@article{2173,
  keywords = {Education, German language, Mennonites, Economic conditions, Qualitative research, Cultural identity},
  author = {Cameron Brubacher and Stacey Wilson-Forsberg},
  title = {The experiences of Low German-Speaking Mennonite men in alternative education programs in Southwestern Ontario},
  abstract = {<p>The tradition of leaving high school and finding full-time employment after grade 8 has put Low German-speaking (LGS) Mennonites in rural Southwestern Ontario in a vulnerable economic position. Consequently, alternative education programs have been developed by Ontario public school boards in areas containing high numbers of LGS Mennonites. The programs strive to keep LGS Mennonite youth in school by creating spaces where primarily male LGS Mennonite students feel more comfortable and can pursue a high school diploma while maintaining their religious beliefs, cultural identity, and work responsibilities. This article draws from qualitative interview data and open-ended survey responses to explore perceptions of LGS Mennonite men’s experiences in alternative education programs, and it highlights factors that caused the men to avoid or leave the programs. This article offers recommendations on how to strengthen the programs to increase the number of LGS Mennonite students attending them. It emphasizes the importance of LGS Mennonite students receiving strong messages from educators that their language, culture, and religious beliefs are valued even if that means separating the youth from Canadian society rather than integrating them on equal terms to minimize their marginalization.</p>
},
  year = {2017},
  journal = {Journal of Teaching and Learning},
  volume = {11},
  isbn = {1911-8279},
  url = {https://jtl.uwindsor.ca/index.php/jtl/article/view/4871},
  doi = {10.22329/jtl.v11i1.4871},
  language = {eng},
}