This chapter presents the findings of a qualitative study regarding the expectations and experiences of Vietnamese immigrant women who participated in the vocational training course offered by Taiwanese government after the use of a systematic coding procedure to analyze the data collected.
Expectations When Participating the Vocational Training Program
Given the Government’s emphasis on increasing attainment at vocational training for immigrant women, it is important to understand the sorts of factors that underpin these women expectations to undertake such qualifications. Those interviewed voiced a range of expectations for participating in the vocational training programs. In some cases, embarking upon training was based on a single expectation, while for others, their expectations were based on a range of factors. As can see in the Figure 4.1, broadly, three themes and of expectation were apparent: The expect to influence future employment; The expect to develop personally and Combating Taiwanese discrimination against immigrant women.
Figure 4.1. Themes related to the expectation of Vietnamese women toward the vocational training course
The Expect to Influence Future Employment
Participants shared their expectations when they decided to enroll the vocational training program offered by the Taiwanese government. The theme “The expect to influence future employment” provides an account of how participant expects as well as hope about the positive impact on their career in the future. This theme can be further divided into two sub-themes:
Enhancing the chance to get a job and Gain financially and caring for their immediate family.
See as Figure 4.2:
Expectations of Vietnamese women
The expect to influence
future employment The expect to develop personally
Fighting Taiwanese discrimination against
immigrant women
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Figure 4.2. Sub-themes of the expect to influence future employment
Enhancing the chance to get a job. Some participants were motivated to participate the vocational training program so they could increase their chance to get a job in Taiwan. The vocational education qualification was seen to add “another string to the bow’ or be a means of eventually ‘climbing the ladder’ and moving on in their settlement process in Taiwan. It is no doubt that, it was regarded as a passport to get a job in Taiwan.
All participants recognized the value of the vocational education certificate because if they get it, they will have government recognition. Participants recognized that certificated evidence of abilities was important in enhancing employer confidence in their abilities and there was a general view that achieving the vocational education certificate communicated a good reputation as a worker and was a widely recognized mark of achievement, valuable on any CV. Consequently, participants felt that attainment would gain them an ‘extra edge’ when trying to seek a job in Taiwan. Hao shared her opinions about this:
“The employers in anywhere have the same views, not only in Taiwan. They valued concrete evidence of skill and experience. When I was seeking jobs, I realized that employers across sectors were keen for employees to have proof of their ability and experience. So having the vocational education certificate is a required thing when you want to have a job, especially for immigrants.” [A5-H-02-03]
Furthermore, in some cases, the vocational education certificates were seen as a way for them to develop the necessary skills for eventually starting their own business, although no participants reported having begun this process. Huong talked about her dream which is becoming an owner of the small restaurant.
The expect to influence future employment
Enhancing the chance to get a job Gain financially
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“I love cooking and I feel happy when see others eat my food. My husband said that he will support me to open a restaurant when I gain the certificate.” [A2-C-02-03]
Gaining financially and taking care of family-in-law. Vietnamese women believed that inside families, both women and men obtain the same encouragement to pursue employment to improve the family economy. They also felt that because of the socio-culturally described the internal role of women in Vietnam, they have the lifelong responsibility of being concerned for their natal family (Tang & Wang, 2011). Furthermore, most of these women were worried about the poor financial situations of their natal and immediately households. These socio-cultural expectations and monetary factors inspired those women, who lacked marketable capabilities, to attain expert competencies by participating in the vocational training and to eventually enter the labor market to make money. As Tan noted:
“In Vietnam, I grew up with eight siblings in a poor family. Since I was young, I have learned to work and struggle with the family's economic difficulties... My sisters and I, as Vietnamese women, were asked to make money for the family…. Now, in Taiwan, my husband has to work very hard to meet the family's needs. Therefore, I felt that I also need to take the responsibilities, I must learn a skill through vocational training to get work to support my Taiwanese family and to send money back to my parents.”
[A1-C-01-01]
Similar to Tan, Xuyen expected to earn money and can have her own financial autonomy:
“I do not worry about my family in Taiwan because my husband has a good income and he can take care all of us. But my family in Vietnam is different, I have a sister studying in university, my parents’ healthy are not strong enough to work and earn much money. I must do something to help them and of course, I cannot take money from my husband. Therefore, I need a job, make money and do what I want which not depends on anyone.” [A3-C-01-01]
On the other hand, in Vietnamese and Taiwanese people’ mind, the main responsibilities of the married women are caring for their family. According to Hang, in the Taiwanese patriarchal family system, “married women are expected to be good at maintaining the household, especially taking daily care of the family…. This is particularly true for immigrant women in commercially arranged marriages.” [A6-C-02-03]
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Some of the participants believe that cooking is one of the essential capacities to look after a family. The utilization of suppers is a daily custom that keeps up family ties. Meal readiness includes obtaining sustenance as well as understanding the tastes and nourishing needs of members in the family, and it encourages family attachment. (DeVault, 1991). However, “there are great differences regarding meals and eating habits between Taiwan and Vietnam. Hence, for preparing food that fit my Taiwanese families' taste, I received Taiwanese cooking training,”
[A12-02-03] Tuong shared.
