Ethnicity, Religion, and Academic Preparedness: A Comparative Analysis of Chinese Supplementary Secular Schools and Nonsecular Church-Affiliated Schools

Autor/in	Sun, Ming
Titel	Ethnicity, Religion, and Academic Preparedness: A Comparative Analysis of Chinese Supplementary Secular Schools and Nonsecular Church-Affiliated Schools
Quelle	In: Diaspora, Indigenous, and Minority Education, 8 (2014) 2, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2013.857304
Schlagwörter	Asians; Ethnicity; Immigrants; Foreign Countries; Religion; Community Schools; Academic Ability; Social Integration; Ethnography; Observation; Student Adjustment; Churches; School Role; Comparative Analysis; Christianity; Self Concept; Peer Relationship; Family Relationship; Socialization; Canada + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Ethnizität; Immigrant; Immigrantin; Immigranten; Ausland; Community school; ; Gemeindeschule; Gemeinschaftsschule; Soziale Integration; Ethnografie; Beobachtung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Church; Kirche; Christentum; Selbstkonzept; Peer-Beziehungen; Socialisation; Sozialisation; Kanada
Abstract	Little academic attention has been given to the supplementary education experience of immigrant students in the Canadian research literature, especially in a non-English speaking context such as Quebec. Yet these schools are important for understanding the influence of ethnicity as well as religion on the academic preparedness and social integration of immigrant/minority students in the public school system. From a comparative perspective, this study explores the role that secular Chinese language schools and nonsecular, church-affiliated schools play in responding to the educational needs of Chinese youth in the public schools. Data were collected through ethnographical observation in the two school contexts, as well as through in-depth interviews with Chinese immigrant students, their parents, school personnel, and church ministers. Through a Foucauldian analysis of discourse, the author found that attendance at Chinese supplementary schools benefitted these students' academic preparedness in a variety of ways, such as the reinforcement and development of ethnic identity. In secular Chinese language schools, ethnicity seems to function through the interaction of cultural attributes and social ethnic structures, whereas in church-affiliated, nonsecular schools, the influence of ethnicity seems to shift to the impact of Christian discipleship. Through this process, church schools actually act as socializing agents that facilitate positive interpersonal relationships among peers and families. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10