in the uniqueness of their Persian identity; When words become walls, the girls experienced language as shame, silence and distance; and Finding comfort in friendships with those who feel familiar.
CONCLUSIONS:
The findings highlight the importance of inclusive, culturally responsive policies and practices to promote belonging and wellbeing among immigrant girls, contributing to global health efforts focused on equity, inclusion, and social justice.
Immigrant girls grow up navigating multiple cultural and linguistic worlds, shaping their identities, wellbeing, and sense of belonging in complex ways (1). Research indicates that cultural identity is closely linked to immigrant girls’ wellbeing and identity development in host countries (2, 3). Although culturally responsive approaches to education are widely recognized as essential for fostering inclusion, critical scholarship suggests that multicultural policies, particularly in Canada, fail to meaningfully value cultural and linguistic differences, instead reinforcing racialized and settler-colonial norms (4). Situated within a transformative paradigm (5), this participatory study examined the cultural identity and sense of belonging of Iranian immigrant girls in Nova Scotia, Canada. Using photovoice methodology (6, 7), the study aimed to first support immigrant girls in reflecting on their Persian and Canadian identities; second, engage them in critical conversations about how intersecting factors such as language, gender, race, and immigration status shape their experiences; and third, identify ways schools and communities can support their cultural identity and wellbeing.
METHODS:
Five Iranian immigrant girls (aged 11-13) participated in five photovoice workshops that included photography training, ethical discussions, and focus-group conversations. The girls were provided with digital cameras and invited to take photos representing their experiences. Photos were printed out, and the girls were engaged in participatory data analysis.
RESULTS:
We developed four themes including: Persian foods tell a story of pride and sense of Belonging; Girls feel lonely in the uniqueness of their Persian identity; When words become walls, the girls experienced language as shame, silence and distance; and Finding comfort in friendships with those who feel familiar.
CONCLUSIONS:
The findings highlight the importance of inclusive, culturally responsive policies and practices to promote belonging and wellbeing among immigrant girls, contributing to global health efforts focused on equity, inclusion, and social justice.
| eISSN: | 2654-1459 |
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