Rozprawy doktorskie na temat „Chinese immigrant community activities”

Most immigrants have to adjust their lives to living in a new country, especially when moving from an Eastern to a Western society. Chinese immigrants may face multiple difficulties, including cultural differences and the English language barrier, which are a particularly problem for older immigrants. To overcome these difficulties, many Chinese immigrants either form new community groups or join those currently operating. Normally, Chinese community groups provide a wide range of activities for members. The literature (e.g., Diener, 1984; Cantor & Sanderson, 1999; Csikszentmihalyi, 1975) provides some understanding of the value for new immigrants in attending these group activities. Participating members report improved life satisfaction within new society and have a more positive outcome as a result of their involvement. However, the magnitude of the influence life satisfaction and well-being is not as clear. This research aimed to better understand the relationships between participation in community group activities and the life satisfaction and well-being of participating members. A quantitative research method was adopted for this study to investigate the relationships between the variables. The study utilised a questionnaire that focused on specific demographic characteristics of participants, a 5-item life satisfaction measure (Diener, Emmons, Larsen, & Griffin, 1985), a short 18-item measure (Ryff, 1989a) of the six dimensions of psychological well-being, and on other factors likely to impinge on life satisfaction and well-being. The 7-point agreement scale asked participants the extent to which they agreed or disagreed with the statements. The questionnaire was offered to participants in both English and Chinese. Questionnaires were completed by 600 Chinese-speaking immigrants from Taiwan, China, Hong Kong, Malaysia, and Singapore who were participants in educational activities and/or other activities offered through 21 different Chinese community groups in Brisbane. Four hundred took part in 20 different educational group activities, and 200 in 25 different non-educational group activities. Most participants were female, and approximately two thirds were over 50 years of age. Using AMOS, a number of structural equations models (SEMs) were tested to investigate the conceptually proposed links between the various variables. This study supports other literature, finding that both educational and general activities provided by the community groups positively influence the participating members' life satisfaction and feelings of well-being. The majority of participants in this study reported that they considered participating in community group educational activities (74.2% agreed), and general activities (66.6%), had the most impact on their life satisfaction and well-being. Most participants (70%) found that community group activities, both educational and general, were interesting. However, only around 53% of them claimed to have achieved their goals in these activities. The findings of this study indicate the complexity of the influences on life satisfaction and well-being levels facing this cohort of Chinese immigrants. Although results suggest that demographic variables such as year of migration and employment status have a greater influence on life satisfaction and well-being than educational activities and general activities, the outcomes of this study support the conclusion that the participating members have benefited from the variety of programs offered by Chinese community groups.

Most immigrants have to adjust their lives to living in a new country, especially when moving from an Eastern to a Western society. Chinese immigrants may face multiple difficulties, including cultural differences and the English language barrier, which are a particularly problem for older immigrants. To overcome these difficulties, many Chinese immigrants either form new community groups or join those currently operating. Normally, Chinese community groups provide a wide range of activities for members. The literature (e.g., Diener, 1984; Cantor & Sanderson, 1999; Csikszentmihalyi, 1975) provides some understanding of the value for new immigrants in attending these group activities. Participating members report improved life satisfaction within new society and have a more positive outcome as a result of their involvement. However, the magnitude of the influence life satisfaction and well-being is not as clear. This research aimed to better understand the relationships between participation in community group activities and the life satisfaction and well-being of participating members. A quantitative research method was adopted for this study to investigate the relationships between the variables. The study utilised a questionnaire that focused on specific demographic characteristics of participants, a 5-item life satisfaction measure (Diener, Emmons, Larsen, & Griffin, 1985), a short 18-item measure (Ryff, 1989a) of the six dimensions of psychological well-being, and on other factors likely to impinge on life satisfaction and well-being. The 7-point agreement scale asked participants the extent to which they agreed or disagreed with the statements. The questionnaire was offered to participants in both English and Chinese. Educational activities, well-being and the life satisfaction of Chinese community group members Questionnaires were completed by 600 Chinese-speaking immigrants from Taiwan, China, Hong Kong, Malaysia, and Singapore who were participants in educational activities and/or other activities offered through 21 different Chinese community groups in Brisbane. Four hundred took part in 20 different educational group activities, and 200 in 25 different non-educational group activities. Most participants were female, and approximately two thirds were over 50 years of age. Using AMOS, a number of structural equations models (SEMs) were tested to investigate the conceptually proposed links between the various variables. This study supports other literature, finding that both educational and general activities provided by the community groups positively influence the participating members' life satisfaction and feelings of well-being. The majority of participants in this study reported that they considered participating in community group educational activities (74.2% agreed), and general activities (66.6%), had the most impact on their life satisfaction and well-being. Most participants (70%) found that community group activities, both educational and general, were interesting. However, only around 53% of them claimed to have achieved their goals in these activities. The findings of this study indicate the complexity of the influences on life satisfaction and well-being levels facing this cohort of Chinese immigrants. Although results suggest that demographic variables such as year of migration and employment status have a greater influence on life satisfaction and well-being than educational activities and general activities, the outcomes of this study support the conclusion that the participating members have benefited from the variety of programs offered by Chinese community groups.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text

