Dissertations / Theses on the topic 'British born'

The present study concentrates on the lifestyles and experie~ces of British-born young Tamils, and explores various components of their identities. Not many sociological studies have been condu~ted on the Tamil community in Britain. The study approaches its subject area through combining detailed ethnographic and interview research on young British Tamils with a consideration of wider arguments relating to ethnicity, migration, diaspora and youth. The findings are organised in terms of the four key themes of traditional culture, friendship, media, and politics, each one combined with relevant conceptual and empirical theorisations. Diasporic theories help to understand broader trends relating to various aspects of identity and these contribute towards the development of theories on minority youth inter-culture and newethnicities. Specifically, the study focuses on British-born young Tamils based in London, aged between 16 - 29. The ethnography focuses on their cohesiveness as a group, their relationship with parents and traditional Tamil culture and with other elements of British society, including White British youth culture and ethnic minority youth cultures. This qualitative study deploys research techniques together with interviews and ethnographic observations to examine current understanding of cultural identities, ethnicity and community. The analysis highlights the complex and dynamic nature of the identities of the young respondents and their experiences of being British-Tamils. The notion of hybridisation starts to figure quite strongly with the development of intercultural forms of mixed identities relating to the maintenance of traditional culture, friendship patterns and media interests. Interestingly however, young Tamils' political engagement with recent political events has developed a greater awareness of their Tamil identity and politicised youth ethnicity than before. The implications may be observed in terms of a greater impact upon their future cultural orientations - an increase In Tamil media usage, more interest in their mother tongue and the development of connections with the transnational Tamil community. ii.

My thesis is the product of an in-depth qualitative study of the ‘return' of British-born Cypriots to Cyprus. By specifically focusing on the second generation, my thesis seeks to rectify the lacuna in research on the second generation's connections to the ethnic homeland, capitalising on these migrants' positionalities with respect to questions of home and belonging. The thesis consists of eight chapters: Chapter 1 introduces the context in which the research was conducted; Chapter 2 provides the historical and geographical background for the Cypriot migration experience; Chapter 3 presents the methodological and ethical context in which my research was conducted; Chapters, 4, 5, 6 are the main empirical chapters, discussing the British-born Greek-Cypriot returnees' experiences, motives and viewpoints, from childhood memories to today's adult experiences; Chapter 7 provides an additional comparative angle through the inclusion of a subsample of British-born Turkish Cypriots; and finally, Chapter 8, my concluding chapter, revisits the research questions, draws comparisons with other empirical studies on second-generation return, and re-evaluates my methodological framework. Through the voices and life-narratives of second-generation British-Cypriot ‘return' migrants – following a biographical timeline – the multifaceted perspectives in which notions of ‘return', ‘home' and ‘belonging' can be viewed and experienced in a migratory context are revealed. My study shows the complexities and ambivalences involved when exploring ideas of ‘identity' and ‘return', views of ‘home', and feelings of ‘belonging' in the ancestral homeland – demonstrating how boundaries of such notions are blurred, eroded and re-established by a new generation of migrants, reflecting their time, experiences, choices and ideologies. My findings deconstruct the meaning of ‘return', move beyond the primordial cultural confines of notions of ‘belonging', and challenge the simple dichotomy of ‘home' versus ‘away', revealing new similarities (and differences) beyond such predefined labels and categories, which form the building blocks for new, contemporary, ways and spaces of belonging.

