Thesis (M. Journ.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 31-38).

This research project investigates the job search experiences of racialized internationally trained educators seeking to re-enter their professions in Canada. Previous studies have made extensive headway in understanding the job-search experiences of racialized immigrants. Specifically, some studies have demonstrated that racism is endemic to the Canadian labour-market, while others have concluded that work experience and credentials obtained in some countries are systematically undervalued in the Canadian labour-market. Further, studies have demonstrated that factors such as non English sounding names and accents can greatly limit some individuals’ job opportunities. Despite this widespread consensus, narrative accounts of job search experiences are almost entirely absent from present research. Hence, in distinction from the quantitative methods of the majority of recent studies of the subject, this work relies on the narratives of racialized immigrant educators for its principal empirical evidence. The counter narratives assembled in this work provide a unique and unprecedented insight into the experience of racialized immigrant educators in the Canadian job-market. Through interviews with racialized immigrant educators from various educational, racial and political backgrounds, this study seeks to explore the challenges that are faced by some racialized immigrants in Canada. The results of this study confirm the consensus in the existing literature, but also demonstrate that discrimination against racialized immigrants has often been greatly under-stated. The narratives suggest that racialized immigrant educators experience significant discrimination during the job search process and in Canadian society in general. Further, this study reveals the extent to which the discrimination faced by racialized Canadian immigrants is not the result of single factors—such as race, accent, non English names and culture—but is rather the cumulative and overlapping result of multiple factors of discrimination. The consequences of this discrimination lead to alienation from Canadian society, family breakdown, disenchantment, loss of self-worth and identity. Subsequently the effects can extend from one immigrant generation to the next. These results are mostly unheard and unexplored in existing literature and dominant discourse.

This study assesses race-ethnic group variations in acculturation experiences by identifying distinct acculturation classes, and investigates the role of these acculturation classes for mental health and group differences in mental health among Latino and Asian immigrants in the United States. Using 2002-2003 the National Latino and Asian American Study (NLAAS), Latent Class Analysis is used to capture variations in immigrant classes (recent arrivals, separated, bicultural and assimilated), and OLS regressions are used to assess the link between acculturation classes and mental health. The findings reveal group differences in acculturation classes, whereby Latino immigrants were more likely to be in the separated class and recent arrivals class relative to Asian immigrants. For both Latinos and Asians, bicultural immigrants reported the best mental health, and separated immigrants and recent arrivals reported the worst mental health. While there was not a significant group difference in mental health at the bivariate level, controlling for acculturation classes revealed that Latinos report better mental health than Asians. Thus, Latino immigrants would actually have better mental health than their Asian counterparts if they were not more likely to be represented in less acculturated classes (separated class and recent arrivals) and/or as likely to be in the bicultural class as their Asian counterparts. Together the findings underscore the nuanced and complex nature of the acculturation process, highlighting the importance of race and ethnic group differences in this process, and demonstrate the role of acculturation classes for race-ethnic group differences in mental health.

This research project investigates the job search experiences of racialized internationally trained educators seeking to re-enter their professions in Canada. Previous studies have made extensive headway in understanding the job-search experiences of racialized immigrants. Specifically, some studies have demonstrated that racism is endemic to the Canadian labour-market, while others have concluded that work experience and credentials obtained in some countries are systematically undervalued in the Canadian labour-market. Further, studies have demonstrated that factors such as non English sounding names and accents can greatly limit some individuals’ job opportunities. Despite this widespread consensus, narrative accounts of job search experiences are almost entirely absent from present research. Hence, in distinction from the quantitative methods of the majority of recent studies of the subject, this work relies on the narratives of racialized immigrant educators for its principal empirical evidence. The counter narratives assembled in this work provide a unique and unprecedented insight into the experience of racialized immigrant educators in the Canadian job-market. Through interviews with racialized immigrant educators from various educational, racial and political backgrounds, this study seeks to explore the challenges that are faced by some racialized immigrants in Canada. The results of this study confirm the consensus in the existing literature, but also demonstrate that discrimination against racialized immigrants has often been greatly under-stated. The narratives suggest that racialized immigrant educators experience significant discrimination during the job search process and in Canadian society in general. Further, this study reveals the extent to which the discrimination faced by racialized Canadian immigrants is not the result of single factors—such as race, accent, non English names and culture—but is rather the cumulative and overlapping result of multiple factors of discrimination. The consequences of this discrimination lead to alienation from Canadian society, family breakdown, disenchantment, loss of self-worth and identity. Subsequently the effects can extend from one immigrant generation to the next. These results are mostly unheard and unexplored in existing literature and dominant discourse.

Thesis (Ph.D.)--University of Toronto, 2004. / Adviser: F. Michael Connelly. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 83-88).

Thesis (M. Sc.)--University of Western Sydney, Hawkesbury, 1994.

Thesis (Ph.D.) - James Cook University, 2004. / Typescript (photocopy) Bibliography: leaves 317-338.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-123). Also available in ProQuest, free to University of Oregon users.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Paul Byers. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 206-219).