Evolving Global Migration Trends: Post-Migration Experiences of Iranian Dentists Attempting to Obtain Credential Recognition in Canada.
Journal Articles
Overview
Research
Identity
Additional Document Info
View All
Overview
abstract
As global migration continues to expand, the diversity of migrant populations increases. This includes a growing number of highly educated individuals from lower-income countries who face significant economic and mental health challenges in attempting to integrate into new communities. Despite extensive education and experience, their expertise is often unrecognized, with many resorting to unskilled labor alternatives. While substantial research exists on the immigration experiences of physicians and nurses, little is known about other professionals, such as dentists. This case study seeks to gain an in-depth understanding of the post-migration experiences of Iranian-trained dentists in Canada, identifying barriers and facilitators to their successful integration. Using a qualitative approach, this study is based on eleven interviews with dentists trained in Iran who recently immigrated to Canada. Semi-structured interviews were conducted via Zoom in English. A thematic analysis was performed using the 2021 Dedoose software program. Barriers to successful integration were categorized into two main themes: "socio-cultural" and "institutional" impediments. The findings show that participants faced significant challenges integrating into Canadian society. Beyond the many socio-cultural obstacles, the negative economic and mental health impacts of attempting to navigate the credential recognition system were substantial, largely due to what appears to be a systematic and institutionalized bias against foreign-trained individuals built into the credentialing system. As a result, their skills often remain underutilized, benefiting neither themselves nor their new country. Findings will inform policy and practice and propose practical recommendations that include reducing institutional barriers for credential assessment, providing mental health support, and offering financial support during assessment of international education.
