This study, guided by a feminist framework, aims to disclose aspects of the lived experience of Chinese immigrant women in the Canadian labour market, to explore the factors affecting their job search and employment opportunities, and to identify the gaps between the experience of women and the existing policies and programs, so as to increase our knowledge in this area and to help inform the development of more effective and meaningful intervention strategies to improve their situation. Recognizing the importance of the words of women, this study adopts a qualitative design to generate rich information from the interviews held with eight Chinese immigrant women from Hong Kong, with different occupational backgrounds. The women's narratives reflect the disadvantaged position of Chinese immigrant women: their exclusion from the mainstream labour market and concentration in Chinatown. The findings refute what traditional theories and authorities have said: that racial minority immigrant women's personal shortcomings account for their employment problems; their unfulfilled high expectations, culture shock, lack of confidence, lack of language and job skills. Instead, the research findings reveal what has been omitted in most literature: that Chinese immigrant women have been historically discriminated against, that there are structural and systemic barriers perpetuating their employment difficulties. The findings reveal that employment inequality is rooted in unequal power relations and Chinese immigrant women are triply disadvantaged due to their multiple roles as women, as immigrants, and as racial minorities.

This study, guided by a feminist framework, aims to disclose aspects of the lived experience of Chinese immigrant women in the Canadian labour market, to explore the factors affecting their job search and employment opportunities, and to identify the gaps between the experience of women and the existing policies and programs, so as to increase our knowledge in this area and to help inform the development of more effective and meaningful intervention strategies to improve their situation. Recognizing the importance of the words of women, this study adopts a qualitative design to generate rich information from the interviews held with eight Chinese immigrant women from Hong Kong, with different occupational backgrounds. The women's narratives reflect the disadvantaged position of Chinese immigrant women: their exclusion from the mainstream labour market and concentration in Chinatown. The findings refute what traditional theories and authorities have said: that racial minority immigrant women's personal shortcomings account for their employment problems; their unfulfilled high expectations, culture shock, lack of confidence, lack of language and job skills. Instead, the research findings reveal what has been omitted in most literature: that Chinese immigrant women have been historically discriminated against, that there are structural and systemic barriers perpetuating their employment difficulties. The findings reveal that employment inequality is rooted in unequal power relations and Chinese immigrant women are triply disadvantaged due to their multiple roles as women, as immigrants, and as racial minorities. / Arts, Faculty of / Social Work, School of / Graduate

This thesis presents an ethnographic study based in the city of Toronto on how ethnic Chinese negotiate their ambivalence towards the category “Chinese-Canadian”, particularly in relation to discourses about race, ethnicity and language. It is the finding of this study that second generation, economically privileged ethnic Chinese women are likely to feel most comfortable with the aforementioned category, in relation to their counterparts. This is because they are most likely to be able to speak Chinese and English, as well as seek out a vocabulary that allows them to make sense of their experience. They are also likely to be most comfortable because, as Chinese is a feminized category, they more easily fit into the mold of what a Chinese person is “supposed” to be like. Ethnic Chinese men, however, are less comfortable with the category and assert their masculinity by engaging in humour driven in racial and ethnic stereotypes.

This thesis presents an ethnographic study based in the city of Toronto on how ethnic Chinese negotiate their ambivalence towards the category “Chinese-Canadian”, particularly in relation to discourses about race, ethnicity and language. It is the finding of this study that second generation, economically privileged ethnic Chinese women are likely to feel most comfortable with the aforementioned category, in relation to their counterparts. This is because they are most likely to be able to speak Chinese and English, as well as seek out a vocabulary that allows them to make sense of their experience. They are also likely to be most comfortable because, as Chinese is a feminized category, they more easily fit into the mold of what a Chinese person is “supposed” to be like. Ethnic Chinese men, however, are less comfortable with the category and assert their masculinity by engaging in humour driven in racial and ethnic stereotypes.

Thesis (M.N.)--Dalhousie University, 1998. / Includes bibliographical references (p. 89-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD%5F0025/MQ36382.pdf

The Ontario Grade 10 Civics curriculum reflects Canada’s desire for good citizens. Since Canadian schools have a diverse population, many of whom are immigrants, civics education students from diverse cultural backgrounds deserve attention. This study examines how young Chinese immigrant students who came to Canada experienced the transition from Chinese conceptions of the “good” citizen that they learned in China to Canadian ones. This thesis specifically probes students’ perception of civic responsibility, civic participation, and critical thinking conveyed in the Chinese and Canadian civic education courses, and asks how, if at all, do participants perceive their experiences as Chinese immigrants affecting their Canadian citizenship education experiences? The study included in-depth interviews with Ontario Chinese immigrant students who attended civic education classes at least in Chinese elementary schools and subsequently moved to Canada before the required Ontario grade 10 civics course. The findings generally demonstrate different experiences of Chinese and Canadian citizenship education and indicate Chinese immigrant students’ educational and cultural backgrounds are significant factors influencing their Canadian civic education experiences. These findings have important implications for guiding future Canadian citizenship education practices by better understanding the interests, needs, and values of Chinese immigrant students.

