CHAPTER 6: Conclusion
2. Parents’ Education
國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
5.2 Part Two: Education
Education is a prevalent aspect in development a person’s individual identity. After pre-adolescent, an individual’s time is primarily spent in an education institution, a variety of school influences and outside influences from their respective peers will have a direct
correlation with a person’s identity. School creates an atmosphere that rivals the direct influence of an individual’s home life. Educational institutions create a strong bond with the respective country’s atmosphere and his/her personal feelings towards identity. School does not dictate how a person conducts themselves, but instead is full of outside influences that comes from society and culture of the country of which it is located.
Another educational factor that is relevant towards the development of identity is the educational background of the individual’s parents. With exception to Case C, all the
participants happen to have at least one parent that was educated and pursued higher education within the United States, see Figure 2. The last aspect in which education is an important factor is the pragmatic use of their American citizenship and the concept that these individuals have or plan to utilize the educational system in the United States.
5.2.2 Figure 2: Parents’ Education
Participants Who Has At Least One Parent Who Was Educated in the U.S.
14% (one case) does not have at least one parent who was educated in the U.S.
Other 86%
have parents who have a degree from the U.S.
‧
Participants who had been through the public school system in Taiwan deeply felt connected to being Taiwanese. Case A and Case D are the ones that have completed the Taiwanese educational system to the extent of university in Taiwan. If the participant attended a school of international status they would feel less connected to the Taiwanese identity. Case B is an example of being in an international school and keeping the feelings of both Taiwanese and American, whereas Case G kept his American identity the entire time.
There are patterns in the older participants that college does not reflect an individual’s
‧
identity— the concept is usually developed and established by junior and/or high school.
Case B is the only one that had both the Taiwanese middle school education and
International School high school education, and therefore it is not surprising to see that she is mixed and between the two identities. All participants also have had or will use their
citizenship in a part of their future educational opportunities. They have carried over the pragmatic use of their citizenship as a way to enter the American system of education.
In The Birthright Lottery by Ayelet Shachar, the concept, inequality, and problems of birthright citizenship are closely examined. She notes the concept of birth tourism, even without naming the concept: “when a child is born to visitors or short-term visa holders who have no intention whatsoever of establishing permanent residence in their child’s country birth” (116). Explicating the exact concept of what has happened to these individuals under investigation to see why and what influence being an “American” has in these participants’
lives.
Through these interviews, what is the direct influence of being an American, but not identifying with that culture? Case A and Case C are both men, and therefore one reason that they do not utilize their Taiwanese passport in due to the mandatory military enlistment.
When the Chinese Nationalist Party fled China and first came to Taiwan, they needed an army to defend the island from Mainland China. However, in the past years China and Taiwan have grown economically closer. Taiwan is also lacking the resources to keep up an army against China. Defense is important, but a war against China would be futile. Therefore, the current generation of young men who are in the army feel as if the army is a waste of time and money. These young men feel that it is more important to serve and bring dignity to their families through financial and career success. Being in the military does not serve to teach anything that would be useful after being discharged.
Besides the lack of visa complications and being exempt from military service, there are other benefits to having an American passport that the participants may have no
expressed as loudly. In The Birthright Lottery, Shachar also explains the strengths of birthright citizenship, “this randomly acquired citizenship is hardly ever limited, let alone revoked, even if its bearer has never revisited the country and/or has not established any substantive ties to it at any point during her life” (116). She researches and points out the loopholes that birthright citizenship is often taken advantaged for.
‧
Case D brushed upon it slightly; she mentioning the fact that if she was not a U.S.
citizen that she would have to pay international student tuition, which is more expensive.
College and/or university, whether it is private or federally funded, is guaranteed to be more expensive in the United States than any colleges or universities in Taiwan, no matter what price Taiwan will charge foreigners. However, the United States also provides free education for children until high school. The free admittance into public schools in the United States is the chance that Case C and Case D’s older sister took full advantage of. Case C did not do so well in high school exams, and had to go to night school instead. However, since he was also an American citizen, he could take advantage of a better educational opportunity than the one offered in Taiwan. He could also apply and enter community college, which due to his
Californian residency, would be at a lower cost than going to a community college outside of California. In this way, Case C used the education pivot to create better and possibly more successful opportunities than just staying in Taiwan.
Case D’s older sister is also of this case, since she did not do well in the Taiwanese way of standard education. Case D’s sister took the international school route, however, that posed a financial burden, one that could be levitated by moving to her country of citizenship.
Although I did not have the chance to interview Case D’s sister, the concept that the sister would be more comfortable in the United States than Case D currently is, has a high probability rate.
