The Experience of the Second Generation in Quebec: Youth of Haitian Origin Brown Bag Session Metropolis Ottawa, November 13, 2008 Maryse Potvin, PhD Sociology.

The Experience of the Second The Experience of the Second Generation in Quebec: Youth of Generation in Quebec: Youth of

Haitian OriginHaitian Origin

Brown Bag SessionBrown Bag SessionMetropolisMetropolis

Ottawa, November 13, 2008Ottawa, November 13, 2008

Maryse Potvin, PhD Sociology Maryse Potvin, PhD Sociology Professor, Faculty of Education, Université du Québec à Montréal (UQAM)Professor, Faculty of Education, Université du Québec à Montréal (UQAM)

Director of the Discrimination and Insertion research pole of the Director of the Discrimination and Insertion research pole of the Centre d’études ethniques des universités montréalaises (CEETUM)Centre d’études ethniques des universités montréalaises (CEETUM)

Researcher at the Quebec Metropolis CentreResearcher at the Quebec Metropolis Centre

Presentation OutlinePresentation Outline

• Second-generation youth: an old debate but with Second-generation youth: an old debate but with recent Canadian findingsrecent Canadian findings

• The example of youth of Haitian origin in The example of youth of Haitian origin in Quebec:Quebec:– a specific social experience? a specific social experience? – different from that of other young Quebecker ?different from that of other young Quebecker ?– first and second generationfirst and second generation– the interaction of their different identities the interaction of their different identities

(“Haitianness”, “Quebecness”, “Blackness”)(“Haitianness”, “Quebecness”, “Blackness”)– role of racism: tension betweenrole of racism: tension between the identitiesthe identities– courses of actioncourses of action

The Second Generation: An Old The Second Generation: An Old DebateDebate

• Early 20th century in the United States: the Chicago School, Early 20th century in the United States: the Chicago School, maintaining ethnicitymaintaining ethnicity

• Relative consensus: children born in the host society of immigrant Relative consensus: children born in the host society of immigrant parents (Gans, 1992; Portes, 1996; Waters, 1996; Perlmann and parents (Gans, 1992; Portes, 1996; Waters, 1996; Perlmann and Waldinger, 1997; Zhou, 1997; Portes and Rumbaut, 2000) Waldinger, 1997; Zhou, 1997; Portes and Rumbaut, 2000)

• Some include children of immigrants who arrived very young (under Some include children of immigrants who arrived very young (under 5, 7 or 10 years old) (Portes, Zhou,Jensen) 5, 7 or 10 years old) (Portes, Zhou,Jensen)

• Rumbaut and Ima suggest using the concept of “generation Rumbaut and Ima suggest using the concept of “generation 1.5”1.5” to to distinguish young people born abroad but socialized and educated distinguish young people born abroad but socialized and educated mainly in the United States mainly in the United States

• Concept: presumption of a particular social experience and Concept: presumption of a particular social experience and comparison with other groups (including the first generation)comparison with other groups (including the first generation)

The Second Generation: Recent The Second Generation: Recent Canadian FindingsCanadian Findings

• For Statistics Canada, the second generation = born in Canada (question on For Statistics Canada, the second generation = born in Canada (question on parents’ country of birth re-introduced in 2001)parents’ country of birth re-introduced in 2001)

• ““Children of immigrants” = born in Canada or immigrantsChildren of immigrants” = born in Canada or immigrants—how far back do —how far back do we go?we go? (Boyd) (Boyd)

• Does not take into account the age of the parents when they immigrated. Does not take into account the age of the parents when they immigrated. Depending on the definition adopted, they could be second generation.Depending on the definition adopted, they could be second generation.

• The Canadian Ethnic Diversity Survey (CIC) shows the specificities of the The Canadian Ethnic Diversity Survey (CIC) shows the specificities of the experiences of the second generations of many visible minorities, but also experiences of the second generations of many visible minorities, but also points to its heterogeneity (variations based on origins, sex, etc.: Boyd, points to its heterogeneity (variations based on origins, sex, etc.: Boyd, 2008).2008).