This study engages with the perspectives of British-born female undergraduate students of Bangladeshi heritage with the aim of addressing the following questions:1) How do social class and ethnicity intersect with one another to influence access to and experiences of higher education, and progression to the labour market?2) How do Bangladeshi immigrants’ female descendants construct their identities by drawing on different dimensions of identification, and how is this informed by participation in education?Women of Bangladeshi origins, who have long been considered as ‘problematic’ for their low rates of participation in education and employment, have substantially increased their presence in universities in the last 20 years. Like those of most ethnic minority backgrounds, however, students of Bangladeshi heritage are over-represented in generally less prestigious post-’92 institutions, tend to have lower retention levels and degree grades compared to their white middle-class peers, and lower employment prospects and wages once controlling for qualifications and socio-economic origins. In this study, I draw on in-depth interviews with 21 British-born women of Bangladeshi background in their early 20s, attending undergraduate degrees at a range of differently ranked universities in London. I apply a Bourdieusian lens to the analysis of their narratives, with the intent of exposing the influence on stances and practices of multiple dimensions of social identity such as class, ‘race’ / ethnicity, religious faith and gender. Findings show how these dimensions are interconnected in terms of the material and symbolic resources they give access to. The findings also reveal how they qualify one another in shaping processes of ‘conditioned transformation’ of structural inequalities. In particular, participants’ economic, social, and cultural resources appear to be simultaneously inflected by class, ‘race’/ethnicity, faith and gender. The relation of these resources to the capital that is privileged in the contexts where participants engage contributes to either facilitate or hinder the accumulation of further capital. In doing so, it conditions their capacity to renegotiate material and symbolic positions, and the ‘strategies’ they can adopt.

The aim of this study is to investigate British-born Eritrean young people's subjective experiences of school adaptation, and whether participants have access to opportunities and support during their pre-school, primary and secondary school years to prepare them socially, psychologically and intellectually for social mobility. A qualitativeinterpretive methodology is employed to ·explore the schooling experiences of Britishborn Eritreans. The participants' views offer accurate insights into aspects of their day-today schooling experiences, and their needs in terms of motivation and learning. Seventeen face-ta-face interviews provided an opportunity to qualitatively study different experiences, and thus helped to establish not only whether differences existed, but also if they did, why they existed. The thesis has endeavoured to contribute to an understanding of British-born Eritrean academic performance by going beyond the notions of social capital provided by the dominant three social capital theorists, Coleman, Putnam and Bourdieu. In terms of developing social capital with in schools, the findings of the current study identify two possible barriers to academic achievement motivation, namely social and academic segregation within schools. First, social segregation within schools refers to the extent to which participants feel a sense of disconnect from their school community because of their race, ethnicity and social background . In particular, supportive relationships with teachers are considered primary sources of social capital in participants' academic success. Second, academic segregation within schools refers to English as an Additional Language placement (EAL), a practice that creates academic isolation that leads British~ born Eritreans to less advanced classes. The systematic EAL placement of children of Black African immigrants has produced social isolation in schools that contrasts starkly with community cohesion goals. The results of this 'study suggest the need for future research to focus on the importance of creating learning 'communities that are indusive of all students regardless of race, class, religion , gender, or ability.

