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Cultural dissonance and adaptation: ...

Wang, Tianhong.

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Cultural dissonance and adaptation: A study of Chinese immigrant teachers coping with cultural differences in Toronto schools (Ontario).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Cultural dissonance and adaptation: A study of Chinese immigrant teachers coping with cultural differences in Toronto schools (Ontario)./
Author:	Wang, Tianhong.
Description:	391 p.
Notes:	Adviser: Paul Begley.
Contained By:	Dissertation Abstracts International63-12A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ74796
ISBN:	0612747964

Cultural dissonance and adaptation: A study of Chinese immigrant teachers coping with cultural differences in Toronto schools (Ontario).
Wang, Tianhong.

Cultural dissonance and adaptation: A study of Chinese immigrant teachers coping with cultural differences in Toronto schools (Ontario). - 391 p.

Adviser: Paul Begley.

Thesis (Ph.D.)--University of Toronto (Canada), 2002.

The purpose of the study was to investigate Chinese immigrant teachers' experiences of cultural dissonance and adaptation in Toronto schools. Individuals' understanding of education and how it should take place are shaped by the historical, philosophical and cultural contexts to which they belong. As entrants in the Canadian school culture, many Chinese immigrant teachers are vulnerable and foreign to the local school conditions, while facing cultural, ideological and practical challenges at the same time. The conceptual framework of this investigation focused on culture and education, minority teachers, cultural dissonance, the role of values, adaptation, meme and its role in cultural adaptation, micro-politics in the school, and the strategies for cultural adaptation.

ISBN: 0612747964Subjects--Topical Terms:

626645
Education, Administration.

Cultural dissonance and adaptation: A study of Chinese immigrant teachers coping with cultural differences in Toronto schools (Ontario).
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100 1 $a Wang, Tianhong. $3 1251268
245 1 0 $a Cultural dissonance and adaptation: A study of Chinese immigrant teachers coping with cultural differences in Toronto schools (Ontario).
300 $a 391 p.
500 $a Adviser: Paul Begley.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4184.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2002.
520 $a The purpose of the study was to investigate Chinese immigrant teachers' experiences of cultural dissonance and adaptation in Toronto schools. Individuals' understanding of education and how it should take place are shaped by the historical, philosophical and cultural contexts to which they belong. As entrants in the Canadian school culture, many Chinese immigrant teachers are vulnerable and foreign to the local school conditions, while facing cultural, ideological and practical challenges at the same time. The conceptual framework of this investigation focused on culture and education, minority teachers, cultural dissonance, the role of values, adaptation, meme and its role in cultural adaptation, micro-politics in the school, and the strategies for cultural adaptation.
520 $a A qualitative research methodology was employed, aiming to describe and interpret the cultural adaptation experiences of the Chinese immigrant teachers who teach in Toronto schools. Data for this study are based on multiple case studies of eight Chinese immigrant teachers, who, by the time of the study, had taught for one to three years in a local elementary or a secondary school in Toronto. The researcher conducted in-depth interviews with the participants following a pre-designed interview schedule. Specific procedures were taken to ensure confidentiality and protect the identities of the participants. The interviews were supplemented by the researcher's observations of classes conducted by some participants, her visits to the schools and attendance at some of the schools' public events. Drawings from the participants were also collected by the researcher to analyze the feelings and mental stage participants went through. Participants' interpretations of drawings were compared to the data collected from the interviews. The NUD*IST software was used to aid the qualitative data analysis.
520 $a The findings of this study are presented in both narrative and graphic forms. The eight cases were cross-analyzed based on themes emerged from the data to identify meaningful consistencies as well as variations in the adaptation processes and strategies among the participants. The findings have revealed the complexity in the nature and the causes of the experiences of cultural dissonance. Participants demonstrated various coping strategies in responding to the cultural dissonance they experienced in Toronto schools, based on a combination of interests and motives they saw as desirable within their respective circumstances. The results also suggest that all participating Chinese teachers made conscious effort to maintain their culture in the Toronto school context.
520 $a In large part, the findings have indicated that cultural adaptation for the participants can be fruitfully viewed as a process of value adjustment, meme selection and interaction. In addition, the results suggest that micro-politics in the school and individuals' personality are among the key factors having potential impact on the adaptation choices of the participants. The overall findings suggest a strong case for the interdependence of the systematic and cultural factors affecting the adaptation process of minority immigrant teachers. The findings of this study have offered some specific suggestions and advice on how to better prepare future immigrant teachers in the Toronto school system as well how to better accommodate their needs.
590 $a School code: 0779.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Bilingual and Multicultural. $3 626653
690 $a 0282
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710 2 0 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 63-12A.
790 $a 0779
790 1 0 $a Begley, Paul, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ74796