Personal Reflection:
Abstract
Cultural bias is a condition that can have great effect upon the education of a student. In Canada it has been seen that while immigrants are quite welcome and even encouraged to settle within the provinces, they are still seen as second-class in several ways. Two of those ways involve their place in education and their cultural identities. While Canada is renowned for its acceptance of many various races and peoples, it is not as well known for its quiet assimilation of its immigrants into the Canadian culture. Immigrants are not paid as much, do not always receive fair treatment in education, and are often passed over for privileged opportunities. In order to be treated fairly and without bias students and teachers alike must be recognized as capable, well-rounded individuals who are able to perform just as well as native-born individuals. To experience true equality in education bias must be held in check or abolished completely.
Personal Reflection:
There are several issues that affect the education of young children and can create long-lasting effects into secondary education and even adulthood. Two very important issues that are often set aside are cultural identity and the fairness in education that allows for a quality learning experience for each child. In order to create a stable and well-rounded environment for any child it is important that they understand their own culture and how it fits in with the rest of society. It is also very important that each child be given a fair chance to learn what they can in order to grow as an individual. A fair and unbiased learning process is essential for the psychological growth of children.
Using Canada as an example is quite adequate as the country is well known for its staunch belief in immigration and many of its policies that are in relation to other countries far less strict. Educational opportunities in Canada have reached an all-time high as of late. Despite this it has been noticed by several individuals that while the school systems strive for excellence and equality, they still far short now and again. Whether it is by coincidence or by design exclusionary practices have been demonstrated in various schools throughout Canada.
The assimilation of those who immigrate to Canada is a common occurrence within the country. Strangely enough though the act of becoming Canadians has two very notable effects upon those who immigrate. While Canada prides itself upon its immigrants and how they are welcomed its schools still tend to be exclusively Caucasian. This would beg the question as to whether students are selected for private and privileged schools by their merit or by dint of their heritage, and perhaps how much they can apply towards school fees.
The second most notable effect upon immigrants is that in order to become accepted as
fellow Canadians they often leave behind their native roots. This might not be seen as an overall concern, but it can become a very large issue for those who wish to keep true to their native culture. Assimilation into Canadian culture is not required to enter the country by any means, but like in so many other countries it seems to occur quite naturally. Whether it is through societal pressure or a need to belong, many immigrants soon are just barely recognized by the culture from which they came, embracing the Canadian culture as their own in order to belong.
Many immigrants are enticed to move to Canada based upon its many freedoms and promises of an easier and more fulfilling life. Oftentimes however those who immigrate to Canada discover that while living within its borders does afford them a few more luxuries than their native countries, they often must work far harder to attain them. Various studies have shown that immigrants to Canada tend to make 81 cents to every dollar made by native Canadians, a disparaging number that seems rather unfair and very discriminatory (Nangia, 2013).
Within educational boundaries it is often seen that native students are afforded a better
chance at special opportunities rather than immigrant children who have scored higher on
special programs are more responsible for their child’s lack of involvement in higher education. Considering the number of programs and financial aids that are available however it is far more likely that discrimination has become the issue. This is a rather depressing and unfair treatment of students, but it is very difficult to prove at times considering the allocation of resources and the very real plight of immigrants within Canada.
The issue of discrimination in schools does not end with students however, as immigrant teachers have felt the impact as well (Carr & Klassen, 1997). This particular problem has been seen for nearly two decades within Canada, and perhaps even longer. As with many other immigrants to Canada, immigrant teachers make a good deal less than their Caucasian counterparts. They are also often instructed to teach to the curriculum rather than the children as many teachers are which would include the suppression of culture, both theirs and those of any immigrant children they might find within their classroom.
A suppression of culture is no healthier for a child than the discriminatory attitudes of an educational system that is seen to cater to only one demographic. Such exclusivity within an institution such as a school can cause far more issues than are necessary. Students within grades K-6 are in highly sensitive developmental states which require a certain measure of equality from one student to the next. What this means is that treating one student better than another for no apparent reason other than their skin tone is likely to create a decrease in self-esteem and self-value as children grow older. And suppressing their culture only creates even more confusion as they begin to wonder just where they belong.
In truth Canada has one of the greatest educational reforms in the world, as it has steadily
decreased the gap between its highest performing students and the lowest (Levin, 2011). It has
in the past been ranked even higher than the USA and several other countries in terms of
education, though it still receives criticism for its practices both in and outside of the classroom. The mere fact that so many very deserving students go without access to higher education is a discrepancy that has yet to be rectified. Equality is often shown in the statistical data given to indicate how Canada measures up to the more developed countries of the world, though what rarely published are the iniquities that exist within the system.