• Many indicators, including unemploymentMany indicators, including unemployment, , low wages, high academic low wages, high academic success and levels of education, multilingualismsuccess and levels of education, multilingualism, , similar perceptions of similar perceptions of discrimination and strong feelings of victimizationdiscrimination and strong feelings of victimization ( (rights earnedrights earned). (Reitz and ). (Reitz and Banerjee, 2007) Banerjee, 2007)

The Second Generation: Recent The Second Generation: Recent Canadian FindingsCanadian Findings

• Second generation youth from visible minorities feel Second generation youth from visible minorities feel more victimized by discrimination because, as born more victimized by discrimination because, as born Canadians, they expect recognition of their social Canadians, they expect recognition of their social equality and of their rights as citizensequality and of their rights as citizens. .

• According to the studies in the latest issue of According to the studies in the latest issue of Canadian Canadian DiversityDiversity, the crucial moment of awareness comes at the , the crucial moment of awareness comes at the time of transitioning into employment or entering the job time of transitioning into employment or entering the job market.market.

• Quebec studies from the 1980sQuebec studies from the 1980s––1990s do not distinguish 1990s do not distinguish between the first and second generationsbetween the first and second generations. .

Research Interests andResearch Interests and Intuition Intuition

• Visible Visible minority youth in 1980s and 1990sminority youth in 1980s and 1990s::

– population of Haitian origin: about 150,000population of Haitian origin: about 150,000—h—half were born in alf were born in QuebecQuebec

– Negative indicators: high incidence of lone-parenting, poverty, Negative indicators: high incidence of lone-parenting, poverty, crisis of parental authority, unemployment rate (data by crisis of parental authority, unemployment rate (data by neighbourhood + StatsCan and the McGillneighbourhood + StatsCan and the McGill Consortium) Consortium)

– Youth are at the centre of public debates and alarmist Youth are at the centre of public debates and alarmist discussions about integration, the school dropout rate, and discussions about integration, the school dropout rate, and urban violence in the mediaurban violence in the media, in , in ethnic and intellectual circles, ethnic and intellectual circles, and in the halls of government.and in the halls of government.

– Identity phenomenon:Identity phenomenon: Blackness Blackness, Malcolm X, Islam, rap, etc., Malcolm X, Islam, rap, etc.

The Youth at the The Youth at the Centre of the DebateCentre of the Debate

• Described as problems and/or victims from the Described as problems and/or victims from the standpoint of a “social pathology” and cultural standpoint of a “social pathology” and cultural conflict typifying the second generationconflict typifying the second generation

– ““problem” class: problem” class: alienated, anomic, caught between alienated, anomic, caught between two supposedly incompatible or antagonistic cultural two supposedly incompatible or antagonistic cultural systemssystems

– associated with criminalized street gangs, poverty, associated with criminalized street gangs, poverty, requests for reasonable accommodationrequests for reasonable accommodation

– the concept seems “reserved” for themthe concept seems “reserved” for them


– Crisis image: associated with the youth of minorities Crisis image: associated with the youth of minorities most integrated into the majority culture and social most integrated into the majority culture and social relationships of the “host” societyrelationships of the “host” society

– Strong cultural integration vs. weak social integration Strong cultural integration vs. weak social integration (neoracism /(neoracism /discrimination)discrimination)

– TheyThey–more than other citizens–are asked to embody –more than other citizens–are asked to embody thethe successes of the existing “integration model” (and successes of the existing “integration model” (and of the inclusive “we”), and thus demonstrate the of the inclusive “we”), and thus demonstrate the orderly operation, not merely of the political decisions orderly operation, not merely of the political decisions made about them, but of social cohesion and the made about them, but of social cohesion and the dominant orderdominant order..


• Their “problems” tell us more about the host societies themselves Their “problems” tell us more about the host societies themselves and their majorityand their majority–minority relations–minority relations. .

– For example, the disadvantaged neighbourhoods of Montréal For example, the disadvantaged neighbourhoods of Montréal North and St-Michel are often compared to ghettos and to North and St-Michel are often compared to ghettos and to suburbs in France. Although there is a refusal to talk about suburbs in France. Although there is a refusal to talk about ghettos in Quebec, some of these youth do, in fact, constitute a ghettos in Quebec, some of these youth do, in fact, constitute a “new, marginalized urban class.”“new, marginalized urban class.”

