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Conceptualizing Success: Aspirations of Four Young Black CONCEPTUALIZING SUCCESS: ASPIRATIONS OF FOUR YOUNG BLACK GUYANESE IMMIGRANT WOMEN FOR HIGHER EDUCATION by ALICIA KELLY A thesis submitted to the Faculty of Education in conformity with the requirements for the degree of Master of Education Queen’s University Kingston, Ontario, Canada April, 2009 Copyright © Alicia Kelly, 2009 ABSTRACT During the past four decades researchers note that educational institutions fail to “connect” with minority students (e.g. Clark, 1983; Coelho, 1998; Dei, 1994; Duffy, 2003; Ogbu, 1978, 1991). Carr and Klassen (1996) define this lack of “connection” primarily as teachers’ disregard for each student’s culture as it relates to race, and thus, his or her achievement potential. Hence, this disregard encourages minority students to question their ability to be successful. Dei (1994), furthermore, shows a tremendous disconnectedness from schools and education systems being felt by Black students. Few studies give voice to specific groups of Black female high school graduates who opt out of pursuing higher education. I interviewed four Black Guyanese immigrant women to: (a) investigate their reasons and expectations when immigrating to Canada, (b) identify what influenced their decision not to pursue postsecondary education, (c) explore their definitions of success, and (d) investigate how/if their notions of success relate to obtaining postsecondary education in Canada. Critical Race Theory (CRT) was employed in this study to: (a) provide a better understanding of the participants’ classroom dynamics governed by relationships with their teachers, guidance counsellors and school administrators, (b) examine educational outcomes governed by personal and educational relationships and experiences, and (c) provide conceptual tools in the investigation of colour-blindness (Parker & Roberts, 2005) that is disguised in Canadian education, immigration, and other government i policies. To support my investigation, I used CRT to guide the research design, modes of documentation, and the process of analysis. It is hoped that my findings and analysis enriches the academy and society by communicating why there is a scarcity of Black Guyanese immigrant women in Canadian postsecondary institutions, making recommendations, to increase their participation in higher education. This study communicates the experiences of four Black Guyanese immigrant women in Canada. It does not intend to make generalizations about the experiences of all Black Guyanese immigrant women in Canada. ii ACKNOWLEDGEMENTS This has been an extremely rewarding experience for me. Not only have I grown as a researcher, but this process has also encouraged my personal growth. I consider it to be a stepping stone toward accomplishing my own notion of success. My journey toward successfully completing this process would have been impossible without the love and support of others and my faith in God. To begin with, I wholeheartedly thank my thesis Supervisor Dr. Magda Lewis for her patience, mentorship, feedback, and professionalism throughout this process. You taught me how to stand on my own on some awfully glum days, and I am so grateful. My sincere appreciation goes to Dr. Shehla Burney, who served as my Committee Member. You always provided valuable insight and I always walked away from our meetings with new ideas to consider. Thank you. Very warm thanks to my thesis Examining Committee, Drs. John Freeman, Joy Mighty, and Annette Burfoot. It was a great pleasure to share my work with you and receive such valuable feedback. Dr. Freeman, your kindness is overwhelming. I thank Drs. S. Bond, N. Hutchinson, R. Bruno-Jofré, J. Laker, R. Luce-Kapler, R. Rees, W. Warren, and G. Kien for their on-going support. Thanks to the wonderful office support team, M. Sayers, E. George, A. Gencarelli, C. Freitas, and B. Reed for your help. I also express great appreciation to the four participants in this study, who took time out of their frenetic schedules to share their stories. Thank you for trusting me. There are few friends who stick around as we explore who we are really meant to become, accepting us with all our flaws and passions. I thank all my close friends for iii their love and support. I also thank my goddaughter, Danae, for inspiring me to become a better person for her to look up to one day. The love of family will carry you through every one of life’s challenges. As I try to find words to express my gratitude to my family, I cry. Ian you have stood in my corner since the day I met you. I want to always be able to do the same for you. Marrying you was one of the best decisions I ever made; I believe we have made each other stronger and wiser. Thanks for your love and the life we share. My parents will remain my role models forever, and I thank them for all that they have done for me. My father is deceased, but the memories I share of him helps sustain me. My mother’s encouragement, love, support, and incredible kindness oftentimes leave me speechless. I will remain indebted to you, Mommy. Dane you are so much more than my brother; you are my best friend. I would be lost without you. Nazaleen, you have been renewing my often broken faith in love and life, ever since you were born. Thank you both for loving me and keeping me sane. Darrell you have brought so much more love and understanding into our family, and I deeply appreciate your help over the years with everything. You’re a gem. I extend special thanks to my Granny and the other members of my wonderfully supportive extended family, including my stepson and loving in-laws, Basil, Agatha, and the entire family. My parents instilled in me a love of learning, and I look forward to the rest of my journey in education. I hope to inspire the same love of learning in others around me, especially in my beautiful nephew, Devan. He will always hold a special place in my heart. iv DEDICATION This Thesis is dedicated to my mother Rosann Hussain and father Fazal Hussain, for teaching me invaluable lessons about commitment, perseverance, hard work, respect and love. We do not get to choose our parents, but if that were the case and I had a choice, I would choose you. v TABLE OF CONTENTS ABSTRACT ......................................................................................................................... i ACKNOWLEDGEMENTS ............................................................................................... iii DEDICATION .................................................................................................................... v TABLE OF CONTENTS ................................................................................................... vi LIST OF TABLES AND FIGURES................................................................................... x CHAPTER ONE: INTRODUCTION ................................................................................. 1 The Problem .................................................................................................................... 1 Purpose of Study ............................................................................................................. 4 Research Questions ......................................................................................................... 4 Who is the researcher? .................................................................................................... 5 Significance of Study ...................................................................................................... 8 Definitions of Terms ....................................................................................................... 9 Thesis Plan ...................................................................................................................... 9 CHAPTER TWO: HISTORICAL BACKDROP OF BLACK GUYANESE WOMEN AND EDUCATION .......................................................................................................... 11 The Context ................................................................................................................... 11 Historicizing Black Women in Guyana ........................................................................ 13 Education in Guyana ..................................................................................................... 14 Black Guyanese Immigrant Experiences in Canada ..................................................... 17 Government Policies and Secondary schools in Ontario .............................................. 21 Policy vs. Practice...................................................................................................... 21 The Government of Mike Harris ............................................................................... 22 vi Multiculturalism Policy ............................................................................................. 23 Summary ....................................................................................................................... 25 CHAPTER THREE: LITERATURE REVIEW/CONCEPTUAL FRAMEWORK ......... 26 Literature Review .......................................................................................................... 26 Overview ................................................................................................................... 26 Challenges of Immigrant Students of Colour in Ontario ........................................... 26 Immigrant Students’ Motivation in Canada .............................................................
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