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Dissertations / Theses on the topic 'Ethnic groups in literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Emery, Meaghan Elizabeth. "Writing the fine line : rearticulating French National Identity in the divides. A cultural study of contemporary French narrative by Jewish, Beur, and Antillean authors /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382548822.

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2

Saffar, Perez Amir Andre. "The Distorted World: Solomon Kane, Hajji Baba, the Mad Arab and She." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594669087426632.

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3

Sloboda, Nicholas Neil. "Crossing boundaries : self identity and social expression in "emergent" American literature." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37711.

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Currently, in the fields of multi-ethnic literary and cultural studies in American, many critics and theoreticians concentrate on exposing forces of social and economic oppression against ethnic minorities and practices of cultural hegemony by the dominant culture. In the process, they often read characters in multi-ethnic American literatures as agents of resistance and counter-discourse. While it is valuable to recognize the subversive potential in these writings, it is equally important to expose their distinct, individual attributes. Accordingly, this dissertation explores the neglected double nature and "bi-cultural" presence of the subject in a branch of contemporary American literature that I designate as "emergent." Through its "re-accentuation" (Bakhtin) of sign systems, writers of emergent fiction strive not to simply reintonate already established cultural paradigms from either recent or ancient homelands but, instead, to engage an active and ongoing cultural exchange in the context of America as (new) homeland. Presenting the individual and social subject as hybrid, emergent writers examine its dynamic involvement in both private and public spheres. My close readings of this literature focus on the representation of self-other interrelationships.
I introduce and situate my analysis with a theoretical overview of the subject in cross-cultural or "liminal" zones (Bhabha). I also consider the significance of "dialogism" (Bakhtin) in the multi-ethnic, often female, subject's experience of "estrangement" (Felski). My choice of both established and lesser-known of new writers, born (or raised) in the United States but of diverse ethnic backgrounds, includes Cristina Garcia (Hispanic), Louise Erdrich (Native), Julia Shigekuni (Japanese), Sandra Cisneros (Chicana), Askold Melnyczuk (Ukrainian), Charlotte Sherman (African), and Amy Tan (Chinese). Situating the individual and social subject at various crossroads---both physical and psychological---emergent writers examine the changing nature of self identity and social expression. Through their "border pedagogy" (Giroux), they traverse axiologic discourses and socio-cultural boundaries and attend to ensuing dialectical tensions between inner and outer worlds, and among peoples, cultures, and social hierarchies.

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4

Anderson, Tiffany Miranda. "Power to the People: Self-determined Identity in Black Pride and Chicano Movement Literature." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343826432.

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5

Angawi, Halla F. "Parental native language proficiency: Implications for ethnic identity in biculturals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2758.

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This study focuses on the impact of parental native language proficiency on the ethnic identities of 30 biculturals. By completing a questionnaire, the individual's father's and mother's native language proficiencies are measured, as well as the salience of both of the individual's ethnicities. Approximately 43% of the participants are more proficient in the parental native language that corresponds to their salient ethnic identity, 23% identify with the ethnicity that corresponds to the less proficient native language, and 33% identify equally with both their parents' ethnicities, are equally proficient in their native languages, or both. The main implication of the study is, that language is an important but not sufficient ethnic identity marker. The results suggest that the salient ethnic identity is likely to be that of the more proficient parental native language. Other factors such as the father-figure effect, country of residence, multilingualism, and age are also determined influential.

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6

Bidmead, Pat. "Differences in presentation of white, black, Asian and oriental ethnic groups in British comic and magazine publications for children." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/4218/.

