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Cultural identity: A case study of t...

Lan, Kim Sheung-King.

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Cultural identity: A case study of the Chinese heritage language schools in Calgary.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultural identity: A case study of the Chinese heritage language schools in Calgary./
Author:	Lan, Kim Sheung-King.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2112.
Contained By:	Dissertation Abstracts International54-06A.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN79201
ISBN:	9780315792012

Cultural identity: A case study of the Chinese heritage language schools in Calgary.
Lan, Kim Sheung-King.

Cultural identity: A case study of the Chinese heritage language schools in Calgary. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 210 p.

Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2112.

Thesis (Ph.D.)--University of Calgary (Canada), 1992.

Cultural identity, which may include both group and self-identity, is a determinant and indicator of cultural survival. The Chinese are one of the most cohesive ethnocultural groups in Canada. The Chinese culture is sustained through institutional completeness, effective opening and closing strategies and "purposive" and "non-purposive" techniques. Some believe that a favourable social climate and the relaxation of prejudice and discrimination can make ethnic communities obsolete. Others have speculated that the Chinese culture in Calgary may become weakened due to the likelihood of losing the philosophical aspect of its composition.

ISBN: 9780315792012Subjects--Topical Terms:

519608
Educational sociology.

Cultural identity: A case study of the Chinese heritage language schools in Calgary.
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100 1 $a Lan, Kim Sheung-King. $3 3285386
245 1 0 $a Cultural identity: A case study of the Chinese heritage language schools in Calgary.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 210 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-06, Section: A, page: 2112.
502 $a Thesis (Ph.D.)--University of Calgary (Canada), 1992.
520 $a Cultural identity, which may include both group and self-identity, is a determinant and indicator of cultural survival. The Chinese are one of the most cohesive ethnocultural groups in Canada. The Chinese culture is sustained through institutional completeness, effective opening and closing strategies and "purposive" and "non-purposive" techniques. Some believe that a favourable social climate and the relaxation of prejudice and discrimination can make ethnic communities obsolete. Others have speculated that the Chinese culture in Calgary may become weakened due to the likelihood of losing the philosophical aspect of its composition.
520 $a Chinese heritage language schools, which are institutions designed to promote Chinese culture, have flourished in recent years due to the official recognition of the Canadian mosaic and a non-racial immigration policy. Since these schools are operated and supported by groups with different affiliations in the Chinese community, they tend to be isolated from one another. This exploratory study involved six heritage language schools and focussed on six factors/indicators in cultural identity. The investigation was conducted in two stages: first, it sought information about the schools' organizational structure and philosophy, and enlisted rapport through informal interviews with administrative personnel; second, it surveyed by means of a questionnaire the strength of cultural identity in students aged ten and above and identified the factors which had influenced their cultural identity.
520 $a The findings revealed that students had a strong group tie which was evident in their affinity to Chinese culture and language, and preferences shown for Chinese friends and dating/marriage partners. Most subjects were proud of their Chinese ancestry and identified themselves as Chinese in origin. While the students had a strong group and ethnic self-identity, they were well accepted by and integrated into the host society. They appeared to have a fairly liberal outlook on controversial cultural practices. Family emerged as the most influencing factor in developing self-identity and in fostering appreciation towards Chinese culture, while the regular day school was the greatest influence in encouraging the appreciation of other cultures. The study did not indicate any significant correlation between demographic variables and self-identity.
520 $a Chinese culture in Calgary is in little danger of disappearing, although the nature of its composition is changing. While the family is clearly the strongest indicator of Chinese cultural durability, the role of the heritage language school is also significant in a supportive capacity. In the Canadian context, an enhancement of the role of the heritage language school would certainly serve to supplement the bolstering function of the Chinese family. Moreover, it would provide a clear indication of the country's commitment to multiculturalism.
590 $a School code: 0026.
650 4 $a Educational sociology. $3 519608
650 4 $a Ethnic studies. $2 bicssc $3 1556779
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690 $a 0631
710 2 $a University of Calgary (Canada). $3 1017619
773 0 $t Dissertation Abstracts International $g 54-06A.
790 $a 0026
791 $a Ph.D.
792 $a 1992
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN79201