There are virtually no countries that encourage immigration that would wish to list the statistics concerning how well or poorly those immigrants are treated. However it is vital to take note that while immigrants are welcome, they are slowly surely integrated into the norms of whatever society they come to find themselves in. This is an inclusive experience that is undergone by children as well as adults, often to such a degree that those who immigrate as young children tend to forget a large portion of their native culture. It is quite normal to adopt the culture of a given society in order to fit in. The act of accepting a new culture at the expense of one’s native culture tends to create a vast amount of confusion, especially in the face of discriminatory practices such as occur within Canada’s borders.
There is debate over how qualified immigrants are when it comes to competing for resources within education. Students are at times forced to go without the means of higher education or advanced programs due to a limited amount of places within a class, or teachers are forced to accept less money in order to pay teachers who have achieved tenure and demand a higher salary. This still seems like a rather poor excuse to exclude students and teachers from opportunities that might benefit them in the long run, and speaks of discrimination within the school system that needs to be looked at and possibly revised. If there is no equal opportunity for students or teachers to excel then the learning process has broken down and must undergo yet another reformation.
Educational reform in Canada has made it one of the world leaders in this field throughout the past two decades, but it still bears watching. Discriminatory practices that continue to prevail within the educational field are often damaging enough that they can effectively ruin the chances of students and teachers to successfully advance. While Canada is not the worst among offenders within the world when it comes to discrimination, the mere fact that such a practice is not seen as prevalent makes the reality seem much worse. In truth the discrimination within Canada’s educational system is that of purposeful neglect.
Outright discrimination in any field is typically able to be noticed and brought to the attention of those who are capable and willing to solve the problem. In the case of those areas where the discrimination is slight enough to escape widespread notice institutions such as schools are able to let it pass. In this manner students and teachers who are not native to the institution and do not have roots within the community are often short-changed and are forced to miss out on much-needed opportunities. The mild neglect that is present in Canada is one main reason why the educational reform is the main topic within the country’s schools.
The legality of the discrimination that does occur is murky as a result of an attempt made to include immigrants and non-native students within the community. Gossip and rumor generally drives the feelings of discrimination and differential treatment between minorities and the dominant culture. Throughout the country however it is noted that many immigrants are in fact paid less as teachers and denied privileged classes as students. The mere fact that it is not seen on a wider scale is one reason why the practice has not yet been abolished.
Canada is a country that is seen as an opportunity for many and a new beginning for
those who are unable to prosper in their home country. Upon setting down however they learn
that while life is better in Canada and the environment both friendlier and less demeaning, they
are still seen as second-class citizens. Unless they are willing to give up nearly everything that makes them who they are they are bound to be no better off than they were in their home country. The act of giving up one’s own culture seems just as demeaning in some regards as the discrimination that immigrants must go through at times.
Few people wish to leave their established identities behind. What it comes down to is a choice of whether to remain in a country where education and employment is more plentiful, or return to a home where there is less money and less chance of leading a fulfilling existence. While the former entails the very likely probability of leaving one’s culture behind, the other speaks of near-destitution in some cases and mild hardship in others. There is very little choice for many immigrants when it comes to choosing between culture and comfort, though a fair percentage seems to make both aspects work to their benefit.
Canada is not the worst place in the world to immigrate to, but it promises much while quietly insinuating that change must occur once an immigrant steps foot over their borders. It is not so much a demand as a gentle prod. It is also one that younger individuals feel acutely and in many different ways. It does not seem to matter if young people are willing to give up their native culture at all, as they will be penalized in various ways for simply being different. Discrimination is not a foreign concept in Canada, but it is muted enough that many would never believe it exists.
Culture and education are intertwined with one another as they are both capable of
teaching children about their personal background or that of others. Having to give up one’s
culture only helps to stymie the learning process It implies that the background of certain
References
Carr, P.R. & Klassen, T.R. (1997). Different Perceptions of Race in Education: Racial Minority
and White Teachers. Canadian Journal of Education, 22(1): 67-81.
Levin, B. (2011). Comparing Canada and the U.S. on Education. Education Week.
Retrieved from
http://blogs.edweek.org/edweek/futures_of_reform/2011/04/comparing_canada_and_the_us_on_education.html
Nangia, P. (2013). Discrimination Experienced by Landed Immigrants in Canada. Ryerson
Centre. Retrieved from
http://www.ryerson.ca/content/dam/rcis/documents/RCIS_WP_Parveen_Nangia_No_2013_7.pdf
