During the Second World War, Japanese Canadians were uprooted from their homes along the coast of British Columbia and forced to leave the province. In 1946, almost 4,000 individuals were exiled to Japan. The Canadian government deemed their departure ‘voluntary,’ and labelled them ‘disloyal’ to Canada. However, a close reading of the evidence illustrates that ‘loyalty’ had little to do with their departure, and exposes the intent of federal and provincial officials to forcefully remove Nikkei from B.C. For those exiled to occupied Japan, life was filled with hardship and many were forced into difficult or unfamiliar situations. Many longed to return to Canada, but faced numerous restrictions, while others prospered and stayed in Japan for the duration of their lives. This thesis examines the experiences of many of those exiled to Japan, and explores the process by which the Canadian government facilitated their forced removal from B.C. and Canada. / Graduate

Information on the meaning systems underlying body, food, eating, and health for many ethnic cultures within North American society is limited. Existing research suggests that the meaning systems for body, food, eating, and health for most ethnic cultures differ from those of the host North American culture. Despite the growing Filipino Canadian population, no information was found for this ethnic group with regard to these issues. With an increased understanding of Filipino Canadian culture, health professionals working with women of Filipino Canadian ethnicity will have the tools needed to provide culturally sensitive care. Therefore, the objective of this thesis was to increase the understanding of the culture of Filipino Canadian women as it pertains to body, food, eating, and health. The qualitative research paradigm was chosen to explore the culture of Filipino Canadian women because, as opposed to quantitative research where the goals are to verify, predict, and control, the goals of qualitative research are to explain, discover, understand, and generate theories. The processes of sampling, data collection, and data analysis occured simultaneously throughout the research process. Sampling was purposive in that informants were chosen according to certain characteristics in order to highlight similarities and differences between informants. The informants consisted of first generation Filipino Canadian women from 19 to 30 years old who were born in the Philippines to parents of Filipino heritage. Data were collected from eleven informants by conducting semi-structured open-ended interviews. Preliminary data analysis guided subsequent sampling of participants, interviews, and analysis strategies. Later analysis stages involved the development of the major themes using domain and taxonomic analyses. Several steps were taken to ensure the trustworthiness of the research. First, peer debriefing, negative case analyses, and member checks were used to establish the credibility of the emergent themes. Second, rich descriptions of the context were provided in order to aid in the transferability of the findings. Third, an inquiry audit was conducted in order to establish the dependability of the research process and confirmability of the findings. The majority of informants valued thinness, valued the concept of "watching" fat, rice and sweet, salty, and junk food intake, and were concerned about minimizing disease risk. These views were associated with "Canadian" culture. On the other hand, a minority valued fatness, valued the concept of "just eating" fat and rice, and revealed a concern with maximizing disease resistance. These views were associated with "Filipino" culture. Although the findings suggested that the informants were fairly well assimilated into the host North American culture, evidence does exist which shows that most of them experienced the conflict of the "Filipino" and "Canadian" cultural systems. / Land and Food Systems, Faculty of / Graduate

Sexual health is related to sexual experience and the accurate understanding of HIV and STIs modes of transmission, symptoms, and prevention. An examination of the influence of sociocultural factors provides a greater understanding of the determinants of sexual health given that sexual conduct is socially and culturally constructed. Consequently, this study sought to examine the influence of acculturation as it related to identity, behaviours and values, and the effects of religiosity and perceived discrimination in Haitian-Canadian, Franco-Ontarian and Anglo-Canadian emerging adults on their level of sexual experience and knowledge of HIV and STIs. The results indicated that Haitian-Canadians were the least sexually experienced group. Haitian-Canadian women in particular, were less experienced than Franco-Ontarian and Anglo-Canadian young women. The three groups did not differ in their level of knowledge regarding HIV. Yet, Anglo-Canadians were the most knowledgeable regarding STIs, followed by Franco-Ontarians. The level of religiosity experienced by participants was the only significant predictor related to sexual experience for all three groups. More religiosity predicted less sexual experience. Furthermore, greater religiosity also predicted less knowledge of HIV for Franco-Ontarians. These findings suggest that more specific measures regarding sexual norms and values should be used to examine sexual acculturation.