All participants have used, or are going to use American educational opportunities that come with being born American. Case A did not feel like it was needed to go earlier, but after completing a master’s degree, he understands the difference and how an American education is a positive experience. During his post-graduate years, he realized the idea of exploring what an individual would want, rather than to be boxed into a subject that they were merely better at testing. Case B went to Taipei American School, where the ultimate goal is to go to college in the United States. Many of the students there may have parents who are not of Taiwanese background, but are in Taiwan for job purposes. Case C has used American educational opportunities to make a change for the better in his life. Case D is currently in the United States, although aside from college, it does not seem like she would have chose to go there otherwise. Case E is currently excited, her positivity towards the United States is also shown through her excitement and confidence that she will go to college
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
in the United States. Case F, the children are too young to decide, however, the parents may utilize the children’s dual citizenship if they were to be in the United States for job purposes in the future.
It is almost important to note that out of the six cases (controlled case G is yet again exempt), two thirds of them have parents who have received higher education in the United States. With the except of Case C and Case D, the other participants’ parents came over to the United States and spent a reasonable amount of time studying and earning a doctorate degree. Case D’s parents have green cards, but are not necessarily related to receiving an education in the United States.
Although a market exists, it seems that none of the participants are direct products of
“birth tourism.” The phenomena of visiting tourists who give birth on short-term visas is not only hard to track, but in this case, has not been applicable. In fact, none of the parents have utilized facilities in the birth tourism market. Lien Luyi’s dissertation recalls and notes of advertisements selling this sort of image, without having to have direct ties or relations with the United States. But what is the gravity that brings Taiwanese citizens to the United States, and give the image that dual citizenship for their child is better than just being Taiwanese?
One concept that Lien Luyi ties in with the concept of dual citizenship in the United States is the concept of branding. Taiwan sees the United States as a form of security and success:
…that kind of admiration is a result of media that publicize the image of the most powerful nation in the world. The fantasies and pleasures of protection from a powerful nation is a dominant product, and the U.S. passport embodies manufactured goods (p. 121)
The concept that having a child that has an American citizenship is not about having an American identity, but the success and prestige that having an American passport can offer.
Case A refers to the fact that his parents finished their degrees and returned back to Taiwan, but he was born in the U.S. to secure a place incase Taiwan’s political turmoil was beyond control. Therefore, a mix of concepts fuels the pragmatic sense resulting in the planned births of these participants. Socially and culturally they have options and opportunities for their future of which derive from practical thinking.
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
5.3 Part Three: Life Experiences
M. Jennings and Richard Neimi’s book “The Political Character of Adolescence: The Influence of Families and School” does not relate to these participants, but emphasized the context of which children grow up in is a direct influence. “A person’s behavior may be continuous or discontinuous with previous patterns of behaviors whether his own of those of an earlier generation” (1974:5), which is one premise why interviewing the participants was more important than interviewing why that parents made this decision for their child. It is important to see what influence the family has and whether the child has mimicked and based their identity on the parents, but it is just as important to focus on other external factors. The children may live with their relatives, but it is their peers that construct and influence the positive and negative experiences the child may have. Children spend the majority of their time in school and therefore the culture in school directly influences the child when shaping his or her identity. Therefore it is important to analyze the concepts of positive and negative life experiences towards both Taiwan and the United States.
Using life experiences as indicators towards the bias in identity, we can assume that positive factors perpetuate a stronger tie to that country, whereas negative feelings exacerbate and alienate an individual’s away from that respective country. In Tables 4 and 5, life
experiences dealing with the United States usually show stronger feelings of negativity rather than positively. Therefore, in contrast to Tables 6 and 7, the life experiences relating to Taiwan, there are stronger positive experiences.
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
5.3.1 Life Experiences with the United States
Table 4: Positive Experiences with the U.S.
Identifies as Experience
Case A Taiwanese While at graduate school saw differences in Taiwan versus American education
Case B Both Taiwanese and American
Family friends always supportive and provide many good memories,
Case C Taiwanese Freedom of being on one’s own.
Case D Taiwanese Being able to pay a lower tuition at her university since she does not have to pay the more expensive international student tuition.
Case E Taiwanese n/a
Case F Unsure Thinks the U.S. is cleaner, likes “Western” food like ice cream
Case G (Control)
American Watching his favorite basketball team, the music producers and artists that he admires, his family
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
Table 5: Negative Experiences with the U.S.
Identifies as Experience
Case A Taiwanese Could not express himself during summer vacations in the U.S., alienated at graduate school
Case B Both Taiwanese and American
Enjoyed college in the U.S. but felt it was just an educational vacation
Case C Taiwanese Insecurities with not being about to
communicate, school is very challenging, hard to find a job with a low English ability.
Case D Taiwanese In university, she cannot relate at all to her peers, does not feel connected to anyone, nervous about not understanding her peers’
English, going through American customs Case E Taiwanese n/a
Case F Unsure Younger sister discouraged from learning English because she is afraid of being laughed at
Case G (Control)
American Dislike for his peers and school while in middle school/high school
Negative life experiences are relevant in Case A’s situation: he had negative feelings towards having an American citizenship. Case A felt different from the other children, but it
‧
was based on how there were other expectations that came with having an American citizenship. Students felt that Case A should have better English abilities than their own, however, Case A did not feel like he lived up to that expectation and therefore came away with feeling alienated. He feels like any other Taiwanese child, but did not like the fact that if others knew he was not technically a Taiwanese national that the rules would be different for him.