• They challenge the integration and equality model of the host They challenge the integration and equality model of the host society: “society: “… the ‘second generations’ are discovered when the … the ‘second generations’ are discovered when the children seem less well treated than their elders or refuse to be children seem less well treated than their elders or refuse to be treated as poorly.” treated as poorly.” ((preface, Dubet, 2007: 7) preface, Dubet, 2007: 7)


• They experience a segmented assimilation (Zhou, 1997), They experience a segmented assimilation (Zhou, 1997), though some succeed academically and professionally though some succeed academically and professionally (e.g. the Governor General) and leave the ethnic (e.g. the Governor General) and leave the ethnic neighbourhoods, thus eluding second-generation status. neighbourhoods, thus eluding second-generation status.

“…“…the second-generation theme emerges when the the second-generation theme emerges when the migratory process is interrupted, when the children and migratory process is interrupted, when the children and grandchildren of the first arrivals are no longer grandchildren of the first arrivals are no longer immigrants but also, even over time, have not become immigrants but also, even over time, have not become French or Quebeckers like the others.”French or Quebeckers like the others.” (Dubet, (Dubet, ibidibid.) .)

Our Research on Our Research on Youth of Haitian OriginYouth of Haitian Origin

• Series of sociological interventions (1990s to early 2000)Series of sociological interventions (1990s to early 2000)

– collective reflection process with each group spanning many weekscollective reflection process with each group spanning many weeks(5 groups of 10: 50 people)(5 groups of 10: 50 people)

– reproduce social relationships “in the laboratory” reproduce social relationships “in the laboratory” – other key indicators (40 individual interviews)other key indicators (40 individual interviews)– participation in events and radio showsparticipation in events and radio shows

• Sessions with second generation youth of Haitian origin from both Sessions with second generation youth of Haitian origin from both disadvantaged and well-to-do backgrounds (diversity: sex, age, disadvantaged and well-to-do backgrounds (diversity: sex, age, neighbourhoods, employment status, etc.)neighbourhoods, employment status, etc.)

• First and second generations: similarities and differences, reciprocity of First and second generations: similarities and differences, reciprocity of consideration and mutual expectationsconsideration and mutual expectations

Potvin, 1997, 1999, 2000, 2001, 2002, 2007a, b, 2008Potvin, 1997, 1999, 2000, 2001, 2002, 2007a, b, 2008

Youth of Haitian OriginYouth of Haitian OriginGoals Goals • To understand how the sociological processes generating inequalities, To understand how the sociological processes generating inequalities,

discrimination and boundaries present in the daydiscrimination and boundaries present in the day––toto––day experience of day experience of these young people affected the building of their identity and, in a broader these young people affected the building of their identity and, in a broader sense, their social experiencesense, their social experience

• To reveal the plurality and the variability of modes of participation and To reveal the plurality and the variability of modes of participation and belonging, but also the strategies of resistance, opposition and negotiation belonging, but also the strategies of resistance, opposition and negotiation used by second-generation youth while replacing these processes in the used by second-generation youth while replacing these processes in the social relationships of their societysocial relationships of their society

• To find out how these young people stood out from the other young natives To find out how these young people stood out from the other young natives of the “majority” group and from the first immigrant generationof the “majority” group and from the first immigrant generation??

• To determine whether this experience is particular to the second generation To determine whether this experience is particular to the second generation or whether it is faced by all racialized, ethnicized and disadvantaged groupsor whether it is faced by all racialized, ethnicized and disadvantaged groups

Youth of Haitian OriginYouth of Haitian Origin

Differences and similarities between them and other youth in QuebecDifferences and similarities between them and other youth in Quebec

• A socio-cultural integration process that, through mass consumption, A socio-cultural integration process that, through mass consumption, school, the media and peer culture, makes them culturally indistinguishable school, the media and peer culture, makes them culturally indistinguishable from other young people. That reality does not rule outfrom other young people. That reality does not rule out——but it does not but it does not necessarily implynecessarily imply——a parallel integration into an ethnic culture and social a parallel integration into an ethnic culture and social web.web.

Educational path and success (McAndrew et al., 2005)Educational path and success (McAndrew et al., 2005)

• A A number of variables considered: large discrepancies based on mother tongue, being born in number of variables considered: large discrepancies based on mother tongue, being born in Quebec, special needs students, social environmentQuebec, special needs students, social environment, etc., etc.

• A A large percentage come from disadvantaged neighbourhoods, corresponding to deciles superior large percentage come from disadvantaged neighbourhoods, corresponding to deciles superior to socioto socio--economic indicators. Over 60% are born abroad and have rather fragmented educational economic indicators. Over 60% are born abroad and have rather fragmented educational profilesprofiles. .

