Inequality In Canada

The problem of inequality in the Canadian labor force is defined through the examples of equal education standards that are often ignored in terms of immigrant labour. In this aspect of “equal labour-market return”, many immigrants coming into Canada are often educated in very highly level international academic institutions, yet they are not considered valid in terms of gaining employment in Canada. In this way, the Canadian immigration labor policies do not acknowledge these academic credentials as a barrier to equal employment in Canada. Certainly, many of these immigrant come to Canada with the necessary education and skill requirements in the labour force, but these barriers define why many immigrants cannot find equal levels of income
This prevents the immigrant from being validated by their own academic credentials in their country of origin, and more so, it forces them to reject the language and traditions of their own heritage and ethnic identity. Therefore, Assimilation is still a major part of the inequality of job placement and financial compensation for immigrants, since they are forced to assimilate into Anglophone society in order to work. Of course, many well-educated immigrants that apply for jobs in Canada are forced to re-take academic courses in Canadian universities involving their field of expertise in order to find a job. More so, the secondary requirement that they have a well-developed understanding of the English language before entry into the labour force. These ethnic and racial barriers define why immigrant works do not receive the same wages or salaries of Canadian workers with the same level of
However, the finer details of immigration law and the requirements for entering the Anglophone labour markets is afar more complex and resistant to providing equal pay for equal levels of education. This is the why the “point system” is a very biased system that forces immigrants to assimilate into Canadian culture, which is obviously supporting the Anglophone nationalism of labour policies towards people with foreign backgrounds. In this manner, a Chinese mathematician with a similar education to a Canadian mathematician would be forced to gain Canadian academic credentials and learn English in order to find a job that pays on an equal scale to the Canadian mathematician. Since math is a “universal language”, it obvious that the Anglophone cultural and ethnic policies of the Canadian government are being culturally and ethnically biased in relation to the requirements of entry into the workforce. This form of nationalist xenophobia is part of a long-standing immigrant policy towards foreign labourers, which was not addressed until the mid-20th century: “In Canada, legal protection against discrimination did not begin to appear until the 1960s” (“Question 2 with Notes”, 2017, p.6). Certainly, the problem of “points”