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
The over-representation of Aboriginal children in the Canadian Child Welfare system is a growing and multifaceted issue rooted in a pervasive history of racism and colonization in Canada. Residential schools were established with the intent to force assimilation of Aboriginal people in Canada into European-Canadian society (Reimer, 2010, p. 22). Many Aboriginal children’s lives have been changed adversely by the development of residential schools, even for those who did not attend them. It is estimated that Aboriginal children “are 6-8 times more likely to be placed in foster care than non-Aboriginal children (Saskatchewan Child Welfare Review Panel, 2010, p. 2).” Reports have also indicated that First Nations registered Indian children make up the largest proportion of Aboriginal children entering child welfare care across Canada (Saskatchewan Child Welfare Review Panel, p. 2). Consequently, this has negatively impacted Aboriginal communities experience of and relationship with child welfare services across the country. It is visible that the over-representation of Aboriginal children in the child welfare system in Canada lies in the impact of the Canadian policy for Indian residential schools, which will be described throughout this paper.
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.
In 1899, the United States added the Philippines after a short yet bleeding war with Spain. These rich, copious islands brimming with assets were in extraordinary request. The U.S. saw the Philippines; battling against Spain so like them when they were revolting, and chose to venture in and help 'the soul of 1776' (Doc. A). Be that as it may, the question still remains: ought to the United States have attached the Philippines? The answer is a vehement no. It was a misuse of cash and assets, they were as merciless and unbendable as Spain as they would see it of how to treat the locals, and it conflicted with every single administrative conviction the U.S. remained for. Adding the Philippines was not an insightful choice.
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.
The 1971 Multicultural Policy, the by-product of recommendations seen in Book IV of the Royal Commission on Bilingualism and Biculturalism report, gave Canadian society a new image. The policy set out to assist cultural groups to retain and foster their own identity, overcome barriers to participation in society, promote creative exchanges among Canadian cultural groups, and assist immigrants in acquiring at least one of the official languages. The Environics Institute for Survey Research conducted a survey that found 56% of Canadians saw multiculturalism as one of the core symbols of Canadian identity, up nearly 15% from 10 years prior however, there is still high skepticism for the Multicultural Policy. As a result of Canada’s Multicultural
...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.
Nevertheless, the study has given voice to an often unaddressed immigrant youth cohort. Further research to provide a point of comparison with other age groups would assist in more effective provision of pathways and support.
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?
Youth become homeless for a number of reasons including: family violence and neglect, rejection due to sexual orientation or gender identity, the overwhelmed child welfare system and extreme poverty. These youth almost always have experienced unimaginable abuse and trauma, in their homes, their communities, and on the street. It is the Runaway and Homeless Youth Act (RHYA)-funded services and programs that help to rectify the deep injustices that homeless youth experience on a daily basis.
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
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
Nadal, Kevin L. Filipino American Psychology: A Handbook of Theory, Research, and Clinical Practice. Hoboken, New Jersey: John Wiley & Sons, 2011. 9, 21. Print.