During the late nineteenth and early twentieth centuries, racism, in the form of white supremacy, shaped relations between whites and Chinese British Columbians. In resisting and accommodating to white supremacy, the Chinese were active participants, along with the members of the dominant society, in shaping these relations. White supremacy was consequently a dynamic system, one whose many parts were continually in flux, and whose central constructs—notions of "race" and British Columbia as "a White Man's province"—were largely political in nature. The thesis argues that white supremacy, as both ideology and organization, was deeply imbedded in British Columbia society. Exclusion based on "race" was incorporated into government institutions as they were remade at Confederation in an effort to enhance the power of white male property-owners. By the early twentieth century, ideological constructs of "the Chinaman" and "the Oriental" were used as foils in the creation of identities as "whites" and as "Canadians." The official public school curriculum transmitted these notions, while schools themselves organized supremacy in practice by imposing racial segregation on many Chinese students. In reaction, the Chinese created their own institutions and ideologies. While these institutions often had continuities with the culture of South China, the place of origin of most B.C. Chinese, they were primarily adaptations to the conditions of British Columbia, including the realities of racism. Chinese language schools played an especially important role in helping to create a Chinese merchant public separate from the dominant society. This public was at once the consequence of exclusion and the greatest community resource in resisting white supremacy. The study concludes by questioning the workability of contemporary anti-racist strategies which treat racism as a marginal phenomenon, or as merely a set of mistaken ideas. Instead, it suggests that such strategies must recognize that racism is one of the major structures of Canadian society. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Assessing English-as-a-second-language (ESL) children in their native and second languages (L1 & L2) is likely to result in a better estimate of their academic potential than in the L2 alone. In the present study, the Hong Kong-Wechsler Intelligence Scale for Children (HK-WISC), the Stanford-Binet Intelligence Scale: Fourth Edition (SB: FE), and the Woodcock Language Proficiency Battery (WLPB) were administered to 32 Cantonese-speaking children from Hong Kong. The mean age of these children was 11.01 years. Their mean age on arrival (A0A) was 9.27 years, while their mean length of residence (L0R) was 1.74 years. Results of the multiple regression analyses and analysis of variance indicated that AOA and LOR are significant predictive variables for ESL immigrant's verbal performance. In addition, variables such as family socioeconomic status, frequency of speaking Cantonese at home, gender, and having studied English before are also useful to make predictions of these children's performance. The present sample had a high nonverbal and low verbal profile of performance on the English IQ measure. However, this profile of performance was not present on the Chinese IQ measure. These findings add to the cumulative data that Orientals have a characteristic intellectual profile. Finally, this study suggests that, if feasible, immigrant children should be assessed in both LI and L2. Standardized tests can be used to assess ESL immigrant children, even in their first few years of arrival to a new country. The results of the assessment should be kept as a record so that comparisons can be made with future assessment results. However, all these results need to be interpreted with extreme caution because inappropriate labelling and misplacement of these children are unacceptable. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study was designed to elicit Indo-Canadian women immigrants' experience of childbearing. Health care professionals do not know enough about the childbearing experiences of this cultural group. This may lead to conflicts and discrepancies of viewpoints between clients and professionals which may result in nurses providing care that is not perceived as relevant by the individual. This study was directed by the following questions: What are Indo-Canadian women's beliefs about childbearing? What are their perceptions of their traditional practices, in their ethnic community, surrounding childbearing? What are the western health care resources utilized by the women during childbearing? How are these western health care resources perceived by the women? Phenomenology, a qualitative research methodology, was used in this study. Data were collected through a series of indepth interviews with eight women. The initial audiotaped interviews were guided by the research questions and addressed the women's perceptions of their childbearing experiences. The data were comprised of the accounts given by the women in these interviews. Data collection and analysis occurred simultaneously throughout the study. Analytic material was thus used to focus and clarify the ongoing construction of accounts. The women described very different childbearing experiences. Dissimilarities in the phenomena under investigation were more evident than similarities and were attributed to the concept of acculturation. Two themes emerged from the data: the subjects' relationships with their families and the subjects' relationships with health care professionals. Each theme affected and was affected by the concept of acculturation. Influencing factors within the two themes were respect, authority, lack of knowledge and, in the case of the family, shyness. Perceived discrimination was an influencing factor in the subjects' relationships with post-partum hospital nurses. This study concluded that dissimilarities in the childbearing experiences of Indo-Canadian immigrant women are attributable to the process of acculturation; and that the women's childbearing experiences are located within a broader context of meanings associated with the reproductive cycle. The subjects' relationships with their families and with health care professionals are significant aspects of their childbearing experiences and are influenced by authority, respect, lack of knowledge and shyness. Discrimination is perceived by the women in relation to the post-partum hospital nurses. These conclusions have implications for nursing practice, research and education. / Applied Science, Faculty of / Nursing, School of / Graduate

While the first entry of Chinese immigrants to Canada dates back to more than a century, in 1967 when the Canadian immigration policy changed, Chinese immigrants from China, Hong Kong and Taiwan became the top source of migration. Over the past few decades, the process of acculturation and mental health of Chinese immigrants has received attention in cross-cultural research. Researchers are particularly interested in investigating the stress experienced by immigrants during the process of acculturation and the ways of dealing with such stress. The thesis reports on a study that explores acculturative stress, length of residence, and cohesion of Chinese immigrants in Canada. The results from this study showed that enmeshment (a high level of family cohesion or family togetherness) and flexibility (a high level of adaptability to change family rules and roles) are related to a lower level of acculturative stress in Chinese immigrant mothers in Vancouver, British Columbia. Of particular interest was the effect of cohesion and adaptability on the social dimension of acculturative stress. Additionally, the results showed that length of residence did not predict acculturative stress in Chinese immigrant families. Limitations, contributions, and implications of the present study for future acculturation research are discussed. / Arts, Faculty of / Social Work, School of / Graduate

