Mojgan Rahbari-Jawoko
Dr. Rahbari-Jawoko is passionate, highly motivated academic/researcher with an interdisciplinary academic expertise in Social/ Public Policy and Administration. Her research bridges multiple disciplines, focusing on immigration and race and ethnicity studies. She has a breadth of qualitative and quantitative research skills in comparative analysis with a focus on social/public policy, sociology, health and social care, and media in Canada, United States, and England.
Her scholarly and professional pursuits have concentrated on human rights, education, health and social care, women's economic empowerment and gender and racial equality. She has an established record of excellence in designing, developing, and maintaining all elements of instructor-led curriculum; online teaching; academic program coordination, and student advising at both undergraduate and graduate level teaching in Canada and England. As an educator, she is deeply committed to supporting scholarly creativity, innovation, and excellence.
She holds a Ph.D. in Social/Public policy and Administration and a MA in Gender and Policy Studies from the University of Bristol, England and a Bachelor’s degree with honors and double major in Industrial Organizational Psychology and Socio-Cultural Anthropology from Saint Mary’s University in Canada.
Her scholarly and professional pursuits have concentrated on human rights, education, health and social care, women's economic empowerment and gender and racial equality. She has an established record of excellence in designing, developing, and maintaining all elements of instructor-led curriculum; online teaching; academic program coordination, and student advising at both undergraduate and graduate level teaching in Canada and England. As an educator, she is deeply committed to supporting scholarly creativity, innovation, and excellence.
She holds a Ph.D. in Social/Public policy and Administration and a MA in Gender and Policy Studies from the University of Bristol, England and a Bachelor’s degree with honors and double major in Industrial Organizational Psychology and Socio-Cultural Anthropology from Saint Mary’s University in Canada.
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Papers by Mojgan Rahbari-Jawoko
Rahbari-Jawoko, Mojgan. Intimate Partner Violence Resources Pamphlet. Feb. 12/ 2021. Newcomer Students' Association.
The Webinar was part of a 3-part digital series
Ending the Silence organized by The Newcomer Students' Association (NSA) in collaboration with the Ontario Council of Agencies Serving Immigrants (OCASI) under the 2020-2021 Immigrant and Refugee Communities Neighbours, Friends and Families (IRCNFF) Campaign.
The webinar focus on addressing and responding to gender-based violence in immigrant and refugee communities.The goal of the session was to:
• raise awareness about gender-based violence
• provide tangible solutions on how we can address and
• respond to domestic violence in immigrant and refugee communities across Ontario
• Provide resources available in the Toronto GTA community supporting victims of GBV
Ending the Silence was hosted to build knowledge, action and leadership in response to domestic violence in the community.
The pandemic has exposed pre-existing fault lines rooted in systemic racism and discrimination; underlined the persistence and pervasiveness of associated barriers; and had a notable negative impact on vulnerable students’ academic success and general sense of belonging. Research so far has revealed the disproportionate negative effects of the pandemic on both post-secondary students and racialized groups. There is no doubt, then, that racialized students are paying a heavy price. Given that the reverberations of this ongoing pandemic will continue well into the future, further research is needed on the experiences of racialized post-secondary students to understand pandemic-related impacts and inequities in more depth.
The existing disconnect between diversity and educational excellence prevents post-secondary institutions from adequately supporting diverse and differentially prepared students to succeed. More than ever, attention must be paid to marginalized students’ intersecting identities, socio-economic status and access needs, academic engagement and success. Consequently, post-secondary institutions must adopt responsive strategies to meet the needs of racialized students.
The imminent question is, what can post-secondary institutions do to mitigate the harms caused by deficits in real inclusion for racialized, Indigenous and Black students? Such problem-solving must not just happen as a short-term COVID response; rather, this inflection point in history should be taken as an opportunity to make sustainable, systemic transformations.
Jan 4/ 2021
Without comprehensive race-based data, equity policies within Canadian universities have limited impact in adequately addressing discrimination and racism. As Canadian universities do not collect race-based data, '63 out of the 76 universities across the country are unable to provide a breakdown of their student populations due to absence of data collection,' despite having diversity offices.
In People of Color in the United States: Contemporary Issues in Education, Work, Health,
and Immigration. Kofi Lomotey and others. Santa Barbara, Calif., Greenwood Press/ABC-
CLIO, 2016. 4v. $399.00/set. ISBN 13: 978-1-61069-854-2; 978-1-61069-855-9 (e-book).
29 March 2015, Found at: https://traumaandhealing.stanford.edu/story-not-meant-you
Rahbari-Jawoko, Mojgan. Intimate Partner Violence Resources Pamphlet. Feb. 12/ 2021. Newcomer Students' Association.
The Webinar was part of a 3-part digital series
Ending the Silence organized by The Newcomer Students' Association (NSA) in collaboration with the Ontario Council of Agencies Serving Immigrants (OCASI) under the 2020-2021 Immigrant and Refugee Communities Neighbours, Friends and Families (IRCNFF) Campaign.
The webinar focus on addressing and responding to gender-based violence in immigrant and refugee communities.The goal of the session was to:
• raise awareness about gender-based violence
• provide tangible solutions on how we can address and
• respond to domestic violence in immigrant and refugee communities across Ontario
• Provide resources available in the Toronto GTA community supporting victims of GBV
Ending the Silence was hosted to build knowledge, action and leadership in response to domestic violence in the community.
The pandemic has exposed pre-existing fault lines rooted in systemic racism and discrimination; underlined the persistence and pervasiveness of associated barriers; and had a notable negative impact on vulnerable students’ academic success and general sense of belonging. Research so far has revealed the disproportionate negative effects of the pandemic on both post-secondary students and racialized groups. There is no doubt, then, that racialized students are paying a heavy price. Given that the reverberations of this ongoing pandemic will continue well into the future, further research is needed on the experiences of racialized post-secondary students to understand pandemic-related impacts and inequities in more depth.
The existing disconnect between diversity and educational excellence prevents post-secondary institutions from adequately supporting diverse and differentially prepared students to succeed. More than ever, attention must be paid to marginalized students’ intersecting identities, socio-economic status and access needs, academic engagement and success. Consequently, post-secondary institutions must adopt responsive strategies to meet the needs of racialized students.
The imminent question is, what can post-secondary institutions do to mitigate the harms caused by deficits in real inclusion for racialized, Indigenous and Black students? Such problem-solving must not just happen as a short-term COVID response; rather, this inflection point in history should be taken as an opportunity to make sustainable, systemic transformations.
Jan 4/ 2021
Without comprehensive race-based data, equity policies within Canadian universities have limited impact in adequately addressing discrimination and racism. As Canadian universities do not collect race-based data, '63 out of the 76 universities across the country are unable to provide a breakdown of their student populations due to absence of data collection,' despite having diversity offices.
In People of Color in the United States: Contemporary Issues in Education, Work, Health,
and Immigration. Kofi Lomotey and others. Santa Barbara, Calif., Greenwood Press/ABC-
CLIO, 2016. 4v. $399.00/set. ISBN 13: 978-1-61069-854-2; 978-1-61069-855-9 (e-book).
29 March 2015, Found at: https://traumaandhealing.stanford.edu/story-not-meant-you