The Chinese community is the fastest growing non-European ethnic group in the UK, with 11.2% annual growth between 2001 and 2007. According to the National Statistics office (2005), there are over a quarter of a million Chinese in Britain. Compared to other ethnic minority groups, the Chinese group is socio-economically widespread, characterized by high academic achievements and high household income. It is estimated that there are about 30,000 Chinese immigrant children studying in British schools, 75% of who were born in the UK. These children face a complex process of establishing their social identity, maintaining their own cultural roots whilst adapting to the British cultural contexts. The predominant psychological interpretation of social identity formation is founded on Social Identity Theory (Tajfel, 1978). Social identity creates and defines an individual’s place in society. One of the key features in social identity theory is ingroup favouritism and out-group derogation (Tajfel & Turner, 1986). The function and motivation for in-group and out-group attitude construction is to promoting a positive self-concept and related self-esteem. Theoretical approaches to understanding social identity that take a developmental perspective are Cognitive Development Theory (CDT) (Aboud, 1988, 2008) and Social Identity Developmental Theory (SIDT) (Nesdale, 2004, 2008). These theories attempt to explain the age related development in children’s inter- and intra-group attitudes. There are different types of social identities, and ethnic identity as well as national identity are the central focus of the current research. Some researchers have pointed out that ethnic identity is relevant to self-esteem and it is particularly important to children from ethnic minority backgrounds (Phinney, 1992). However, the research on social identity is predominantly conducted in Western contexts and there is lack of evidence supporting the generalization of developmental models of social identity in children to all ethnic groups and particularly those growing up in different cultures and national contexts. The research reported in this thesis is a cross cultural and developmental study which compares social identity in relation to self-esteem among British born Chinese (BBC), white British, Hong Kong Chinese and Mainland Chinese children. The overarching aim is to explore the influence of social context and ethnic culture on social identity development and self-esteem. Three research studies were conducted in Mainland China, Hong Kong, and Scotland with 464 children across three age groups, age 8, 11 and 14 years (148 children from Mainland China, 155 Hong Kong Chinese children, 70 British born Chinese children, and 91 Scottish children). In addition, 46 parents of BBC children were surveyed to investigate their cultural orientation. The first study was designed to explore cultural similarities and differences in social identity and its relation to self-esteem across four groups of children in three age groups. Social identity (self-description questionnaire) and self-esteem (Harter’s Self-esteem questionnaire) were measured with all four groups of children. The result revealed significant differences of social identity across the groups. Four cultural groups of children think individual self was the most common form of identity. All the Chinese groups emphasized show more collective self than white Scottish children whereas the white Scottish sample of children placed more focused on individual identity. All four groups of children had high self-esteem, and no correlation was evident between social identity and self-esteem. Furthermore, analysis found no significant developmental change in social identity or self-esteem with age. The second study focused on BBC and white Scottish children: these share national context, but differ in ethnic identity. The study was designed to explore children’s national self-categorisation, the degree of national/ethnic identification (Chinese, Scottish, or both), and their perception of the positive and negative traits of Chinese and Scottish people across the age (using a Trait Attribution Task). BBC children’s sense of national identity varied in different national contexts, whereas white Scottish children were more fixed in their sense of national identity. Furthermore, BBC children attributed more positive traits to Chinese than to Scottish people, and white Scottish children attributed more positive traits to Scottish than to Chinese. BBC and white Scottish children evaluated both Chinese and Scottish groups positively, but they both attributed more positive traits to in-groups than out-groups. Some age-related differences were identified for degree of national identification. The third study introduced a novel social identity vignettes task to examine BBC and white Scottish children’s perceptions of ethnic identity of a Chinese character within two contrasting socio-cultural contexts (Scottish versus Chinese). This study addresses the question of whether children’s social identifications are adaptive and sensitive to social context, and how this contextual sensitivity might change with age. It also explored the link between parents’ attitudes towards their children’s cultural orientation and children’s national/ethnic identity in identity vignettes. The study revealed that both BBC and Scottish children judged the vignette characters as having a stronger Chinese identity or Scottish identity according to whether they were described in a Chinese or Scottish vignette. This cultural sensitivity increased with age. Both groups had a positive evaluation of the vignette characters’ self-esteem in both Chinese and Scottish cultural situations. Parental cultural orientation attitudes (using General Ethnicity Questionnaire) towards their children were also examined and differences of language proficiency among BBC children were identified. There is no connection between children’s strength of Chinese and Scottish identification and parents’ strength of cultural orientation towards Chinese or Scottish. Together, the findings presented in this thesis extend our understanding of social identity development, ethnic and national attitudes and the developmental intergroup attitudes among children from different national and ethnic groups. Furthermore, findings indicate that social identity is a complex and dynamic process in children’s development that cannot be understood without considering national and specific socio-cultural contexts as frames of reference. The findings of this research have important implications for child-related policy and practice and for future research on social identity development.

This thesis explores the working lives of British Born South Asian Ethnic Minorities (BB SAEMs), critiquing the homogenous identities ascribed to them in previous research. Its methodology is life-story interviews analysed using Nvivo. This identified four hybrid categories emerging from two cultures. I fitted myself neatly into just one. However the reflexive analysis required in good qualitative research led me to realise that I fitted into not one, but all four categories, and into others not yet recognised. At this point, my thesis had to take a new turn. An auto-ethnographic, moment-by-moment study led to an ‘unhybrid categorisation of hybridities’ acknowledging ‘fuzziness and mélange, cut ‘n’ mix, and criss and crossover’ where identity is a complex-mix, always in flux. I conclude not only with this new theory of identity formation in the working lives of BB SAEMs, but also by arguing that by imposing the requirement to categorise, research methods lead to over-simplification and misunderstanding.

