This thesis examines the development of both Italian and Canadian nationhood and its effect on and contribution of racialization in Canada. It analyzes the manner in which scholarship on Whiteness tends to dehistoricize and decontextualize immigration in the creation of White subjects, and how this practice denies the conditions under which most individuals have become immigrants. The study challenged the discursive claims made by Italian-Canadian scholarship by applying a critical race analysis, and highlights how Italian-Canadians achieved Whiteness in Canada and its implications.

This thesis examines the development of both Italian and Canadian nationhood and its effect on and contribution of racialization in Canada. It analyzes the manner in which scholarship on Whiteness tends to dehistoricize and decontextualize immigration in the creation of White subjects, and how this practice denies the conditions under which most individuals have become immigrants. The study challenged the discursive claims made by Italian-Canadian scholarship by applying a critical race analysis, and highlights how Italian-Canadians achieved Whiteness in Canada and its implications.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--York University, 1997. Graduate Programme in Music. / Typescript. Includes bibliographical references (leaves 120-125). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ22876.

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Public opinion in Canada has hitherto assumed that because five of Canada's ten millions of people are of British origin, that British immigrants to Canada will experience no problems in establishing themselves in the New World, that migration from the Old World to the New is of no greater import than migration from one province of Canada to another. [...]

This study discusses the influence of history on identity for those who are involved with the Vancouver Japanese Language School and Japanese Hall (also know as the VJLS). The historical significance of a recognized landmark such as the VJLS creates a unique atmosphere that allows the past to be very much part of the present. In addition to many types of commemoration, memory and imagination provide links to the past. The community at the VJLS was very diverse including both recent immigrants and those with family connections to the Internment of Japanese Canadians during World War II. As a result, the feeling of a connection to the past was discussed in many different ways. These discussions are used in this study to explore the question of what it means to be Japanese Canadian and to be Canadian. At the VJLS, the history of Japanese Canadians is shown to belong to all Canadians rather than just to a separate ethic group within Canada.

Despite social scientists' interest in globalization, mobility, the effects of colonialism, and the intercultural situations that result, little attention has been devoted to expatriates as a contemporary transnational group. This thesis is an enquiry into the ways eight individuals define themselves as expatriates, through their oral narratives of life in Papua New Guinea. The paper focuses on expatriates' characterizations of themselves in terms of: their communities; their relationships with locals; their status as foreigners in post-colonial Papua New Guinea; arid their experiences of mobility. Set against social scientific notions of expatriates and contemporary ideas of mobility and its relation to identity, expatriates' personal narratives indicate that scholarly depictions are too simplistic to access contemporary expatriates or the complex situations in which they live.

Purpose: I examined two labour force disparities – unemployment and underemployment, among working-aged individuals (20-64 years) with self-reported disabilities using the 2006 Participation and Activity Limitation Survey (PALS). As disability type was the predictor of interest, two groups were compared: individuals with one or more physical disabilities (e.g. mobility, agility, pain) exclusively vs. those with one or more physical disabilities and a co-morbid mental disability (including depression, phobias or substance use). Methods: This study was a secondary analysis of the 2006 PALS, a cross-sectional survey conducted by Statistics Canada to gather information about individuals whose everyday activities are limited due to a physical or mental condition that used the 2006 census as a sampling frame. I estimated the prevalence of unemployment (last week) and underemployment (last five years) and used multiple logistic regression to measure the association between disability type and each outcome, while considering other relevant covariates. Results: Disability type was significantly associated with both unemployment and underemployment. Other significant effects were age, education level and family income quintile (in addition to current labour force status and frequency of health services access in underemployment), in both the bivariate and multivariate analyses. Those with a mental co-morbidity had approximately double the odds of being unemployed, relative to those with exclusively physical disabilities and the effect continued to be significant when disability severity was included in the model. Individuals with a mental co-morbidity also experienced greater odds (OR: 2.92) of reporting underemployment, compared to those with exclusively physical disabilities, though when disability severity was accounted for, the effect was reduced (OR: 1.52) and no longer significant. Conclusion: To my knowledge, this is the first large-scale investigation using Canadian data to explore the association of disability type and two labour force disparities. In support of my hypothesis, individuals with a mental co-morbidity were found to be more disadvantaged in terms of both accessing employment and probability of encountering stigmatizing experiences in the workplace. More research is needed to gain a better understanding of the nature of these outcomes in order to progress toward the removal of significant barriers that persist in this population. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2011-01-30 20:02:56.55

Portuguese-Canadians have historically faced disadvantages in the Canadian education system (Coelho, 1973, 1977; Fonseca, 2010; Morgado, 2009; Noivo, 1997; Nunes, 1999; Ornstein, 2000, 2006; Santos, 2006). While there have been studies conducted into this phenomenon, these disadvantages remain relatively unexplored by the research community and unknown to mainstream society. Furthermore, many of those studies have focused primarily on the various manifestations of the problem of educational disadvantage and have not explored the specific programs or practices adopted by the community to address these issues. Community based educational organizations have been shown to assist in the cultural adjustment process of immigrant youth. These organizations provide youth with the necessary cultural capital to allow them to construct high academic and vocational aspirations, and to cope with the various discouraging experiences they may have in schools (Bielenberg, n.d; James, 2005; James & Haig-Brown, 2001; Zhou, 2005). The purpose of this study was to describe a community-based tutoring and mentoring program and to examine the stakeholders' perceptions of the program's impact on the Portuguese-Canadian students whom it serves, to respond to the educational disadvantages this group faces. This program was established by members of the Portuguese-Canadian community in Toronto as a reaction to data outlining this group's educational disadvantages. Document and transcript analysis provided a rich description of the program and revealed how the program impacted the students whom it served. Specifically, this program supports its students during transitions, helps to address negative schooling experiences, and fosters their acquisition of English. This ultimately results in improvements in these students' academics, social skills, and self-esteem and is having an overall positively impact on their attitudes and perceptions of education. / Thesis (Master, Education) -- Queen's University, 2012-09-19 18:09:53.088