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1
Rider, Kay Susan. "Access to justice for minority ethnic pupils and their families : the first five years of the special educational needs tribunal and its use by parents from minority ethnic groups." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532593.
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Successive Annual Reports of the Special Educational Needs Tribunal (SENT) have shown low usage of the Tribunal by minority ethnic families. As a Specialist Lay Member of the Tribunal I was allowed access to the first five years data so that more detailed analysis could explore this position and consider possible causes and possible remedial steps that could address this low usage. As an Educational Psychologist I am alert to the whole issue of educational entitlement particularly for cultural and ethnic minorities and this thesis seeks to explore the whole area of redress and its use. To begin this study I consulted the President of the Tribunal, the Secretary of the Tribunal and Officers from three Local Education Authorities (LEAs) on the issues they thought were relevant to appeal rates. Following these discussions I drew up a list of questions that I used as the basis for discussions with the SENT Midlands and Wales User Group, this meeting expanded the potential areas for investigation and set some of the parameters for the literature review and statistical analysis. The research questions focus on whether this low appeal rate should be a cause for concern or whether it is a reflection of the lower level of needs of these groups or whether some of the other contributory factors highlighted by my discussions may be influencing the appeal rate. In the absence of a substantive theory a framework of influences is described. The data were made available as hard copy, it was manually entered into SPSS and analysed using Models to identify key factors related to appeal rate. The data was then matched against National Statistics on the parameters highlighted by the discussions, levels of Statements of Needs, achievement, language and deprivation. Two Local Education Authorities are used as exemplars and examined for Statements of Needs, achievement, language and deprivation to see if a more detailed exploration could reveal more information on the factors highlighted by my discussions. The main outcomes of this study were to clarify the profile of minority ethnic access to the SENT and identify the appeal rate of each of the DfES ethnic categories: just under 12% of the pupil population in England are members of minority ethnic groups, the three black categories form 3.7% and their appeals from all LEA's total 2.6%: the Asian subcontinent, excluding Chinese, forms 5.8% and their appeals for all LEA's total 2.1%. Using these combination figures more clearly shows the marked under-representation at appeal to the SENT. It is particularly interesting to note the appeal rate of the Pakistani group; in the ten separate regional listings there are eight regions from which no appeals have been registered from this group despite them forming the highest percentage ethnic minority group in Yorkshire and the West Midlands and this aspect needs more exploration. This study also highlights difficulties using the Department for Education and Skills (DfES) categories where misdiagnosis and inadequate categorisation may be linked to problems with test materials and their use with the various cultural and ethnic groups particularly in relation to Speech and Language problems and Emotional and Behavioural difficulties. Further work needs to be done within the whole field of redress gaining a picture of parental views within targeted Local Education Authorities (LEAs). Educational Psychologists need to question, more closely, diagnoses of language problems and design early interventions to improve spoken and written English, they also need to work more closely helping schools devise the Pastoral Support Programmes necessary for pupils at risk of exclusion improving the parental partnership and assisting the individual pupils with their attitude and motivation.
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Ahluwalia, Ekta. "Parental Cultural Mistrust, Background Variables, and Attitudes Toward Seeking Mental Health Services for Their Children." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330704/.
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Attitudes toward mental illness and the willingness to seek psychological treatment for their children among ethnic minority group parents were investigated. Participants consisted of black, Hispanic, Native American and Asian parents. All parents were given the Terrell and Terrell Cultural Mistrust Inventory, Cohen and Struening Opinions About Mental Illness Scale, Reid-Gundlach Social Services Satisfaction Scale, Fischer-Turner Attitudes Toward Seeking Professional Help Scale, and Ahluwalia Parents' Psychological Help-Seeking Inventory. A multiple regression model was used to explore the purpose of this study. Parental mistrust level, ethnicity, education, income level, and opinions about mental illness served as predictor variables. The criterion variables consisted of scores on the Social Services Satisfaction Scale and Attitudes Toward Seeking Professional Psychological Help Scale.
The results indicated that the most significant predictor of psychological help-seeking was parental cultural mistrust level. Parents with higher cultural mistrust levels were less likely to seek help. Education was also predictive of black and Native American parents' help-seeking attitude and willingness to seek psychological help for their children. Black and Native Americans with lower levels of education were less willing to seek treatment for their children than members of those ethnic groups with higher levels of education. Ethnicity was also related to parental willingness to seek help for their children. Hispanic and black parents expressed more willingness to seek help than Native American and Asian parents. Finally, parents' opinions about mental illness were found to be significantly related to help-seeking attitude. Parents with positive opinions about mental illness were more likely to utilize professional psychological help than those parents with negative opinions about mental illness. Some clinical and theoretical implications of these findings are discussed.
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Bovino, Rebecca Joann. "Effects of an asthma education program for Spanish-speaking parents of asthmatic children." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2666.
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Asthma is a serious respiratory disease that is affected by environmental and psychological variables. Asthma education programs are used to reduce the morbidity associated with asthma and to teach people how to better manage their illness so that they might have a higher quality of life. Although much research has examined the effectiveness of asthma education programs within the Caucasian community, no research has been done to see if asthma education programs are effective in the Hispanic community. This study examined the effects of an asthma education program directed towards three Spanish-speaking parents of children, 7–17 years old, who were diagnosed with asthma. Participants were recruited from local health clinics with written advertisements and were given a monetary reward for their participation in the study. This study was a series of AB designs with staggered baselines, as well as pre and post testing. The pretests and posttests include translated checklists that measure knowledge, self-efficacy, symptoms, problem behaviors, and quality of life of caretakers of children with asthma. Data were also collected on the number of doctor visits and asthma attacks. Treatment consisted of a 2-hr asthma education intervention in Spanish for the parents and caretakers of asthmatic children. It was expected that symptoms, number of doctor visits, number of asthma attacks, and problem behaviors would decline and that knowledge, self-efficacy and quality of life would increase for each of the participants. Only parent knowledge of asthma management techniques increased significantly after the implementation of the treatment. Implications of the study are discussed.
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Pitcher, Diana. "What do you want to be?: Teacher and parent perspectives on Latino/a middle school students' social interactions and academic success." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490974986016669.
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Isik-Ercan, Zeynep Z. "Making Sense of Schooling, Identity, and Culture: Experiences of Turkish Students and Their Parents." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253548918.
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McMillan, Kathleen Margaret. "The minority ethnic group experience in Scottish higher education." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/5893/.
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This study explores the contexts and learning experiences of a group of minority ethnic group learners as higher education students in the University of Dundee. The research serves a scoping purpose, aiming to examine the influences, values, attitudes, behaviours and policies that affect the learning experiences of these bilingual minority ethnic group students in the monocultural and monolingual Scottish educational system. An initial exploration of these factors lays the foundation for the further aim of appraising the ways in which ethnicity, cultural values and bilingualism contribute to the learning profile of such students. Quantitative data were obtained from public domain statistical records, and qualitative data from a pilot postal questionnaire, focus group meetings and single or paired interviews. Research literature underpinning and informing the study draws from various fields including anthropology, bilingual education, demography, cognitive psychology, education, language acquisition, linguistics and sociology. The voices of the students combine to provide a powerful commentary of their experiences and this gives rise to the emergence of several themes in this research. A key theme, the importance of identity, is one that is woven through this work. Changing emphases can be observed in the developing Ethnic, Academic and Global modes of Self as these mutate in response to tensions that arise for the students as they straddle the dichotomy of heritage and educational cultures. The difference that distinguishes resident bilinguals from dominant ethnic group students can be seen in their differing language profiles. Problematic aspects of learning at university can apply to all learners, but such difficulties seem to be accentuated in the case of resident bilinguals. The acquisition of academic literacies is one such problematic area and, while both resident bilingual and dominant ethnic group students can be challenged in these areas, this can be in subtly different ways.