This study is in two parts, separate and distinctive, yet interconnected. It is concerned with black young people, bom in Croydon, whose parents and grandparents were born in the Caribbean or who were socialised as Caribbeans. It seeks to generate a theory of how being black and bom in Britain creates intergenerational tensions which transcend those of "normal" adolescent relationships and how this affects their membership of 'main-stream' society. Part A, is an Institution Focused Study which examines the efficacy of the grounded theory approach as a suitable methodology for an ethnographic study of British-born black young people, necessitating in-depth interviewing both of the young people themselves and adults of their parents' and grandparents' generations. The Institution Focused Study explains the background to the research including the interest of the researcher in this topic. It charts the conditions which black young people face in a white-dominated and inherently racist society and highlights the paucity of research on this issue. It examines the grounded theory approach, suggesting that its suitability arises from its similarity to the youth work practitioner's style of operation and devises an appropriate research design to ensure that sufficient subjects are recruited and interviewed to provide information-rich data to be collected and analysed. It concludes that this method, when applied with scientific rigour, will produce sufficient data to enable both substantive theories and a more formal theory of British-born black young people to be generated. Part B constitutes the main study. After a brief introduction a discussion on Adolescence is provided to contextualise the study in view of the varying and rapid changes occurring in this period of human development. The study returns to the question of the research design and considers how information-rich data is to be gathered, and how subjects will be recruited and interviewed for which It provides an interviewer prompt sheet. An analysis of the data is then offered, grouped into the categories which have emerged and been developed as the study unfurled. Discussion then centres around the subjects 'own stories' together with other theories and research. The findings are summarised leading to a number of substantive theories which then are synthesised into a formal theory of British-born black young people. This suggests that they suffer a sense of cultural anomie denying them a necessary, new and distinctive identity as emerging black British citizens. The study raises the implications of this for the future work of the Croydon Youth Development Trust before offering a foot-note on methodology; a reflection on the grounded theory approach and its suitability to this type of ethnographic research.

Social disadvantage extends beyond a lack of income and basic necessities, to being deprived of the material and social resources required to lead a happy, healthy and fulfilling life. The focus of this study is on the role of social connections in relation to health, in a context of social disadvantage and ethnic diversity. In this thesis I aim to study the associations between ethnic density, social capital and health for Pakistani and White British mothers and infants in the Born in Bradford study. Data from the Born in Bradford cohort were linked with area-level data to create a multilevel dataset of 4,357 Pakistani and 3,869 White British mother-infant pairs. While own ethnic density was not associated with birth weight or preterm birth, higher South Asian density was associated with lower odds of smoking for both Pakistani and White British women. Although levels of social capital seemed to be low and levels of social disadvantage were high, different indicators of social capital were associated with health outcomes for Pakistani and White British mothers and infants. There was some evidence to suggest that social capital provides health benefits especially to those in disadvantaged circumstances. Social disadvantage for Pakistani women and infants in particular proved hard to capture with measures of individual socioeconomic status and area deprivation, and social gradients in health were attenuated for Pakistani women and infants in the Born in Bradford study and the Millennium Cohort Study. The associations between social resources and health vary by ethnic group, social status, and health outcome, and there is no strong evidence that the promotion of social capital is a useful public health strategy. Greater social equality together with the social inclusion of minority groups are likely to provide the ideal context in which social capital can thrive, regardless of the social or ethnic composition of neighbourhoods.

