Towards a Theory of a Diasporic Epistemology: How Filipino Canadian Young Men Make Sense of Educational Success and Failure.

摘要

This thesis forwards the concept of "diasporic epistemology" in order to better understand how Filipino Canadian young males make sense of their educational success and failure. Diasporic epistemology means a dual frame of reference created by the intersection of both structural and cultural conditions specific to a particular diaspora. To investigate this concept, I examined the interview transcripts of six Filipino Canadian young men using the constructivist approach to grounded theory. My research reveals that school structure and Filipino consciousness play a significant role in educational success and failure. Situating my thesis within the academic fields of epistemology, intersectionality, and student achievement, I contend that understanding the diasporic epistemology of racialized minority and immigrant students challenges certain truism in educational research, such as current belief that family's socio-economic status and parental education are predictors of students' academic success. The implications for education are greater teacher-student-home relationships and alternative schooling methods.