Cantonese and English are reported to be the two main languages used by a heterogeneous group of Chinese immigrants in Manchester (Lo 2001). This study aims to explore how these two languages are used in the spoken discourse of the Chinese community, with a focus on code-switching. While most of the studies on the Cantonese-English code-switching of Chinese immigrant communities focus on family conversation, the present study looks at cases of code-switching found in the conversations among friends, interviews with British-born Chinese and family conversations, in terms of its structural features and functions.

Thesis advisor: Ana M. Martínez Alemán
College-choice studies have long been conducted to help colleges improve their recruitment strategies (Chapman, 1981; Hossler & Gallagher, 1987; Jackson, 1982; Litten, 1982). The dominant college-choice models and studies have, however, focused solely on traditional aged students seeking to enroll in four-year colleges/universities upon high school completion (Bers & Smith, 1987; Cabrera & La Nasa, 2000). Neglected from these established models has been the other student populations enrolled in other sectors of higher education in the U.S., specifically the community colleges. Critical Race Theory (CRT) provided the conceptual framework for this qualitative study that explored the college-choice phenomenon for a group of documented Chinese immigrant students at one urban public community college. This study examined the participants' experiences to determine factors that contributed to their college-choice decision making. The stories shared by a sample of 16 participants (ages 19 to 39) revealed four overarching factors that impacted their college-choice decision making: 1) their experiences as immigrants in the U.S.; 2) their experiences as members of the working class in the U.S.; 3) their educational experiences prior to their immigration to the U.S.; 4) their educational experiences while in the U.S., which raised concerns about equity in access to college knowledge. Participants negotiated all these factors to decide that they would enroll at a community college. The findings from this study contributed to the literature of college-choice from the perspective of a group of documented Chinese immigrants. In part, participants reported they chose to enroll at community college because they wanted a college that offered them opportunities to improve their English language skills; was affordable; conveniently located; had a community of Chinese/API immigrant students. Overwhelmingly, participants chose to attend a community college because they were not informed that there were other options
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

This research study explores the mental health beliefs and mental health treatment expectations in the context of cultural perspectives within the Chinese immigrant community in the UK. Using a constructivist grounded theory methodology, intensive interviews were used to collect data from twelve participants. The participants were all first generation Chinese immigrants who had experience of using mental health services in the United Kingdom within the previous five years. The data analysis resulted in the emergence of four categories: experiences in the context of cultural perspectives, changing mental health beliefs, evaluations of the service and a review of treatment expectations. Category one accounts for the ways in which participants construct and perceive the meanings of their experiences, viewpoints, emotions and attitudes in relation to Chinese cultural perspectives surrounding the subject of mental health. Category two explores the way that initial mental health beliefs are changed by the experiences individuals have while accessing mental health services. Category three sheds light on how the mental health service is evaluated by the individual. Category four considers treatment expectations for the current mental health service. In examining all the above categories, a layered interrelationship emerges which contributes to the construction of the theoretical model. This study suggests a theoretical model that allows the understanding of mental health beliefs and mental health treatment expectations in the context of cultural perspectives within the Chinese immigrant community. The current literature indicates that Chinese immigrants and their mental health needs have received little attention to date. The theoretical model presented here offers a novel framework that accounts for a multiplicity of aspects that are pertinent to the construction of mental health beliefs and treatment expectations in the context of Chinese cultural perspectives for the studied population. The insight gained can be utilised by counselling psychologists as a guide to assist in working with Chinese clients and providing a culturally appropriate and competent service. Furthermore, learning can also be gained from elements of traditional Chinese philosophy to inform and inspire counselling psychologists in the UK.