Louping ill virus (LIV) is a tick borne disease that causes mortality in red grouse, an economically important game bird of British uplands. The aim of this thesis is to extend previously published models of LIV , to consider the potential impact of different management strategies. In addition a new route of infection and the seasonal biology of both grouse and ticks will be explored. Grouse chicks are known to eat ticks as part of their diet in the first three weeks of life which may contribute to virus persistence if chicks consume infected ticks. This novel route of infection is incorporated in to the model which predicts that ingestion increases the range of host densities for which the virus is able to persist. The ingestion of ticks by grouse also reduces the tick population so that for low host densities the ingestion of ticks by grouse reduces the tick population so virus cannot persist. The model is adapted to take account of the seasonal biology of grouse and ticks. Although the temporal predictions of the seasonal models show some differences the addition of seasonality does not alter the model predictions of when LIV is likely to persist at different grouse and deer densities. Consequently seasonality is felt to be unimportant when considering management strategies. The treatment of sheep with acaricide in an attempt to reduce the tick population on a grouse moor is currently being trialled in Scotland. We use a model to predict the likely effect of this strategy at different deer densities. The number of ticks found attached to sheep varies so we consider the effect of tick attachment rates as well as acaricide efficacy. Although we predict that acaricide treated sheep can reduce the tick population and therefore LIV in grouse in some circumstances the treatment is less effective in the presence of deer. Consequently we use a model to make theoretical predictions of the effectiveness of acaricide treated deer as a control strategy for reducing LIV in red grouse. The effect of culling deer on LIV in grouse is also modelled and contrasted with the effect of acaricide use. It is predicted that acaricide treatment of deer could be highly effective, particularly if the deer density is first reduced by culling. Finally we considered the direct treatment of red grouse with acaricide. Female grouse can be given an acaricidal leg band which protects her directly and indirectly protects her chicks as they acquire some acaricide whilst brooding. Trials have suggested this can reduce tick burdens for individuals. We use the model to determine the potential effect that treating individual broods may have on the whole grouse population. The model predictions suggest that unless acaricide efficacy on chicks is high and long lasting treating individual broods is unlikely to reduce LIV in the whole population but will still provide some benefit for the individuals. The effectiveness of treatment is reduced by higher deer densities. The success of the management strategies considered in this thesis appear to be restricted by the presence of deer. It may therefore be that a combination of treatments including the treatment of deer may be of the greatest benefit to the grouse population.

A population-based research of rates and patterns of mental health service utilization of Chinese in British Columbia was conducted by secondary analyses of three linked administrative data systems and a survey database. The three data systems comprised the federal immigration database, provincial healthcare databases and the provincial physicians register. The linkage resulted in a study population of more than 150,000 Chinese immigrants and each immigrant was matched by sex and age to a comparison subject randomly selected from the province’s health plan registry. The survey database was the Canadian Community Health Survey Cycle 1.1 consisting of 18,000 respondents in British Columbia including 1084 ethnic Chinese. Results from the administrative databases showed that Chinese immigrants had much lower rates of utilization of all types of mental health services. Factors associated with mental health visits to general practitioners and psychiatrists by these Chinese immigrants included years since landing, rate of non-mental health visits, age, place of origin, education, marital status, English language skill and health service delivery area. Among a smaller cohort of 786 Chinese immigrants and 3962 comparison subjects diagnosed with severe and persistent mental illness, Chinese immigrants also had lower rates of utilization of all types of mental health services. The severely ill Chinese immigrants were also less likely than comparison subjects to receive comorbid diagnoses of less serious mental disorders. The majority of the immigrants’ mental health care was provided by Chinese-speaking physicians. As a result of the practice pattern of these physicians, higher proportion of mental health care received from them was associated with lower odds of receiving diagnoses of some disorders. Results from the survey database showed that both immigrant and Canadian-born Chinese were less likely than the non-Chinese to have contacted mental health professionals, even after adjusting for their lower probability of suffering from major depression. This research confirms the disparity in mental health service utilization concerning Chinese in British Columbia and provides evidence that both lower psychiatric morbidity and cultural barriers contribute to this disparity. Findings support Andersen’s behavioural model of health care utilization and highlight the role of physician practice patterns in disparity.<br>Medicine, Faculty of<br>Population and Public Health (SPPH), School of<br>Graduate

