The experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiry

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dc.contributor.authorRennalls, Hayley
dc.contributor.supervisorRoberts, Jillian
dc.contributor.supervisorMcGhie-Richmond, Donna
dc.date.accessioned2019-04-25T20:53:38Z
dc.date.available2019-04-25T20:53:38Z
dc.date.copyright2019en_US
dc.date.issued2019-04-25
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractExtant research suggests the necessity for teachers to be culturally responsive to teach effectively to a diverse classroom. Extant research has also examined the perspectives of immigrant students in Western countries and the perspectives of teachers teaching to immigrant students. However, few studies have examined the perspectives of Canadian teachers lived experiences teaching first-or second-generation Chinese students. This qualitative study used a phenomenological approach to examine the experiences of six Canadian teachers who have taught first-or second-generation Chinese students and who have interacted with family members. The participants included four female and two male teachers with one teacher who taught in primary school and five teachers who have taught, and continue to teach in high school. The participants presently reside in British Columbia, Canada. The study’s data were gathered by semi-structured interviews, which were transcribed and analyzed to find common themes and the essence of the participants’ experiences. The study’s results indicated that Canadian teachers find teaching first-or second-generation Chinese students to be both positive and challenging. There are numerous differences between Chinese and Canadian preferences of learning, communicating, expectations, values, and perspectives of success, education, mental illness and learning challenges. The participants also provided recommendations for teachers and schools when teaching first- or second-generation Chinese students.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/10757
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectchineseen_US
dc.subjectChinese immigrantsen_US
dc.subjectInclusionen_US
dc.subjectInclusive educationen_US
dc.subjectcanadaen_US
dc.subjectmental healthen_US
dc.subjectlearning challengesen_US
dc.subjectphenomenologyen_US
dc.subjectmulticultural educationen_US
dc.subjectdiversityen_US
dc.subjectculturally responsiveen_US
dc.subjectteachersen_US
dc.subjectfirst generationen_US
dc.subjectsecond generationen_US
dc.titleThe experience of Canadian teachers who have taught first- or second-generation Chinese students in British Columbia, Canada: a phenomenological inquiryen_US
dc.typeThesisen_US

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