Educating and Guiding Young Minds: Sociocultural Contributions of Older African Refugees Living in Calgary, Canada

Abstract

Abstract Background Older refugees are often depicted in deficit-oriented terms in policy and scholarly discourse, leading to limited recognition of their capacities, agency, and social contributions. Objective This study examines the sociocultural roles and contributions of older African refugees in Calgary, Canada. Methods Drawing on qualitative storytelling and diagramming, with 11 older African refugees serving as co-researchers, to illuminate how they support younger generations and strengthen community resilience. Findings The results demonstrate that older refugees actively contribute through cultural and linguistic transmission, moral and civic mentorship, financial guidance, and culturally grounded support. Co-researchers described themselves as heritage keepers safeguarding language, culture, and identity amid perceived cultural risks in the host society. These contributions challenge prevailing assumptions of older refugees as passive or dependent and highlight the importance of recognizing their community influences. Discussion The study underscores the need for strength-based policies and services that acknowledge older refugees’ sociocultural roles in supporting intergenerational well-being and community integration.