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Martin, Nicole. "Discrimination and ethnic group identity as explanations of British ethnic minority political behaviour." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:22c28eef-4f30-4174-89f9-392b4ab7bc1d.
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This thesis looks at the role of discrimination and ethnic group identity as explanations of political behaviour of ethnic minorities in Britain. Chapter 2 examines vote choice and partisanship, arguing that a group utility heuristic explains the high level of support for the Labour party among ethnic minorities. I provide individual-level evidence of this heuristic by showing that ethnic minority voters support the Labour party to the extent that they are (i) conscious of the experiences of their ethnic group members with regards to discrimination, and (ii) believe that the Labour party is the best political party to represent their interests. These two attitudes mediate the effects of group-level inequalities. Chapter 3 asks whether Muslims are alienated from mainstream politics by Islamophobia and British military intervention in Muslim countries. I find that perceptions of Islamophobia are linked with greater political alienation, to a greater likelihood of non-electoral participation, but also to a lesser likelihood of voting. Likewise, disapproval of the war in Afghanistan is associated with greater political alienation and a greater likelihood of some types of non-electoral participation. I also provide strong evidence that Muslims in Britain experience more religious discrimination than adherents of other minority religions. Chapter 4 considers the interaction between the extreme right and ethnic minority political attitudes and behaviour. I find evidence that the extreme right British National Party (BNP) increases voting for the Labour party, at the expense of minor parties and abstention. Surprisingly, the BNP effect also benefits the other main parties. Although they do not benefit in increased vote share, Liberal Democrat and Conservative party and leader evaluations are more positive where the BNP stood and performed better in 2010, which I suggest is due to the electoral contrast provided by the BNP. Chapter 5 looks at the mobilisation effect of ethnic minority candidates on ethnic minority voters. I find a positive mobilisation effect of Pakistani and Muslim Labour candidates on Pakistani and Muslim voters, conditional on someone trying to convince the respondent how to vote. I also find a demobilisation effect of Labour Muslim candidates on Sikh voters.
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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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Preddie, B. "Retirement provision among the Black and Minority Ethnic group in the UK." Thesis, University of Westminster, 2014. https://westminsterresearch.westminster.ac.uk/item/96821/retirement-provision-among-the-black-and-minority-ethnic-group-in-the-uk.
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Retirement provision is an important aspect of financial decision making that can influence the financial quality of life experienced by individuals in old age, regardless of their ethnic group. However, individuals belonging to the Black and Minority Ethnic (BME) group are more financially vulnerable in retirement than other groups, such as the White British. Previous research indicates that labour market disadvantages, low socio-economic status, and the inadequate access to financial resources are contributing factors that limit their ability to save effectively for retirement. This thesis investigates these issues further by examining the economic position of the BME group and the socio-cultural factors that positively influence or inhibit their retirement provision. This investigation is essential as many of the first generation of BME migrants, some of whom have provided migrant labour to the British economy since the Second World War, are entering the retirement stage, and are at a risk of financial difficulty due to low pension income. Although there are variations in the migration pattern and age structure of the BME group, individuals within this group are less likely to have occupational and private pension coverage. The term ‘BME group’ is used throughout this thesis to refer to individuals from African, Caribbean, Indian, Pakistani and Bangladeshi backgrounds, since they represent the largest numbers of BME individuals in the UK. With increased individual responsibility for pension provision, this thesis explores the retirement phenomena of the BME group in three interrelated empirical chapters. The first empirical chapter uses secondary data to examine the labour market characteristics and income of the BME group at the aggregate level. With the access to retirement resources being significantly dependent on income and labour market position, these characteristics of the BME group are explored in relation to those of the White British group. The findings in this chapter substantiates much of the existing debate regarding the homogeneity of BME individuals based on their low level of income, under-representation in full-time employment and low levels of occupation. As a result, the ability of some BME individuals to save in the new workplace pension scheme may be compromised. The second empirical chapter uses secondary data to investigate further the socio-economic characteristics of the BME group at the dis-aggregated level. With limited research highlighting the relative importance of heterogeneity among BME sub-samples, the findings in the second chapter raises important implications in terms of the ability of some BME sub-samples to make provisions for their retirement given the significant levels of heterogeneity that exists in the socio-economic characteristics of the BME group. This indicates that stratified approaches to retirement provision may exist due to the possession of different levels of economic, social and cultural capital. The third empirical chapter utilises primary data to explore the retirement strategies of the five BME sub-samples at the dis-aggregated level. It provides an alternative perspective on the issues faced by the BME group and aids in further explanation of the findings in the two previous empirical chapters. The findings in the third chapter present new evidence in the form of various interrelated factors that inhibit the ability of BME individuals to make provisions for retirement. The findings presented throughout the thesis have generated a better understanding of the ways in which social structures and various forms of social, economic and cultural capital contribute to social stratification within the BME group, thus influencing their disposition towards certain retirement provision. The findings indicate that while some BME individuals have adequate retirement provisions, there are others who face financial difficulty in old age. By highlighting the socially constructed nature of ‘retirement provision’ and the economic, social and cultural factors inhibiting effective retirement provisions, from the perspective of the BME people, this thesis contributes to the ongoing debate regarding the characteristics and circumstances of BME individuals in the UK. Based on the findings presented, policy implementations may be developed to promote social inclusion, social equity and better retirement saving among this group.
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Mu?oz, Diana. "A Psychoeducation Group for Latinx Parents of Adolescents with Depression| A Curriculum." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786031.
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<p> Latinx adolescents reveal the highest risk for depression across multiple ethnic groups; therefore, it is critical to reduce the burden of mental illness among Latinx adolescents. The purpose of this psychoeducational curriculum is to enhance support for Latinx parents with adolescents who are affected by clinical depression. The curriculum was specifically designed to increase Latinx parent’s understanding on how depression impacts adolescents, provide tools and strategies to cope with the impact of depression, and increase awareness of community resources. The goal of the curriculum is to teach parents strategies to strengthen interpersonal relationships and help their adolescents cope with depressive symptoms. The curriculum will include group discussions and homework assignments to increase participants’ likelihood of using the tools and strategies at home. A facilitator’s guide is also included to assist with the implementation of the curriculum.</p><p>
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Smith, Nicola. "Practitioners and parents : living in a 'third space'?" Thesis, University of Wolverhampton, 2011. http://hdl.handle.net/2436/210209.
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King, Kristen A. "Primary caregivers' reactions to their Head Start preschoolers' negative emotions predicting emotion competence and social competence in a low-income, ethnic minority sample /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.51 Mb., 74 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435915.
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Eyongherok, Arrey Irenee. "Mental Health Disparities Among Minority Populations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7639.
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Despite the existence of effective treatments, mental health care disparities exist in the availability, accessibility, and quality of services for racial and ethnic minority groups. People living with serious mental complaints often resist engaging in treatments and experience high rates of dropout; poor engagement can lead to worse clinical outcomes. Addressing the complex mental health care needs of racial and ethnic minorities warrants considering evidence-based strategies to help reduce disparities. This systematic review sought to provide an analysis of published literature about the barriers and effective strategies in identifying and treating minority patients with mental health disorders. The practice-focused question of this systematic review was: What are the barriers and effective strategies to identification and treatment of mental health disorders among minority populations. This project was guided by PRISMA and SQUIRE guidelines and Fineout-Overholt and Melnyk’s appraisal form, comprising 11 studies published between 2014 and 2019, identified through Thoreau, Cochrane, CINAHL with Medline, EBSCO, and ProQuest, SAMHSA and PubMed databases. The systematic review results recommend intervention strategies such as integrated/collaborative care, workforce diversity, providers in minority neighborhoods, improving providers’ cultural skills, and stigma reduction to help reduce mental health care disparities. These findings are significant to lowering the gap in practice and can be used by the entire health care system to improve mental health care, thereby leading to a positive social change. Implementing these strategies would benefit patients, families, their communities, and the entire health care delivery system.
