Narrative About Genogram

Instructions
The narrative should be the standard double-spaced
12 font and 1-inch margins
Write a two-page (double-spaced) narrative about your genogram.
Include an introduction and a conclusion.
Your narrative should incorporate answers to these five (5) questions
• Are there differences/ similarities on both sides (maternal and paternal) of your genogram? (Explain.)
Differences
Emigration: Philippines to Hawaii (Mom's side) and Japan and China (SF to HI). (dads side)
Language: Hawaii vs. Japanese and Chinese (fluent). Great father (dad's mom) migrated to Hawaii via SF in 1887. Spoke Chinese (Sze Yup -Taisan dialect). Did not speak or write English.
Until the late 20th century, Chinese emigrants to Southeast Asia and North America came from southeast coastal areas, where Min, Hakka, and Yue dialects were spoken.[46] The vast majority of Chinese immigrants to North America up to the mid-20th century spoke the Taishan dialect, from a small coastal area southwest of Guangzhou.[47]
Education: Gparents limited education (moms side) vs. HS Grad (Dads side)
Poor (moms side) vs. comfortable (dads side) (financial)
Similarities
Grandparents had many children.
On both sides, men and women were laborers, and held many jobs. Grandparents worked in industrial and business. Grandparents (dad's side) held managing roles. Worked their way up the corporate ladder.
Married young. Great Grandmother (mom's side) spoke Hawaiian/English, married 16 (husband 32).
Names were westernized in Hawaii-Hawaiians assumed anglicized first names with their Hawaiian names for surnames. Great great grandmother took an English name and step father’s Hawaiian last name.
No college education for three generations, limited schooling, or unknown.
Family came first. Traditional upbringing.
Catholic faith on both sides
• What patterns or unusual patterns did you find? (Provide examples.)
Names were westernized -Hawaiians assumed anglicized first names with their Hawaiian names for surnames. Great great grandmother took an English name and stepfather’s Hawaiian last name. (Apu/Aki great grandma) or last names (Ah Hou/Lee (grandma)
Although they lacked education, both men and women worked in laboring positions, starting from entry level to supervisory positions. Worked till retirement. Men were the breadwinners, children looked after the younger siblings, and women could stay home and care for the home and children or have the option to work.
• What major events or trends may have impacted your family's educational level and occupations? (Consider language, cultural practices, and expectations, migration, and movement)
Workforce: Chinese were the most numerous immigrants in Hawaii from Canton, or Guangzhou, China. It’s said that sugar brought the Chinese to Hawaii. Chinese and locals found work on sugar plantations and took up laboring work for both men and women in restaurants, on plantations, and on taro farms.
Employment: Grandmother (bookkeeper -dad's side) and grandfather (heavy equipment operator -dad's side) were managers/supervisors and HS graduates. No college education.
Military: Grandfather (mom's side) was in the army. (Vietnam War) Grandmother danced and taught hula. Few grandchildren went into the Army and Marines.
Marriage: Women married young. For example, Great Grandmother (dad's side Great grandmother was 16, and the husband was 32 (dad's side).
Language barriers: Great grandparents spoke Japanese and Chinese but understood very little English. Could not read or write in English (Dad's side), and Great grandparents spoke Hawaiian/English and Filipino/English (mom's side)
Religion: The Catholic faith was prominent in the 18 and 1900s and greatly influenced. Grandparents, great-grandparents (both sides), and most of their siblings were baptized. Strict beliefs led to fewer opportunities for children.
Children: Great grandparents to parents had many children. Great-grandparents had more than eight children. Each generation had at least four children per family.
Lack of communication and opportunities: Parents lacked teaching children or affording opportunities such as speaking another language (Filipino and hawaiian), dancing the hula, clothing (mom was the only girl), employment opportunities (dad lived on Molokai -went to Maui after graduation to seek a better life, then moved to Oahu). Work was the priority, not education.
• What did you learn about your family and yourself from doing this exercise?
Education was not a priority; work and caring for the family. Limited or no college education for three generations (great grandparents to parents).
My three siblings work in managing roles; my youngest sister is an RN. (few of them in our family). Parents and grandparents taught us to work ethics. Most of us have been with jobs for more than ten years.
Parents were strict: curfews were enforced, work after high school instead of furthering their education.
Work, Marriage, and Family.
The family was resilient and family-oriented, like we are today.
• How will this information impact your educational achievement and future career choices?
Currently employed as a Program Administrator for the State Of Hawaii. Previous employment was in Human Services for 20 years. Although college was not suggested after high school, I decided to return back to school. Seeking a BA in Public Administration. 3rd year in college and first year full-time. The daughter also completed a 2-year degree and cosmetology school and worked as an entrepreneur.
Part 2: Complete a Focus2 assessment and add to your conclusion above: How does the information from the Focus2 activity impact your educational achievement and future career choices? Reflect on your mid-term progress in your classes thus far. Are you on the right track toward achieving your goals? Do any adjustments need to be made as we head into the midterm?
"I do very well" in the following:
Business (Management, Marketing, Economics) English and Language Arts Family and Consumer Science (Food Science, Hospitality, Child Care) Life Science (Biology, Environmental Sciences, Ecology) Social Sciences (Psyc
Enterprising
The Persuaders: Enjoy selling and promoting, having power and status, giving talks and speeches, and leading groups.
Enjoy influencing others and being in a leadership position.
Often use their skills to influence others.
Often enjoy discussing politics and competitive activities. Self-confident, talkative, and energetic.
Social
The Helpers
Prefer to work with others with the team approach to problem-solving.
Enjoy teaching, caring for others, volunteering, mediating disputes, meeting new people, and working in groups.
Highly verbal, express themselves well and get along well in groups.
Describe themselves as cooperative, friendly, and understanding.
Investigative
The Thinkers
Have a strong desire to understand cause and effect and solve puzzles and problems.
Often work in jobs that are scientific in nature. Their work often involves the analysis of data using formulas, graphs, and numbers.
Enjoy using computers, solving math problems, interpreting formulas, and thinking abstractly.
Prefer to work independently with minimum supervision.Philosophy, Religion) Social Studies (History, Global Studies, Government)