Two Multicultural Debates and the Lived Experiences of Chinese-Canadian Youth
Abstract
This paper examines the lived experiences of Chinese-Canadian youth in Alberta in relation to two multiculturalism debates: multiculturalism as a politics of recognition and multiculturalism as a cohesive force. It focuses on three themes of their lived experiences, which include racial discrimination and stereotypes in school; biased media representation; and the relationship between ethnic language maintenance, sense of belonging and multiculturalism policy within a bilingual framework. Two findings are highlighted in this paper. First, the racism youth experienced at school and the racist discourse against Chinese-Canadian students found in Canadian media indicate that Chinese Canadians as racialized and ethnic minorities have not been recognized and treated as equal partners in social interactions with the White dominant group. The multicultural policy focus and task of addressing racism in the 1980s has yet to be finished despite current multicultural policy having a new focus. Second, multiculturalism within a bilingual framework is more an assimilating force than a divisive one. Given the separation of language rights and cultural rights as well as the strong linguistic and cultural assimilation forces in major Canadian institutions, it is less likely for Chinese-Canadian youth to maintain their ethnic language and culture. The main factor that affects their sense of belonging to Canada is the racism in Canadian society rather than the symbolic recognition of diversity that multiculturalism encourages.
Notes
Gaps identified
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Key recommendations
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Key findings
The findings from interviews with Chinese-Canadian youth in Alberta revolve around three themes:
1) racial discrimination and stereotypes in school – immigrants are portrayed as foreigners and competitors, rather than as Canadian citizens and contributors to nation building; racial stereotypes such as “Chinese students are not good at sports or do not have a good command of the English language”
2) biased media representation – mainstream media portrays immigrants as a “problem” or “social threat” to Canadian society; Asian students are depicted as only academically focused while lacking social skills
3) ethnic language and culture maintenance, and sense of belonging in relation to multiculturalism policy – it is difficult for ethnic minority groups to maintain their ethnic culture given that Canada’s multiculturalism policy is created within a bilingual framework which separates language rights from cultural rights
Community organizations
local immigrant service organizations, Chinese bilingual schools and some Chinese professional associations
Location
Edmonton, Alberta; Calgary, Alberta
Key populations
Chinese-Canadian youth
Integration timeline
At what point during the integration process the study was conducted?
Fifteen youth were either born in Canada or immigrated to Canada before the age of six, while the rest came to Canada after the age of six. Their ages ranged between 15-25 years old.
Open-access – No