•Over 40% of them do not integrate into Quebec’s educational system until high schoolOver 40% of them do not integrate into Quebec’s educational system until high school..

Youth of Haitian OriginYouth of Haitian Origin• In the French sector, almost 25% are behind by two or more years academically by In the French sector, almost 25% are behind by two or more years academically by

the time they enter high school and they continue to fall behind in Secondary III. That the time they enter high school and they continue to fall behind in Secondary III. That is the case for one third of the students who start at the usual age and for over two is the case for one third of the students who start at the usual age and for over two thirds of the students who start late.thirds of the students who start late.

• After 5, 6 or 7 years of school: rate of graduation falls below that for the overall After 5, 6 or 7 years of school: rate of graduation falls below that for the overall population (17.2% gap after seven years) and even for immigrant students overall population (17.2% gap after seven years) and even for immigrant students overall (5.6% gap after seven years). College entry rates and graduation levels are (5.6% gap after seven years). College entry rates and graduation levels are proportionate. proportionate.

• Their test results in Secondary IV and V, although lower overallTheir test results in Secondary IV and V, although lower overall—except for written —except for written English as a second language—than the mainstream population, are generally good. English as a second language—than the mainstream population, are generally good. Students who graduate from high school pursue a college educationStudents who graduate from high school pursue a college education..

• Creolophones and Anglophones from the Caribbean fare worse than the other Creolophones and Anglophones from the Caribbean fare worse than the other groups.groups.

• Francophones from the Caribbean or Africa fare well. According to certain indicators, Francophones from the Caribbean or Africa fare well. According to certain indicators, they fare better than immigrant students overall and even, at times, better than the they fare better than immigrant students overall and even, at times, better than the overall student populationoverall student population..


• The student at risk: Creolophone or Anglophone male of The student at risk: Creolophone or Anglophone male of Caribbean origin, born abroad, arrived during his high school Caribbean origin, born abroad, arrived during his high school years and attends a school in the Montréal areayears and attends a school in the Montréal area. .

• If he falls further behind before Secondary III, his chances of If he falls further behind before Secondary III, his chances of graduating go from low to extremely low, so there seem to be graduating go from low to extremely low, so there seem to be fewer ramifications if there are further delays during high schoolfewer ramifications if there are further delays during high school..

• The difference is racism: neoracism, differentiation, The difference is racism: neoracism, differentiation, which are which are exacerbated for this second generation, which is both “insider” exacerbated for this second generation, which is both “insider” and “outsider.” These youth embody both the “other” (the and “outsider.” These youth embody both the “other” (the foreigner) and the “us” (the native) and blur the Us/Them foreigner) and the “us” (the native) and blur the Us/Them distinction of the majority group.distinction of the majority group.


• First and second generationFirst and second generation

– Three waves of Haitian immigrants since the 1960s. Various profiles and Three waves of Haitian immigrants since the 1960s. Various profiles and integration patterns.integration patterns.

– Ambivalent inter-wave and intergenerational reports: the first wave of Ambivalent inter-wave and intergenerational reports: the first wave of immigrants from the 1960-1970s are criticized for not having passed on immigrants from the 1960-1970s are criticized for not having passed on community resourcescommunity resources..

– Community building: end of the myth of returning, youth are invisible, different Community building: end of the myth of returning, youth are invisible, different level of commitment, awareness of Quebec’s foundation, changing level of commitment, awareness of Quebec’s foundation, changing preoccupations. Youth=at the center of these preoccupations – alarmist.preoccupations. Youth=at the center of these preoccupations – alarmist.

– Reciprocal views and mutual expectationsReciprocal views and mutual expectations

– Québécois historicity and generational distinction: police, collective action, Québécois historicity and generational distinction: police, collective action, media, transnationalism of cultural landmarks, music, Black heroes, media, transnationalism of cultural landmarks, music, Black heroes, Afrocentrism, etc.Afrocentrism, etc.


The interaction of the different identities: their The interaction of the different identities: their Haitianness, their Quebecness and their BlacknessHaitianness, their Quebecness and their Blackness

• For these young people, there is no “away” (where they are often For these young people, there is no “away” (where they are often sent) because, in fact, they are not immigrantssent) because, in fact, they are not immigrants. .