From feeling neither entirely "Chinese" nor "Canadian," Vancouver's Chinese weathered the hard times of racism and economic depression and found themselves embracing a new identity that was both "Chinese" and "Canadian" during the deeply intense period of Japan's invasion of China and later the Second World War. This paper argues that Vancouver's Chinatown was a transnational community whose existence and vitality were not only predicated upon the strength of its internal organizations but also upon its trans-Pacific linkages and movements. It also argues that wartime social and cultural changes led to the first creation of "Chinese Canadians," a double identity that had been born long before the official introduction of Canada's multicultural policy. The two generations of immigrants and Canadian-borns also became welded together during the war, actively supporting China's and Canada's war effort. Finally, this essay closes by highlighting the "double-edged" blessing of a double identity under the effects of local and global historical processes, which were mirrored in the wartime stigmatization of Japanese Canadians, the destruction of the Sing Kew Theatre and the postwar dwindling of trans-Pacific ties with the onset of the Cold War and Maoist socialism in China. ' / Arts, Faculty of / History, Department of / Graduate

Since the liberalization of Canadian immigration policy in the late-1960s, a significant development has been the increase in the ethnic and racial diversity of Canada's population. Indeed, the visible minority status of many immigrants to Canada has powerfully shaped interpretations of social and physical change. In the context of substantial Asian immigration to Greater Vancouver, a number of commentators have argued that critical responses to change on the part of long-term Caucasian residents represent a 'reinvented', and often subtly expressed, racism. It is the contention of this author, however, that such conclusions are compromised by an uncritical assumption of what constitutes racism and a diminished empirical focus on sensationalized media accounts. Working from this premise, this thesis attempts to examine in greater depth two categories poorly examined in these accounts: racism and the long-term resident. It traces the emergence of the category of race, the analytical and political imperatives which gave rise to a shift in focus from race to racism, and how—under the rubric of social constructionism-—theories on racism have been deployed to understand contemporary social relations in Greater Vancouver. A critique of this literature provides the springboard for further analysis of long-term resident responses to change. Extended interviews conducted with fifty-four long-term residents of Richmond, BC—a Vancouver suburb that has received considerable numbers of Chinese immigrants over the past twelve years—strongly suggest that our understanding of social and physical change at the community level cannot be reduced to one dimension. Moreover, the complexity of these responses also demands that the analytical and political import of evaluative terms like racism be prised open and subjected to scrutiny and open debate. Perhaps most importantly, the diversity of long-term Richmond residents' responses cautions against the production of racialized stereotypes in immigration research, and points to the need to provide more nuanced and contextualized interpretations of immigration and its impact on society. / Arts, Faculty of / Geography, Department of / Graduate

This thesis clarifies some issues at the forefront of Multicultural education from an anti-racist perspective. The researcher is concerned that, while school boards across the country allegedly promote an education wherein the perspectives of all Canadian cultural groups are included—a goal that reflects promises of both the Charter of Rights and Freedoms and the policy of Multiculturalism—differences persist between what is intended by policy makers and what perspectives are actually included in the curriculum. These contradictions between intentions and conduct are explored by exarmning the effects of Multicultural ideology on the discursive borders of Canadian education. These ideas are then related to the specific example of African Canadian history. Past and present contradictions between Canadian policies and practices toward African Canadians are scrutinized. The issue of African Canadian exclusion from the Canadian Literary Canon is emphasized and this problem is related through a discussion of the Canadian publishing industry. The writer argues that different kinds of opportunities are required that help learners explore the subject of racism on an emotional level, develop in-depth understandings about African Canadian history and cultures, and give learners opportunities to listen to African Canadian perspectives. The idea that African Canadian literature could be utilised by educators is suggested as a way to start establishing a basis for education where African Canadian perspectives are represented on equal terms. Pedagogical problems that might arise with the introduction of these stories into the curriculum are addressed. The writer argues that Canadian education developed out of a context of oppression. Postmodern research paradigms are suggested as a way to explore these issues. Following on the diverse writing styles that are used in postmodern inquiries, an excerpt from a play by the writer is included. Both the play and the discussion intentionally disrupt the suggestion of a self-Other dichotomy that is sometimes present in education and research. The writer explores this territory and ultimately suggests the possibility of negotiating relationships that are not defined by oppression, but that acknowledge the pain that oppression causes. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate