Language, Culture, and Identity: Affirming Asian Canadian Identities in Mandarin Bilingual Classrooms
Notice bibliographique
Résumé
This qualitative study explored how racial stereotypes and anti-Asian racism were addressed in Alberta’s Mandarin bilingual programs. Seventeen semi-structured interviews were conducted on Zoom with Chinese Canadians who graduated from high school between 2018 and 2023. Analysis of the interviews were informed by Critical Race Theory in Education, Culturally Responsive Pedagogy and Asian Critical Theory. Findings suggest the integration of Chinese language and culture in Mandarin bilingual classrooms help Chinese Canadian students foster a strong sense of belonging in school. Unlike their Chinese Canadian counterparts enrolled in non-bilingual programs, students in bilingual programs feel less pressure to assimilate into western Canadian culture and often retain both a connection to and pride for their Asian heritage. For students who were of Han descent, their ethnicity was also rarely a source of contention. However, students of multi-racial or Chinese minority backgrounds often struggled with trying to fit into the program’s dominant culture and norms. Racial stereotypes associated with the Model Minority Myth were also prominent in the program. The stereotype that all Asians naturally get “good grades” created academic pressure for many students. However, findings also reveal the diverse ways students challenge the Model Minority Myth and its assertion that all Asian students are high academic performers. For some students, they actively rejected this stereotype by striving for balance between their academic success and mental well-being. Meanwhile, due to the creation of a “safer space” for Chinese students within the program, the recent rise in anti-Asian racism during the COVID-19 pandemic was the first time many students encountered racism. Fortunately, participants responded to racialized bullying with humour among their friends to mitigate its impact. They also reclaimed and redefined their identities as Asian Canadians in response to racial stereotypes. Ultimately, despite the room for further improvement, the Mandarin bilingual program has created a unique cultural pocket where many Chinese Canadian students feel validated and empowered. These collective stories point to the importance of heritage language retention, culturally responsive teaching, and representation for visual minority students in Canadian classrooms. It also points to the creation of a new culture that necessitates further research.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,033 | 0,012 |
| Communication savante | 0,005 | 0,002 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».