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The Educational Experiences of Filipino Youth in Quebec in The NOTE TO USERS This reproduction is the best copy available. UMI The Educational Experiences of Filipino Youth in Quebec in the Context of Global Migration Josie Fely Caro Department of Educational and Counselling Psychology McGill University August, 2008 A thesis submitted to McGill University in partial fulfilment of the requirements of the degree of Master's of Arts in Educational Psychology. © Josie Fely Caro, 2008 Library and Archives Bibliothgque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'gdition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-66914-3 Our file Notre reference ISBN: 978-0-494-66914-3 NOTICE: AVIS: The author has granted a non- L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author's permission. In compliance with the Canadian Conform£ment a la loi canadienne sur la Privacy Act some supporting forms protection de la vie privee, quelques may have been removed from this formulaires secondaires ont ete enleves de thesis. cette thdse. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n'y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. Canada Educational Experiences of Filipino Immigrant Youth in Quebec ii Table of Contents Acknowledgements iii Abstract iv Introduction and Review of the Literature 1 Rationale and Theoretical Framework 17 Research Questions and Methodology 20 Participants and Context 30 Findings 44 Discussion and Conclusion 77 References 89 Appendix A - List of common abbreviations 93 Appendix B - List of codes and subcodes 94 Appendix C - Ethics certificate 109 Educational Experiences of Filipino Immigrant Youth in Quebec iii Acknowledgements There are several people I would like to thank who helped bring this work together. First, I would like to thank my supervisor, Janet Donin, for her patience and guidance. I would like to thank the members of the Kapit Bisig Centre for their insights and their support to a fellow Filipino. Finally, I would like to thank my mother for her love and prayers and my father for his quiet strength that carried me through my educational career thus far. This study was made possible by grants from the Social Sciences and Humanities Research Council and the Fonds Quebecois de Recherche sur la Societe et la Culture. Educational Experiences of Filipino Immigrant Youth in Quebec iv Abstract Filipino youth in Montreal have one of the highest rates of not being in school. Reports of behavioural problems, difficulties integrating, school failure and parent-child relationship difficulties have been reported among Filipino Youth who came to Canada after their mothers came to work in Canada under the Live-In Caregiver Program and its predecessor, the Foreign Domestic Movement. Using a sociocultural framework, I interviewed seven Filipino youth to examine the factors that interact to influence their educational outcomes. I discovered that several of their problems were related to long periods offamily separation. The inability to develop a close relationship with their mother, along with economic struggles was a source of difficulty and directly affected educational outcomes. The focus of learning French in order to do well in the Quebec High School system is another factor affecting the ability of Filipino youth to succeed in school. Educational Experiences of Filipino Immigrant Youth in Quebec v Resume Les jeunes philippins a Montreal ont un des taux de non-frequentation scolaire les plus eleves. Des troubles de comportement, difficultes d'integration, echecs scolaires et des difficultes dans les relations parent-enfant ont ete signales parmi les jeunes philippins qui sont arrivee au Canada a la suite de leurs meres qui etaient venues travailler au Canada dans le cadre du Programme d'aides familiaux residants, et son predecesseur, le programme d'embauchage des travailleurs domestiques etrangers. Utilisant un cadre socioculturel, j'ai interviewe sept jeunes Philippins, examinant les facteurs qui entrent en ligne de compte et influencent leurs resultats scolaires. J'ai decouvert que plusieurs de leurs problemes etaient relies a. de longues periodes de separation familiale. L'incapacite a mettre en place une bonne relation avec leur mere, ainsi que des difficultes financiere sont pour eux de grosses entraves et touchent directement les resultats de I'education. L'emphase mise sur le franqais, afin de bien s'integrer au systeme scolaire quebecois, est un autre facteur d'influence sur la capacite qu'on les jeunes Philippins de reussir a Vecole. Educational Experiences of Filipino Immigrant Youth in Quebec 1 The Educational Experiences of Filipino Youth in Quebec in the Context of Global Migration "Delinquents", "trouble-makers", "up to no good". These are some of the phrases that I have heard spoken of Filipino Youth living in the Cote-des-Neiges area of Montreal. "Third highest dropout rate", "gang-violence", "drugs" are other words that are associated with this group of individuals (e.g., Lejtenyi, 2003). While some members of the Filipino community are quick to point the finger at parents, the language or the schooling system, I set out to investigate how the youth themselves interpret their educational experiences. I wanted to know how they see the intricate network of social, cultural and economic factors that influence the educational outcomes of Filipino Youth in Quebec. As a Canadian-born woman of Filipino descent who has had access to higher levels of education, I was interested in exploring the various factors that impede educational success and full integration of newly-arriving youth in Montreal. With help and guidance from various Filipino community organizations such as Kabataang Montreal ("Filipino Youth of Montreal"), and the Philippine Women Centre of Quebec that advocate for the rights and welfare of overseas Filipinos, I became interested in understanding Filipino youth's issues in the context of global migration. Taking a socio-cultural theoretical lens, I set out to examine how various immigration policies such as the Live-In Caregiver Program Educational Experiences of Filipino Immigrant Youth in Quebec 2 and educational policies such as the Charte de La Langue Fran9aise are shaping the Filipino community today. In particular, I explored the effects of family separation on Filipino youth whose mothers came to Canada as domestic workers under the Foreign Domestic Movement - which has since been replaced by today's Live In Caregiver Program - and how these youth adapt to schooling in Quebec given the language policies and their linguistic and educational backgrounds from the Philippines. Brief Background on the Philippines The Republic of the Philippines is an archipelago located in South East Asia. It occupies land mass that is roughly the size of Arizona and has over 89 000 000 inhabitants (CIA, 2006). The Philippines was first colonized by Spain in the sixteenth century. While the Spanish did not educate Filipinos except for the elite, they did convert many of them to Christianity. Today, 80% of the country is Roman Catholic, making it a unique population within Southeast Asia (Salazar, Schludermann, Schludermann & Huynh, 2000). Spanish colonial rule lasted until 1898 when, after the Spanish-American War, the United States took over the Philippines. The United States government then instituted formal education for the masses, and opened up Universities and other institutions of higher learning. The United States would eventually grant the Philippines independence on July 4, 1946, but the Philippines would remain under the influence of the U.S. for years to come (Constantino, 1999). Educational Experiences of Filipino Immigrant Youth in Quebec 3 English and Tagalog are the two official languages of the Philippines. English is the language of government and higher education (Nical, Smolicz & Secombe, 2004). While 92% of Filipinos aged 15 and over are considered literate, 40% live below the poverty line (CIA, 2006). Due to the current economic crisis in the Philippines, many Filipinos leave their homes to do migrant work in over 180 countries. In 2004, there were 1.33 million Filipinos working abroad, sending home remittances totalling over $48 billion USD to support their families in the Philippines. There were 12 000 of these workers in Canada in 2004, and 9 000 of these were
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