This document analyzes Filipina-Japanese intermarriages from the 1980s to present. It examines how the increase in such marriages was due to a lack of potential Japanese partners and the presence of Filipina migrant workers in Japan. While Filipinas are often stereotyped as entertainers, the husbands actually have diverse socioeconomic backgrounds. The document also discusses issues these couples face, like language barriers, living arrangements, and raising multicultural children, as well as how examining gender roles in the relationship can lead to more egalitarian and rewarding partnerships.
1.You will provide a brief cultural write-up relating to Japan(2.docxcarlstromcurtis
1.You will provide a brief cultural write-up relating to Japan(20 points)
Historical background
Communication styles (language, both verbal and non-verbal)
Beliefs (religion, family, nature, etc.)
Society structure (gender equality, role of children, family, ethnic groups, leaders, government, political ideologies, hierarchies)
VERY IMPORTANT – your final score will greatly depend on this.
In the next sections, associations SHOULD be made with the value orientations addressed in the Values portion of this course:
Human Nature (Universalism-Particularism, Good/Evil, High-Context/Low-Context, Uncertainty Avoidance)
Relation to Nature (Subjugation, Harmony, Mastery, Inner-/Outer-Directed)
Activity Orientation (Achievement/Ascription, Doing-Being-Being-Becoming)
Human Relationships (Affectivity/Affective Neutrality, Instrumental/Expressive, Self (Individualistic)/Collective (Collateral)/Linear, Egalitarian/Hierarchical, Power Distance)
Relation to Time (Past-Present-Future, Monochronic/Polychronic, Low-Context/High-Context
2. Each student will provide a list of ‘Reasons for Codes of Cultural Behavior’ for tourists visiting his/her representative country. This list will explain to tourists why it is important that they follow each of the Do’s and Don’ts (that you listed in your Making Acquaintances: Do’s and Don’t’s assignment), from the hosts’ cultural (values of the culture) perspective, and should include the following: (40 points)
Five major ‘Do’s’ for tourists
At least one appropriate value orientation of the culture for each ‘Do’ (20 points) (Describe in detail one distinct value orientation for each Do. Do not repeat value orientations for the items on the list of Dos.)
Five major ‘Don’ts’ for tourists
At least one appropriate value orientation of the culture for each ‘Don’t’ (20 points) (Describe in detail one distinct value orientation for each Don’t. Do not repeat value orientations for the items on the list of Don’t’s.)
3. Each student will provide APA-style citations within the text whenever applicable and compile a list of APA-style references (reference page) for all resources used in his/her write-up (5 points).
4. On the ‘Making Acquaintances Part 2’ discussion forum, each student will post his/her findings about the representative country in a thread by the due date.
5. Each student is required to read the findings of one other student and respond to the posting of the other student by identifying the following, on or before the response due date (10 points):
One major cultural value commonality between his/her country and the other country (5 points)
One major cultural value difference between his/her country and the other country (5 points)
Please respond Student A and B:
Nigeria
History of Nigeria: The first evidence of humans living in what is now known as Nigeria, dates back to about 9000 BCE. The oldest evidence found was a part of a society called the Nok culture. The evi.
1.You will provide a brief cultural write-up relating to Japan(2.docxcarlstromcurtis
1.You will provide a brief cultural write-up relating to Japan(20 points)
Historical background
Communication styles (language, both verbal and non-verbal)
Beliefs (religion, family, nature, etc.)
Society structure (gender equality, role of children, family, ethnic groups, leaders, government, political ideologies, hierarchies)
VERY IMPORTANT – your final score will greatly depend on this.
In the next sections, associations SHOULD be made with the value orientations addressed in the Values portion of this course:
Human Nature (Universalism-Particularism, Good/Evil, High-Context/Low-Context, Uncertainty Avoidance)
Relation to Nature (Subjugation, Harmony, Mastery, Inner-/Outer-Directed)
Activity Orientation (Achievement/Ascription, Doing-Being-Being-Becoming)
Human Relationships (Affectivity/Affective Neutrality, Instrumental/Expressive, Self (Individualistic)/Collective (Collateral)/Linear, Egalitarian/Hierarchical, Power Distance)
Relation to Time (Past-Present-Future, Monochronic/Polychronic, Low-Context/High-Context
2. Each student will provide a list of ‘Reasons for Codes of Cultural Behavior’ for tourists visiting his/her representative country. This list will explain to tourists why it is important that they follow each of the Do’s and Don’ts (that you listed in your Making Acquaintances: Do’s and Don’t’s assignment), from the hosts’ cultural (values of the culture) perspective, and should include the following: (40 points)
Five major ‘Do’s’ for tourists
At least one appropriate value orientation of the culture for each ‘Do’ (20 points) (Describe in detail one distinct value orientation for each Do. Do not repeat value orientations for the items on the list of Dos.)
Five major ‘Don’ts’ for tourists
At least one appropriate value orientation of the culture for each ‘Don’t’ (20 points) (Describe in detail one distinct value orientation for each Don’t. Do not repeat value orientations for the items on the list of Don’t’s.)
3. Each student will provide APA-style citations within the text whenever applicable and compile a list of APA-style references (reference page) for all resources used in his/her write-up (5 points).