This thesis studies the development of the Portland, Oregon Chinese immigrant community between 1850 and 1910. Chinese immigrants first arrived in Portland in the mid-1850s and quickly created businesses as well as social institutions they transplanted from China to the U.S. West. They also established intricate relationships among themselves and with members of the surrounding white community. County and state court records held at the Multnomah County Courthouse and National Archives in Seattle, Washington, reveal much about the Chinese immigrant community in Portland and provide a window into a society that left few written records. Through the analysis of hundreds of court cases held at the Multnomah County Courthouse in Portland, this thesis reconstructs four broad aspects of Portland's Chinese immigrant community. The first chapter discusses the arrival and establishment of Chinese immigrants in Portland. The second chapter discusses Chinese experience with white missionaries in the courts as both groups battled for custody rights to Chinese women and children. The third chapter looks at the case of United States v. John Wilson, which revealed how Chinese and whites had collaborated to establish one of the largest and most successful immigrant and opium smuggling rings on the West Coast. With the aim of profiting from Chinese exclusion, the white and Chinese operators of this ring bridged racial barriers that had, for decades, divided the two groups. In chapter four, finally, the thesis examines social conflict within the late nineteenth century Portland Chinese community. This chapter describes how internal conflicts in Portland Chinatown, stemming from traditional social associations transplanted from China, played as strong a role in shaping the Chinese community in Portland as did exclusion laws determined to end the entry of Chinese to the United States.

A large wave of Chinese immigrants came to the United States in the second half of the nineteenth century. Employment, mainly in the salmon-canning industry, drew thousands of them to coastal Astoria, Oregon. Taking the period between the first Chinese Exclusion Act in 1882 and the Immigration Act of 1924, this thesis focuses on the Chinese merchants in Astoria and their importance for our understanding of race relations in the town during these years. Specifically, the merchants help to make sense of how the Chinese related to the local white population, as different sources suggest different trends of amiability and hostility. Newspapers testify that local Chinese gained acceptance during the period, going generally from vilified outcasts to respected members of the community. Immigration case files, however, show that officials displayed little resistance to Chinese in the early exclusion years, but worked harder to deny Chinese applications toward the end of this period. So, from one body of records it seems that white Astorians grew more tolerant of Chinese during these years, while the other document set shows a rise in conflict with the immigrants. This apparent contradiction can be reconciled by considering the demographic changes in the Chinese immigrant community during this period, along with class biases and the role of merchants in immigration and social interactions.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.

碩士
國立臺南藝術大學
民族音樂學研究所
99
Since religious affiliation is the only spiritual sustenance of the early Taiwan colonist communities, temples to be the community center of people that for public activities and sacrificing in early agricultural society in Taiwan and easy to condense people. For adopting modern community, temples are not only the important sites of traditional culture performing and communities interactivities today for involving community activities but a culture space of people.Musical performing is not only an important role of temples sacrificing and celebrations but an important element of condensing community awareness. This paper approaches interactivities between temples, communities, Chinese musical groups and the functions and roles of chinese musical groups of Yua-Bao temple in community activities.

Eye contact is a research and installation projects about the westernization process of bridal costume from 1900 to 2012 in both China and the Chinese immigrant community in America. The project focuses on the bride’s wedding costume to present the development of social status of women in both China and Chinese immigrant community in America.
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碩士
國立交通大學
社會與文化研究所
106
The community investigated in this thesis are the Yunnan-Chinese from China to Northern Burma. The aim of my research is to examine the prejudice and discrimination that Yunnan-Chinese have experienced since the beginning of Burma’s independence, as well as the difficulty they face in obtaining citizenship following the enactment of Burma’s 1982 Citizenship Law. Furthermore, I will analyze how this unequal citizenship affects the social status of Yunnan-Chinese in Burma, and how the populace lives under legal inequality and racial discrimination. Chinese citizens have primarily made use of two different routes in migrating to Burma. Fujian-Chinese and Guangdong-Chinese migrated to southern Burma. Most of them stayed in Yangon. Yunnan Chinese migrated to the mountains of northern Burma. According to my observations, although they all share the title of “foreigner”, Fujian-Chinese and Guangdong-Chinese populations in Burma seem to be have better integrated into the local society than the Yunnan-Chinese. The thesis is divided into five chapters. Different types of citizenship, economic and cultural representation of Yunnan-Chinese immigrants in three cities are discussed through multi-sited fieldwork in Pyin-Oo-Lwin, Lashio, and Tangyan. During the British colonial period, the Yunnan-Chinese retained their traditional cultural style. Their situation worsened after the independence of Burma resulted in their subjection to humiliating restrictions and harsh treatment by the State. This continuing inequality of legal status naturally affects the Yunnan-Chinese community’s political power, economic status and cultural capital in Burma. As historically oppressed and downtrodden citizens, how can the Burmese Yunnan-Chinese populace overcome the persecution they currently face in order to become recognized as legal, equal citizens of Burma?

