No description available.

This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn students in a social climate where they form the largest cultural group in a secondary school setting. The study's objectives were to determine initial adjustment issues, to examine adjustment issues of international and satellite students as sub-groups within this population, to identify students' lived experiences concerning racism and discrimination; to identify adjustment concerns subsequent to graduation and to examine student perception of Canada's multicultural policy. Ethnographic interviews were conducted over a four-week period. Data were subsequently categorized into 14 different categories: Agency, Chinese Population Concerns, Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues, Racism and Discrimination, and Satellite and International Students. Adjustment issues were divided into two main categories: those pertaining to the large numbers of Chinese-speaking foreign-born students and those that are independent of their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking foreign-born students are language development, developing friendships outside the Chinese cultural group, assimilation/integration issues, and EAL program concerns. Language, peer relations, cross-cultural concerns and education and the school environment are the adjustment issues identified in this study. Satellite student results, further divided into satellite and full-satellite categories, produced somewhat different findings. While mental health issues began to emerge in the satellite category, they overrode the adjustment concerns of full-satellite students. Students do not identify racism and discrimination as adjustment issues though they are part of their everyday lives. Students were aware of Canada's reputation as a multicultural country and understood the concept of cultural pluralism. Most students could see the benefits of this policy to them as Chinese-speaking foreign-born students. Some students felt the policy was good for Canada; others did not. Recommendations included reviewing the current provincial EAL Policy in view of the changing demographics in some of British Columbia's school districts, placing a priority on identifying/addressing the needs of satellite students and increasing funding to develop and implement a more comprehensive program concerning racism and discrimination.

As a step to understand the impact of immigration on urban development in Greater Vancouver, this thesis documents the development processes of "Chinese" Shopping Centres in Vancouver's suburbs over the last decade, examines their roles in the settlement and integration process of Chinese immigrants, and assesses their impact on local communities. "Chinese" Shopping Centres in the Great Vancouver reflected social and physical changes initiated by the Chinese immigration in the Vancouver's suburbs. The developments were driven by dramatic changes in the Chinese-Canadian community in the 1980s and l990s, and boosted by Canada's immigration and integration policy. Overseas investment has also played an important role in making the development possible and more comprehensive. This thesis finds that it is necessary to distinguish "Chinese" Shopping Centre development from traditional forms of ethnic enclaves, such as Chinatown. It is also important to realize the differences between the "Chinese" Shopping Centre and typical shopping centre in North American cities. Socio-economic and land use impacts of the developments call for planning policy changes in order to address the issues related to this new form of development.

This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn students in a social climate where they form the largest cultural group in a secondary school setting. The study's objectives were to determine initial adjustment issues, to examine adjustment issues of international and satellite students as sub-groups within this population, to identify students' lived experiences concerning racism and discrimination; to identify adjustment concerns subsequent to graduation and to examine student perception of Canada's multicultural policy. Ethnographic interviews were conducted over a four-week period. Data were subsequently categorized into 14 different categories: Agency, Chinese Population Concerns, Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues, Racism and Discrimination, and Satellite and International Students. Adjustment issues were divided into two main categories: those pertaining to the large numbers of Chinese-speaking foreign-born students and those that are independent of their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking foreign-born students are language development, developing friendships outside the Chinese cultural group, assimilation/integration issues, and EAL program concerns. Language, peer relations, cross-cultural concerns and education and the school environment are the adjustment issues identified in this study. Satellite student results, further divided into satellite and full-satellite categories, produced somewhat different findings. While mental health issues began to emerge in the satellite category, they overrode the adjustment concerns of full-satellite students. Students do not identify racism and discrimination as adjustment issues though they are part of their everyday lives. Students were aware of Canada's reputation as a multicultural country and understood the concept of cultural pluralism. Most students could see the benefits of this policy to them as Chinese-speaking foreign-born students. Some students felt the policy was good for Canada; others did not. Recommendations included reviewing the current provincial EAL Policy in view of the changing demographics in some of British Columbia's school districts, placing a priority on identifying/addressing the needs of satellite students and increasing funding to develop and implement a more comprehensive program concerning racism and discrimination. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

As a step to understand the impact of immigration on urban development in Greater Vancouver, this thesis documents the development processes of "Chinese" Shopping Centres in Vancouver's suburbs over the last decade, examines their roles in the settlement and integration process of Chinese immigrants, and assesses their impact on local communities. "Chinese" Shopping Centres in the Great Vancouver reflected social and physical changes initiated by the Chinese immigration in the Vancouver's suburbs. The developments were driven by dramatic changes in the Chinese-Canadian community in the 1980s and l990s, and boosted by Canada's immigration and integration policy. Overseas investment has also played an important role in making the development possible and more comprehensive. This thesis finds that it is necessary to distinguish "Chinese" Shopping Centre development from traditional forms of ethnic enclaves, such as Chinatown. It is also important to realize the differences between the "Chinese" Shopping Centre and typical shopping centre in North American cities. Socio-economic and land use impacts of the developments call for planning policy changes in order to address the issues related to this new form of development. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

No description available.

As research into acculturation increases, two competing models have emerged. The unidimensional model posits that heritage and host culture identifications have an inverse relationship, whereas the bidimensional model proposes that the two identifications are orthogonal. In the first study we compared these models in 164 Chinese-Canadian students, and found that the two dimensions were viable and had a distinct pattern of non-inverse correlations with aspects of personality. These findings remained after controlling for basic demographic characteristics. In the second study, we compared the two models in a sample of 157 Chinese-Canadian students, and again found that the two dimensions were viable and had a distinct pattern of non-inverse correlations with self-construal and psychosocial adjustment. The findings for adjustment remained after controlling for extraversion and neuroticism. We argue that, for both conceptual and empirical reasons, the bidimensional model is a more useful conceptualization of acculturation. Implications of these findings are discussed.

Property ownership and occupational change are used to understand the social and economic organization of the Chinese community in Montreal. These data can be understood with a model of the lineage mode of production, situated within an ethnically defined dual economy. / Original immigration data show distinct patterns for Eastern Canada, and the independence of migration from Canadian legislation. The history of Chinese property ownership reveals encapsulated, long term tenure with transfers related to life cycle crises rather than market conditions. Chinese occupations are highly concentrated in service sector specialities which support domestic production units. The Chinese community is present throughout the Island of Montreal, while Chinatown contains some specialized institutions rather than being a ghetto. / Current demographic changes may jeopardize the future of secondary Chinese centers such as Montreal, in favor of larger centers such as Toronto and Vancouver.

As research into acculturation increases, two competing models have emerged. The unidimensional model posits that heritage and host culture identifications have an inverse relationship, whereas the bidimensional model proposes that the two identifications are orthogonal. In the first study we compared these models in 164 Chinese-Canadian students, and found that the two dimensions were viable and had a distinct pattern of non-inverse correlations with aspects of personality. These findings remained after controlling for basic demographic characteristics. In the second study, we compared the two models in a sample of 157 Chinese-Canadian students, and again found that the two dimensions were viable and had a distinct pattern of non-inverse correlations with self-construal and psychosocial adjustment. The findings for adjustment remained after controlling for extraversion and neuroticism. We argue that, for both conceptual and empirical reasons, the bidimensional model is a more useful conceptualization of acculturation. Implications of these findings are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Thesis (M.A.)--McGill University, 1998. / Includes bibliographical references. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape11/PQDD%5F0002/MQ43885.pdf.