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 152-157). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: LINK NOT YET AVAILABLE.

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Most recent Canadian studies on the mental health and behavioural problems of Canadian immigrant children have focused on the impact of various socioeconomic and demographic factors. To better understand the emotional and behavioural problems of immigrant children, it is important to look beyond the children's family demographics and to assess the broader social context. The current study explored the effects of immigrant children's social relationships within families and peer groups, as well as the effects of their demographic backgrounds, on the children's behavioural problems. This paper is based on the data for 182 Chinese immigrant children aged 11 to 13 years old collected from the New Canadian Children and Youth Study (NCCYS) 1st Wave in Montreal. Measures of the social relationships and behavioural problems include the following three tools: children's perceptions of their emotional and behavioural problems scales (five subscales); children's perception of parental relationships (parental nurturance, parental rejection, and relationships with parents); peer relationships (social competence, involvement with peers in trouble, and participating in bullying). The regression results indicated that immigrant children's relationships with both parents and peers were the most significant predictor of specific behaviour problems. Demographic factors, especially family structure, gender, and ethnicity, were also found to influence behavioural problems of Chinese immigrant children. In order to improve the integration and adaptation process for immigrant children and their families with adjustment difficulties in their social relationships and behavioural problems, relevant intervention and prevention programs (including early identification of children at risk, developing pro-social skills, improving parent-child interaction skills) need to be developed in school settings in collaboration with the community, by government, and by ethno-specific community groups.

This dissertation investigated the relations between values-based acculturation and conceptualizations of internalized distress among immigrant Chinese Canadian families with adolescents. Parents and adolescents were classified into one of three primary acculturation profiles (separated, integrated, or assimilated), according to Berry's (1997) model of acculturation based on their endorsement of Chinese and Western cultural values. Confirmatory factor analyses were used to determine if the factor structure of measures of internalized distress (e.g., the CES-D) differed according to individual's acculturation profile. Next, multivariate analyses of variance were used to compare the proportion of various symptom types (somatic, affective, interpersonal, low positive affect) across acculturation profiles, as well as with a comparison sample of non-immigrant families. Finally, hierarchical regression analyses were used to assess the relations between the proportion of somatic symptoms reported and both cultural and demographic variables believed to increase one's susceptibility to experience stigma related to mental health symptoms. As hypothesized, the traditional Western four-factor model of the CES-D fit best for participants who endorsed high levels of Canadian values and low levels of Chinese values (i.e., those classified as assimilated). Both the Western four-factor and more holistic three-factor models showed acceptable model fit for individuals who endorsed both Canadian and Chinese values highly (i.e., those classified as integrated), and neither model fit the data among participants who endorsed low levels of Canadian values and high levels of Chinese values (i.e., those classified as separated). Contrary to hypotheses, parents and adolescents from non-immigrant families endorsed higher proportions of somatic symptoms compared to their immigrant counterparts. Furthermore, among immigrant Chinese Canadians, factors believed to lead to less reporting of somatic symptoms because of less perceived stigma (e.g., greater endorsement of Canadian values, younger age, longer time in Canada) were instead related to higher proportions of somatic symptoms. These unexpected findings were understood in the context of the cultural appropriateness of the specific somatic symptoms assessed by the CES-D. The expected pattern of group differences in the proportion of positive affect was found. Females reported a higher proportion of affective symptoms compared to males, and no acculturation-based or gender differences were found with respect to interpersonal symptoms. Several key implications emerged from the results of this dissertation. The value in grouping participants by cultural value endorsement rather than cultural background was demonstrated, in terms of both research and clinical practice. Future research could employ qualitative methods for a more nuanced understanding of how individuals conceptualize the various cultures that influence their perceptions of health, illness, and stigma. In terms of clinical practice, the importance of assessing cultural values in relation to symptom reporting was discussed, as well as the importance of ensuring front line health care professionals have the training needed to identify cultural variations in the reporting of distress. / Graduate