This paper shows that the low level of educational outcomes of Filipino youths cannot be accounted solely from their mothers’ migration experiences through the LCP. Other factors such as the modes of incorporation, their family structure, and the way these youth sees themselves as Filipino-Canadian affect their motivation, self-esteem, and aspiration to study in a university and higher education setting. While these youths are the same ones left behind in the Philippines during the period of family separation, they too experience another form of abjection, that of stalling behind at high school and most importantly in university setting. In other words, Filipino youth’s low educational outcomes are due to economic, social, and cultural expectations …show more content…
In fact, what this points us is the need for Filipino community organizations to create youth programs that explore and reconstruct the Filipino identity and their transnational connection to the homeland that will positively engage Filipino youth to gain self-confidence, self-esteem, and educational aspiration. If policies of labour export and the TFWs are there to stay, then at least Filipino organizations can wrestle issues that are manageable to change such as identity issues. In fact, organizations like the Kapisanan Centre for Philippine Arts and Culture in Toronto, Aksyon Ng Ating Kabataan (ANAK, or Filipino Youth in Action) in Winnipeg, and Tuluyan (The Bidge) in Vancouver explore their Filipino identity in Canada through a positive interaction with the Philippines.
I argue, however, that these community organizations also need to help Filipino youth, specially those who immigrated under the sponsorship process, to critically engage themselves to immigration issues, racialization, and marginalization that affect them. They must be able to mould 1st and 2nd generation Filipino Canadians as critical thinkers and offer viable support like mentorship program, for example. These organizations must empower Filipino youth to become community leaders willing to try to change the system that traps the Filipino community in a cycle of low educational attainment and downward
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Thus, all the explanatory variables described above may or may not play a larger role in the educational outcomes of Filipino youth. More empirical, statistical, and ethnographic studies should be done to examine the validity of all the variables. Variation within provinces/territories also is a limitation of this study. While most, if not all, Filipinos live in major cities, this paper only incorporates findings in Vancouver through Geraldine Pratt’s study, findings in Toronto and the Ontario province through Philip Kelly’s study, and my own ethnographic study of Filipino nursing students in Montreal. Filipino youth social mobility in Winnipeg and Edmonton, other major Canadian cities where Filipino reside, should be
Fleras, Augie. “Aboriginal Peoples in Canada: Repairing the Relationship.” Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print.
... education proved challenging for Home children during adulthood. The many difficulties the young immigrants endured not only isolated them form Canadians around them but it also discouraged most Home children from staying in rural communities.
The goal of this research is to find out why the immigrant students have to face more challenges in the level of education they achieve, the high level poverty that they face in their daily lives and all the confusing networks they have around them which they have no clue of how to utilize it. Also, the research focusses on the fewer resources immigrant students have while achieving their goals. The research question is important as it does affect all immigrant students and their respective families and not limited just to the immigrant. I am sure many families move to a different country to achieve better education and to make a brighter future for themselves and their loved ones. These families come with so much hope and faith, but in return they are bombarded with so much confusing information that it’s very easy for them to get lost and give up. At last, children are the future and if from being they don’t have the correct resources then how will they achieve their goals.
...ed in out-of-home care during those years were Aboriginal, yet Aboriginal children made up less than 5% of the total child population in Canada (Brown et al., 2005).” The number of First Nations children from reserves placed in out-of-home care grew rapidly between 1995 and 2001, increasing by 71.5% (Brown et al., 2005). In Manitoba, Aboriginal children made up nearly 80% of children living in out-of-home care in 2000 (Brown et al., 2005). These staggering numbers are the reason why researchers and advocates blame the residential schools as the main historical culprit for today’s phenomenon of the over-representation of Aboriginal children in the child welfare system. The sections below will highlight how residential schools shaped child welfare system in Canada today, which help to explain the over-representation of Aboriginal children in the child welfare system.
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
The impact of growing up in foster care creates a plethora of barriers, inhibiting a foster youths chances of attending college and finding academic success. It is estimated that 65% of foster youth will emancipate into homelessness, less than 3% will go to college and 51% will be unemployed (Children Uniting Nations, 2015). Serval major factors serve as barriers including home mobility, school mobility, mental health concerns, social difficulties, lack of financial support, lack of access to college, and social difficulties.