4. On the ‘Making Acquaintances Part 2’ discussion forum, each student will post his/her findings about the representative country in a thread by the due date.
5. Each student is required to read the findings of one other student and respond to the posting of the other student by identifying the following, on or before the response due date (10 points):
One major cultural value commonality between his/her country and the other country (5 points)
One major cultural value difference between his/her country and the other country (5 points)
Please respond Student A and B:
Nigeria
History of Nigeria: The first evidence of humans living in what is now known as Nigeria, dates back to about 9000 BCE. The oldest evidence found was a part of a society called the Nok culture. The evi.
1. Filipina-Japanese
Intermarriages
A Pathway to New Gender and Cross-Cultural
Relations
2. Objectives:
Analyzes the pattern and trends of intermarriage
between Filipino women and Japanese men (from
1980‟s to present).
Examines the factors leading to the increase in
such marriage and presents the profiles of
Japanese men married to Filipino women.
Analyzes the location of couples in intermarriage in
the larger contexts of society, community and the
family.
Presents the stereotypes about Filipino women
and intermarriage.
3. Overview of Intermarriage in Japan
In 2002, intermarriage constitutes 4.7 percent of
the total number of registered marriage in Japan.
Marriage between Japanese men and Asian
women formed the largest percentage of all
intermarriage:
China- 10,750
Philippines- 7,630
Korea- 5,353
Thailand- 1,536
In 1992 and 1996, Filipino women-Japanese men
marriage dominated the trend.
4. The divorce rate of couple in intermarriage in
Japan is about the same as that of Japanese-
Japanese marriage.
5. The Marriage Market in Japan
With modernization, more young women would
rather be wives (tsuma) instead of brides.
With more options for women outside homes,
marriage has become less compulsory.
Single men in the ages 25 and 35 have difficulty
finding marriage partners.
Jolivet: women could marry but they don’t; men
would like to marry but they can’t.
6. Factors Promoting Intermarriage
Lack of potential partners- increasing
empowerment of Japanese women prompted
Japanese men to seek „ideal wife‟
Increasing labor migration in Asia- the large inflows
of female migrant workers from the Philippines
(1980‟s) as entertainers (mizu-shobai).
7. Participation of local governments and marriage
brokers- arrangement of marriages between local
farmers and brides from abroad.
Attractive personality of Filipino women- as
spontaneous, cheerful, leads to propose marriage.
8. Filipina-Japanese Marriages: Beyond Stereotypes
Filipinas have been mostly portrayed as japayuki or
hanayome (brides).
While Japanese men are depicted as weaklings and
losers.
Socio-economic Background
Most of the husbands are financially stable.
The diverse socio-economic profile of Japanese men
married to Filipino women discredits the popular
image as „losers‟.
9. Filipino Women‟s View of their Japanese
Husbands
Filipino women as wives characterizes their
Japanese husbands by personality as:
Mabait- good provider, loves and cares for the
wife and family
Mahigpit- prohibits his Filipino wife from
associating with Filipina friends to
Japanese men
Salbahe- mean and abusive husband which
inflicts violence on his wife
10. Issues in Intermarriages
1. LANGUAGE CONSTRAINTS- many experience
difficulty in communicating with their Japanese
husbands in the early stage of marriage.
2. STEREOTYPES ABOUT FILIPINO WOMEN-
dominant image of Filipina as entertainers in
Japan
3. DIFFERENT NOTIONS OF FAMILY- The nuclear
family is the central social unit in Japan (which
explains the lack of support and indifference of a
Japanese husband to the relatives of his wife)
11. 4. WHERE TO LIVE- Filipina-Japanese couples
have to deal with the question where to live.
5. BECOMING NURTURING FATHERS- Some
professionals tend to work overtime, leaving the
burden of household care to their Filipina wife.
12. 6. REARING “DOUBLE KIDS”- how to raise and nurture the
identity of the child.
7. RACISM- thrives if couples do not attempt to know their
partners cultural background.
“Double kids”
13. Towards a New Consciousness
Egalitarian Relationship
Japanese women empowerment is an indicator of
an open, if not equal, social position in the society.
14. Metaphors and Men‟s Gender Consciousness
Filipino and Japanese languages have similarities to
describe power relations in intermarriage:
The Filipino expression under de saya (under the
skirt of one‟s wife) is analogous to Japanese
expression shire ni shikareru (placed under the
hip)
15. Other metaphors related to gender roles in the
family point to the important role of women:
In the Philippines, men are regarded as the pillar of
the home (haligi ng tahanan) while the women are
the light of the home (ilaw ng tahanan).
16. Rewards of Negotiating Gender Roles
The gains of gender equality are mostly in terms of
the beneficial effect on the quality of relationship
with women, with children and with other men.
By not acting out the masculine stereotype,
Japanese men gain love, affection, and peace of
mind.
17. Conclusion
Filipina-Japanese intermarriage offered some
Japanese opportunities for self-reflection.
The study challenge the stereotypes of “Japanese
men who loved Filipinas”
It is also a shift in paradigms in the analysis
Filipina-Japanese marriages.
Filipina-Japanese intermarriage open possibilities
for unrestricted gender relations and more
informed cross-cultural relations.
18. Intermarriage
A departure from the assumption that cross-
cultural marriages usually lead to cultural conflicts
and problematic marriage.