• They find no refuge in Montréal’s Haitian community, which they see They find no refuge in Montréal’s Haitian community, which they see as a minority space created by and for the first generation, offering as a minority space created by and for the first generation, offering mainly services to newcomers and a political springboard for an elite mainly services to newcomers and a political springboard for an elite rather than integration tools for these young second-generation rather than integration tools for these young second-generation QuebeckersQuebeckers. .

• They struggle, to varying degrees of success, to find a place among They struggle, to varying degrees of success, to find a place among drastically different realities in order to find positive resources that drastically different realities in order to find positive resources that lend meaning to their racism-fragmented experience. lend meaning to their racism-fragmented experience.


• They vacillate mainly among They vacillate mainly among three identities, which offer three identities, which offer opportunities for meaningful opportunities for meaningful participation leading to participation leading to normativenormative, , strategic strategic or or ethicalethical acts by the young people, which vary depending acts by the young people, which vary depending on the situations and social relationships: on the situations and social relationships:

– the Haitian minority community (the Haitian identity), inherited from the the Haitian minority community (the Haitian identity), inherited from the first generation of Haitians in Quebec, provides little in the way of first generation of Haitians in Quebec, provides little in the way of tangible support for their experiencetangible support for their experience (resources, networks, social capital (resources, networks, social capital and institutional completeness)and institutional completeness)

– Quebec society (the Quebec identity), which integrates them culturally Quebec society (the Quebec identity), which integrates them culturally and, at the same time, rejects many of them sociallyand, at the same time, rejects many of them socially

– the Black community (the Black identity), which is symbolic, diasporic the Black community (the Black identity), which is symbolic, diasporic and transcendent, providing support for a universalized historical and transcendent, providing support for a universalized historical meta-story lending meaning to their experience of racism in Quebecmeta-story lending meaning to their experience of racism in Quebec


• Each of these identities has a bright and a dark sideEach of these identities has a bright and a dark side. .

• Each identity is shot through with a tension that plays upon young Each identity is shot through with a tension that plays upon young people’s ambivalent ideas about their feelings of belonging and their people’s ambivalent ideas about their feelings of belonging and their participation. These tensions interactparticipation. These tensions interact..

• This shaky balance gives young people the feeling of going through This shaky balance gives young people the feeling of going through their own special experience—the experience of second-generation their own special experience—the experience of second-generation Black Haitian youth.Black Haitian youth.

• The specific nature of this shared experience stems from the The specific nature of this shared experience stems from the tension between their strong cultural integration and their weak tension between their strong cultural integration and their weak social and political participation. social and political participation.


The Haitian communityThe Haitian community

• It is an emotional space: rooted in parentage, the extension of family life, and a certain It is an emotional space: rooted in parentage, the extension of family life, and a certain institutional completeness in Quebec, but also in the parents’ painful immigrant experience, institutional completeness in Quebec, but also in the parents’ painful immigrant experience, negative media images, and separated familiesnegative media images, and separated families

• The young people view it as disorganized, bereft of resources, unattractive and unable to meet The young people view it as disorganized, bereft of resources, unattractive and unable to meet the needs that they see as specific to their generation. They know neither its structures nor its the needs that they see as specific to their generation. They know neither its structures nor its history, and they do not anticipate continuing the work of their ancestors.history, and they do not anticipate continuing the work of their ancestors.

• Attachment to the parents’ country of origin is vestigial and symbolic, and many of them have Attachment to the parents’ country of origin is vestigial and symbolic, and many of them have never been therenever been there. .

• They struggle to identify with a minority group that is marginalized and a target of prejudice by the They struggle to identify with a minority group that is marginalized and a target of prejudice by the dominant group. Minority status, and weak associative structures, networks, and little political and dominant group. Minority status, and weak associative structures, networks, and little political and economic powereconomic power. .

• While they want to distance themselves from the community, they expect it to do something to While they want to distance themselves from the community, they expect it to do something to give them resources that they cannot find elsewheregive them resources that they cannot find elsewhere..