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Shah, Snehal. "The experience of being a trainee clinical psychologist from a black and minority ethnic group : a qualitative study." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/5088.
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Aim: The existing evidence-base indicates that the experience of being a Black and Minority Ethnic (BME) trainee clinical psychologist is under-researched. The aim of the current study was to capture the broader training experiences of BME trainee clinical psychologists. The impact of potential personal and professional experiences that may arise for BME trainee clinical psychologists may be important for course tutors and clinical supervisors to explore with them in relation to personal and professional development. Thus, it is hoped that the findings of the current study will raise an increased awareness within the clinical psychology training courses, of their needs, perspectives and experiences. Method: A qualitative approach was adopted for this study. Semi-structured interviews were conducted with nine BME trainee clinical psychologists. The accounts were analysed using IPA, which attempts to illuminate the lived experience of a phenomenon for small samples of individuals. Results: The analytic procedure highlighted five main themes which emerged from participants’ accounts: The hardship of not being White, The challenge of negotiating multiple identities, Challenges and dilemmas of highlighting race and culture issues, The versatility that comes with being a BME trainee and Finding connections and safe places. Implications: Current initiatives to attract more applicants from BME groups need to be considered in the context of wider structural experiences of power and difference in relation to race, ethnicity and culture that operate in the training arena. Courses need to explicitly state their commitment to supporting trainees from BME groups with regards to their experiences of difference. Emphasis should be placed on personal and professional development of all trainees and needs to include work on privilege, social disadvantage, and racism. Programmes should also undertake a commitment to training course staff and supervisors in relation to race issues in the context of training.
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Hassell, Karen. "A historical and comparative account of ethnic minority group participation in the pharmacy profession in the United Kingdom." Thesis, University of Manchester, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673821.
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McFadden, Alison. "How can breastfeeding support services best meet the needs of women of Bangladeshi origin living in the UK?" Thesis, University of York, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516587.
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This thesis addresses the question ‘how can breastfeeding support services best meet the needs of women of Bangladeshi origin living in the UK?’ Breastfeeding is important for health, potentially contributing to reducing health inequalities. National surveys show that women of Bangladeshi origin have high initiation rates but low rates of continuation and exclusive breastfeeding. An initial literature review revealed that existing research relating to breastfeeding and the Bangladeshi community was descriptive and essentialist representing ethnic groups as homogenous and failing to recognise the influence of structural factors. Quantitative analysis of 357 Bangladeshi women in the Millennium Cohort Study (MCS) provided a more detailed national context for the qualitative research.A cumulative qualitative design underpinned by reflexivity was used comprising focus groups and interviews with grandmothers, fathers, mothers and health practitioners. Sampling was purposive for the family and practitioner phases and theoretically-informed for the mothers’ interviews. Analysis used ethnographic and narrative approaches to make sense of individual experiences within social context.The main finding was that the breastfeeding support needs of women of Bangladeshi origin were generally similar to the majority population. However to improve breastfeeding support practitioners need to understand where cultural context makes a difference. Practitioners misrecognised diversity of the Bangladeshi population in the UK including how ethno-religious identities as a minority group within a hostile majority were constituted and impacted on women’s lives. The family context of breastfeeding, including living arrangements, household responsibilities and family relationships mediated women’s access to time and space for breastfeeding. While practitioners recognised these pressures on women, they were used to affirm stereotypes of women as passive. This combined with lack of confidence and organisational constraints led to practitioners feeling powerless to support breastfeeding. Alongside implementing good practice for breastfeeding and culturally competent care, health services could engage with families, provide bilingual advocacy workers and involve women in designing accessible breastfeeding support services.
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Low, Rachel Wai Leng, and n/a. "The cultural identity of Chinese Australian adolescents in Canberra." University of Canberra. School of Professional & Community Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060818.161530.
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This research focuses on the cultural identity of Chinese Australian adolescents in Canberra
between the ages of 18 and 21.
Adolescence is a developmental stage in which young people feel a need to define their
cultural identity. According to social identity theory, being a member of the group provides
individuals with a sense of belonging that contributes to a positive self-concept. In
particular, young people belonging to ethnic minority groups need a firm sense of group
identification in order to maintain a sense of wellbeing (Tajfel & Turner, 1979).
The purpose and significance of this study is to update our understanding of how
adolescents from a specific ethnic minority group (Chinese Australian) adjust to the
mainstream Australian culture. The information gathered will be significant to the
wellbeing of these individuals in helping them to come to terms with their own identity. It
will also provide useful information for effective cross-cultural interaction for a range of
services such as education, law, health and social services.
The quantitative and qualitative approaches employed in this study include a questionnaire
and a semi-structured interview. The semi-structured interview complements the
questionnaire in confirming the adjustments of these adolescents within an analytical
framework that is a replica of Phinney's framework (1994). In her research on bicultural
identity orientations of African American and Mexican American adolescents, Phinney
categorised these adolescents under four distinct types of interaction with the mainstream
culture. These are namely: separation (focus only on the ethnic culture), assimilation
(identifying solely with the dominant culture), integration (relating well to both cultures)
and marginality (relating to neither culture). In this dissertation the researcher also aims to
determine the cultural identity of Chinese Australian adolescents in Canberra in the study
using these four categories.
The results of this study demonstrate that this framework is an appropriate analytical tool
for the study of the cultural identity of Chinese Australian adolescents, most of whom
classified themselves as integrated. Overall, Chinese Australian adolescents between the
ages of 18 and 21 in the Canberra region were well adjusted and showed little tension or
stress in relating to their ethnic culture or to the mainstream Australian culture.
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Kunovich, Robert M. "Group-threat and attitudes toward immigrants : a comparative, multi-level examination of the sources of prejudice /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382029068.
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Matthews, Yanique T. "Program satisfaction, school climate perceptions, and psychoeducational experiences in college preparatory programs : a comparison of Caucasian and ethnic minority students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003247.
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Wu, Yue. "Model minority stereotypes of Asian American women in American media : perceptions and influences among women of diverse racial-ethnic backgrounds." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4172.
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Wallin, Mathilda. "How do patients with a different ethnic background in Thailand experience nurses treatment? : A qualitative study of Karen’s experiences of treatment." Thesis, Högskolan i Borås, Institutionen för Vårdvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20477.
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This study was made in Northern Thailand among the Karen minority group during Feb-April 2011. The Karen people consist of two different kinds of Karen, the Paw and the Skaw. They live on the border between Burma and Thailand, but none of the countries want to take care of them. The aim of the study was to examine what experiences people in this minority group had from hospital care and to let them tell their stories with their own words. A qualitative method with an inductive approach and narrative interview methodology was used and the analysis followed the model described by Lundman and Hällgren Granheim (2008). Six interviews with participants from three different villages, three women and three men, in the age span 29 to 78 years participated. The interviewees had different experiences of the nurses treatment and the result is divided into two content areas, “experienced good treatment at the hospital” and “experienced bad treatment at the hospital”. In the study it is shown that the interviewees experiences, bad or good, to a large extent depended on how well they could communicate with the nurses and retrieve information about their situation. The author thinks it is important to see what role the nurse-patient relationship plays in the care process, and that good care includes taking time with the patient. To ensure such treatment for everyone it is important that every patient is listened to and treated with respect and dignity, independent of their ethnic background.<br>Program: Sjuksköterskeutbildning
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Ilanogovan, Malarvele, and Susan E. Higgins. "Library provision to the Tamil community in Singapore." LIBRES: Library and Information Science Electronic Journal, 2003. http://hdl.handle.net/10150/197109.