Most of the participants’ stories illustrated their expectations of gaining financially, and thanks to this, they can share the burden with their husband as well as their family in Vietnam.
Moreover, the vocational training course enabled them to have a basic knowledge to take care their children.
The Expect to Develop Personally
The second theme of “The expectation of Vietnamese immigrant women toward the vocational training program” is “The expect to develop personally”. Most of the participants concern about the potential effect of learning on personal life, they hope that thanks to training, they can improve themselves. This theme can be further divided into three sub-themes which include: Improve as a person; Increase general knowledge and abilities; and Act as a role model.
See as Figure 4.3:
Figure 4.3. Sub-themes of the expect to develop personally
Improve as a person. The desire to develop as a person was another important expectation. By participating the vocational training course, many participants sought the sense of achievement they felt they would get by successful completion of a learning program.
Participants explained that they had few or no qualifications, and also had achieved little in their past working lives. For example, Hao described her feeling when she enrolled the training course:
The expect to develop personally
Improve as a person Increase general
knowledge and abilities Act as a role model
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“I came to Taiwan when I was very young, 18 years old … already left my high school and you know … I had nothing in my hand, no diploma, no certificates. I wished I can get higher education or at least know something which can help me to get a job, but my family situation at that time did not allow me to do that. Therefore, participating the vocational training is like a ladder that makes my wish come true.” [A5-H-02-05]
Some participants shared that the vocational training program would be a worthwhile challenge and means of bettering themselves. Undertaking the challenge of learning, and achieving a successful result, was also seen as a way to develop confidence, self-esteem and to earn other people’s respect. Like Hao, Huong also came to Taiwan when she was very young, and she expected that the vocational training can help her to find the confidence to settle a new life in Taiwan.
“I came to Taiwan after I graduated high school, and I was nobody in Taiwan. I had no idea about Taiwan, I was not confident to do anything because I am a stranger here. As a result, enrolling a vocational training course would help me to get common views of Taiwan.” [A2-C-02-04]
All participants expected that the vocational training program would be a basic step or a motivation to move on in their settlement process in Taiwan.
Increase general knowledge and abilities. The desire to learn was, for some, simply guided by the wish for increased knowledge and understanding. Learning, regardless of the subject or level, was seen as a way to improve and deepen knowledge. Others were attracted by what they felt would be a stimulating experience. The role that previous educational attainment could play in this should not be underestimated. Some participants had few or no qualifications and the chance to get the education at the vocational training program was seen to be a way of conquering learning fears and rectifying negative past educational experiences.
Furthermore, all the participants are Vietnamese, so the vocational training program was seen as a way to gain a recognized Taiwanese qualification, or as a way to improve their Chinese language skills.
Luong shared her reason why she decided to participate the vocational training:
“I used to work as a staff in a hair salon in Vietnam, so I want to seek a job which relevant to my working experience in Taiwan. But it is difficult to get a job like this if you do not have anything to prove that you know to do. Moreover, I just was an
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assistant in Vietnam. I need to acquire more knowledge and more skills, especially a certificate to become a real hairdresser. Therefore, the vocational training is an ideal choice for me” [A8-H-02-04]
Different from Luong, Tuong explained that she enrolled the vocational training course, just because she wants to get new friends and practice Chinese:
“I came to Taiwan after my marriage and was not able to see my parents after that.
It did not feel good and I was not sure if I would see them again. My feelings of uncertainty led to lack of interest in my surroundings and I became socially isolated.
One day, my husband backed home and show me the information about the vocational training program. He said that there are many immigrant women participating this program, I would not feel lonely anymore if I go there and talked to them because they have similar situations like me. And I think that oh yes, it is true. If I go there, I can meet other Vietnamese women or at least I have somebody to chat … and maybe my Chinese would improve.” [A12-C-02-04]
Many participants explained that their expectations toward the vocational training which can help them to gain more knowledge as well as capabilities. They not only discussed their own expectations which are increase general knowledge but also shared that they experienced a tough process of socializing with others due to linguistic and cultural differences. So they hope the vocational training program can be a door that helps them to get closer to others.
Act as a role model. This desire to achieve a qualification had a specific importance for Vietnamese women with their children. They believed that by engaging in learning they could demonstrate its importance to their children and in doing so encourage them to engage more fully and to make more efforts at learning.
All the participants had little previous experience of education or few qualifications, so get the certificate from the vocational training program was also a way of demonstrating to their children and siblings – who they regarded as high achievers – that they too could achieve on the learning path. Ha said:
“I have got two sisters … I wanted the same [as them]. They all have certificates and I just wanted to say that I can do what I have been doing and do it well. And I want to my children proud of their mother – a mother from Vietnam.” [A11-C-02-05]
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About this aspect, Thanh has a different opinion. She shared that receiving the vocational training as one of the ways she uses to educate her son:
“I want myself to be a mirror or a model that my son can follow. Maybe, I do not have a bachelor diploma, but I have a vocational education certificate. Maybe, I am not good at learning and I am too old to go school and study, but I always make effort to overcome my own difficulties and try my best to gain knowledge and improve myself.
