Loading…
Decentring the Majority–Minority Paradigm: A Multidimensional Conceptualization of Inter-ethnic Relations Based on a Study of Chinese Canadians
Inter-ethnic research has been dominated by studies on majority–minority relations. The limited studies on relations among ethnic minority groups are usually restricted to a focus on attitudes and the cognitive domain, with little attention to actual behaviours. As Canada becomes increasingly divers...
Saved in:
Published in: | Journal of international migration and integration 2022-03, Vol.23 (1), p.183-204 |
---|---|
Main Authors: | , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Summary: | Inter-ethnic research has been dominated by studies on majority–minority relations. The limited studies on relations among ethnic minority groups are usually restricted to a focus on attitudes and the cognitive domain, with little attention to actual behaviours. As Canada becomes increasingly diverse, it calls for a greater need in examining the interpersonal relationships among ethnic minority groups. A study originally designed to look at intra-group dynamics generated results that led the authors to decentre the dominant majority–minority view and explore inter-ethnic engagements. This report examines the subjective sense-making, actual performance, and management of inter-ethnic relations from Chinese Canadians’ perspectives. Data from individual interviews and focus groups with thirty-five Chinese Canadians show a multidimensional picture: factors such as participants’ needs, circumstances, characteristics, and capacities play a more significant role in shaping relationship development and maintenance. Results also reveal the complex and contingent nature of the sense-making and management of inter-ethnic relationships. These findings call for a more holistic view of individuals’ experiences that include cognitive, affective, and behavioural dimensions. |
---|---|
ISSN: | 1488-3473 1874-6365 |
DOI: | 10.1007/s12134-021-00826-0 |