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University of Alberta University of Alberta A Journey towards Professional Integration – Experiences of Immigrant Ph. D. Students in Breaking down Barriers to Enter Canadian Academia by Wenying Shi A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Secondary Education ©Wenying Shi Fall 2010 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. Examining Committee Dr. Olenka Bilash, Department of Secondary Education Dr. Bill Dunn, Department of Secondary Education Dr. Joe Wu, Department of Elementary Education Dr. Paula A. Brook, Department of Educational Policy Studies Dr. Lucille Mandin, Faculty of Education, Campus Saint-Jean Dr. Douglas Fleming, Faculty of Education, University of Ottawa Dedication To my husband, Glen Featherstone, who has helped me retain faith, courage, determination, and dignity throughout this arduous journey. - With love and admiration, Cathy Abstract This dissertation investigates the internal and external barriers and successes in career preparation of a small group of immigrant doctoral students. Through three cycles of a four-year action research investigation that integrates interviews, surveys, participant reflections and autoethnography, the data was interpreted through the lenses of critical pedagogy, socio-cultural theory, ecological theory and dialectic theory. The study reveals some of the intercultural transformations that take place in order to reconstruct professional autonomy and perceptions of empowerment during the process of breaking downing internal and external barriers. In order for immigrant doctoral students to achieve professional integration the study presents recommendations to university leaders, graduate supervisors and graduate students themselves. The primary goals are to deepen the understanding of various barriers experienced by professional immigrant Ph.D. students and to identify the changes that occurred in reconstructing their professional autonomy and in their perception of empowerment during the process of breaking downing various external and internal barriers towards professional integration. This study should provide new understandings of what Canadian doctoral education means to professional immigrants, where gaps exist in universities’ programs of studies and their implementation, and between students’ career preparation needs and the services provided through university career support. In light of Canada’s aggressive immigration policy, the findings point to the need to build an integrated career support system for immigrant doctoral students’ academic career transition success and encourage Canadian universities to reflect upon the humanistic and democratic values and approaches embedded in the internationalization of education. In addition, immigrant doctoral students may feel empowered by the stories being told and inspired by the insights and strategies revealed. Acknowledgement This thesis cannot be completed without the guidance and inspiration of my supervisor, Dr. Olenka Bilash. She values my research topic and respects my learning style, which has enabled me to think, act, and write freely. She has been extremely patient with my learning by endlessly reviewing my thesis. She has always been generous with acknowledgement and encouragement for any minor progress I made. Moreover, she treats me as an individual with needs of recognition and friendship, and she has never hesitated to give all. I would also like to express my sincerest gratitude to my supervising and examining committee members whose support has gone beyond to my professional and personal development. Dr. Bill Dunn has taught me social consciousness and responsibilities even without his awareness. Dr. Joe Wu has taught me street smartness which has helped me succeed to a greater extent in the real world. Their easygoing personality and positive attitude have helped me relax and remain resilient. Dr. Paula Brook, as a close friend, has always been there whenever I was in crisis or in celebrations. She has generously helped me in every aspect of my life. Dr. Lucille Mandin provided support during my candidacy and final oral exams with her admirable empathy and insight. I am indebted to all the research participants. Without your support, this research will not become possible. Thank you for having accompanied me through a transformative journey of exploration and discovery with your trust, company, and insights. I would like to express my special thanks to Nick. You let me see that I was not alone in the struggle to flourish. Thanks for your continuous support. Four colleagues deserve special thanks. Greg Ogilvie has inspired me not to give up when facing overwhelming barriers and has tirelessly helped me recognize my success and potential in my worst times. Betty and Anna, whole heartedly, assured me of my value in their learning. Your acknowledgement has brought much needed warmth and comfort. Linyuan Guo, with her incredible successes, has played an essential role model in my academia career preparation. I also thank the faculty, staff, and fellow students for your consistent support throughout my program of studies. My deepest gratitude goes to my husband, Glen Featherstone, for his unconditional love and support. Your proposal for marriage occurred when I had no ability to make money and little time to do chores at home. You had faith in me when I was pushed down and beaten hard. You reminded me of my dream whenever I was tired of trying and wanted to give up. You offered to follow me if I can only establish my dream career in a foreign country, at the cost of leaving your own country, family, friends, and career. Last but not least; my heartfelt thanks go to my mother, Guixiang Zhao. You have taught me to be simple and easy. Although you often wonder how you, an illiterate widow, can have a child with a Canadian doctoral degree, you have the great wisdom I fail to apply. You taught me to appreciate what I have obtained, but not what I have missed. You taught me what matters is not the result but the process. You also taught me to let it go if it does not belong to me. Your weekend phone calls have relieved many of the pains while I am learning to live well in a place where you dislike me to be. Table of Contents Preface…………………………………………………………………………… 1 Chapter 1 Personal Narrative of Academic Career Persistence...................... 3 Who I was in China………………………………………………………………. 5 Early Values Established through Education………………...……………… 5 Seeing Values of Education……………...………………………………. 5 Longing for Attaining Education………………………..……….………. 7 Enjoying Benefits of Educational Attainment……………………………… 10 Outgrowing Opportunities in China………………………………………… 12 Whom I Became in Canada……………………………………………......…… 14 Feeling Devalued as a Person………………………………...……………. 14 Feeling Devalued as a Social Member………………………………...….… 17 Feeling Devalued as a Student………………………………………...…… 21 Feeling Devalued as a Professional……………………………………….... 23 Summary……………………………………………………………………...… 30 Chapter 2 Overview of the Study and Methodology……………………...… 31 Overview of the Study………………………………………………………….. 31 Problem Statement………………………………………………………….. 31 Potential Contributions……………………………………………………... 32 Definition of the Terms……………………………………………………... 34 Thesis Structure……………………………………………………………... 41 Methodology………………………………………………………………....…. 43 Action Research as Framework…………………………………………….. 43 Overview……………………………………………………………...… 43 Validity and Generlizability…………………………………………….. 48 Auto-ethnography……………………………………………………….. 50 Research Design – Three Cycles of Action Research………………………. 56 Study Limitations……………………………………………………………58 Chapter 3 Cycle One: “I Am Not Alone.” - Starting the Journey of Career Exploration…………………………………………………..……. 60 Contradictions…………………………………………………………..………. 60 Professional Immigrants’ Employment Situation…………………..………. 61 Challenges of Doctoral Education………………………………………….. 65 Experiences of Immigrant Students………………………………………… 69 Understanding the Contradictions through the Lens of Critical Pedagogy….…. 70 Summary……………………………………………………………………..…. 76 Chapter 4 Cycle Two: Exploring Career Preparation Gaps with Others….. 79 Setting……………………………………………………………………….….. 79 Research Questions………………………………………………………..……. 79 Participants……………………………………………………………………… 80 Data Collection and Analysis…………………………………………………… 82 Findings and Discussion………………………………………………………... 85 Gaps………………………………………………………………………… 85 English Language Proficiency…………………………………………... 85 Professional Skills and Experiences…………………………………….. 90 Strategies to Fill in the Gaps………………………………………………... 93 Early Career Preparation………………………………………………… 93 Adapting to Host Country’s Belief System and Practice………………... 95 Faculty Support………………………………………………………….. 96 Peer Support……………………………………………………………... 98 Themes…………………………………………………………………….. 101 Barriers
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