I think that a person has many weaknesses like me can do it, so there is no reason for my son cannot get better results in his study.” [A9-H-02-04]
With pursuing the certificate of the vocational training program, the participants want to emphasize the importance of education and achieving the good results in school is the only way that allows their children to get a better life in the future.
Fighting Taiwanese Discrimination Against Immigrant Women
The last theme of “The expectation of Vietnamese immigrant women toward the vocational training” is that “Fighting Taiwanese discrimination against immigrant women”.
Most of the participants experienced discrimination due to their cross-border marriage, financial status, and minority background. Participants shared that Taiwanese people have a prejudiced view of Vietnamese brides and they found themselves at a lower rank in society.
For example, Hang expressed her difficulties due to coming from Vietnam:
“They think that Vietnam is less developed than Taiwan and we come to Taiwan for money, for getting a better life. My husband loves me but I still know that he still despised me for the purpose of my immigration. It was not clear but I can feel it. It was sad and upsetting” [A6-C-02-05]
It is no doubt that not only all migrants share a similar status in the host country, but also how much they are acceptable in the host country relies upon the status of the country which they come from in the world economy (Swaminathan, 2004). To abstain from being the discrimination targets, Vietnamese females chose to enroll the vocational training to procure proficient abilities and get the vocational education certificates that exhibit their expert potential and hardworking characteristics. For the example, Luong shared the expectation of proof herself when participating the vocational training:
“I know my capabilities; I want to do something to show that I came to Taiwan, not for money. I can make money and do not have to depend on anyone, even my husband.
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Participating the vocational training and getting a job would allow me to share the burden with my husband.” [A8-H-02-06]
All of the participants in the study described their personal and emotional experiences due to racism and discrimination within the Taiwan society. As a result, they think the only way to change Taiwanese people’s mind is showing the Vietnamese women characteristics which are hardworking, eager to learn and always making an effort to overcome difficulties. And for them, there is no doubt that the vocational training program will enable them to do this.
Experiences During Participating the Vocational Training Program
The previous section highlighted a variety of Vietnamese immigrant women’s expectation which made them decide to participate in the vocational training. The purpose of this section is to explore perspectives of the training process of participants and it includes two themes:
Overview of the training program and Difficulties and Hinders. See as Figure 4.4:
Figure 4.4. Themes related to the experience of Vietnamese immigrant women during participating the vocational training program
Overview of the Vocational Training Program
This theme provided the overview of the vocational training program from the Vietnamese immigrant women’s perspective during the training process. From the participants’ response, two sub-themes can be demonstrated: “Engagement of teacher” and “The structure and content of the vocational training program”. See as Figure 4.5:
Experiences of Vietnamese women during participating the vocational training program
Overview of the vocational training
program Difficulties and Hinders
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Figure 4.5. Sub-themes of the overview of the vocational training program
Engagement of teachers with practical work experience. According to “Glossary of the Education Reform”, student engagement is a term used to demonstrate students' levels of contribution with instructing and learning. Engagement can be characterized as a multidimensional construct, consisting of operative, cognitive, and affective domains.
Operative engagement incorporates the possibility of dynamic interest and association in scholarly and social exercises and is viewed as significant for the accomplishment of positive scholastic results. Affective engagement incorporates learners’ responses to class, instructors, companions and academic, impacting readiness to end up plainly associated with school work.
Cognitive engagement includes the possibility of speculation, acknowledgment of the estimation of learning and a readiness to go past the base prerequisites. However, in this study, the researcher just focused on discussing the engagement with teachers because when they did provide examples of involvement, the examples centered on their experiences with their teachers. Of those interactions with teachers, the practical experience level of the teacher surfaced as contributing to participants’ learning and development.
The practical knowledge that teachers possessed was viewed by participants as enhancing their learning and development. The instructors who Lan encountered facilitated her learning because of her experience working in a hair salon. Lan pointed to her connection to the instructor:
“I think that the background that she has is so amazing, she knows what she is talking about and she could relate to us. She just knows her stuff.” [A7-B-04-10]
Similar to Lan, Giang shared that she believed the age and experience of the teachers in the vocational training course made a difference for her as well:
Overview of the vocational training program
Engagement of teachers with practical work experience
The structure and content of the vocational training program
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“I think that work experience makes a difference for the teachers. I mean my teacher now she not only owns a bakery but also is a real baker. She knows what will really be good for me in the workplace.” [A4-B-04-11]
Participants valued the practical work experience instructors possessed as contributing to their ability to learn about the norms and expectations of the profession for which they trained.
Participants noted learning tacit knowledge from engagement with instructors and through applied activities within their courses. Moreover, they favored instructors who appeared to have experience in the workforce outside of academia or in the vocational for which they trained. They believe that these instructors could give them knowledge and skills outside the textbook, which is maybe things about Taiwanese lifestyle.
Participants noted learning tacit knowledge from engagement with instructors and through applied activities within their courses. Moreover, they favored instructors who appeared to have experience in the workforce outside of academia or in the vocational for which they trained. They believe that these instructors could give them knowledge and skills outside the textbook, which is maybe things about Taiwanese lifestyle.