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This study explored public library provision to the Tamil Community in Singapore using a focus group methodology. Results of the study were analysed and implications for the library services for the Tamil community in Singapore outlined. Improvement is needed in collections, facilities, programming and services, particularly in the area of provision to young people. Among other suggestions, the participants proposed an Internet portal in Tamil. Many indicated that the library could help in promoting the usage of Tamil language in Singapore through facilitating the reading and use of the Tamil language. Participants perceived this as vital to preserve the Tamil culture in Singapore and ensure its survival as part of the country’s unique cultural heritage in the future. The Tamil language among the other Indian languages has been given official status in Singapore, and this recognition of Tamil as a national language has given the Tamils intrinsic satisfaction. The language provides them with a living link to their ethnic culture. They believe the library can help them regain their cultural identities and also assist them in repositioning themselves well in Singaporean society. The contribution of this study to the professional literature is the idea of cultural identity being central in public library services to special user groups.
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Nair, Sheladevi. "A study of the experiences and perceptions of parents of Black and Minority Ethnic pupils statemented with autism in relation to the educational support provided for their children and for themselves." Thesis, Cardiff Metropolitan University, 2015. http://hdl.handle.net/10369/7538.
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This study investigates the experiences and perceptions of parents of Black and Minority Ethnic (BME) pupils statemented with autism of the support they receive for their child in education and for themselves. These perceptions are explored alongside the views of stakeholders in education who work to support these pupils and parents. The study expands upon the work of Perepa (2008) who investigated the cultural influences on the understanding of appropriate social behaviour by BME parents of children within the autism spectrum in a London borough. Since then there has been minimal research on BME parents’ experiences of having a child with autism in education, so this study addresses a gap in research. A qualitative case study approach was adopted using in-depth interviews with participants from one selected local authority in Wales. An interpretivist approach was used to gain an understanding of the researched phenomena within a cultural context. The data was managed for thematic analysis using the qualitative analysis software tool, NVivo. The findings reveal that BME parents receive support from the providers within education rather than from their own ethnic communities. They show a preference for mainstream education, although evidence here suggests that there are fewer specialist resources in these schools compared to special schools. The findings also reveal that their culture, religion, education and socio-economic backgrounds influence BME parents’ ability to access and utilise educational support services. They feel that their ethnicity and cultural needs are not always taken into account in the ‘culturally-blind’ system which appears to be implemented within education, and their expectation is that society should provide them with more support. It is anticipated that these findings would be taken into account by policy makers and contribute to further research in Wales.
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Williams, Emma Peyton. "Dreaming of Abolitionist Futures, Reconceptualizing Child Welfare: Keeping Kids Safe in the Age of Abolition." Oberlin College Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1592141173476542.
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Seay, Nancy Parker. "Urban African American Adolescents’ Transitions to Schools in White Suburbia: A Phenomenological Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431422959.
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Herron, Jeffrey D. "The Effects of Non-Residenital Fathers on Family Enviromental Risks Among Court-involved Male Adolescents." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1208897038.
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Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.
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Goings, Carolyn Smith. "Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.
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Sarmiento, Miguel Angel. "La fórmula de tratamiento usted como marcador étnico del habla : Sus correlaciones con algunos factores de la tríada ecológica en contexto de etnias en contacto." Doctoral thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1394.
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This study aims at exploring the social, affective and cognitive variables that would be related to the use of the address form usted in Chilean Spanish. Specifically, we refer to the use that can be observed in interactions between Chileans residing in Sweden. A particular aspect of this situation is that, while the majority group almost exclusively use the form that is commonly associated with solidarity (in this case the Swedish pronoun du), the minority group referred to maintains the pronoun that normally is associated with power, distance, formality and politeness: usted. In other words, while the equivalent in Swedish of usted (ni) is seldom used in majority language, the opposite is observed in the minority language object of study. We believe that the motives for the use of usted in this minority context are more complex than they appear to be. Consequently, an alternative hypothesis has been worked out with reference to theories within the area of Social Psychology. On this basis the following main hypothesis was formulated: Individuals representing the minority group in ethnic contact situations tend to increase their identification with the minority group in order to be admitted by and adhere to this group, if they feel that they are rejected by the majority group. The form usted is not the result of a fortuitous situation, nor can it be explained by the fact that it is the normal usage in the native country, but that it fulfils a strategic objective: to mark the affiliation with the minority group. The method has consisted in grouping together and correlating factors pertaining to the environment, the agent and the guest according to the Ecological Triad, the interaction of which contributes to the appearance of the observed behaviour that underlies this study. The statistical analysis enabled us to verify what was put forward in the hypothesis.
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Jalal, Barwa, and Bawar Ahmed. "Att vandra mellan två kulturella världar : En kvalitativ studie om andra generationens invandrares etniska identitet." Thesis, Södertörns högskola, Socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37665.
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The purpose of this paper is to investigate and gain an understanding of the second-generation immigrant's ethnic identity. To carry out our survey, we used the qualitative approach, more specifically interrogations. In total, 6 people were interviewed between the ages of 18–29 years. All participants were born and raised in Sweden with one or both of the parents born abroad. The theoretical basis of the essay is socialbehaviorism and social constructivism. Previous research, also our results show that the mother tongue, parents, residential area and social circle are recurring aspects that are important for the design of the ethnic identity. Our result, unlike previous research, shows that the appearance is also an important factor for the design of the ethnic identity. Our conclusion is that there is an ambivalence and rootlessness among the respondents, which is due to the lack of being part of a larger whole.<br>Syftet med den här uppsatsen är att undersöka och få en förståelse för andra generationens invandrares etniska identitet. För att genomföra vår undersökning använde vi oss av den kvalitativa ansatsen, närmare bestämt interjuver. Sammanlagd intervjuades 6 personer i åldrarna 18–29 år. Samtliga deltagare var födda och uppväxta i Sverige med en eller både föräldrarna födda utomlands. Uppsatsens teoretiska utgångspunkter är socialbehaviorismen och socialkonstruktionivsmen. Tidigare forskning och även vårt resultat visar att modersmålet, föräldrarna, bostadsområde och umgängeskrets är återkommande aspekter som har betydelse för konstruerandet av den etniska identiteten. Vårt resultat till skillnad från tidigare forskning visar att även utseendet är en viktig faktor för skapandet av den etniska identiteten. Vår slutsats är att det finns en ambivalens och rotlöshet hos respondenterna som beror på avsaknaden av att vara en del av en större helhet.
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Mallet, Marie-laure. "Analyse comparative des relations entre les communautés latinos de Miami, Los Angeles and Boston." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040077.