The Quebec identity: The Quebec identity: fragmented and opposed to the other two identitiesfragmented and opposed to the other two identities

• An identity of cultural references (school, television, work, neighbourhood, friends, An identity of cultural references (school, television, work, neighbourhood, friends, and music), but their feelings of rejection based on assumed differences is also and music), but their feelings of rejection based on assumed differences is also exacerbated by: exacerbated by:

– media imagesmedia images – job discriminationjob discrimination– different and perceived unfair treatment by policedifferent and perceived unfair treatment by police– painful school and neighbourhood experiencespainful school and neighbourhood experiences – the gradual erosion of their friendships with Francophone Quebeckersthe gradual erosion of their friendships with Francophone Quebeckers – their perception of a marginalizing nationalism and their problem with building common their perception of a marginalizing nationalism and their problem with building common

causes and asserting their citizenshipcauses and asserting their citizenship

• Perceived as Haitians, they see their mobility impeded and remain at the bottom of Perceived as Haitians, they see their mobility impeded and remain at the bottom of society even though they are not immigrantssociety even though they are not immigrants. .

• Despite access to education and training, these young people fail to overcome the Despite access to education and training, these young people fail to overcome the social handicaps associated with the underclass and underprivileged and often social handicaps associated with the underclass and underprivileged and often unjustly ascribed to “Third World immigrants.”unjustly ascribed to “Third World immigrants.”


The Quebec identity (cont.)The Quebec identity (cont.)

• Despite a selective Canadian immigration policy, the unequal relations Despite a selective Canadian immigration policy, the unequal relations between North and South continue to fuel a certain collective feeling of between North and South continue to fuel a certain collective feeling of inferiority that affects even the best-educated of these children of inferiority that affects even the best-educated of these children of immigrants.immigrants.

• They see the labour market as running on prejudice, devaluing their They see the labour market as running on prejudice, devaluing their differences (which they see as assets), and exploiting and excluding them differences (which they see as assets), and exploiting and excluding them because they belong to a minority group that lacks the weight of numbers to because they belong to a minority group that lacks the weight of numbers to become a real force or to build a parallel marketbecome a real force or to build a parallel market. .

• The fact that some of them “get out” exacerbates others’ frustration and The fact that some of them “get out” exacerbates others’ frustration and sense of exclusion sense of exclusion (betrayal, abandonment, etc.).(betrayal, abandonment, etc.).

• Their problems would be misconstrued by the dominant thinking and do not Their problems would be misconstrued by the dominant thinking and do not reflect the traditional split between sovereignists and federalists.reflect the traditional split between sovereignists and federalists.


• These young people are aware of the social roles that they have internalizedThese young people are aware of the social roles that they have internalized——Quebec society’s civic valuesQuebec society’s civic values——but at the same time they refuse to take a but at the same time they refuse to take a strictly normative approachstrictly normative approach (hypocrisy of the merit system(hypocrisy of the merit system).).

• Similarly, they defend their interests in the education and labour markets but Similarly, they defend their interests in the education and labour markets but remain critical of a purely instrumental and commercial approach, which they remain critical of a purely instrumental and commercial approach, which they perceive as a neoliberal trap of individual accountability for “failure” (they need perceive as a neoliberal trap of individual accountability for “failure” (they need to achieve solidarity to counter the exclusion of which they feel they are to achieve solidarity to counter the exclusion of which they feel they are victims). victims).

• The tension between these approaches reveals a subjective space that The tension between these approaches reveals a subjective space that enables them to keep their distance and look critically at roles and strategies enables them to keep their distance and look critically at roles and strategies based on an ethical vision of their own livesbased on an ethical vision of their own lives. .

• This logic of subjectivation is fuelled by the experience of racism: because This logic of subjectivation is fuelled by the experience of racism: because they feel different and inferior, these young people experience a stronger they feel different and inferior, these young people experience a stronger tension between social standards (e.g., equality, merit, competence and social tension between social standards (e.g., equality, merit, competence and social utility, as part of a kind of social hypocrisy) and their strategies for defending utility, as part of a kind of social hypocrisy) and their strategies for defending their interests, setting their various identities against one anothertheir interests, setting their various identities against one another..


The Black identity The Black identity

• Provides no physical or practical resources but plays a symbolic role as an Provides no physical or practical resources but plays a symbolic role as an intermediary between their Quebec and Haitian identitiesintermediary between their Quebec and Haitian identities

• Provides a cultural response to social integration problems and politicizes the identity Provides a cultural response to social integration problems and politicizes the identity that distinguishes second-generation Haitian immigrants from those of the first that distinguishes second-generation Haitian immigrants from those of the first generation and from other young Quebeckersgeneration and from other young Quebeckers

• The syncretic Black identity is more expressive of the young people’s sense of The syncretic Black identity is more expressive of the young people’s sense of sharing a common experience and destiny and helps them express identity, sharing a common experience and destiny and helps them express identity, opposition and historicity.opposition and historicity.