"True and Home-Born" intervenes in critical debates about early modern domestic tragedy, arguing that--far from being a form concerned exclusively with moral admonition or the domestic sphere--it is a centrally important site for dramatic experimentation and theorization at a key moment in England's evolving theatrical culture. Encompassing texts such as Arden of Faversham (1592), A Warning for Fair Women (1599), and A Woman Killed with Kindness (1607), the term groups plays that share an interest in "ordinary," nonaristocratic life, dramatize domestic events of a sensational and violent nature, and stage detailed and accurate representations of household settings and domestic ideology. While domestic tragedy has a significant forty-year theatrical history--comparable to the early modern revenge tragedy--and is associated with prominent dramatists such as Thomas Heywood, John Ford, and William Shakespeare, these plays continue to be regarded as marginal dramatic texts, mainly of interest as archives of early modern domestic ideology and experience. I argue, in contrast, that domestic tragedies represent a key strand in the development of English tragic drama. Their heightened reflexivity about their dramatic and tragic form suggests a deep and abiding interest in dramatic and theatrical matters: in how drama creates verisimilitude, how it represents "truth," and how it imagines and participates in a new, native, and national theatrical culture. The first half of "True and Home-Born" focuses on a number of plays traditionally identified as domestic tragedies, showing that their interests are not confined to the household, but extend to the dramatic and theatrical implications of faithfully recreating the reality of domestic experience on stage. Heywood and Shakespeare, I suggest, are particularly attuned to these implications, and develop and critique a form of theatrical verisimilitude in their respective engagements with the form. In the second half, I suggest that the subgenre's boundaries are more permeable than previous criticism has allowed. By considering both the revenge tragedy and history play subgenres in terms of the domestic, I show the extent to which domestic tragedy was fully imbricated in the period's dramatic traditions and theatrical culture. The revenge tragedies of Thomas Kyd and Shakespeare, I argue, turn to the household as a site in which to imagine a new form of revenge drama that differs from its classical forebears and is thus suited to the English stage. Finally, I contend that in a group of historical dramas that I call the "British history plays," focused on historical events set in ancient Britain, the domestic sphere becomes central to the staging of history, offering early modern historical dramatists a means of bridging the gap between ancient past and early modern present.

BACKGROUND: Previous studies have shown markedly lower birth weight among infants of South Asian origin compared with those of White European origin. Whether such differences mask greater adiposity in South Asian infants and whether they persist across generations in contemporary UK populations is unclear. Our aim was to compare birth weight, skinfold thickness and cord leptin between Pakistani and White British infants and to investigate the explanatory factors, including parental and grandparental birthplace. METHODS: We examined the differences in birth weight and skinfold thickness between 4649 Pakistani and 4055 White British infants born at term in the same UK maternity unit and compared cord leptin in a subgroup of 775 Pakistani and 612 White British infants. RESULTS: Pakistani infants were lighter (adjusted mean difference -234 g 95% CI -258 to -210) and were smaller in both subscapular and triceps skinfold measurements. The differences for subscapular and triceps skinfold thickness (mean z-score difference -0.27 95% CI -0.34 to -0.20 and -0.23 95% CI -0.30 to -0.16, respectively) were smaller than the difference in birth weight (mean z-score difference -0.52 95% CI -0.58 to -0.47) and attenuated to the null with adjustment for birth weight (0.03 95% CI -0.03 to 0.09 and -0.01 95% CI -0.08 to 0.05, respectively). Cord leptin concentration (indicator of fat mass) was similar in Pakistani and White British infants without adjustment for birth weight, but with adjustment became 30% higher (95% CI 17% to 44%) among Pakistani infants compared with White British infants. The magnitudes of difference did not differ by generation. CONCLUSIONS: Despite being markedly lighter, Pakistani infants had similar skinfold thicknesses and greater total fat mass, as indicated by cord leptin, for a given birth weight than White British infants. Any efforts to reduce ethnic inequalities in birth weight need to consider differences in adiposity and the possibility that increasing birth weight in South Asian infants might inadvertently worsen health by increasing relative adiposity.

