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

Despite the recent proliferation of work around the subject of residential schools, few analyses have deconstructed the concept of "civilizing the Indian" which animated the schools' agendas. This thesis examines the discourse of "civilization" as it was expressed and enacted in two missions in late nineteenth-century British Columbia. Archival primary sources and published secondary sources are drawn on to provide an understanding of what "civilization" meant to Euro-Canadians, specifically missionaries, and how it was to be "taught" to the indigenous peoples they encountered. Colonial images and photographs, in particular, reveal how missionaries constructed a vivid and compelling contrast between "civilization" and "savagery." An intersectional framework is employed to highlight the ways in which ideas about "race," class, gender and sexuality were essential elements of the "civilizing" project. The goal of the thesis is to show how "civilizing the Indian" was premised not only on a specifically hierarchical construction of Whites versus Natives, but also intersecting binaries of men versus women, normal productive heterosexuality versus deviant degenerate sexuality, bourgeois domesticity versus lower class depravity, and others. Ultimately, it is argued, the discourse of "civilization" regulated both the "colonized" and the "colonizers" as it secured the hierarchical foundations of empire and nation. / Arts, Faculty of / Anthropology, Department of / Graduate

Global self-worth -- Sense of competence -- Acculturation -- Psychological adjustment -- Self-Perception Profile for College Students -- Multicultural Acculturation Scale -- Hopkins Symptom Checklist (HSCL) -- One-way MANOVA.

The purpose of this study was to determine relationships between acculturation level, generational status, and gender with acculturative stress. Acculturation level was determined by the Acculturation Rating Scale for Mexican Americans-II (ARSMA-II) and acculturative stress was determined by the Societal, Attitudinal, Familial and Environmental Acculturative Stress Scale-Children's Version (SAFE-C). Subjects included 1268 Hispanic children ages 11-15. In order to validate the usefulness of the ARSMA-II with this sample, analyses were conducted between acculturation level and generational status. The Pearson product moment correlation (r=.44) and the ANOVA between the mean acculturation score and generational status were significant. However, the mean acculturation score from this study was considerably lower than the ARSMA-II score; therefore, new acculturation levels were developed to establish local adolescent norms for the ARSMA-II. All analyses involving acculturation levels were conducted using both the ARSMA-II and new acculturation levels because 300 subjects were reclassified with the new norms. Significant results were similar using both acculturation levels; however, there were more between group differences using the new acculturation levels. It was hypothesized that as acculturation level increased toward the Anglo culture, acculturative stress would decrease. The one-way ANOVA confirmed this relationship. It was also hypothesized that as generational status increased, acculturative stress would decrease. A one-way ANOVA also supported this hypothesis. In order to replicate previous findings on gender, a one-way ANOVA was conducted with acculturative stress and acculturation level. Results for both were non-significant. Overall findings indicate that generational status and acculturation level have a significant impact on acculturative stress in Hispanic children; however, gender does not seem to be a factor. Findings emphasize the importance of addressing cultural issues in the assessment, intervention, and treatment of acculturating Hispanic children. Furthermore, the ARSMA-II appears to be a useful instrument in assessing acculturation level in young adolescent Hispanics though new local adolescent norms for the ARSMA-II were developed from this study.

In an ever-globalizing world, societies comprised of myriad people and cultures are quickly becoming the norm rather than the exception. In societies made up of culturally diverse, religiously pluralistic and disparate people, an added layer of complexity becomes apparent when attempting to integrate multiple cultures into a single society. Germany, in its reconstruction effort following World War II, faced such an integration challenge when a massive influx of Turkish migrants arrived as part of a "foreign worker" agreement. The introduction of a large and culturally diverse immigrant population made cultural understanding of paramount importance. Culture is an intangible element that can be difficult to quantify in political, social, or economic terms. As such, understanding culture and the peaceful coexistence of multiple cultures requires an examination beyond traditional perspectives. The implementation of conflict resolution theories and viewing situations from a conflict resolution perspective enables the extra layer of complexity that can occur within culturally diverse societies to be unpacked and better understood. Specifically, the goal of this thesis was to examine the integration challenges for Turkish immigrants in Germany while at the same time looking for opportunities to learn from the challenges facing societies attempting to implement immigration and integration policies in order to promote the coexistence of multiple cultures. The thesis concludes by offering directives or recommendations, formulated from the findings in this study, for multicultural societies facing integration challenges.

No description available.

No description available.

published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

In many immigrant-receiving countries, the increased rate and diversification of immigration has placed immigrant integration high on academic and political agendas. Immigrant integration must also be understood within increasingly complex contexts due to the global recession and new geographies of immigrant settlement. The aim of this thesis is to deepen understanding of immigrant integration processes during the recession by using Sweden as an empirical lens. Using Swedish register data, this thesis examines the registered population during the recent economic boom and bust to explore how the recession may have resulted in differential labour market and migration outcomes between immigrants and natives. The first empirical chapter highlights how long-term processes have produced a spatial, immigrant division of labour that results in differential risks of unemployment during the recession. The second empirical chapter examines internal migration to show that although cyclical patterns of the economy offer some explanation of the differences in experiences between immigrant and natives, long-term, deeper processes are more important in understanding geographies of immigrant integration. The final empirical chapter examines a recent immigrant cohort to show that labour market entry is by no means uniform across time, space and immigrant origin. Conceptually, the thesis shows that existing theories of immigrant integration processes during recessions are underdeveloped and that processes taking place across other temporal and spatial scales offer deeper explanation for the differential outcomes between immigrants and natives. The thesis also reveals what is knowable from register data and how such data allows future research to present a more holistic picture of how various forms of immigrant integration play out across time (economic cycles, lifecourse, generations) and across space (urban, rural areas, old and new immigrant destinations). This methodological contribution is significant given that social scientists are currently evaluating the relative merits of population censuses versus administrative register data.