Han, Le.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (leaves 121-123).
Abstracts in English and Chinese.
Chapter Chapter 1 --- Introduction --- p.1
Chapter Chapter 2 --- Literature Review --- p.9
Chapter Chapter 3 --- Methodology --- p.32
Chapter Chapter 4 --- Themes of Being Chinese in Documentary Texts --- p.41
Chapter Chapter 5 --- The Construction of Home and Nation in Transnational Settings --- p.69
Chapter Chapter 6 --- Constructing an Imagined Global Chinese Community --- p.82
Chapter Chapter 7 --- Concluding Remarks --- p.101
References --- p.121

The purpose of this study was to investigate the developmental outcomes of Chinese American children's social competence in their transition to elementary school. In this study, I used a mixed-methods research design. The first part of the study was a secondary analysis of data from the Early Childhood Longitudinal Study-Kindergarten Cohort. I examined cultural differences in the effects of parental warmth, parental SES, parent-child communication, and children's participation in peer-oriented structured extracurricular activities on the social development of European American and Chinese American children. For the second part of the study, I developed questions based on the findings of the quantitative analysis and conducted interviews to further explore how Chinese immigrant mothers' parenting beliefs and practices contributed to their children's development of social competence. The results showed that in Chinese immigrant families, parental SES influenced parent-child communication, which in turn promoted children's social competence. Parental SES, but not parental warmth, predicted their children's participation in peer-oriented structured extracurricular activities. Years of stay in the U.S. positively predicted children's participation in peer-oriented structured extracurricular activities, while it negatively predicted parent-child communication in Chinese immigrant families. The qualitative data suggested that Chinese immigrant mothers facilitated their children's social development by giving them verbal guidance for peer problems, encouraging conversations at home, and serving as role models for their children. Children's activity participation was restricted by the affordability of activities and parents' ability to provide transportation for their children. The Chinese immigrant mothers perceived taking on daily responsibilities and spending quality time together with their children as ways to express love toward them. These mothers' childrearing practices were influenced by the generational gap and acculturation. This study broadens our understanding of Chinese American children's development of social competence in their transition to formal schooling. It contributes new knowledge about 1) cultural differences in the effects of parental warmth and SES on parent-child communication; 2) the influences of parental SES on parent-child communication and Chinese American children's participation in peer-oriented structured extracurricular activities; and 3) the effect of years of stay in the U.S. on parent-child communication in Chinese immigrant families.
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碩士
國立成功大學
外國語文學系碩博士班
98
SKY Lee’s Disappearing Moon Caf?, a story of an immigrant family which spans over a century, covers issues of racial conflict, capitalist exploitation, patriarchal domination, and gender relation. Throughout the novel, Lee creates a time-defying conversation between women in four generations. This female account of history invites a re-reading and reconsideration of a period of history in which women have been mainly marginalized. First, this thesis centers on how racial patriarchy and capitalist exploitation affects the gender relations between Chinese men and women in the domestic sphere. Through an intersecting exploration of race, class, and gender, immigrant experience is no longer restricted by Chinese men’s emasculation and discrimination. In order to demonstrate the background of immigrant experience, the second chapter illustrates how Chinese male immigrants, as cheap laborers, suffered from institutional racism enforced by capitalist patriarchy. Supported by the dichotomy and determinism permeated in colonialist ideology, this racism brought about the disempowerment of Chinese men by emasculation and led to the deterioration of patriarchy with the promulgation of the Immigrant Act. Chapter Three focuses on the empowerment of Chinese women in the domestic sphere achieved through participation in wage employment, unbalanced sex ratio, and female bond-forming. Divided as three different stages, the transformation of women is exemplified in the Wong family, from the internalization of patriarchy to awareness of transition and, finally, to the formation of empowered subjects. Chapter Four discusses the two roles played by Kea—a mother and a writer—to demonstrate the strategy Chinese Canadians need to take to negotiate between their racial, gendered, and cultural identities. By questioning the exclusiveness of patriarchy, Lee points out that the idea of family and community should be based on mutual experience and support of the inferior rather than on blood and linage only. Thus, an alternative power is offered for all the inferior and the marginalized to resort to. This thesis concludes with the affirmation of the need to re-read immigrant history from a female perspective in order to avoid simplifying and generalizing the immigrant experience as a male-centered history.