• Affords continuity, meaning and a historical foothold in North America that is more Affords continuity, meaning and a historical foothold in North America that is more inclusive, more part of their experience and more modern than their bits and pieces of inclusive, more part of their experience and more modern than their bits and pieces of Haitian history. It fosters symbolic solidarity with different cultures, histories, heroes, Haitian history. It fosters symbolic solidarity with different cultures, histories, heroes, schools of thought, and movements and methods of resistanceschools of thought, and movements and methods of resistance. .


The Black identity (cont.)The Black identity (cont.)

• Provides images of success and resistance, a historical foundation, Provides images of success and resistance, a historical foundation, fragments of memory, and the sense of a shared experience and faith fragments of memory, and the sense of a shared experience and faith (Islam, for some young converts). Its symbolic dimension makes the (Islam, for some young converts). Its symbolic dimension makes the Black identity their own, suited to their modern urban lives and affording Black identity their own, suited to their modern urban lives and affording them creative and critical abilities (e.g. music). them creative and critical abilities (e.g. music).

• Supports a liberating and collective action that builds belonging rather Supports a liberating and collective action that builds belonging rather than subjection to belonging. than subjection to belonging.

• Is transclassist and transnational, and unifies the experiences of Blacks Is transclassist and transnational, and unifies the experiences of Blacks around the world and garners media coverage for Black identities. around the world and garners media coverage for Black identities.

• Enables people to counter domination by rediscovering their roots, Enables people to counter domination by rediscovering their roots, defining themselves, freeing their minds from the chains imposed by their defining themselves, freeing their minds from the chains imposed by their relationship with Whites, and so on. relationship with Whites, and so on.


The Black identity (cont.)The Black identity (cont.)

• Racism becomes a cognitive category that rebuilds identity around the Racism becomes a cognitive category that rebuilds identity around the Black diaspora and a globalized memory (Black movements and culture), Black diaspora and a globalized memory (Black movements and culture), enabling these young people to make the analogy between their situation enabling these young people to make the analogy between their situation and that of Black people around the worldand that of Black people around the world. .

• Leaders in American struggles, like Malcolm X and Martin Luther King, with Leaders in American struggles, like Malcolm X and Martin Luther King, with their post-modern plasticity, make it possible to reconcile the individuation their post-modern plasticity, make it possible to reconcile the individuation process with membership in a collective entityprocess with membership in a collective entity. .

• Their cultural resources give the young people a feeling of belonging to this Their cultural resources give the young people a feeling of belonging to this emotional community with non-national historical referentsemotional community with non-national historical referents. .

• Yet the Black identity is not unambiguous: skin colour limits their freedom, Yet the Black identity is not unambiguous: skin colour limits their freedom, and this Blackness affords no practical resources for social integration that and this Blackness affords no practical resources for social integration that can meet their daily needscan meet their daily needs. .

Conclusion Conclusion • Variations Variations of the experience based on ethnic origin, sex, class of the experience based on ethnic origin, sex, class

• Feeling of living a similar and particular experience: Feeling of living a similar and particular experience: Second-generation Black youth have the same problems of Second-generation Black youth have the same problems of injustice, but are unable to position themselves as players in the injustice, but are unable to position themselves as players in the power structure. power structure.

• They must reconcile a number of different identities to find a place in They must reconcile a number of different identities to find a place in their society.their society.

• They say that they are powerless to associate, build networks, They say that they are powerless to associate, build networks, collectively claim recognition for their rights (and for their problems) collectively claim recognition for their rights (and for their problems) and offset discriminatory situations.and offset discriminatory situations.

ConclusionConclusionThis This second generation’s identity is an uneasy mix of all three identitiessecond generation’s identity is an uneasy mix of all three identities..

• It grows out of a relationship of domination, sometimes drifting towards an It grows out of a relationship of domination, sometimes drifting towards an obsession with authenticity, an essentialization of colour and a rejection of obsession with authenticity, an essentialization of colour and a rejection of Whiteness for individual and collective acceptanceWhiteness for individual and collective acceptance. .

• It also addresses Black youth integration into a society that deprives them of It also addresses Black youth integration into a society that deprives them of a social function to match the expectations it raisesa social function to match the expectations it raises. .

