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Identity and Belonging: First and Se...

Cui, Dan.

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Identity and Belonging: First and Second Generation Chinese Canadian Youth in Alberta.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Identity and Belonging: First and Second Generation Chinese Canadian Youth in Alberta./
作者:	Cui, Dan.
面頁冊數:	263 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
標題:	Canadian studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR98380
ISBN:	9780494983805

Identity and Belonging: First and Second Generation Chinese Canadian Youth in Alberta.
Cui, Dan.

Identity and Belonging: First and Second Generation Chinese Canadian Youth in Alberta. - 263 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--University of Alberta (Canada), 2013.

This item must not be sold to any third party vendors.

Although Chinese Canadians have been considered as one of the largest "visible minority" group in Canada, research with the children of Chinese immigrants has yet to be fully developed. Recent empirical research reveals that racialized minority children experience a greater rate of racial discrimination than do their parents and thus have a decreased sense of belonging to Canada. In this context, my research examines identification and sense of belonging among first and second generation Chinese Canadian youth in Alberta. Two major research questions raised in this study include How do Chinese Canadian youth construct identities and negotiate belonging within a Canadian multicultural society? What are the factors that contribute to their identification and sense of belonging?.

ISBN: 9780494983805Subjects--Topical Terms:

2122858
Canadian studies.

Identity and Belonging: First and Second Generation Chinese Canadian Youth in Alberta.
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245 1 0 $a Identity and Belonging: First and Second Generation Chinese Canadian Youth in Alberta.
300 $a 263 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Jennifer Kelly.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Although Chinese Canadians have been considered as one of the largest "visible minority" group in Canada, research with the children of Chinese immigrants has yet to be fully developed. Recent empirical research reveals that racialized minority children experience a greater rate of racial discrimination than do their parents and thus have a decreased sense of belonging to Canada. In this context, my research examines identification and sense of belonging among first and second generation Chinese Canadian youth in Alberta. Two major research questions raised in this study include How do Chinese Canadian youth construct identities and negotiate belonging within a Canadian multicultural society? What are the factors that contribute to their identification and sense of belonging?.
520 $a Using a grounded theory approach, thirty-six Chinese Canadian youth aged 15-25 in Edmonton and Calgary were interviewed. The findings of this research include two substantive identity models grounded in empirical data. Ten points of reference are identified to reveal the complicated assumptions that Chinese youth drew on in the process of their identity construction and belonging negotiation. The structural, institutional, and interpersonal factors that affect their identification and belonging are explored and discussed.
520 $a These factors, I argue, illustrate that racism still subjugates Chinese youth as second-class citizens through their daily interaction with major agents of socialization such as school, family, and media. The identity label of "Chinese" is therefore far from a neutral ethnic term. It is rather a racialized identity imbued with various racist connotations. My investigation illustrates that racism functions as a discourse and hegemonic ideology which is not only maintained and imposed from non-Chinese immigrants, but also reproduced and internalized within the Chinese community.
520 $a The findings from this study have significant implications for race and ethnic studies, the adaptation and integration of Chinese immigrant descendants, identity studies, sociology of education, cultural studies, social justice and equity in education.
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