Throughout the last three decades, increasing numbers of Asians have migrated to Canada from all over the Asian continent. Currently, 44% of the Vancouver area population is of Asian descent (Statistics Canada, 2001). Immigrants commonly occupy skilled job positions that the host nation is unable to fill with its own citizens, and thus they offer many advantages to their receiving country. In a nation with a declining birthrate, such as Canada, their contribution can play a major role on multiple levels. The immigrants themselves often enjoy a greater earning potential than they did in their native country, which can be advantageous for those who wish to send money back home to support their families.
...useholds have managed to adjust to family separation, aided by regular communication. Caring for children remains to be a family responsibility. Among extended family members, grandmothers emerged as alternative caregivers in transnational households. While the study demonstrated that transnational households are better off economically than non-migrant households, transnational households are not significantly more likely to build up more savings compared to non-migrant households. The economic disadvantage of non-migrant households and how it constrains investments in children’s education and health cannot be overemphasized. Basic public goods, notably education and health services, must be accessible to all children to lessen the incentive factor that push Filipino parents to leave so their children may have a better chance at success and a more comfortable life.
As we go about our daily lives in the beautiful country of Canada which we have been blessed to live in, it has become normal to see a woman who wears the hijab walking down the street, or a Black family driving on the highway, or an Indian man wearing a suit and tie heading into the office. Canada’s cultural diversity is something which makes the country so special to live in, and instances where we see people of different cultures is increasing everyday. Many of the newcomers who arrive from overseas into Canada are families, with children and youth ready to begin their new life filled with opportunity here in Canada. However, youth who settle in Canada with their families aren’t exempted from the trials and tribulations youth face. In fact,
Undocumented youth have the opportunity to go to school K-12, but face difficulty and barriers to pursuing higher education. People say that education is free and everybody can have access to it. Others say that education is the keys that can open all doors. If education is free why do people not have access to it and to those keys?
Immigration is not something that occurs in every individual’s life, but when it does, it has major impacts on how one tries to find where they belong. At the age of seven, I immigrated to Canada, and I am most thankful to my parents for doing so. My journey to belong had begun, and after schooling for a few months, I had done well in making a couple friends, but I was still adjusting to the domestic society. One thing that I noticed, was the huge difference between how I behaved at home, and how I behaved at school. I was a shy, timid and chubby boy who spoke only on request, but at home, I was a totally different individual, asking my parents question after question ...
According to Rong and Preissle (2009) most immigrant students experienced more social and economic disadvantages than students born in the U.S. Hernandez & Napierala (2012) explain that in 2010, children in immigrant families experienced a higher poverty rate (30%) than children born in the U.S. (19%). Another characteristic of immigrant children is that they are more likely to live in inner-city areas and have parents who were not able to complete high school (Rong & Preissle, 2009). Immigrant children have a
Nadal, Kevin L. Filipino American Psychology: A Handbook of Theory, Research, and Clinical Practice. Hoboken, New Jersey: John Wiley & Sons, 2011. 9, 21. Print.
A relatively large body of scholarship in Canada explores the various dimensions of immigrant and refugee youth experiences of schooling, recognizing that schools play a central role in the integration of immigrant children and youth (Brewers & McCabe, 2014; Devine, 2011; Hall, 2002, pp. 87-88; LaVasseur, 2008) and that education represents a key factor in their overall well-being (Devine, 2011; Rossiter, Hatami, Ripley, & Rossiter, 2015, p. 749). Studies explore immigrant and refugee youth’s educational aspirations and attitudes toward schooling, as well as the patterns and the complex factors influencing their educational outcomes (Garnett, Adamuti-Trache, & Ungerleider, 2008; Krahn & Taylor, 2005; Smith, Schnider, & Ruck, 2005; Sweet, Anisef, & Walters, 2010; Wilkinson, Yan, Tsang, Sin, Lauer, 2012; Wilkinson, 2002). Many of these studies are quantitative in
Most people would say that if you obtained your education in the United States of America, then you got the best education of all. This is a fascinating idea but I absolutely disagree on this. I believe that education is still based upon an individual’s character and insight in life. It is dependent on how one values education. Even if one has attained the highest education in the United States, he can still be considered uneducated if he doesn’t apply what he has learned in school. The education in the Philippines is better in some ways. Due to difficulty of life in the country and the strong desire of the Filipinos to strive hard, the education becomes the top priority. There are three aspects to compare the education between the Philippines and the United States and these include the cost of education, the type of training, and the style of education.