5. Immigrant Students and Schooling in Toronto, 1960s to 1990s

James, Carl E.; Burnaby, Barbara; Anisef, Paul; Lanphier, Michael

doi:10.3138/9781442670259-007

Cited by 6 publications

(8 citation statements)

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“…The Canadian studies that do exist, in line with the American scholarship, have outlined the experiences of Latinos in Canada by indicating that they face particular barriers in various social realms, including serious difficulties in labour market integration, educational attainment, and the securing of adequate housing (James and Burnaby 2003;Murdie and Texeira 2003;Bernhard et al 2004;Bernhard et al 1997;Drenver 1996). They also suggest that Latino male youth have high incidence of the criminality, violent behaviour, recklessness, and misogynistic attitudes that have come to define machismo (Totten 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Currently it is unknown how this general lack of community integration and resource allocation affects second-generation Latino youth in the city of Toronto. Unfortunately, the literature that is emerging does seem to suggest that Latino youth and their families are having significant difficulties within the realm of education, legal institutions, housing, and the labour market (James and Burnaby 2003;Murdie and Texeira 2003;Bernhard et al 2004;Bernhard et al 1997;Drenver 1996).…”

Section: Challenges Of Developing a Latino-canadian Profilementioning

confidence: 99%

“…This is a major gap in the literature given that such endeavors can be beneficial to immigration and settlement policies because marginalized communities, and especially the male youth within them, are often stigmatized by mainstream stereotypical understandings of their of masculinity. I am referring specifically to processes such as the racialization of crime and the barriers faced by these youth in employment, housing, and educational institutions (see James and Burnaby 2003).…”

Section: Marginalized Masculinities As Protestmentioning

confidence: 99%

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Latino Youth and Machismo: Working Towards a More Complex Understanding of Marginalized Masculinities

Opazo¹

2021

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Academic and mainstream discourses have discussed Latino youth machismo in overwhelmingly negative terms, defining it as misogynistic, reckless, and violent. Even the sociological studies that have conceptualized machismo as a byproduct of social marginalization posit it as inherently destructive. Some emerging American literature has sought to consider the positive aspects of Latino masculinity through explorations of familism and caballerismo, but these have been set in opposition to, as opposed to a part of, machismo. This study aims to address post-structuralist calls for a more positive exploration of machismo by considering the ways in which Latino youth in Toronto conceive of their masculinities in relation to familism and social integration. Data emerging from focus group discussions suggest that these youth rely on machismo to assist in their integration into the Canadian labour market, their survival in the streets of their communities, and that there is a gendered basis to their adherence to familism.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges Of Developing a Latino-canadian Profilementioning

confidence: 99%

Section: Marginalized Masculinities As Protestmentioning

confidence: 99%

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Latino Youth and Machismo: Working Towards a More Complex Understanding of Marginalized Masculinities

Opazo¹

2021

Preprint

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“…Here, as in the introductory quote, Laura makes reference to her ethnic background (that is, "I am a young Portuguese woman with no education, money, or backup") and signaled her related marginalization as playing an important role in her motivation to pursue a university education. In this regard, saying that she did not wish to become "a statistic" and that she wished to use this opportunity to break "the mold that my family has had to live with for generations," was an implicit reference to the existing information about Portuguese students and their low educational achievements in school (James & Burnaby, 2003;Nunes, 1998). Furthermore, Laura went on to say, "with the experience of university, I can be a role model to someone and more importantly have the connections and time to be involved in the community."…”

Section: Accessing University and Struggling With The Expectations Ofmentioning

confidence: 96%

‘Beating the Odds,’ and Making Their Way in University: The Case of Three Females of Immigrant Parents

James

Taylor

2008

Interchange

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This article explores the experiences, perceptions, and aspirations of three marginalized female university students. Their admission was facilitated by an access program designed to support the participation of young people who, while meeting entrance requirements, would otherwise not be able to attend university because of their social and financial circumstances. We explore how gender, race, and generational/ immigrant status function in the educational experiences of these students and how they negotiated the structural barriers that stood in the way of their educational aspirations. The stories of the three students reflect the complex relationship between their optimism, conviction, and sense of accomplishment, and their doubts, fears, and struggles as related to institutional demands and parental expectations. Aware of the opportunity structures that exist within the society, and seemingly committed to meritocratic ideals, they remain hopeful that those structures will facilitate them achieving the rewards they believe postsecondary education can make possible.

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“…The TDSB continues to be the most ethnically diverse school board in Canada with a "student body speaking over 80 languages" (TDSB 2011, n.p.). James and Burnaby (2003) describe the multiple challenges that migrant children face: from isolation, to learning an official language, to acquainting themselves with an unfamiliar culture. Further, they note finding suitable and affordable housing, relevant employment, and accessible health care can be difficult.…”

Section: Refugees In Schools: Producing Sensitive and Accommodating Pmentioning

confidence: 99%

Multiplying spaces of subalterity in education: From ideological realms to strategizing outcomes

Basu

2013

Canadian Geographies / Géographies canadiennes

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In recent years, the terrain of subalterity in education has multiplied in heterogeneous ways accentuated through the project of neoliberalism. Unpacking these socially, politically, or ideologically—through three contradictory imperatives—reveals intersecting spaces of marginality, hegemonic discourses, and complicated outcomes related to the governmentality of educational rights. However, despite serious efforts, the relentless task of contesting political rationalities, “normed” subjectivities, or technologies of power has not gained sufficient collective momentum to usurp such modes of governance and thought. These arguments are explored through a range of empirical cases in Ontario ranging from refugee and migrant rights, to the reproduction of racial/sexual/classed profiling and subjectivities, to territorial disputes related to northern and smaller school board challenges related to school closures. It is argued that the fundamental issue is not the dilemma related to redistribution and recognition rights, but the tensions strategically created through the manipulation of economic and moral orderings and consequential fragmentations of space and social justice.

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5. Immigrant Students and Schooling in Toronto, 1960s to 1990s

Cited by 6 publications

References 0 publications

Latino Youth and Machismo: Working Towards a More Complex Understanding of Marginalized Masculinities

Latino Youth and Machismo: Working Towards a More Complex Understanding of Marginalized Masculinities

‘Beating the Odds,’ and Making Their Way in University: The Case of Three Females of Immigrant Parents

Multiplying spaces of subalterity in education: From ideological realms to strategizing outcomes

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