Case A and Case D have similar negative feelings towards their American
citizenships. Both have felt alienated when arriving to school in the U.S. Case A went for graduate school, and Case D is currently getting an undergraduate degree. These two participants felt that they did not belong to the people who surround them at school orientation. Unrelated, and unknowingly, they both admitted to feeling out of place and wishing that they could have been a part of the international orientation at the start of their American education. Case A did not know how to find them, his statistics were of a local American student on paper, so the international group did not know he existed. However, over time Case A eventually entered the international student crowd, where it was realized by the other students that he was more like an international student than a local American
student.
Case D has yet to find her niche. She is separated from school since she lives off campus. Her nature is shy and reserved, and therefore the friends she has made feels more temporary and fleeting. She knows she is not like the other students, and has a hard time getting along when she does not speak English as her native tongue. Her feelings of isolation are apparent in her interview; she mentions how it is hard for her to have friendships with people she does not understand very well. Her interests also lie beyond American culture, as she is fascinated with Japanese culture. It is no surprise that her Japanese class brings her the most joy and is the place she feels most comfortable.
In regards to the U.S. Case B feels as if she has equally strong reactions with both countries. Case C is unlike these cases as he also felt the extreme alienation that Case A and D have problems with. Case C has therefore found comfort in the immigrant crowd of peers who are similar to his, even if they do not have the American citizenship. Due to their lack of involvement with the U.S. and their young age, Case E and F have feelings, but not actual experiences that will eventually have a stronger impact on their identity development.
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
Although Case G is the control, he too has had a more negative approach to his peers back in the United States. He identifies with being an American, however he has enough negative experiences that keeps him from returning to the United States therefore prolonging his stay in Taiwan.
Therefore it is not surprising to see that life experiences relating to Taiwan are more welcoming and positive rather than negative. Many participants note and talk of Taiwan’s shortcomings, but it still remains apparent in their recalling of life experiences that their experiences with Taiwan is more positive rather than negative.
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
5.3.2 Life Experiences with Taiwan
Table 6: Positive Experiences with Taiwan
Identifies as Experience
Case A Taiwanese Loves his life here, safe, met and married his college sweetheart in Taiwan, has a job here
Case B Both Taiwanese and American
Healthcare is optimal for her in Taiwan, likes the option of speaking both Mandarin and English in Taiwan
Case C Taiwanese Very strong connections and bonds with his peers here, even after he left more than five years ago
Case D Taiwanese Excelled in the Taiwanese public school institutions, heavy influence and welcoming attitude towards Japan
Case E Taiwanese Loves her friends, the mix between a Taiwanese education and foreign education her school provides
Case F Unsure Being so young, they are extremely attached to their family
Case G (Control)
American Strong bonds with his peers from high school in Taiwan, started musical career here, has his own music video and song, people do not pick up that he is not Taiwanese at first, has lived here since graduating college
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
Table 7 – Negative Experiences with Taiwan
Identifies as Experience
Case A Taiwanese Frustration at not being able to take over household registration from his parents due to his foreigner status
Case B Both Taiwanese and American
Encounters difficulty in Taiwan’s job market since her Chinese is not a strong as her English.
Case C Taiwanese The importance of testing in order to get ahead in life while in school, did not test well and therefore could only attend night school during high school.
Case D Taiwanese The untidiness of Taiwan, the lack of
recognition it has a country by both China and other countries
Case E Taiwanese The over importance of testing in a Taiwanese’s person life
Case F Unsure Dirty, lots of people smoking
Case G (Control)
American Having to have relations in order to climb up the career ladder in the media industry, communication issues
‧ 國
立 政 治 大 學
‧
N a
tio na
l C h engchi U ni ve rs it y
As demonstrated, the positives are more substantial and sustaining than the negatives in participants’ life experiences. Case A has created a life centered around Taiwan and therefore his positive life experiences in Taiwan represent his life as a whole. Case B finds peace within her family and therefore what she did not have in the United States she will still be able to feel more settled in Taiwan. Case C has made such strong bonds in Taiwan and even though his current life is in the United States, he cannot break free from his Taiwanese social life. Case D feels as if there is only Asia that is suited for her, she not only excelled at
As demonstrated, the positives are more substantial and sustaining than the negatives in participants’ life experiences. Case A has created a life centered around Taiwan and therefore his positive life experiences in Taiwan represent his life as a whole. Case B finds peace within her family and therefore what she did not have in the United States she will still be able to feel more settled in Taiwan. Case C has made such strong bonds in Taiwan and even though his current life is in the United States, he cannot break free from his Taiwanese social life. Case D feels as if there is only Asia that is suited for her, she not only excelled at