1	Portuguese-Canadian Youth Barriers and Supports Towards Post-Secondary Education Fernando Nunes, PhD Assistant Professor Department of Child & Youth Study Mount Saint Vincent University Andrea D’Sylva Mount Saint Vincent University Presentation at the Workshop The Second Generation and Beyond: Challenges and Opportunities 10th National Metropolis Conference Halifax, Nova Scotia Friday, April 5, 2008
2	Portuguese in Canada Began immigrating to Canada in 1953 Disproportionately from poorest rural regions Lowest levels of education of any immigrant or minority group (4 years or less) Concentrated in unskilled construction, manufacturing or service occupations Significantly lower average incomes Fewer individuals earning in upper income brackets Have negligible and often disparaged profile in Canadian society
3	Luso-Canadian Youth Entering into 3^rd Canadian-born generation Proportionately more youth than average Dropping out in disproportionate numbers Evidence from Ontario, Quebec & B.C. Predominantly male phenomenon Females represented in post-secondary education in average proportions Community concerned with social reproduction of youth in parents’ marginalized socioeconomic roles Integrating into the lower working class in Canada, U.S. and Britain
4	Portuguese-Canadian Youth Barriers and Supports Study Approach Critical Pedagogy – Participatory Research Paulo Freire (1970 – Pedagogy of the Oppressed) Methodology Halifax, Montreal, Toronto, Winnipeg & Vancouver 6 Focus groups each 10 Interviews each Focus group participants develop questions to be asked in interviews
5	Preliminary Results Socioeconomic Financial considerations Money for school not the main issue (parents provide) Lack of money for non-school-related expenses important School-based Academic difficulties Many youth find school difficult Feel isolated from school curriculum and mainstream cultural expressions Culture not being reflected Fell they are not being “listened to”
6	Preliminary Results, (cont’d) Sociocultural Portuguese culture ignored or disparaged Diminish their sense of identity and pride Working-class status reinforces/maintains Portuguese identity Distinctiveness from both mainstream and visible-minority peers Self-perception of not being “white” Importance of family and peers Youth did not blame parents Family both a support and burden Contrast with parents low education Peers can influence dropout
7	Preliminary Results, (cont’d) Psychosocial Dichotomy between being “Canadian” and “Portuguese” Portuguese identity tied to working-class status Community Disunity of community Few major community projects & activities Little support for students Community involvement appears to coincide with positive outcomes in education Those youth in community cultural associations were headed to post-secondary education
8	Implications Anti-racism Education Theory (Dei, 1996) Portuguese suffering similar institutional racism as visible minorities Not recognized in anti-racism theory Caste theory Theory of Castelike minorities (Ogbu, 1978, 1987) States immigrant groups don’t suffer long-lasting the effects of racist barriers Portuguese are an immigrant population that is suffering generational underachievement Employment Equity The Portuguese are not included in the Federal Government’s Designated Equity Groups Settlement programs Still being used by many in the community, up to second generation Youth programs Need for Luso-specific youth programs