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My interest in comics began at about ten years of age. Reading difficulties and a dismissal as stupid by one of my primary school teachers left me believing that reading was beyond my capabilities. One morning when walking reluctantly to school I saw a comic lying in the gutter. Attracted by the bright colours I picked it up, I could not read the title 'Dandy' but the picture stories meant for the first time I could follow a narrative. Quickly I realised that the pictorial content gave me clues to the dialogue presented in the 'bubbles'. Reading for me was a possibility and I soon became addicted to a diet of comics. Unfortunately the racist nature of British society was reflected in those comic strips. Brought up in an environment where there were no visible black faces most of my racial education was from the society around me and the comics I read. I did not realise how deeply ingrained the racial conceptions were until I attempted to draw my own comic strip to amuse two small children for whom I had frequent care. Without thinking I automatically reproduced the same kind of stereotypes to be found in the comics I had read. Soon racial inequalities were to become a central concern in my life. I became conscious of the pervasiveness of racism in society and this consciousness increased as I embarked on a mixed race marriage generally disapproved of in the white dominated society of the early 1950s. My experience as a mother of mixed race children led me to join various anti-racist groups and thus become interested in all aspects of racial injustice. A combination of factors encouraged the undertaking of this research amongst them being, a teacher first, of young children and later of adolescents. A further influence came from the literature I read which encouraged me to write articles on the subject for such magazines as Roots and Youth in society. As a consequence of my past experiences and these articles this research project took shape and I make no apology for the fact that feelings and experiences have entered into the research process. The pre-occupying concern of this research is to investigate the degree of equality in presentations of white, black, Asian and Oriental groups in comics and magazines for children. The central aim is to locate any unjustifiable differences in the presentations. Each of the Chapters in this study attempts to deal with a specific area, related to racism and collectively they attempt to supply evidence to support an argument that presentation of black group characters is mostly concerned with negative portrayals. The opening chapter commences with a declaration of aims and objectives and proceeds with a discussion of the nature of racism followed by theoretical approaches and the general methodology available for analysing comic texts. A standard content analysis is adopted in order to extract the necessary figures involved in the distribution of imagery across the ethnic groups presented in the comic literature. Without this preliminary exercise another important objective of the study would be impossible, that is, to interpret the figures in a more refined, qualitative manner in the hope that some of the subtle details of stereotyping will emerge. Chapter Two reviews the historical development of comics and magazines and the influence of this development on racial imagery. Chapter Three concentrates on the construction of appropriate headings under which to place ethnic groups appearing in the comics in order that they might be analysed by the use of checklists which draw on the common usage of stereotypes, present established checklists, and other literature for children. Chapters Four, Five, Six and Seven focus on the analysis of a number of specific aspects commencing with areas where black Asian and Oriental characters are included and excluded. Chapter Five takes issue with the presentation of principal characters, while chapter Six investigates the reality or otherwise of a number of racial myths. Chapter Seven concerns itself with the distribution and nature of verbal and non-verbal contacts between ethnic groups and Chapter Eight consists of a number of case studies using the original visual comic material in an attempt to illustrate the nature of the racism within the comic sample. The final chapter is a review of the findings from the comics and magazines brought together and conclusions drawn from the data to see if there are a significant number of unfair differences in the presentations of white, black, Asian and Oriental groups. After a brief summary of the major findings the final chapter discusses some of the conclusions and tries to interpret these conclusions within a wide theoretical framework.

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7

Harding, Warren. "Dubbin' the Literary Canon: Writin' and Soundin' A Transnational Caribbean Experience." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1370484912.

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8

Woodrow, Ross Daniel. "Darwinism and images of race in the Australian popular press (c.1860-1900)." Thesis, The University of Sydney, 1994. https://hdl.handle.net/2123/26912.

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This thesis began as an examination of the influence of Darwinism on images of racial types in the Australian illustrated popular press. Taking a broad scope, encompassing depictions of the Irish, Chinese, Aborigine and South Sea Islander, I soon discovered that a single focus on social Darwinist influence was perhaps more restrictive than revealing. Consequently, although I maintain Darwinian evolutionary theory is at the hub of influences on the iconography of racial types, I have allowed my analysis to range outside the Darwinian influence to encircle a more complex ideological construction of these racial images. Nevertheless, I have kept the core of the study as a demonstration of the significant impact of Darwinian evolutionary theory on the iconography of racial groups. I argue that the influence of the publication of Darwin’s Origin of Species on racial representations was mainly on the modification of existing iconographic stereotypes, but I also claim that the evolutionary impact did produce new images or types. The principal focus is the Australian popular illustrated and comic press. However, to investigate the derivation of particular iconographic types, selected English and American sources are also examined.

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9

Bloom, Elizabeth A. Bloom Elizabeth A. "Down in the scrub club exploring the possibilities in ethnographic fiction /." Diss., Online access via UMI:, 2006.