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Cette thèse traite de la cohésion des groupes latinos dans la société américaine. Elle analyse l’influence des relations intra-communautaires sur l’insertion des Latinos dans la société américaine et déconstruit la représentation des communautés latinos perçues comme monolithiques afin de déterminer dans quelle mesure ces relations conduisent à des assimilations différenciées. Elle montre notamment que l’insertion dans la société américaine découle des relations entre différentes communautés latinos et analyse l’influence du contexte de réception sur cette insertion socio-économique, sur les pratiques politiques et, de façon plus générale, le poids politique de ces groupes.Le choix de métropoles aussi diverses que Miami, Los Angeles et Boston souligne l’importance du contexte urbain sur la formation des relations entre ces différents groupes latinos, et son influence sur leur insertion dans la société américaine, mesurée par les stratégies adoptées par les groupes latinos et par leur participation politique. Cette analyse est cruciale pour comprendre la complexité des interactions entre groupes dont les relations représentent un enjeu de taille, car elles permettent d’anticiper l’avenir des relations ethniques aux Etats-Unis. Cette perspective ouvre ainsi sur un contexte sociologique plus large, permettant d’anticiper les problèmes politiques et économiques auxquels les Etats-Unis seront confrontés en matière d'intégration, d’immigration et de représentation dans les décennies à venir<br>This dissertation examines the cohesion of Latino groups in American society. It analyses the influence of intra-community relations on the integration of Latinos in American society and deconstructs the representation of Latino communities perceived as a monolithic group allowing to determine to what extent these relationships lead to different assimilation paths. In particular, it shows the differential impact of the relationships between different Latino communities on their integration into American society and investigates the influence of the context of reception on the socio-economic integration of different Latino groups, policies and practices, and, more generally, their political clout.The choice of cities as diverse as Miami, Los Angeles and Boston highlights the importance of the urban context on the formation of relationships between the different Latino groups, and its influence on their integration into American society, as measured by the group strategies that Latinos adopt and their political participation.This analysis is crucial to the understanding of the complex interactions between Latino groups whose relationships are a major challenge, as they allow to anticipate the future of ethnic relations in the United States. This perspective opens to a broader sociological context which may help better comprehend the political and economic issues that the United States will confront in topics such as integration, immigration and representation in the coming decades
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Ovono, Essono Armel. "La construction du lien social chez les réfugies et demandeurs d’asile congolais au Gabon : «Une anthropologie de l’exil»." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20095/document.
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Les nombreux travaux sur les migrations forcées ont souvent porté une attention particulière sur les conditions existentielles des réfugiés et les nombreuses « ruptures sociales » qui caractérisent leur exil. Que ce soit dans les camps ou dans les périphéries des grandes villes en Afrique ou en Europe, que certains ont qualifié de « non-lieux », ils sont souvent présentés comme étant au « bord du monde ». Sans nier ces réalités, il convient toutefois de relativiser ce tableau, en montrant que les réfugiés savent mobiliser des ressources qui leur permettent non seulement de surmonter les aléas de l’exil, mais aussi de produire du lien social par rapport aux situations qui se présentent à eux. Prenant à contre-pied les allégations sur le manque de liens sociaux des réfugiés, ce travail s’attache donc à examiner comment, à partir des modalités positives ou négatives, les réfugiés congolais construisent du lien social non seulement entre eux, mais aussi avec les autochtones et les institutions étatiques et internationales, à Libreville, au Gabon. Il s’agit, dans une perspective interactionniste, de saisir la structure globale du lien qui les unit. Deux schèmes organisent les rapports des trois catégories d’acteurs. Alors que le schème « réfugiés congolais » structure les liens entre ces migrants forcés, le schème « parents ennemis » quant à lui, organise les relations entre ces derniers, l’Etat et les autochtones. Ces deux schèmes sont donc des « liants » en situation<br>The numerous studies on forced migration often focused attention on the existential conditions of refugees and the many "social disruption" that characterize their exile. Whether in camps or in the outskirts of major cities in Africa and Europe, which some have called "non-places", they are often presented as the "edge of the world." Without denying these realities, it should however put this table, showing that refugees know mobilize resources that enable them not only to overcome the vagaries of exile, but also to build social ties in relation to the situations that arise to them. Taking up against the allegations about the lack of social ties refugees, this work therefore seeks to examine how, from how positive or negative, Congolese refugees build social ties not only among themselves but also with indigenous and state and international institutions, in Libreville, Gabon. It is in an interactional perspective, with contributions from fields such as history, sociology, psychology and political science, to understand the overall structure of the bond that unites them. Two schemes organize the reports of the three categories of actors. When the scheme "Congolese refugees' structure links between Congolese exiles, the scheme" parents enemies "meanwhile, organizes the relations between them, the State and indigenous peoples. These two schemas are thus "sociable dispositions"("binders") in situation
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Cadag, Jake Rom David. "A l'ombre du géant aigre-doux. Vulnérabilités, capacités et réduction des risques en contexte multiethnique : le cas de a région du Mont Kanlaon (Philippines)." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00985020.
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Les groupes ethniques minoritaires sont parmi les secteurs de la société qui sont menacés en permanence par des risques plus élevés de catastrophes. Le fondement d'un tel constat est les impacts négatifs disproportionnés de catastrophes passées. Il est de ce fait nécessaire d'intégrer tous les groupes ethniques en particuliers les minorités dans la réduction des risques de catastrophe (RRC). Pourtant, la communauté scientifique a peu étudié le rôle de l'ethnicité dans la vulnérabilité et la capacité des populations exposées à divers aléas. Ainsi les praticiens sur le terrain et les organisations non-gouvernementales (ONG), ne possèdent pas de méthodes et d'outils appropriés pour intégrer les minorités ethniques dans la RRC. En plus, des exemples de méthodologies et de politiques visant à rendre cet objectif opérationnel et institutionnalisés sont également limités. Cette étude vise à répondre à ces lacunes, en prenant l'exemple des communautés multiethniques autour de Mont Kanlaon situé sur l'île de Negros aux Philippines. La zone d'étude se caractérise par une grande diversité ethnique composé d'au moins trois grands groupes ethniques (Ilonggos, Cebuanos et Bukidnons). Les résultats de cette étude suggèrent que cette mosaïque constitue une dimension importante de la RRC puisque chaque groupe ethnique possède ses propres formes de vulnérabilité et de capacité face aux aléas volcaniques et d'autres origines. Ces minorités ethniques sont parmi les secteurs les plus vulnérables de la société philippine en raison de leur statut marginalisés. En outre, les résultats de cette étude suggèrent que chaque groupe ethnique possède des capacités issues en grande partie de ressources locales qui sont utiles aux fins de la RRC.
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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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Matthias, Nakia M. "Structuring Legitimacy via Strategies of Leadership, Cooperation and Identity: The Comité de Motard Kisima's Engagement of Media and Communication for the Enactment of Motorcycle Taxi Work in Lubumbashi." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1438350393.
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Williams, Gloria J. B. "Perceptions of black male students and their parents about the academic achievement gap between black and white students at the elementary school level." 2002. https://scholarworks.umass.edu/dissertations/AAI3068600.
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The primary purpose of this study was to examine the perceptions of African-American students and their parents about the academic achievement gap between African-American students and their White counterparts at the elementary school level in urban school districts. The study was also aimed at determining the extent to which socioeconomic factors contribute to the achievement gap between African-American and White students. A survey of African-American students and their parents was conducted to collect data for the study. The data were analyzed using quantitative and qualitative procedures to provide answers to the research questions and to test the research hypotheses. Consistent with the related literature, the findings indicate that the existing achievement gap between African-American and White students is primarily impacted by a number of socioeconomic factors including single-parent family structure, lack of equal educational opportunities, lack of appropriate self-esteem and/or necessary self-confidence among African-American children, peer pressure, and little participation of African-American parents in their children's educational accomplishment due to financial restraints, job-related obligations, and other family commitments. Conclusions derived from examining the research questions and hypotheses are summarized as follows: (a) as a result of low family socioeconomic status, a majority of the African-American children have the disadvantage of not being able to enjoy the quality education they deserve; (b) younger parents of low socioeconomic status are more likely to show dissatisfaction with the quality of education provided their children as compared to older parents with higher income status; (c) the more educated African-American parents are, the more likely they show commitment to their children's academic achievement; (d) the older African-American parents are, the more likely they value the relationship with school concerning their children's academic achievement; (e) fifth graders are doing best in science and writing, while third graders are doing best in reading; (f) while both third grade and fifth grade children agreed that teachers do not show favoritism toward African-American or White students, fifth graders showed a relatively higher degree of agreement; and (g) while both third grade and fifth grade children disagreed that even when they work hard, they receive poor grades, fifth graders showed a relatively higher degree of disagreement. The study was concluded with several suggestions for future research as well as a number of recommendations to school boards, to educational policy makers, to school administrators, to school teachers, and to the African-American community.