碩士
中興大學
歷史學系所
95
The adoption of the Immigration and Nationality Act Amendments in 1965 promoted a large number of new Chinese immigrants to the U.S., and created a new era of Chinese American society. With higer education standard, abundant economic finance, and professional training, most new Chinese immigrants developed quite a different way from the counterparts in ancient Chinatown and represented the open and pluralistic appearance. Accordingly, Monterey Park, being located in the suburbia of Los Angeles County, was built as the first Suburban Chinatown of U.S. in the late 1970s, then spread to San Gabriel Valley in 1980s. It soon became the archetype of Chinese American community''s development and riveted wide attention. This article principally focuses on the trend of the Chinese American community development from Monterey Park to San Gabriel Valley in the period of 1965 to 2006, and discusses its migration, economic activity, participation in politics, and social-cultural aspects. This master thesis includes four major subjects. First, it explores the tendency that Chinese American community took shape from Monterey Park to San Gabriel Valley, then analyzes its demographic and social indexes. Second, it deals with the structure and prospect of Chinese economic region from Monterey Park to San Gabriel Valley, then expounds the outlook of the local Chinese real estate, banking, catering industry, retail industry, hotel industry and computer business as well as introduces important Chinese economic associations. Third, it initially concentrates on the rising facet of Chinese American political participation in Monterey Park, involving their hardship, turning point and achievement, then orderly broaches the political tide and challenge that Chinese American in San Gabriel Valley would face. Eventually, it emphasizes on the course of local Chinese adaption and identification into American society, accompanying with the advance of local Chinese schools, Chinese media, religious organizations, fellowship associations, and alumni associations in San Gabriel Valley to reflect the construction and vision of Chinese culture community.

碩士
國立臺灣大學
建築與城鄉研究所
97
Immigrant communities have been the focus of urban studies. For people who don’t live in these urban enclaves, these places are loaded with marginal and enigmatic images. However, these immigrant spaces are shaped by the social networks and political struggles through multiple levels of territorial scales. By focusing on Hua-Hsin Street of Taipei, the immigrant community of Chinese Burmese, this research aims to explore the characters of spatial changes and the place identity within the global dynamic of urban development and people’s flows. The interactive forces among three dimensions: citizenship, space and identity form the theoretical lens to this research. Based on the observation and interviews in the daily life of the Burmese community, it argues that the community was shaped and constantly reconfigured by the transnationalism between the sending place in Burma and the residence in Taipei. Their community space at the Hua-Hsin Street expresses a unique cultural representation of ethnic enclave in the urban area. And the social networks of the immigrants work to compensate the weakness of citizenship. However, along with the expansion of the mega-urban region of Taipei, Hua-Hsin Street is under development pressure from both local government and developers, which lead to both the threats and changes of its spatial characters. Hua-Hsin Street overtime has served as a social space for Chinese Burmese to keep their cultural identity, social networks and ethnic economy. However, the meaning of the place as home to Chinese Burmese is contested. On the one hand, various types of citizenship among the Chinese Burmese highly intermediate the levels and forms of their place identities and the tightening policy on citizenship have turned Hua-Hsin Street more difficult to be ‘home’. Furthermore, as an urban enclave without clear boundaries in the fast growing area, the social discrimination and exclusion between local Taiwan people and the Chinese Burmese and their descents are detectable. Besides, growing numbers of new immigrants from Southeast Asian countries from the 1990s, including migrant workers and spouses who live, work, or frequent Hua-Hsin Street also further turn it into a place with higher ethnic hybridity. Lastly, real estate developers, business groups like coke cola, and the local government’s programs of marketing Hua-Hsin Street as a tourist spot are reshaping the local landscapes rapidly. These dimensions together shape the dynamic nature of Hua-Hsin Street in a global era.