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10

Padilla, Perez Carol Isabel. "Navigating Borders: Identity Formation and Latina Representation in Young Adult Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499859833963717.

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11

Cerniglia, Kenneth James. "Becoming American : a critical history of ethnicity in popular theatre, 1849-1924 /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/10236.

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12

Strains, Jessica Margaret Marie. "Aquí v Allá, Hier v Dort: The Role of Spanglish and Kanak Sprak in Identity formation." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300550486.

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13

Antill, Drew M. "A COMPARATIVE ANALYSIS ON THE PORTRAYAL OF MARGINALIZED POPULATIONS IN RICHARD WRIGHT’S NATIVE SON AND ART SPIEGELMAN’S MAUS." Ohio Dominican University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=odu159565417796252.

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14

Oztan, Meltem. "Indelible Legacies: Transgenerational Trauma and Therapeutic Ancestral Reconciliation in Kindred, The Chaneysville Incident, Stigmata and The Known World." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1375031855.

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15

Gonzalez, Christopher Thomas. "Hospitable Imaginations: Contemporary Latino/a Literature and the Pursuit of a Readership." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343808330.

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16

McDougall, Morgan Elizabeth. "Teaching Native American and Middle East American Literature in the Secondary School Classroom." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522853726757563.

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17

Lee, Peace Bakwon. "Contested Stories: Constructing Chaoxianzu Identity." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316229935.

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18

Shepard, Brandi A. "Using Dramatic Literature to Teach Multicultural Character Education." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.

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19

Del, Greco Robert J. "Democratic Korea: Expatriate Koreans in Japan Write Against Empire." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543587011389464.

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20

McCallum-Bonar, Colleen Heather. "Black Ashkenaz and the Almost Promised Land: Yiddish Literature and the Harlem Renaissance." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1207704355.

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21

ALHAJJI, ALI A. "“The Reliability of Cross-Cultural Communication in Contemporary Anglophone Arab Writing”." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531502012291.

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22

Whitacre, Amanda Joree. "Disability and Ability in the Accounts of the Emperor Claudius." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532088905482623.

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23

de, la Garza Valenzuela José A. "IMPOSSIBLY HERE, IMPOSSIBLY QUEER:CITIZENSHIP, SEXUALITY, AND GAY CHICANO FICTION." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460677739.

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24

Pérez-Padilla, Rita M. "De pura cepa: Seis cuentos de Puerto Rico, 1548–2017." Oberlin College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1526397339724881.

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25

García, Blizzard Mónica del Carmen. "The Indigenismos of Mexican Cinema before and through the Golden Age: Ethnographic Spectacle, “Whiteness,” and Spiritual Otherness." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468943537.

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26

Linares, Trinidad. "Dis-Orienting Interactions: Agatha Christie, Imperial Tourists, and the Other." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522953353192611.

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27

Gumustekin, Deniz. "Patterns of Support of Ethnic Violent Groups by Co-Ethnic Groups." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/political_science_theses/53.

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Most studies examine how homeland policies influence the host state and what role the homeland plays for diaspora. In this paper, I will examine the reasons and conditions for why ethnic groups do or do not support violent ethnic groups. This study tests how external threats impact the level of support within the same ethnic groups. I will examine the causal relationship between external pressure and non-cooperation through a structured, comparative study of Kurdish ethnic groups.

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28

Calbert, Tonisha Marie. "(Re)Writing Apocalypse: Race, Gender, and Radical Change in Black Apocalyptic Fiction." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593596843453299.

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29

Gerring, Michele Laurenne. "Conflicting Representations of Maghrebi-French Integration in France: a Spectrum of Hospitality from Derrida to Foucault, as Seen in Contemporary Novels, Films and the Magazine "Paris-Match"." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417723824.

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30

Khoury, Nicole Michelle. "Hybrid identity and Arab/American feminism in Diana Abu-Jaber's Arabian Jazz." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2862.

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In her novel Arabian Jazz, Diana Abu-Jaber attempts to explore the Arab American identity as something new; as an identity that exists related to, but ultimately separate from, the Arab and American identities from which it was originally created. This thesis discusses the emergence of the depiction of the Arab American female identity in the novel, examining how the characters explore issues of race, class, imperialism, and sex within both the Arab and the American cultures as those issues shape female identity. The thesis also presents a rhetorical analysis of the speeches that allow the characters a voice with respect to how identity is shaped and reshaped throughout the novel.