A partir de revisão de literatura sobre as influências do Bilingüismo precoce sobre o desenvolvimento infantil, foram selecionados os seguintes temas a serem analisados à luz da teoria da equilibração, de Jean Piaget: (1) antecipação da percepção da relatividade entre signo e referente no real, (2) intensificação do controle inibitório e (3) antecipação da entrada no pensamento operatório. O objetivo deste trabalho é demonstrar que a teoria da equilibração, um modelo explicativo para a construção dos sistemas cognitivos, permite a compreensão tanto das vantagens no desenvolvimento cognitivo relacionadas ao Bilingüismo Aditivo, quanto de possíveis desvantagens relacionadas ao Bilingüismo Subtrativo. No primeiro caso, o ambiente bilíngüe representaria um grande número de negações primárias no campo das línguas, o que funcionaria como um ponto de partida para que o sujeito construísse reequilibrações, ampliando e, ao mesmo tempo, conservando seu sistema cognitivo no campo da linguagem verbal. O segundo caso (Bilingüismo Subtrativo) é interpretado a partir da perspectiva piagetiana, segundo a qual o valor atribuído à meta é fundamental para que um desequilíbrio configure-se como ponto de partida para reequilibrações do sujeito, estas sim, fontes reais de progresso: neste estudo, tanto a aquisição das duas línguas quanto as vantagens cognitivas, interpretadas como fruto do funcionamento da equilibração dos sistemas de conhecimento do mundo. O contexto subtrativo implica a desvalorização da língua e cultura de origem. Para esta análise, propõe-se uma aproximação entre o conceito de valorização afetiva de Piaget e o valor utilizado como critério no modelo de estratégias de aculturação de Berry, com a ressalva de que, consonante com a perspectiva piagetiana, a valorização a que nos referimos é aquela feita pelo sujeito, não necessariamente igual à do ambiente em que vive. Portanto, conclui-se que as interações bilíngües podem representar uma intensificação da demanda do ambiente por reequilibrações no campo da linguagem verbal, intensificando o trabalho de elaboração dos caracteres negativos e, com isso, antecipando o desenvolvimento cognitivo em alguns aspectos. Tais conseqüências também podem ser expressas em termos de um aumento de condutas e , que implicam a ampliação e conservação simultâneas da estrutura cognitiva. Porém, tais resultados dependem de situações contingenciais, por exemplo, ligadas ao valor atribuído pelo indivíduo à meta a ser superada, ou, em outras palavras, ao desequilíbrio a ser compensado. Em casos de valorização negativa, as vantagens cognitivas podem não acontecer. Com o intuito de ilustrar possíveis estudos práticos a partir desta tese teórica, é apresentada uma proposta de pesquisa empírica que relaciona o desempenho em diferentes provas piagetianas - analisadas à luz da teoria da equilibração - às estratégias de aculturação, obtidas via entrevista com a criança e questionário para os pais. / After carrying out a review of the literature on the influence of Early Bilingualism on child development, the following issues were selected in order to be analyzed in the light of Jean Piagets equilibration theory: (1) the anticipation of the perception of relativity between sign and actual referent, (2) intensification of inhibitory control, and (3) anticipation of the access to operative thinking. This research was carried out to demonstrate that the equilibration theory an exploratory model for the construction of cognitive systems allows us to understand both the advantages of the cognitive development related to Additive Bilingualism and the possible disadvantages related to Subtractive Bilingualism. In the former, the bilingual environment would represent a large number of primary negations in the field of languages, what would provide a starting point for the construction of re-equilibration by the subject, simultaneously widening and preserving his/her cognitive system in the field of verbal language. The latter (Subtractive Bilingualism) is viewed in the light of Piagets theory, according to which the value assigned to ones aim is fundamental for the lack of equilibrium to take the shape of a starting point for the subjects re-equilibrations, which are indeed the real sources of progress in this study, both the acquisition of the two languages and the cognitive advantages, viewed as a result of the operation of the equilibration of the systems of knowledge of the world. The subtractive context implies the depreciation of the subjects source language and culture. For the analysis at issue, one proposes an approximation between the concept of affective appreciation developed by Piaget and value taken as a criterion in the model of acculturation strategies devised by Berry, with the exception that, consistent with the view held by Piaget, the appreciation referred to is the one shown by the subject, not necessarily similar to the appreciation of the environment where he/she lives. Therefore, one is led to conclude that bilingual interactions may involve an increase in environmental demands for re-equilibration in the field of verbal language, increasing the development of negative traits and, with that, anticipating the cognitive development in some of its features. Such consequences may also be described in terms of an increase in the b and d conduct types, which imply a simultaneous widening and preservation of the cognitive structure. Such results, however, depend on contigent situations such as the value assigned by the subject to the aim to be excelled, or, in other words, to the lack of equilibrium to be compensated. In cases of negative appreciation, cognitive advantages may not happen. In order to illustrate the possible practical researches founded on such theoretical basis, one provides an empirical research proposal which relates performance in different Piagetian tests viewed in the light of the equilibration theory to acculturation strategies, by means of interviews held with children and questionnaires responded by parents.