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"The Politics of Minority Group Control: Assessing the Empirical Validity of the Minority Threat Perspective." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.57439.
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abstract: Blalock’s (1967) minority threat perspective is one of the most empirically investigated theories of crime control in criminological literature. A large body of research has tested this perspective and established a link between minority context and increased criminal justice controls. The perceived threat mechanisms hypothesized to facilitate this link, however, have received relatively scant attention. In addition, no multidimensional scale of perceived minority threat has been developed. These oversights have significantly impeded the advancement of research testing the empirical validity and generalizability of Blalock’s premises across racial and ethnic groups.
Against this backdrop, this dissertation extends prior work by conducting three separate but interrelated studies. The first study focuses on the development and validation of a multidimensional Perceived Latino Threat Scale (PLTS). The second study investigates how the PLTS can inform the relationship between Latino context and punitive border control sentiment. The third and final study assesses the psychometrics of another multidimensional scale of perceived threat—the Perceived Black Threat Scale (PBTS), and examines the structural invariance and distinctness of the PBTS and PLTS.
Using data collected from two college samples, I relied on a variety of different methods across the three empirical studies, including confirmatory factor analyses, bivariate and partial correlation analyses, and ordinary least squares regression. Overall, the findings suggest that both the PLTS and PBTS are multidimensional constructs that are structurally invariant and empirically distinct. In addition, perceived Latino threat significantly influenced punitive border control sentiment, but did not surface as a mediating mechanism linking ethnic context to immigration attitudes. Furthermore, whereas objective Latino population context did not demonstrate significant effects on either perceived Latino threat or punitive border control sentiment, the results emphasized perceived Latino context as a key moderator in the relationship between perceived Latino threat and punitive border control sentiment. Thus, the findings support the multidimensionality of perceived threat, as well as the hypothesized link between perceived threat and punitive controls, but raises key concerns about the generalizability of Blalock’s perspective to explain the threat-control process of Latinos. Implications for theory and research are discussed.<br>Dissertation/Thesis<br>Doctoral Dissertation Criminology and Criminal Justice 2020
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Wong, Frieda. "Experiences of successful second -generation Chinese American women with cultural stereotypes and parental expectations." 2003. https://scholarworks.umass.edu/dissertations/AAI3110567.
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In this qualitative study, I examined the experiences of second-generation, Chinese American women who are between the ages of 20 and 30. In particular, I examined the experiences of these women with cultural stereotypes and parental expectations. A sample of 39 women completed surveys. Five of these women also participated in interviews, which served as the basis for detailed biographies focusing on (1) the women's views of existing stereotypes and parental expectations and (2) the effects of those stereotypes and parental expectations on their lives. Most of the participants described compelling stereotypes they have encountered in the dominant culture including the “model minority” stereotype as well as gender-specific stereotypes such as the perception that Asian women are exotic, sexual toys. Daughters described their parents as expecting them to attain financial security, practice filial piety, marry acceptable men, and be thin and feminine. Daughters who are the oldest children in the family also described expectations that they should care for their younger siblings and help their parents navigate the English-speaking world. In addition, the participants expressed mixed feelings about the stereotypes and parental expectations. Building upon the surveys and the interviews, questions and directions regarding future research are proposed.
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Operario, Don. "Group identification moderates reactions to prejudice." 1998. https://scholarworks.umass.edu/dissertations/AAI9909200.
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Prejudice and discrimination are facts of life for members of stigmatized groups. This dissertation examines how members of stigmatized groups respond to prejudice and discrimination, depending on their group identification--that is, the emotional and personal value derived from their group membership. Because of the cognitive and motivational properties associated with group identification, people who identify very strongly with their stigmatized group differ from people who identify less strongly in their reactions to prejudice. Four studies examine how ethnic minorities and women perceive and respond to prejudice as a function of their group identification. Findings from all four studies indicate that people who identify strongly with their stigmatized group are likely to (a) perceive themselves as potential targets of discrimination, and (b) express suspicion during intergroup relations; people who identify less strongly with their group perceive less personal discrimination and express less suspicion during intergroup relations. These studies also reveal the negative emotional consequences of being a target of discrimination. Differences between studies illuminate the complexity of confronting prejudice, and in particular indicate how the phenomenology of racism differs markedly from the phenomenology of sexism.
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Liu, Fang. "Child rearing goals and parent -child interaction in immigrant Chinese families." 2007. https://scholarworks.umass.edu/dissertations/AAI3289281.
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The purpose of the study was to explore parents' socialization goals and to describe the patterns of caregiver-child social interaction for the sample of 6 Chinese American toddlers, whose parents immigrated to this country recently. The theoretical framework for the study was Vygotsky's sociocultural approach which assumes that children's thinking derives from human social relations and is embedded in the sociocultural context. The study used a qualitative method of data collection and analysis. Data collection included a demographic questionnaire, two focused interviews and videotaped observations of caregiver-child interactions in everyday activities and joint play. The analysis focused on how caregivers guided and facilitated children's learning and adaptation to life in a North American setting. Parental goals were identified and five themes immerged from the interview data: a focus on learning; an emphasis on developing a loving relationship with the child; an emphasis on bringing up a moral child; an emphasis on guided independence and on adopting the values of the host culture while maintaining the values of their own cultural heritage. Links between the patterns of parent-child interaction and the parental goals were explored. The parents' conscious, creative synthesis of cultural values and practice were discussed. Implication for teachers and clinicians were suggested.
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Setian, Shirley Yaylaian. "Effects of values clarification methodology on self-concept of selected group of second generation Armenian-American women." 1990. https://scholarworks.umass.edu/dissertations/AAI9022743.
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The purpose of this study was (a) to examine how participants define themselves-particpants were children of survivors of the 1915 genocide by the Ottoman Turk, and (b) to examine the effects of values clarification methodology on their self-concept. This was a two-part study which consisted of interviews with four participants in Part 1, and an educational intervention in Part 2 which consisted of values clarification workshops involving 16 participants. Data from the interviews in Part 1 were used to design the educational intervention in Part 2. Workshop participants were involved in a one-month period of values clarification activities: a day-long workshop at the beginning of the month; another at the end of the month; and a take-home values clarification workbook requiring entries every other day between workshops. Interview data revealed underlying themes concerning fusion of personal identity to Armeniam heritage and tension in finding a suitable balance between Armenian and American values and lifestyles. Major issues that emerged from interviews and which formed the basis for values clarification workshop strategies were: Armenian heritage, genocide, suppression of feelings, choices, self-blame and self-minimization, avoidance, reactivity/passivity, and sadness and regretfulness. These issues were discussed in terms of women's identity formation as related to human development theories, feminist literature, and Armenian heritage. Results from Part 2 of the study were discussed in the same context. Qualitative and quantitative measures were used in Part 2 of the study. Qualitative measures used were On-sight Surveys, Participant Observation and Workshop Evaluation. Quantitative measures used were the Participant Profile Questionnaire (PPQ), which provided in-depth descriptive data, and the Self Perception Inventory (SPI) which was used in a one-group pretest-posttest design. Four traits moved in a negative direction at a significance level of.05. No statistically significant differences were found in a positive direction; however, data indicated differences in self-concept which suggested the following model of change: values queries $>$ $>$ psychological tension $>$ $>$ critical thinking skills $>$ $>$ understanding $>$ $>$ clearer reality $>$ $>$ self re-definition.