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Seager, Cecchini Ashley. "“Maybe I’ll see you on the stage”: Spontaneous Audience Action in the Performance of the Plays of Victoria Nalani Kneubuhl." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281283461.

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32

Curtis, Matthew Cowan. "Slavic-Albanian Language Contact, Convergence, and Coexistence." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338406907.

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33

Okwudire, Towela Sepo Magai. "Le cinema quebecois vu par des spectateurs americains." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525386693046116.

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34

Jones, Tiffany Marquise'. ""You Done Lost Yo' Mind Ain't No Such Thang as AAVE": Exploring African American Resistance to AAVE." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_theses/43.

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John Rickford (1990) states that “80%-90% of African Americans speak some form of Black English”, also known as “Ebonics” or “African American Vernacular English” (AAVE). In 1996, when the Oakland School Board proposed its resolution designating Ebonics as their students’ primary language, many African Americans outright rejected the School Board’s reference and description of their language (Smitherman, 2000, 150). Among them were Baby boomers (1940-1960s), who participated in the debates, and the Generation X’ers, (1960s-1980s), who were informed by the debates. A recent interview of members from both groups show that there is continued skepticism regarding the legitimacy of Ebonics as a language. Their resistance offers much to learn about intergroup relations and conflict. This research explores these components of group identity by examining the in-group language responses to the question of whether Ebonics, AAVE, or Black English is a language.

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35

Agiro, Christa Preston. "A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.

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36

Luo, Xueying. "Does Ownership Matter in Ethnic Media Firms? The Economic Goals of Media Firms for Ethnic Groups and Media Firms Owned by Ethnic Groups." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1352921143.

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37

Lema, Antoine. "Africa divided : the creation of "ethnic groups /." Lund : Lund university press, 1993. http://catalogue.bnf.fr/ark:/12148/cb375208255.

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38

Brown, Jacqueline. "Oral Health Disparities Across Racial/Ethnic Groups." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/37.

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Oral health disparities persist across various sociodemographic groups in the United States. Data were obtained from the 2007-2008 National Health and Nutrition Examination Survey(NHANES)to investigate differences in tooth count, self-rated condition of teeth, decay in at least one tooth, and ownership of dentures across racial/ethnic groups.

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39

Scott, Phillips Preston. "Ethnic collective action : a case study of two ethnic groups in Jordan." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/4109/.

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This thesis was undertaken to gain greater insights into ethnic collective action (ECA). A review of the literature revealed five gaps; a narrow definition of ECA, a failure to investigate ECA as an interactive process, a tendency to focus on external structures, a limited acknowledgement of the importance of internal heterogeneity and of intra-actions, and a lack of explanation of the role and importance of actors' worldviews. My research challenged the gaps by proposing that ECA is not only an outcome, but also part of an ongoing process. This thesis builds on elements of the theoretical approaches used by some earlier scholars. This study of ECA resulted from ethnographic fieldwork in Jordan for 10 months. My research focused on two case study groups, the Circassian and Dom. In addition, I gathered data about the setting and the interactions between Jordanian society, government and voluntary sector organisations (VSO), and the two case study groups. I argue that ethnography provided a methodological framework which allowed me to gain insights into how different factors interact and impact on ECA. This research makes empirical contributions concerning the situation of Circassians and Dom in Jordan as well as some general theoretical conclusions regarding ECA. The research revealed that ECA is a dynamic and complex process which is affected by numerous factors that do not directly impact on ECA processes, but instead it is the interaction and relationships between these factors that impact on ECA. The main factors involved in understanding the interactions that affect ECA were the level of inclusion extended by external actors to members of the two case study groups, state policies and programmes, the case study groups' levels of cohesion and leadership and the worldviews of external and internal actors.

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40

Holloway, Troy. "Ethnic Groups and Institutions: Can Autonomy and Party Bans Reduce Ethnic Conflict?" Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707380/.