The sixteenth and early-seventeenth centuries saw the development of a British identity that was contingent upon a shared dynasty through intermarriage and the composite monarchy of James VI and I, religious developments that led to both Scotland and England breaking with the Roman Catholic Church, and especially England’s overseas colonial empire. Using sources representative of the nascent print culture, the Calendar of State Papers, the Letters and Papers of Henry VIII, and Journals from the House of Commons, this project argues that contrary to prior historical analysis of Britain, empire, and English imperialism that British identity in the sixteenth century became a collaborative process which included both Scots and English. With this in mind, the project suggests that historians must incorporate Scottish angles to the sixteenth and early seventeenth centuries, and that future studies should include analysis of Scots in the early Atlantic and English imperial worlds.

This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn students in a social climate where they form the largest cultural group in a secondary school setting. The study's objectives were to determine initial adjustment issues, to examine adjustment issues of international and satellite students as sub-groups within this population, to identify students' lived experiences concerning racism and discrimination; to identify adjustment concerns subsequent to graduation and to examine student perception of Canada's multicultural policy. Ethnographic interviews were conducted over a four-week period. Data were subsequently categorized into 14 different categories: Agency, Chinese Population Concerns, Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues, Racism and Discrimination, and Satellite and International Students. Adjustment issues were divided into two main categories: those pertaining to the large numbers of Chinese-speaking foreign-born students and those that are independent of their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking foreign-born students are language development, developing friendships outside the Chinese cultural group, assimilation/integration issues, and EAL program concerns. Language, peer relations, cross-cultural concerns and education and the school environment are the adjustment issues identified in this study. Satellite student results, further divided into satellite and full-satellite categories, produced somewhat different findings. While mental health issues began to emerge in the satellite category, they overrode the adjustment concerns of full-satellite students. Students do not identify racism and discrimination as adjustment issues though they are part of their everyday lives. Students were aware of Canada's reputation as a multicultural country and understood the concept of cultural pluralism. Most students could see the benefits of this policy to them as Chinese-speaking foreign-born students. Some students felt the policy was good for Canada; others did not. Recommendations included reviewing the current provincial EAL Policy in view of the changing demographics in some of British Columbia's school districts, placing a priority on identifying/addressing the needs of satellite students and increasing funding to develop and implement a more comprehensive program concerning racism and discrimination.

An estimated 22,000 children were born in England during the Second World War as a result of relationships between British women and .American GIs. Of these children, around 1,200-1,700 were born to African .American servicemen. These figures are estimates only; the actual number of births will never be known.<br>The research study is based on personal interviews with eleven members of this cohort. The interviews explore their life experience and examines their sense of identity as ex-nuptial children, of mixed-race parentage, who had no contact with and usually little information about their GI fathers. Of the eleven mothers, over half were married with at least one other child at the time of the birth. Nine participants/respondents were raised by their mother or her extended family. Two were institutionalised. At the time of the interviews all of the respondents were either searching for, or had found, their black GI fathers.<br>This is a qualitative study which aims to bear witness to the lived experience of this cohort and to analyse the meaning individuals gave to their experience. Data collection involved personal interviews with the eleven participants. The data was then subject to a thematic analysis and the major themes and issues identified. Content analysis was undertaken using a constructivist approach.<br>The interviews are presented as elicited narrative relayed through an interpretive summary. Consistency was maintained by using common questions organised within a loose interview framework. The findings were organised around the major conceptual issues and themes that emerged from the case summaries. Common themes, including resilience, racial identity, self esteem and stress were identified.<br>The researcher has professional qualifications as a social worker and clinical family therapist. She has ten years experience in the field of adoption, including the transracial placement of Aboriginal and overseas children in Australian families. She is also a member of the researched cohort. Issues arising when the researcher is also a member of the researched cohort are discussed in the methodology.<br>The experience of this cohort suggests that despite the disadvantages of their birth, they fared better than expected. The majority demonstrated high levels of resilience, successfully developing a sense of identity that incorporated both the black and white aspects of their racial heritage. However, for some this success was only achieved at considerable personal cost, with several participants reporting relatively high levels of stress and/or stress related symptoms, such as anxiety, mental illness and heart disease.