Cette recherche vise à documenter l’expérience scolaire des élèves québécois d’origine chinoise à l’école secondaire de langue française et à examiner les dynamiques qui influencent la réussite scolaire de ces élèves. Elle s’intéresse plus précisément aux impacts des facteurs relatifs à l’école, à la famille immigrante, et à ceux de la communauté ethnique sur l’intégration de ces jeunes dans un contexte francophone. Les données ont été principalement recueillies à travers des entretiens semi-structurés approfondis auprès d’élèves d’origine chinoise et de différents acteurs du paradigme éducatif (parents, acteurs scolaires et intervenants communautaires). D’autres instruments, tels que l’analyse du contenu de documents et de médias, ont également été utilisés afin de fournir des informations contextuelles et d’enrichir les données d’entrevues. Les données ont été analysées selon un cadre théorique ouvert et inclusif où la réussite scolaire des élèves issus de l’immigration est mesurée en mettant l’accent sur l’influence de la maîtrise de la langue d’enseignement, du capital culturel et social de la famille et de la communauté immigrante, ainsi que des facteurs systémiques au niveau de l’école. Les résultats de cette étude dans trois écoles cibles montrent qu’en général les élèves d’origine chinoise connaissent une expérience positive, surtout en ce qui concerne leur performance scolaire en mathématiques et sciences. Cependant, les nouveaux arrivants ont tendance à éprouver des difficultés dans l’apprentissage du français et pour leur intégration sociale. En effet, le processus d’intégration socioscolaire des jeunes chinois est sous l’influence des différents milieux qu’ils fréquentent. À propos de l’influence des dynamiques scolaires, les résultats de la recherche indiquent qu’une relation maître-élève positive joue un rôle important dans la réussite éducative de ces élèves. Toutefois, l’insuffisance du soutien à l’apprentissage défavorise l’intégration linguistique et sociale des élèves nouvellement arrivés. Les données de cette étude soulignent notamment le rôle de la famille immigrante et de la communauté ethnique dans l’expérience scolaire de ces jeunes. D’une part, sous l’impact des dynamiques familiales, notamment ce qui à trait au projet migratoire, à la culture chinoise et à l’expérience pré- et post-migratoire, les parents immigrants chinois s’impliquent activement dans les études de leurs enfants, malgré des barrières linguistiques et culturelles. D’autre part, afin de surmonter les effets négatifs des faibles liens entretenus avec l’école de langue française, les parents chinois ont largement recours aux ressources au sein de la communauté ethnique, tels que les médias de langue chinoise, les organismes ethnospécifiques de services aux immigrants, l’école du samedi et les institutions religieuses ethniques. Ces institutions sociales ethniques contribuent à soutenir les valeurs culturelles, échanger des informations, établir des modèles pour les jeunes et à fournir des services appropriés en matière culturelle et linguistique.
This study seeks to document the educational experience of students of Chinese origin in Quebec French high schools and to examine the dynamics influencing their academic achievement. More specifically, it explores the impact of school context, Chinese immigrant families, and the ethnic community on the socioeducational integration of these youth in a French-speaking context. Data were collected mainly through semi-structured in-depth interviews with students of Chinese origin as well as different actors holding educational roles (immigrant parents as well as school and community practitioners). Other instruments, such as document review and media content analysis, were also adopted to provide background information and to enrich the interview data. Data were analysed according to an open and inclusive framework evaluating the academic achievement of immigrant students with a main focus on the influence of the proficiency in the language of instruction, cultural and social capital of the immigrant family and community, and systemic factors at the school level. The research findings show that students of Chinese origin in the three target schools generally have positive school experience, especially in terms of their performance in mathematics and sciences. However, some of them, new arrivals in particular, seem to encounter some difficulties in learning French and social integration. Indeed, the process of socioeducational integration of Chinese youth is influenced by diverse milieus that they occupy. Regarding the influence of school dynamics, the results of this study indicate that positive teacher-student relationships play an important role in the educational success of Chinese origin students. Nonetheless, the insufficient learning support services diminish the linguistic and social integration of newly arrived Chinese immigrant students. The research data highlight in particular the role of immigrant family and the ethnic community in shaping the school experience of Chinese youth. On the one hand, with the impact of family dynamics, including migration project, Chinese culture, as well as pre-and post-migration experiences, Chinese parents are involved actively in their children’s schooling, in spite of their language and cultural barriers. On the other hand, to overcome the negative effects of loose connections with mainstream French schools, Chinese parents rely largely on ethnic community-based resources, such as Chinese language media, ethnospecific immigrant service organizations, Chinese supplementary schools, and ethnic religious institutions. These ethnic social institutions contribute to support cultural values, exchange information, establish role-modes for the youth, and provide culturally as well as linguistically appropriate services.

The thesis discusses the Chinese community in the Czech Republic and focusses in detail on the social factors influencing their lives and integration into Czech society. The thesis determines the composition of the Chinese community, its way of life, values, family factors, the relationship with the majority society and the degree of integration. The thesis is trying to familiarize the reader with the Chinese minority and help towards a better understanding. The aim of the research is to obtain more detailed information and specific examples for each of the themes from the Chinese, long living in the Czech Republic.