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Can institutions successfully reduce ethnic conflict? Institutions such as autonomy and federalism are often advocated as a means to prevent ethnic conflict, however empirical evidence is largely mixed with regards to their effectiveness. In a similar manner, political parties have begun to receive more scholarly attention in determining their relationship with ethnic conflict, but their evidence is also mixed. In this research I examine autonomy, federalism, and the banning of political parties within ongoing ethnic group self-determination movements. While I do not find evidence for a relationship between autonomy and conflict, I do find that federalism increases the likelihood of ethnic conflict. Additionally, the banning of ethnic political parties indicates a strong increase the likelihood of ethnic conflict, while the banning of regional political parties significantly reduces the likelihood of ethnic conflict.

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41

Kubo, Keiichi. "Why ethnic groups rebel : intra-ethnic division, dynamic grievances, state repression and escalation." Thesis, London School of Economics and Political Science (University of London), 2007. http://etheses.lse.ac.uk/2019/.

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Why do ethnic groups rebel against the state?While there have been various efforts to answer this question, existing explanations tend to be static and based on the unitary actor assumption. This thesis attempts to make a step forward by relaxing the unitary actor assumption and by introducing dynamic elements into the explanatory framework. In order to do so, it takes a three-step approach, examining (1) the initial intensity of rebellion, (2) the onset of rebellion, and (3) the escalation. As for the methodology, this thesis adopts a mixed-methods approach: for each step, it conducts both large-N analyses and qualitative analyses of ex-Yugoslav countries. This thesis firstly examines the determinants of the initial intensity of rebellion. It presents two ideal-types, "decisions from above" made by ethnic leaders and "decisions from below" made by non-leaders, and will argue that the initial intensity is more likely to be higher if ethnic leaders organise the rebellion, because they can mobilise more resources. Secondly, this thesis examines the causes of the onset of rebellion. It will argue that structural conditions alone do not suffice to explain it, and will argue for the importance of dynamic grievances. In other words, even when structural conditions do not change, grievances will increase over time as the duration of peaceful protests gets longer, because people will be increasingly frustrated by the failure to achieve their goals by peaceful means. Finally, this thesis examines the dynamics of escalation. It will be argued that the low-intensity rebellion is likely to provoke state repression, and that the repressive measures taken by the state in turn are likely to cause the escalation of rebellion. The concluding chapter explores the theoretical and methodological implications for the study of ethnic conflict as well as the policy implications for conflict prevention.

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42

Hurst, Jordan Dwayne. "Arthur Schnitzler's Outsider-Insiders in Fin de Siècle Vienna." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1372092281.

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43

Rutherford, Jessica Lee Rutherford. "The Company of Jesus in Colonial Brazil and Mexico: Missionary Encounters with Amerindian Healers and Spiritual Leaders, 1550-1625." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498153229747891.

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44

Figueroa, Cuevas Joaquín, and Guzmán Laura Hernández. "lndigenous concept of intelligence in Mexican ethnic groups." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102606.

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Three studies were conducted to explore the notion of intelligence in Mexican ethnic groups. Results of the first study showed that mestizo and nahua teachers defined child intelligence in technological terms, as in industrialized countries. However, indigenous teachers, defining intelligence from the ethnic viewpoint, stressed its social in the same proportion as its technological aspects. In the second study, the concept of intelligence of nahua mothers emphasized the importance of social aspects of intelligence. In the third study, bilingual teachers from different ethnic regions defined intelligence in equivalent terms as nahua teachers from the first study. Conclusions from the three studies point to a concept of intelligence related to the leve! of cultural contact of the person defining it.
Se realizaron tres estudios dedicados a explorar las nociones de inteligencia en etnias mexicanas. Los resultados del primer estudio indicaron que los profesores mestizos y nahuas definen la inteligencia infantil en términos tecnológicos, propios de países industrializados. Sin embargo, cuando los profesores nahuas la definieron desde la perspectiva étnica incluyeron proporciones equivalentes de conceptos sociales y tecnológicos. En un segundo estudio se indagó el concepto que poseían las madres nahuas, quienes subrayaron la importancia de los aspectos sociales de la inteligencia. En el tercer estudio, profesores indígenas de diferentes regiones étnicas definieron el concepto de inteligencia congruentemente con los profesores nahuas del primer estudio. De los tres estudios, se concluye que las nociones de inteligencia se relacionan con el grado de contacto cultural de quien la define. Three studies were conducted to explore the notion of intelligence in Mexican ethnic groups. Results of the first study showed that mestizo and nahua teachers defined child intelligence in technological terms, as in industrialized countries. However, indigenous teachers, defining intelligence from the ethnic viewpoint, stressed its social in the same proportion as its technological aspects. In the second study, the concept of intelligence of nahua mothers emphasized the importance of social aspects of intelligence. In the third study, bilingual teachers from different ethnic regions defined intelligence in equivalent terms as nahua teachers from the first study. Conclusions from the three studies point to a concept of intelligence related to the level of cultural contact of the person defining it.