• These various approaches to self-definition stem from the various heritages These various approaches to self-definition stem from the various heritages that make them up and from a range of participatory approachesthat make them up and from a range of participatory approaches. .

• Depending on the social relationships and the individual involved, youth Depending on the social relationships and the individual involved, youth identity or “us” assumes different meanings to oppose, assert, differentiate identity or “us” assumes different meanings to oppose, assert, differentiate or understand itself, or simply to exist. With the first generation, the second or understand itself, or simply to exist. With the first generation, the second stresses its “Quebecness,” individuality, Blackness or African roots. With stresses its “Quebecness,” individuality, Blackness or African roots. With police, they are dominated, young, Black and immigrants. With antiracist police, they are dominated, young, Black and immigrants. With antiracist institutions or activists, they argue their “Haitianness” or Blackness.institutions or activists, they argue their “Haitianness” or Blackness.

ConclusionConclusion

• By opposing exclusion, they acquire cultural resources to By opposing exclusion, they acquire cultural resources to build their own identity, one that belongs neither to their build their own identity, one that belongs neither to their immigrant parents nor to other young Quebeckersimmigrant parents nor to other young Quebeckers. .

• The experience of racism is itself a source of identity and The experience of racism is itself a source of identity and explanation of their experience that breaks down and explanation of their experience that breaks down and then rebuilds identitythen rebuilds identity. .

• This experience assumes a critical distance from This experience assumes a critical distance from Quebec’s Haitian community and the dominant order, as Quebec’s Haitian community and the dominant order, as well as membership in the diaspora and Blackness well as membership in the diaspora and Blackness (Césaire’s “negritude”) from which they derive cultural (Césaire’s “negritude”) from which they derive cultural resourcesresources. .

ConclusionConclusion

• The second generation tends to negotiate its relationship The second generation tends to negotiate its relationship with citizenship and ethnicity in ways that clash with the with citizenship and ethnicity in ways that clash with the shrinking prism through which the majority views themshrinking prism through which the majority views them. .

• The ethnic markers used by these young people, partly The ethnic markers used by these young people, partly in reaction to symbolic and physical exclusion, also in reaction to symbolic and physical exclusion, also generate alternate identities based on resistance, generate alternate identities based on resistance, interbreeding, combined loyalties and alternating codesinterbreeding, combined loyalties and alternating codes. .

• This specific second-generation experience mainly This specific second-generation experience mainly reveals problems in Quebec society with its ongoing reveals problems in Quebec society with its ongoing debates and social relationships that give it meaningdebates and social relationships that give it meaning..

Courses of ActionCourses of Action• Discuss these issues in a fully transparent manner in normative discourse (taken seriously at the Discuss these issues in a fully transparent manner in normative discourse (taken seriously at the

political levelpolitical level))

• Education: Make it a priority to provide maximum academic support during the first two years of Education: Make it a priority to provide maximum academic support during the first two years of high school in the youth sector and, in subsequent years, to adult education (where enrolment is high school in the youth sector and, in subsequent years, to adult education (where enrolment is increasing: Potvin, ongoing).increasing: Potvin, ongoing).

• Give priority to providing educational programs designed specifically for Black youth from Give priority to providing educational programs designed specifically for Black youth from disadvantaged neighbourhoods.disadvantaged neighbourhoods.

• Closely examine the tools and procedures for assessing students from Third World countries Closely examine the tools and procedures for assessing students from Third World countries (current systemic inconsistencies=impact on young people’s futures).(current systemic inconsistencies=impact on young people’s futures).

• Before coming out in favour of Black-focus schools, consider increasing the antiracist aspect of Before coming out in favour of Black-focus schools, consider increasing the antiracist aspect of citizenship education in the Francophone education system.citizenship education in the Francophone education system.

• Invest in positive role models, job mentoring, young mediators.Invest in positive role models, job mentoring, young mediators.

• Introduce monitoring and benchmarks for progress and academic success and greater Introduce monitoring and benchmarks for progress and academic success and greater accountability in the field of education for assessment and student support (particularly for those accountability in the field of education for assessment and student support (particularly for those who are behind academicallywho are behind academically). ).

The Experience of the Second Generation in Quebec: Youth of Haitian Origin Brown Bag Session Metropolis Ottawa, November 13, 2008 Maryse Potvin, PhD Sociology.

Documents

generation slide

concept of generation

example of youth

quebec studies

visible minorities

years old portes

quebec metropolis centre

old debate