University Education as a Process of Self-Discovery: Processes that Facilitated the Completion of University by Young, Second-Generation Filipino Men in Calgary
Abstract
With Canada’s increasing ethnocultural diversity, understanding long-term integration patterns of immigrant communities is essential. Filipinos are experiencing less-than-expected higher educational outcomes that have important implications on the second-generation and their socioeconomic status and wellbeing in Canada. The purpose of my thesis was to generate a constructivist grounded theory to understand processes that facilitated university completion by second-generation Filipino males in Calgary. Face-to-face interviews were conducted with eight participants along with journals that captured reflections on the interview. Corbin and Strauss’ (2015) data analysis methods were employed and facilitated using Atlas.ti. Findings suggest that participants’ educational expectations are challenged as they advance through five core processes (preparing, transitioning, navigating, and completing) of university. As such, Canadian-born Filipino men are provoked to renegotiate the meaning of university education as a process of self-discovery. I conclude with a discussion of the study’s significance and implications for social work education and practice.
Description
Keywords
Social Work
Citation
Sato, C. L. (2017). University Education as a Process of Self-Discovery: Processes that Facilitated the Completion of University by Young, Second-Generation Filipino Men in Calgary (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28585