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45

Virk, Baljinder. "Combating labour market disadvantage among ethnic minority groups." Thesis, University of Bristol, 2006. http://hdl.handle.net/1983/f2cd9737-4853-42e5-aa57-226deda225e0.

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Many people from ethnic minorities experience disadvantage in the labour market in comparison to the white population. In general, they have lower employmen rates, suffer higher levels of unemployment, longer periods of unemployment, occupational and industrial segregation and lower earnings. However, different groups experience different levels of disadvantage. Whilst African Asians and Chinese experience broad parity with the white population, Indians and Caribbeans experience some disadvantage and Pakistanis and Bangladeshis experience 'severe' disadvantage. This thesis reports upon research based on an in-depth case study in Bristol and evaluates the positive action training programme delivered by an ethnic minority training provider.

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46

Gibson, Alanna Marie. "Salome: Reviving the Dark Lady." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1398693802.

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47

Pusaksrikit, Theeranuch. "Self-Gift Behaviour of Ethnic Minority Groups in Britain." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508628.

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Abstract:

In recent years, some researchers have started examining the existence of crosscultural self-gifting, as well as its place in consumers' lives, according to an individual-centred versus a group-centred view of self. Nevertheless, inconsistent findings of prior research call for further studies clarifying the role of self-view in self-gift consumption. This study thus attempted to fill this gap by examining ethnic immigrant consumer groups' self-gifting behaviours in comparison to White host members in the UK. Furthermore, the increasing size and growing spending power of ethnic minority groups, varying acculturation processes, and different self-views together highlight a need for a better understanding of how the self-gift phenomenon might vary between Whites and South Asian immigrants in the UK. Thus, the primary objective of this research was to examine the differences and similarities in self-gift attitudes and behaviours between British Whites and South Asian immigrants (British Indians, British Pakistanis, and British Bangladeshis). This research is theoretically grounded in the literature from three domains - namely, ethnicity, attitudinal and behavioural dimensions of acculturation and self-construal - to investigate the ethnic groups' self-gift attitudes and behaviours and to explore the interaction effects among these three domains on self-gifting. Data collected utilising a survey method provided evidence to support the prominence of self-gifting amongst British consumers, including the three ethnic minority groups. The findings also indicated some similarities and differences in self-gifting of these ethnic groups in terms of their ethnicity, acculturation, and selfconstrual. Although the main findings suggested that British Whites and South Asian immigrants do not differ in most self-gift attitudes and behaviours, South Asian immigrants who attitudinally acculturate in both host and home cultures are more likely to engage in self-gifting than immigrants who only have high attitudinal acculturation in either the host or the home culture, or who have low attitudinal acculturation in both cultures. In addition, Strong behavioural acculturating immigrants are more likely to engage in self-gifting than Weak behavioural acculturating immigrants. The results from combined White and South Asian samples demonstrated that individuals who hold equally high independent and interdependent self-views are more likely to engage in self-gifting than individuals 11 who hold either high independent self-views or high interdependent self-views only, or who hold low self-views in both categories. However, the impacts of accultUration and self-construal on self-gift attitudes and behaviours may differ depending on ethnicity.

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Deuley, Amanda. "The Psychosocial Effects of Aphasia Across Two Ethnic Groups." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1438303918.

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Östlund, Pernilla. "The power of friendship : Can friendship between ethnic groups reduce prejudices in multi-ethnic Suriname?" Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412741.

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Nejad, Jalal K. (Jalal Komeili). "External Factors and Ethnic Mobilization : A Global Study of the Causes of Military Mobilization among Ethnic Groups, 1945-1995." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277639/.

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