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East-Trou, Henry Julio. "Puerto Rican first and second generation single parent shared child-rearing practices: Relationship with the extended family." 1997. https://scholarworks.umass.edu/dissertations/AAI9737521.
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This study explored how first and second generation Puerto Rican female headed households residing in Springfield, Massachusetts, utilize the extended family network in childrearing responsibilities. The study will examine how the process of acculturation to the mainland culture has influenced the structure and the dynamics between single-parent families and the extended Puerto Rican family. More specifically, it explored in what ways the traditional shared childrearing responsibilities between single-parent families and extended family have been adapted to fit with the mainland culture. In addition, it explored the aspects of the traditional shared childrearing responsibilities that remain functional. The results suggest that first generation and second generation Puerto Rican female heads of household are quite similar in how the extended family network is involved in the shared child-rearing practices.
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Liu, Shan-Lee. "Parental attitudes and expectations toward childrearing and filial piety: Harmony and conflict between two generations among Taiwanese families." 1994. https://scholarworks.umass.edu/dissertations/AAI9510499.
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Filial piety has been a central concept in guiding Chinese thought on childrearing. Unfortunately, the U. S. research literature has used instruments that do not give adequate attention to this concept. The purpose of this study was to examine harmony and conflict between generations among Taiwanese families both in Taiwan and in the United States. In this study, two key dependent variables, parental attitudes toward childrearing and toward filial piety, were chosen. Comparisons of the two key variables between paternal grandfathers and fathers as well as maternal grandmothers and mothers among Taiwanese families were presented. A survey was conducted both in Taiwan and in the United States. Two attitudinal scales, the Child Training Scale and the Filial Piety Scale, designed by Chinese researchers David Y. F. Ho and his colleague were selected. The fathers of six-year-old boys as well as the mothers of six-year-old girls from two Chinese school programs in Massachusetts, U. S. A. were surveyed. Paternal grandfathers and fathers of six-year-old boys as well as maternal grandmothers and mothers of six-year-old girls among three kindergartens and two elementary schools in Kaohsiung, Taiwan were also investigated. A total of 407 copies for the Taiwanese sample and 29 copies for the US sample were collected. Parental attitudes toward the Child Training Scale and the Filial Piety Scale were highly correlated. Difference of means for the three maternal groups on the two Scales was highly significant. Comparison of means on the FP Scale between the grandparents and the parents was significant in the Taiwanese sample. In addition, difference of means between the parents in the Taiwanese sample and the Taiwanese parents in the US sample was significant on both the CT Scale and the FP Scale. Associations between the respondents' education, family structure, occupation or religion and their attitudes toward the two scales for the Taiwanese were also discussed.
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Chiang, Wen-Hsiung, and 江文雄 (Takiyo‧Kacaw). "Autonomy or Control：An Autonomy-centered Study on Minority Ethnic Group / Aboriginal Tribe Self-government Systems in Taiwan and mainland China." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/9egzg9.
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碩士<br>淡江大學<br>中國大陸研究所碩士在職專班<br>96<br>Taiwan’s Aboriginal Tribe Autonomy Movement began in the 1980s when it first took place on college campuses and on the street in northern Taiwan. It gained more space in promotion and discourse when the Democratic Progressive Party (DPP) came to power on the island in 2000. Overnight, facilitating the movement seemed to have become a major policy of the new government. This was principally because when the DPP was struggling on the street for democracy in the early days, to strengthen its influence against the Kuomintang (KMT) government, it had entered into alliance with the movement’s powers. As a result of this, after the DPP held power, many of the elite of the movement were absorbed in succession into the public sector or DPP headquarters to continue their mission for self-government of aboriginal tribes.
In the meanwhile, aboriginal tribe self-government became a hot research subject in academic circles and the government’s administrative agencies in Taiwan. Much of such research adopted research efforts on aboriginal tribes or minority nationality autonomous regions (MNARs) from around the world, such as New Zealand, Australia, America, Canada, Europe, and mainland China. This in turn had accumulated innumerable valuable assets for Taiwanese aboriginal tribes who were marching towards establishment of Taiwan aboriginal tribe autonomous regions.
On the other hand, in mainland China, since it took power in mainland China in 1949, the Chinese Communist Party (CCP) has established a total of 155 MNARs across the country – 5 autonomous regions, 30 autonomous prefectures, and 120 autonomous counties (banners), in addition to 1256 minority nationality autonomous
towns.
With a political system design like this, under a state regime which enforces extreme centralization of power, however, can the MNARs really put their autonomy into practice? What are their characteristics and challenges? And what could they inspire both Taiwanese aboriginal tribes striving hard towards self-government and autonomy in a bid to put an end to their colonized fate and the Taiwanese government attempting to forge a “partnership” with its own aboriginal tribes? These questions were all explored in this study.
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Feddes, Allard Rienk [Verfasser]. "Group membership matters? : effects of direct and extended cross-ethnic friendship on minority and majority children's intergroup attitudes / von Allard Rienk Feddes." 2008. http://d-nb.info/987501062/34.
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Mohamed, Shireen Ahmed. "Self-esteem and social distance among adolescents in a minority group, the case of the Zanzibaris in Durban." Thesis, 1998. http://hdl.handle.net/10413/5908.
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The Zanzibaris of Durban constitute the smallest minority in South Africa's ethnically diverse society. The largest cluster of Zanzibaris reside in a predominantly Indian area of Bayview, Chatsworth. Their adolescents attend schools with black and Indian peers. The theoretical perspectives of self-esteem and social distance imply that adolescents in such
circumstances face a complex task of identity formation.
This study compared levels of self-esteem, as measured by the Piers Harris Self Concept Scale, in Zanzibaris, Zulu-speaking blacks and Indian boys and girls aged 13-16 years. The sample consisted of 263 respondents of 3 racial groups (Zanzibaris (n=60); Indians (n=154) and Zulu-speaking blacks (n=49), of both genders drawn from two urban schools in Bayview, Chatsworth (a socio-economically heterogeneous area) in Durban. An adaptation of the Bogardus Social Distance Scale was employed to assess the attitudes of Zanzibari adolescents to other racial groups. These attitudes were examined for gender differences and in relation to self-esteem scores. In view of the sensitivity of the study, parental consent
was sought and respondents were briefed before and after administration of the measures.
The results were analysed using analysis of variance, t-tests and correlation co-efficients.
Interracial comparisons did not uphold the prediction that Zanzibaris would exhibit significantly lower levels of global self-esteem or its six components. Zanzibaris displayed significantly higher scores globally and for five of the components. No significant gender differences were found in self-esteem scores of the entire sample or for each racial group.
The prediction, that Zanzibari adolescents in view of their circumstances, would show greater social distance towards blacks than towards Indians was not supported. Zanzibari boys and girls were similar in their ranking of other racial groups in terms of out-group preference, with boys showing greater social distance towards each group. Self-esteem and social distance scores were positively correlated at a non-significant level. This did not support the prediction that minority adolescents who preferred out-groups over in-groups would have lower self-concept scores.
The findings are discussed in terms of theories of self-esteem, social identity and contact hypotheses, and contrasted, with those of other studies conducted in South Africa and abroad. Attention is drawn to the strengths and limitations of this study. The findings have implications for policy makers at the level of school and community in order to reduce
prejudice and promote intergroup harmony. It is suggested that curriculum packages include social science sessions to explore concepts of tolerance, racism and inter-ethnic communication both at individual and institutional levels. In the light of this study, suggestions are made for further research to inform the discourse around marginalised minorities.<br>Thesis (M.Ed.)-University of Natal, 1998.
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Větrovec, Lukáš. "Politická participace národnostních menšin v České republice." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-410404.
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This diploma thesis deals with the political participation of national minorities in the Czech Republic. The main aim of this thesis is to find out what the possibilities of national minorities are to enter the political process in order to articulate their specific minority interests and how effective these possibilities are from their perspective. The emphasis is placed on ethnic political parties, minority interest groups, advisory bodies such as the Government Council for National Minorities and committees for national minorities at all political levels. At the same time, these selected minority institutions and bodies are also examined at the international level, which makes it possible to gain an overview of the attitudes of some states to national minority policy and their comparison, or even inspiration for the Czech Republic. The analysis was carried out on a group of five national minorities: German, Polish, Roma, Slovak and Vietnamese. The author also tried to find out how these selected national minorities are politically active, what factors influence their political participation and what is the interest in the issue of national minorities among the majority political parties. The author chose a qualitative research method for the research project and the technique of...
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Meijer, Maria Magdalena. "Die moontlike verband tussen emosionele intelligensie en 'n rasseminderheidsgroep se identiteitsonderhandeling, aanpassing en funksionering in 'n meerderheidskonteks (Afrikaans)." Thesis, 2010. http://hdl.handle.net/2263/24430.
Full textAbstract:
Legalised desegregation through the implementation of the South African Schools law (Law no. 84 of 1996) sparked the hope of an opportunity to promote integration between learners and more than that, that the former would also extend to the larger community. The media has however indicated that racial-integration in schools is not necessarily experienced as positive by all the role players and that the process does not present itself as being problem-free. The goal of this study was to investigate the experiences of racial minority groups within majority school contexts; the challenges that are posed to them within the contexts; the factors that may play a role in their adjustment and functioning within the context; the negotiation of racial-ethnicity and social identity that accompanies it, and the possible relationship that exists between the former and their emotional intelligence (EI). These goals were realised through the launch of a theoretical, as well as an empirical investigation of aforementioned aspects related to the life worlds of racial minority groups in a majority school context. The empirical investigation was conducted from an INTERPRETIVISTIC-positivistic paradigm. Two schools where white and black learners are respectively in the minority were involved in the study. All the learners (grade 9-12) that were regarded as part of the racial minority group in the involved schools, were asked to complete an EI-questionnaire, the EQ-i:YV, after which six participants (three males and three females) from each school were selected on the basis of their scores achieved on the previously mentioned questionnaire. Afterwards qualitative techniques (focus groups, semi-structured interviews, observations and reflection) were implemented to investigate the (racial and social) identity negotiation, adjustment and functioning of the participants in their respective school contexts. The former was also related to their EI. Triangulation and crystallisation were implemented to verify the findings. Racism was identified as the biggest stumbling block to successful integration in the white school context, whereas language appeared to be the biggest stumbling block of the white participants’ adjustment and functioning within their black school context. Social categorisation emerged as a reality in both school contexts and white learners appeared to be evaluated as the higher-status group in both schools. From the results it appears that no relationship worth mentioning exists between the white participants’ EI and their identity negotiation within a black school context, whilst it appears as if a small relationship exists between the black participants’ EI and their identity-negotiation within a white school context. It appears however that a strong relationship exists between participants’ EI and their adjustment and functioning within their majority school context. The following additional factors (that are not applicable to EI) that can play a possible role in the adjustment and functioning of racial minority groups in majority school contexts have also been identified: home circumstances, faith, recognition of sport and/or cultural achievement and the support of one or more parents. AFRIKAANS : Daar is met die wettiging van desegregasie deur die Suid-Afrikaanse Skolewet (Wet no. 84 van 1996) gehoop dat die geleentheid geskep sou word om integrasie tussen leerders te bevorder en dat voorgenoemde na die breër gemeenskap sou uitkring. Uit die media blyk dit egter dat rasse-integrasie in skole allermins positief deur al die rolspelers beleef word en dat die proses nie sonder probleme verloop nie. Die doel van hierdie studie was om ondersoek in te stel na rasseminderheidsgroepe se belewenis van meerderheidskoolkontekste; die uitdagings wat binne hierdie kontekste aan hulle gestel word; die faktore wat moontlik ‘n rol in hulle aanpassing en funksionering in hierdie kontekste speel; die onderhandeling van ras-etniese en sosiale identiteit wat daarmee gepaard gaan, en die moontlike verband wat tussen voorgenoemde en hul emosionele intelligensie (EI) bestaan. Hierdie doelstellings is gerealiseer deur ‘n teoretiese, sowel as ‘n empiriese ondersoek na voorgenoemde aspekte van die leefwêrelde van rasseminderheidsgroepe in meerderheidskoolkontekste te loods. Die empiriese ondersoek is vanuit ‘n INTERPRETIVISTIES-positivistiese paradigma onderneem. Twee skole waar wit en swart leerders onderskeidelik in die minderheid is, is by die studie betrek. Al die leerders (graad 9-12) wat as deel van die rasseminderheidsgroep in die betrokke skole beskou kon word, is gevra om ‘n EI-vraelys, die EQ-i:YV, te voltooi, waarna ses deelnemers (drie seuns en drie dogters) op grond van die tellings wat hulle op voorgenoemde vraelys behaal het, geselekteer is. Kwalitatiewe tegnieke (fokusgroepe, semi-gestruktureerde onderhoudvoering, observasie en refleksie) is daarna geïmplementeer om die (ras-etniese en sosiale) identiteitsonderhandeling, aanpassing en funksionering van die deelnemers in hul onderskeie skoolkontekste te ondersoek. Voorgenoemde is ook met hul EI in verband gebring. Triangulasie en kristallisasie is geïmplementeer om bevindinge te verifieer. Rassisme is as die grootste struikelblok tot suksesvolle integrasie in die wit skoolkonteks geïdentifiseer, terwyl taalprobleme die grootste struikelblok in die wit deelnemers se aanpassing en funksionering in hul swart skoolkonteks blyk te wees. Sosiale kategorisering blyk in albei skoolkontekste ’n realiteit te wees en wit leerders blyk in albei skole as die hoëstatusgroep geëvalueer te word. Uit die resultate blyk dit dat daar geen noemenswaardige verband tussen die wit deelnemers se EI en hulle identiteitsonderhandeling binne ’n swart skoolkonteks bestaan nie, terwyl dit blyk of daar ’n geringe verband tussen die swart deelnemers se EI en hulle identiteitsonderhandeling binne ’n wit skoolkonteks bestaan. Daar blyk egter ’n sterk verband tussen deelnemers se EI en hulle aanpassing en funksionering binne hul meerderheidskoolkontekste te bestaan. Die volgende addisionele faktore (wat nie op EI betrekking het nie) wat moontlik ’n rol in die aanpassing en funksionering van rasseminderheidsgroepe in meerderheidskoolkontekste kan speel, is ook geïdentifiseer: huislike omstandighede, geloof, prestasie op sport en/of kulturele gebied en die ondersteuning van een of meer ouers. Copyright<br>Thesis (PhD)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted