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Dissertations / Theses on the topic 'Ethnic-racial identity'
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Blackwell, Tierra N. "Assessment of Childhood Racial-Ethnic Identity." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343308831.
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Bergquist, Kathleen Leilani Ja. "Racial identity, ethnic identity, and acculturation in Korean adoptees." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618676.
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This study explored the relationships between racial identity, ethnic identity, and acculturation in transracial Korean adopted adolescents. The research questions were as follows: What is the relationship between racial and ethnic identity for adoptees? What is the relationship between racial identity and adoptees' level of acculturation? What is the relationship between adoptees' level of acculturation and ethnic identity? The research was exploratory in nature and entailed a quantitative design comprised of (1) a demographic profile, (2) Helm's (1995) People of Color Scale to measure racial identity, (3) Suinn-Lew's (1992) Self-Identity Acculturation Scale (SL-ASIA) to measure ethnic identity, and (4) Schonpflug's (1997) Need for Assimilation, Differentiation, and Inclusion Scale to determine level of acculturation.;The sample group was comprised of 69 adoptees ranging in age from early-adolescence (11--14 years) to mid-adolescence (15--17 years), and early adulthood (18--25 years). Findings, for the most part, substantiated the hypothesized relationships between the three constructs. It was determined that the more adoptees derive their racial identity from a white reference group orientation, the more likely they were to be Western-identified ethnically, and were to be more highly acculturated into the American mainstream. Also, adoptees who align themselves with Korean or Asian cultural practices, or affiliate more with other Asians, have a higher need to be acculturated and/or included into their own racial and/or ethnic group. This was indicated by an inverse relationship between ethnic identity and acculturation. There were strong significant correlations between racial identity and acculturation as measured by the People of Color Scale (POC) and Need for Assimilation, Differentiation, and Inclusion Scale. Findings indicated that as adoptees have a greater ability to define a dualistic racial identity for themselves, embracing both their Korean heritage and western acculturation, they have an increased need for inclusion into their own ethnic group. The group as a whole is characterized as embracing a dualistic racial identity while tending to be more Western-identified ethnically, and having a somewhat greater need for assimilation or inclusion into the Korean community than differentiation from it.;This study illustrates that adoptees do progress through a process of racial identity development, although it may look different than for other racial minorities and Asian Americans. The more salient factors for adoptees seem to be own-group affiliations, both externally imposed or self-selected, and their experiences as Asians or Koreans in this country, rather than a need to be culturally Korean.
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Webber, Melinda. "Identity matters : racial-ethnic representations among adolescents attending multi-ethnic high schools." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/10199.
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Racial-ethnic identity is a fundamental aspect of an early adolescent's identity because it includes the attitudes and feelings associated with ethnic and racial group membership. Literature shows racial-ethnic identity to be an important aspect of adolescents' developmental and psychological well-being. This is important in light of the increasingly diverse racial-ethnic demographic for New Zealand, particularly in our large cities. The present study is based around the broad research question 'What influences early adolescent racial-ethnic identity development?' This includes a fundamental question of 'How do early adolescents enact racial-ethnic identity in high school contexts?' and then, 'How does racial-ethnic identity impact on the way early adolescents engage at high school?' This study examines the importance of racial-ethnic identity among young adolescents who attend large, multi-ethnic, urban high schools in New Zealand. The project is comprised of one study with three parts. The analysis in this study focuses on a comparison of Year nine students (13-14 years old) in New Zealand from four racial ethnic groupings: New Zealand European/Pākehā, Māori, Samoan and Chinese. Study 1a and 1b (n = 695) examined the self-identifications, feelings of connectedness, meanings and perceived consequences of adolescents' racial-ethnic identities using a questionnaire. In line with the literature, the findings from these two parts show that racial-ethnic identities are important for adolescents from all four ethnic groups; it frames who they are, where they belong, and what they are trying to achieve. Study 1c used semi-structured interviews to examine the relationship of racial-ethnic identity to educational engagement among high-achieving adolescents from the four ethnic groups (n = 31). Findings here indicated that enacting multiple social identities protected the adolescents from the negative pressures of stereotype threat, but their racial-ethnic identity influenced the ways they enacted their academic and other social identities in the school context; they were constantly, and consciously, contesting contradictory racial-ethnic stereotypes in each context. The research concludes that although racism is prevalent and powerful in the lives of adolescents, a strong racial-ethnic identity may provide adolescents with the capacity to not allow negative pressures to interfere with their educational engagement.
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Deom, Gina Marie. "A Statistical Analysis of Changes in Ethnic Identity and Ethnic/Racial Self-Classification." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1431597472.
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Ellzey, Delilah. "Ethnic-Racial Identity and Student Departure in African American Undergraduates." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent162688965349327.
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Estera, Annabelle Lina. "Locating Identity: Narratives of Ethnic and Racial Identity Experiences of Asian American Student Leaders of Ethnic Student Organizations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366299979.
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Williams, Wendi Saree. "African descent women's conceptualization of ethnic/racial and gender identities." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-06132006-094137/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Y. Barry Chung, committee chair; Joel Meyers, Leslie Jackson, Catherine Y. Chang, committee members. Electronic text (104 p.) : digital, PDF file. Description based on contents viewed Apr. 19, 2007. Includes bibliographical references.
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Raymondi, Mary Daly. "Latino students explore racial and ethnic identity in a global context." Diss., Online access via UMI:, 2004.
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Warnick, Brittney Michelle. "Influence of Racial-ethnic Identity on Minority Students’ Perceived Academic Engagement." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149684/.
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The current study examined the relationship between the three components of racial-ethnic identity (REI)- Connectedness, Embedded Achievement, and Awareness of Racism- and academic engagement in middle school African American (n=62) and Latino (n=30) youth. We hypothesized the three components of REI would be able to predict academic engagement in the youth, as well as an interaction between ethnicity and the REI components. A hierarchical regression revealed Connectedness and Embedded Achievement were both accurate predictors of student’s academic engagement. In addition, an interaction between Embedded Achievement and ethnicity was also present in the current study. The results indicate that African American youth who have higher levels of Embedded Achievement are more likely to have a higher academic engagement levels while the academic engagement of Latino youth remained fairly constant regardless of level of Embedded Achievement.
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Thomas, Krystal R. "Ethnic Racial Identity, Social Transactions in the Classroom, and Academic Outcomes." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4772.
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Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic outcomes. Participants were 101 5th graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness and conflict in the student-teacher relationship. Relationships in the expected direction were evident between the public regard and centrality dimensions of ethnic-racial identity and social relationships as well as with academic outcomes. Further, path analyses revealed that the relationship between the public regard and cognitive engagement was mediated by student-teacher closeness. Gender differences were evident for pathways to grades; such that for boys’ public regard was indirectly related to their language arts grades through cognitive engagement. The current study highlighted the varied effects of ethnic-racial identity and classroom relationships’ on academic outcomes particularly for boys.
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Vazquez, Rebecca. "Counselor Ethnic-Racial Identity and Trauma Exposure on Wellness and Burnout." Thesis, Regent University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599143.
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This study examined the relationship between counselor ethnic-racial identity (CERI), counselor exposure to client trauma (CECT), counselor wellness (CW), and counselor burnout (CB). Ethical practice requires that counselors avoid impairment, in part, by increasing wellness. Therefore, understanding the factors that impact wellness and burnout is essential due to prevalence of trauma and the profession’s growing diversity. Participants (N = 138) completed the Ethnic Identity Scale (EIS-B), Secondary Traumatic Stress Scale (STSS), Counselor Burnout Inventory (CBI), and Five Factor Wellness Inventory (FFWel-A2). A path analysis was utilized to examine the simultaneous relationship between the variables. Differences between majority (n = 62) and minority participants (n = 76) were explored using subsequent path analyses. Results and recommendations for future research are discussed.
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Lind, Nobelius Elin Maria. "Kulturens påverkan på ätstörningar och behandlingen av dess symtom." Thesis, Mid Sweden University, Department of Social Work, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-9135.
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Denna systematiska litteraturstudie var inriktad på att studera ätstörningar ur ett kulturellt perspektiv. Syftet var att kartlägga forskningsläget kring hur ätstörningar betraktas i olika kulturella kontexter. Studien har gjorts genom att systematiskt söka vetenskapliga artiklar och forskning. Detta har sedan sammanställts och diskuterats utifrån det givna syftet. Resultaten var motsägelsefulla detta mycket på grund av problematiken kring begreppet kultur som anses skapa ett ”vi” och ”dem” synsätt. Diagnostiseringskriterier som har använts ansågs som otillräckliga vid ätstörningar. Västvärldens skönhetsideal och kultur har beskrivits som den påverkande variabeln som också gjort att den övriga världen även drabbats av ätstörningar men denna studie har visat på att det fanns många fler faktorer som spelar in. Minoritetsgrupper som inte assimilerats till majoritetskulturen har även visat på högre utveckling av ätstörningar. Det som framkommit var att det behövs mer forskning på området och en större förståelse för den kulturella aspekten i forskning samt i det praktiska arbetet vid behandling.
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Trejo, Rosenna Natalie 1952. "Ethnic identity and self-esteem among adolescents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291802.
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The purpose of this study was to investigate whether self-esteem increases when youth are given the opportunity to learn more about themselves through increased awareness of their ethnic identity. The study investigated the impact of the Anytown program on ethnic identity and self-esteem among adolescents who participated in the Anytown program. Two instruments were used for the study: the Multigroup Ethnic Identity Measure (1992) and the Rosenberg Self-Esteem Scale (1965). The first hypothesis, that ethnic identity will increase when youth are given the opportunity to learn more about themselves through increased awareness of their ethnic identity was supported by the results. Statistical significance at the .01 level was determined for the Multigroup Ethnic Identity Measure; the ethnic identity scale; and the sub-scales of affirmation and belonging, ethnic identity achievement, and other-group orientation. The second hypothesis, that self-esteem would increase as ethnic identity increased, was not supported.
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DeLaney, Eryn. "Ethnic-Racial Identity and Academic Achievement: Examining Mental Health and Racial Discrimination as Moderators Among Black College Students." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5666.
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This study tested the role that dimensions of ethnic- racial identity play on academic achievement, and examined mental health, racial discrimination, and gender as moderators of this association among Black college students. A total of 321 college students who identified as a Black/African American female or male (M age= 18.4; SD = .34) completed measures of ethnic-racial identity, perceived racial discrimination, and mental health. Hypotheses were tested using path analyses to assess the associations between ethnic-racial identity (i.e., affirmation, exploration, and resolution) and GPA, and whether anxiety, depression, and racial discrimination moderated these relations similarly or differently for males and females. Results from this study indicated that ERI exploration was marginally associated with GPA for females, but not for males. Further, ERI exploration was related to GPA among males with high levels of depression, but not among males with low levels of depression. Similarly, ERI resolution was associated with GPA among males with high levels of anxiety, but not males with low levels of anxiety. Findings have implications for intervention by clarifying the nuanced ways that ethnic-racial identity, mental health, and gender impact Black college students’ academic success.
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Chaichanasakul, Adipat. "Examining multicultural counseling competencies among racial/ethnic minority and international psychological trainees." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5618.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 25, 2008) Includes bibliographical references.
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Hanson, Morley. "Inuit youth and ethnic identity change: The Nunavut Sivuniksavut experience." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26335.
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Rapid social change in the Canadian Arctic has led to circumstances which make it increasingly difficult for young Inuit to develop and maintain a distinct cultural identity. Inuit, and many other Aboriginal groups in similar circumstances, are looking to education to play a role in cultural maintenance and revitalization. This study explored the experience of Inuit youth in Nunavut Sivuniksavut, a post-secondary program for Inuit youth from Nunavut. The findings indicated that the students experienced positive changes in all areas of ethnic identity, developing attitudes of pride and respect for their culture, an increased sense of belonging to it, an understanding of their cultural history, as well as an understanding of the relationship of Inuit with the majority society. The findings also identified program elements contributing to this change. The study develops a framework for viewing ethnic identity development in other settings and presents a model which describes how students developed a valuing of their cultural distinctiveness in a contemporary context.
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Khan, Arubah. "Discrimination, Attachment, and Ethnic Identity as Predictors for Wellbeing and American Affirmation among Racial and Ethnic Minority University Students." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538727/.
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Extant literature has provided evidence suggesting that ethnic minority individuals experiencing discrimination report poor mental health outcomes, including depression, anxiety, and an overall lower sense of belongingness with the majority culture, but empirical research examining how ethnic identity affects this relationship is extremely scarce. The first goal of the current study was to replicate the results of previous studies demonstrating a strong relationship between discrimination and selected wellbeing indicators: meaning in life, American affirmation, depression, and life satisfaction. The second goal of the study was to examine a moderation model and two moderated moderation models that depict the relationships among adult attachment, the affective component of ethnic identity, exploration and commitment to ethnic identity, and wellbeing indicators. Data was collected from 206 students who were recruited from undergraduate psychology courses. Findings provided partial support to the direct effects of discrimination on various wellbeing indicators but did not support the moderating effect of ethnic identity. Additionally, adult attachment, ethnic identity, and discrimination were not found to significantly interact, but the relationship between discrimination, ethnic identity, and American affirmation was found to be significantly moderated by the affective component of ethnic identity. Discussion on the findings, limitations of the study, future research directions, and counseling implications are addressed.
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Borsato, Graciela Nora. "Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Walker, Chloe. "ASSOCIATIONS BETWEEN ETHNIC-RACIAL IDENTITY, FAMILY FACTORS AND ALCOHOL PROBLEMS AMONG DIVERSE EMERGING ADULTS." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6057.
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The current study examined how multiple dimensions of ethnic-racial identity (ERI) were associated with alcohol use and alcohol use disorder (AUD) symptoms and how these relations varied by individuals’ ethnic-racial group among 1850 diverse emerging adults (M = 18.46, SD = .38). Further, measurement invariance of the Ethnic Identity Scale-Brief (EIS-B) was tested across Latinx, White, Black, Asian, and Multiracial students. Additionally, alternative models were examined that tested whether family factors (i.e., parent education and family history of alcohol problems) moderated the relations between ERI and alcohol problems to further examine nuances in these relations. Results indicated that the EIS-B functioned differently across White students and students of color; therefore, all research questions were tested separately for White students. Findings indicated that there were significant differences by race/ethnicity. ERI affirmation was negatively associated with AUD symptoms for Asian individuals and Black individuals. ERI exploration was positively associated with AUD symptoms among Black individuals. ERI resolution was negatively associated with alcohol use for Latinx individuals and positively associated with alcohol use for Multiracial individuals. For White individuals, ERI exploration was negatively associated with alcohol use and ERI affirmation was negatively associated with AUD symptoms. Regarding the alternative models, parent education was a significant moderator, such that at high parent education, ERI resolution predicted more alcohol use among White students and less AUD symptoms among Minority students. Family history of alcohol problems was not a significant moderator of any relations between ERI dimensions and alcohol problems. Overall, continued research and finding ways to translate findings into interventions with college students that incorporate these nuanced mechanisms underlying alcohol problems is a fruitful and important endeavor.
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Doan, De Van. "Racial identity development and leadership development among Asian American students in ethnic-identity based organizations : a case study." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/828.
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This thesis explored how involvement in Asian ethnic-identity based organizations affected stud~nts' racial identity development and leadership development. There were five Asian ethnic-identity based organizations in this study; each organization served as a case and together created a collective case study. Participants for this study were the Asian American students in the five organizations. The conceptual framework included Input- Environment Outcome model, Student Involvement theory, Asian American Identity Development model, and Leadership Identity Development model.
Involvement in Asian ethnic-identity based organizations contributed to a more positive perception of one's racial/ethnic identity. Students had greater cultural exploration and commitment to their ethnic identity. Involvement positively contributed to development of leadership identity specifically greater leadership self-efficacy and the ability to collaborate. The study provided insights into how the practice of leadership was affected by organizational structure and membership level. Ethnic-identity based organizations were the venues where students found an inclusive, supportive and encouraging community that fostered racial identity development. Eventually, these students assumed leadership responsibilities to spread cultural awareness and developed other student leaders to sustain their community. Discussed were the implications for practice and future research.
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Wilcots, Kylynnedra D. "The Relationship Between Racial Identity, Ethnic Identity, and African-American Acculturation and their Contribution to Psychological Well-Being." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2549/.
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Since there are few studies which address the relationships between racial/ethnic identity and acculturation in the African-American community, the purpose of this study was threefold: 1) explore the relationship between racial identity and African-American acculturation; 2) examine racial and ethnic identity associations; and 3) observe the connections between these cultural constructs and psychological well-being. One hundred ninety-four African-American undergraduates from a predominantly White institution and two historically Black colleges completed measures of these constructs, self-esteem, and depression. The findings indicate a relationship between racial identity and acculturation for three of the four Cross (1971) stages (encounter, immersion-emersion, and internalization). Relinquishing the White frame of reference and achieving inner security with their Blackness coincides with immersion in the eight facets comprising African-American culture. Individuals who do not identify with their race (pre-encounter) less often affiliated with their ethnic group. Conversely, achieving racial identity (internalization) was associated with ethnic identity attachment. Finally, the study's findings suggest that identity development may affect how individuals perceive themselves and feel emotionally, which may depend on identity achievement. Pre-encounter stage scores were associated with reports of higher depression and lower self-esteem; whereas, higher internalization individuals reported higher self-esteem. As for ethnic identity, those who have explored options and made commitments to their ethnic group reported fewer symptoms of depression and higher self-esteem. The converse was also true. Community acceptance was predicted to mediate the relationship between acculturation and psychological well-being. Although this was unfounded, the data indicate that traditional individuals living in predominantly White neighborhoods reported more depressive symptoms than did dominant society acculturated individuals living there. Interesting demographic findings and future research directions are provided.
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Marquez, Zaida. "Articulating a diasporic identity: The case of Latin American filmmakers in Quebec." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28420.
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The flow of immigrants to Canada continues to increase steadily. Questions regarding identity are thus unavoidable in order to understand how diasporic identities are constructed within a multicultural Canada. An important contribution to this debate is embedded in the cinematographic expressions that immigrants produce. Such cultural products serve not only as mean to represent themselves, but also to negotiate their positions in regards to Canadian society, as well as their countries of origin. The Latin American community is an interesting example, as multiple cultures, nations, histories, and identities are included within it.
This study critically analyzes how identity is represented in the films produced by Latin Americans in Quebec. The analysis takes into account the films, the filmmaker's perspective and the conditions these documentaries were produced in. Given these elements, this research looks at how a Latin American identity is constructed from the diaspora, and what kind of cinematographic strategies the filmmakers use to articulate such an identity.
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Collins, Dana Lang. "Perceived Parental Ethnic-Racial Socialization as a Predictor of African American Youths' Racial Identity, Critical Conciousness, and Race-Related Stress." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107279.
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Thesis advisor: Janet E. HelmsAfrican American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Pettis, Shardé B. M. A. "Is Knowledge of (Normative) Racial Identity Development Necessary?: White Transracial Adoptive Parents' Intentions to Promote Black Adoptees’ Racial Identity." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1617055421189483.
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Freeman, McKenna Ray. "What do White parents teach their children about race?: A qualitative examination of White parents' ethnic racial socialization." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626279619639693.
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Garcia, Patricia G. "Exploring the intersection of spirituality with white racial identity." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342199.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.Title from PDF t.p. (viewed on Oct. 7, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1368. Adviser: Chalmer E. Thompson.
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Finch, Jessie K. "Legal Borders, Racial/Ethnic Boundaries: Operation Streamline and Identity Processes on the US-México Border." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578902.
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How do individuals navigate situations in which their work-role identity is put in competition with social identities of race/ethnicity, nationality, or citizenship/generational status? This research uses a controversial criminal court procedure (Operation Streamline) as an optimal setting to understand the strategies employed by lawyers and judges who manage such delicate identity processes. I examine how legal professionals assign salience to their various identities while developing a perspective of competing identity management that builds on and further integrates prior sociological research on identity. In particular, Latino/a judges and lawyers who participate in Operation Streamline (OSL) take on a specific work-related role identity that entails assisting in the conviction and sentencing of border-crossers with whom they share one social identity—race/ethnicity—but do not share another social identity—citizenship. I systematically assess identity management strategies used by lawyers and judges to manage these multiple competing identities while seeking to comprehend under what circumstances these identities affect legal professionals' job-related interactions. In this dissertation, I demonstrate that Latino/a lawyers and judges involved with OSL manage their potentially competing social and role identities differently than non-Latino/as whose social identities do not compete with their role identities, demonstrating variation between racial/ethnic social identities. I also find that some Latino/a lawyers and judges (those with higher racial/ethnic social identity salience) involved with OSL manage their potentially competing social and role identities differently than other Latino/a lawyers and judges (those with higher racial/ethnic social identity salience), demonstrating variation within racial/ethnic social identity based on the social identity of citizenship/generational status. Finally, I demonstrate that situationality is a factor in identity management because a shared social identity with defendants seems to be useful in the daily work of Latino/a lawyers and judges, but often detrimental in how they are perceived by outsiders such as activists and the media. From this case, we can take the findings and begin to create an outline for a new theory of competing identity management, integrating prior literatures on social and role identities. I have been able to elaborate mechanisms of some identity management processes while also developing grounded hypotheses on which to base future research. My research also contributes to improving how the criminal justice system deals with sensitive racial/ethnic issues surrounding immigration crimes and en masse proceedings such as OSL. Because proposed "comprehensive immigration reform" includes expanding programs like OSL, my research to understand the broader effects of the program on legal professionals is especially important not only to social scientists but to society at large. The fact that there is a difference in identity management strategies for Latino/a and non-Latino/a respondents helps demonstrate there is in fact an underlying racial tension present in Operation Streamline.
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Sepulveda, Jonathan Antonio. "Investigating the relationship between Ethnic Racial Identity and student engagement through mental health and purpose:." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109231.
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Thesis advisor: Belle LiangEthnic racial identity (ERI) is a developmental model that recognizes that individuals with an ethnicity (e.g., Jamaican, Puerto Rican) and race (e.g., Black, White) will have attitudes, beliefs, and actions influenced by their ethnic and racial group membership which represents an important aspect of their identity (Umana-Taylor et al., 2014). Research on people of Color (POC) who positively identify with their own ethnic and/or racial group and academic outcomes has been mixed, with studies documenting no associations (Guzman, 2002; Ivory, 2003), negative associations (Sellers, Chavous, & Cooke, 1998), and positive associations (Rivas-Drake, Seaton et al., 2014). Moreover, there remains little research on examining the underlying mechanisms explaining the link between ethnic and/or racial identity and student engagement. Research in related fields suggests several potential mechanisms that may help explain the relationship between ERI and student engagement. For example, Sumner and colleagues (2018) posited that marginalization experiences likely shape youth purpose; POC, given their marginalization experiences, may be more purposeful than non-POC. Additionally, research suggests that positive feelings towards one’s ethnic or racial group are associated with positive mental health outcomes (Rivas-Drake, Syed et al., 2014) which in turn are associated with student engagement. The current study investigates the underlying mechanisms for the relationship between ERI and student engagement. Specifically, the study examined associations between either an assimilation (i.e., attitudes in which individuals define identities in nationalistic rather than ethnonationalist terms) or multiculturalist inclusive (i.e., positive attitude towards one’s ethnic-racial group as well as other ethnic-racial groups) ERI status and student engagement. Path analysis was employed to test the mediating role of purpose and mental health on the relationship between ERI and student engagement. The study also examined whether the relationship between ERI and mental health was different across ethnic-racial groups. The results indicate that ERI status was not directly related to mental health. Nor was ERI status indirectly related to student engagement through mental health. However, ERI status was directly related to purpose and indirectly related to self-regulation through purpose. Further, the association between ERI status and mental health differed across ethnic-racial groups. That is, ERI status, both assimilation and multiculturalist inclusive, was more highly associated with psychological wellbeing for POCs than for non-POCs. For White students, there was a positive association between a multiculturalist inclusive ERI status and depression. Youth purpose may explain additional relationships between ERI status and other outcomes. Implications of these findings for research, assessment, and intervention are discussed
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Mrozek, Lawrence James. "Exploring Respondent Issues in the Collection of Ethnic/Racial Demographics for College Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293461598.
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Kaufmann, Laurel Jeanne 1966. "Creation of an identity: American Indian protest art." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291933.
Full textAbstract:
This thesis addresses and critically reviews American Indian protest art as a legitimate art genre. Brief discussions of the Studio (the first formal American Indian art school), the Institute of American Indian Arts (IAIA), and the American Indian protest movements of the 1960s and 1970s, as well as irony, satire, and humor in Indian art are included. The concept of the "Indian" identity as a motivating factor of the art, and the redundant use of stereotypical imagery as it relates to cultural conflicts are addressed. Descriptive interpretations of the art of David Bradley, Alex Jacobs, and Stan Natchez, and the three fundamental elements of this art style are presented in detail.
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Woodward, Joan M. "Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108000.
Full textAbstract:
Thesis advisor: Lauri JohnsonResearch has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Woo, Bongki. "Neighborhood Contexts, Identity-relevant Stressors, and Health." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107717.
Full textAbstract:
Thesis advisor: David Takeo TakeuchiRacism is a persistent and pervasive social problem embedded throughout U.S. society. Previous research has established that racism, particularly racial discrimination, is a strong risk factor of various health statuses among racial/ethnic minorities, but the contexts that modify the health burden of racial discrimination are less understood. This dissertation aims to investigate how race-related micro- and meso- level contexts modifies the link between racial discrimination and health. In addition, I pay attention to the moderating role of nativity status to address the potential differences in individuals’ perception on American racial/ethnic categorizations and experiences of racial discrimination. On the micro level, I focus on racial/ethnic identity given that it is particularly important cultural group membership status for many racial/ethnic minorities whose identities are rooted in collectivistic cultures. I test the identity-relevant stressor hypothesis which argues that stressful events can be particularly detrimental based on its pertinence to the valued identities of individuals. On the meso level, I pay attention to racial residential segregation, which has been identified as the hallmark of U.S. urban areas and the fundamental cause of racial/ethnic health disparities. This three-paper dissertation utilizes multiple existing population-based data sources. The first and second papers use data from the National Epidemiologic Survey on Alcohol and Related Conditions-III (NESARC-III). The third paper uses data from the 2000 U.S. Census and the National Latino and Asian American Study (NLAAS). Several analytical strategies, including binary logistic regression, heterogeneous choice models, and nested logistic regression, are employed. Taken together, the present dissertation underscores great complexity in the link between race and health. Through the course of three studies, I show that the dynamics between race-related stressors and health status are not uniform, and should be understood in the realm of individuals’ social identity and their neighborhood environment. Specifically, the findings of this study contribute to expanding stress theory in the context of identity-relevance and living environments. Moreover, the study results evince that efforts to ameliorate racial health disparities should be accompanied by the consideration of the centrality of the race/ethnicity of individuals and their residential environments
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Social Work
Discipline: Social Work
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Demianczyk, Abigail. "Potential Moderators of the Relation Between Microaggressions and Mental Health Among Racial and Ethnic Minority College Students." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/334211.
Full textAbstract:
PsychologyPh.D.
In the US, racial and ethnic minority individuals have higher rates of many psychological and physical health problems than Whites, and the experience of racial discrimination may partially explain these disparate health statistics. Given the harmful nature of discrimination, minority individuals may utilize a number of psychological resources to cope with and diminish the negative impact associated with the experience of discrimination. The current dissertation investigated the impact of modern day, subtle forms of discrimination referred to as microaggressions. Prior research has illustrated that the experience of perceived racism and microaggressions plays an important role in the physical and mental health of ethnic minority individuals. The current study explored subtypes of microaggressions and the rates at which different minority groups experience these microaggressions; the concurrent impact of different microaggressions on psychological health outcomes (i.e., symptoms of anxiety, depression, and substance use); the moderating role of coping strategies (i.e., ethnic identity formation, social support) on the relation between the experience of specific microaggressions and psychological health; potential racial or ethnic differences related to main effects of microaggressions on psychological health; and significant interactions between the potential moderators (i.e., racial identity formation and social support) and the experience of microaggressions. Results of the present study indicate that first, minority individuals report experiencing significantly more microaggressions than non-minority participants. Additionally, the experience of microaggressions varied by minority group identification. Second, the experience of microaggressions was associated with higher rates of problematic alcohol use, as well as symptoms of anxiety and depression. Third, aspects of racial/ethnic identity formation and social support were associated with lower rates of problematic alcohol use (but not anger or anxiety or depressive symptoms) among individuals who experienced microaggressions, suggesting a potential buffering effect of these moderators Finally, some racial differences in the correlation between these moderating variables and microaggression variables were found, which suggests that there are likely racial differences in the way that racial/ethnic identity formation and social support can be protective. Future research is needed to increase understanding of racial and ethnic differences in the protective nature of identity formation, social support, and other potential coping strategies. Clinical implications are discussed.
Temple University--Theses
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Jurva, Katrina. "Feeling Finnish and Canadian: Second-generation Finnish immigrant views on ethnic identity and intercultural communication." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27696.
Full textAbstract:
This thesis research contributes to the literature on Finnish Canadians, and in particular the second-generation, which has attracted limited scholarly attention. It examines how these individuals make sense of their Finnish ethnic and Canadian cultural identities, and the intercultural communication issues that emerge out of their sense of belonging to two cultures. Semi-structured interviews were conducted with 17 second-generation Finnish immigrants in the Ottawa area following Rubin and Rubin's (2005) responsive interviewing approach. It was found that these individuals identify strongly with being Canadian but largely experience symbolic ethnic identity, acknowledging their ethnicity as important but not living day-to-day within Finnish ethnic culture. While some did not report difficulties as a result of their two cultures, others experienced intercultural communication issues with Canadians and/or Finns. These findings suggest that, in some cases, even symbolic ethnic identity may result in intercultural communication issues with both ethnic and broader cultural group members.
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Ubeysekara, Ruwan. "Questioning the revival : white ethnicities in the racial pentagon." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512319.
Full textAbstract:
This thesis embodies a comprehensive analysis of the assimilation of Southern and Eastern European immigrant groups in the United States. Despite being considered racially distinct upon arrival en masse in the period 1880-1920, assimilation theorists posited that these white ethnic groups would be quickly absorbed into the prevailing white population. With the aid of Americanization campaigns targeting immigrants and their offspring, it appeared as though ethnic attachments had progressively declined with each successive generation. However, an explosion of white ethnic sentiment and activity in the 1960s and 1970s suggested otherwise, and led many to believe that white ethnic identities had not been entirely forsaken and were in fact being revived by the grandchildren and great-grandchildren of the immigrants. This view is fundamentally questioned within this thesis which argues that, due to a multitude of forces and factors, white ethnicities could not have been revived in any meaningful sense. Significant attention is drawn to America’s racialised history and racebased social framework within which white ethnics categorically benefited from being classified as ‘white’. Also examined are factors such as generational distance from the point of immigration, language loss, upward mobility, and intermarriage, which together facilitated the comprehensive assimilation of white ethnic groups into the majority white population in the decades leading up to the alleged “ethnic revival.” The upsurge in white ethnic sentiment in the 1960s and 1970s is therefore argued to have transpired due to the chance convergence of a number of different factors, and given the continued classification of Americans as belonging to one of five racial groups, this thesis concludes that white ethnicities stand little chance of surviving in the long-run within a society in which race continues to hold significant sway.
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Iqbal, Sahira. "Cultural identities of people of "mixed" backgrounds : racial, ethnic and national meanings in negotiation." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98937.
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This qualitative study aims to describe and understand the cultural identities of people of "mixed" backgrounds whose mother comes from one racial, ethnic or national background and whose father comes from another background. In-depth, individual interviews were conducted with nine people of "mixed" backgrounds in order to understand the meanings that particular racial, ethnic or national labels have for them and how those meanings are constructed. My analysis is shaped by the works of Hall (1996, 2003), Taylor (1989, 1992) and Bourdieu (1986, 1990) among others. The participants claimed multiple labels in ambivalent ways. They spoke about what they know or do not know about the culture, connections to people and places, languages and customs, physical features and values. They take on various positionings depending on the discourses that are available and the meanings that they negotiate in their daily encounters. I conclude with the implications the findings may have for policymakers, identity politics and educators and with future research directions.
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Tamburro, Paul René. "Ohio Valley Native Americans speak Indigenous discourse on the continuity of identity /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215218.
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Thesis (Ph.D.)--Indiana University, Dept. of Anthropology, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1414. Advisers: Richard Bauman; Wesley Thomas. "Title from dissertation home page (viewed June 19, 2007)."
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Kuscu, Isik. "Kazakhstan's oralman project a remedy for ambiguous identity? /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344583.
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Thesis (Ph.D.)--Indiana University, Dept. of Central Eurasian Studies, 2008.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0675. Adviser: William Fierman.
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Douyon, Christina Marie. "Black in America but not Black American: A Qualitative Study of the Identity Development of Black Caribbean Immigrants." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108836.
Full textAbstract:
Thesis advisor: Janet E. HelmsBlack Caribbean Immigrants (BCIs) migrating to the US face the particularly difficult challenge of managing their racial and ethnic identities in relation to the subordinate African American (AA) culture and racial group as well as the dominant White American (WA) culture and racial group. Formal theories of acculturation have not focused on the adaptation of Black immigrants to both a low-status racial group (e.g., Blacks) and ethnic culture (e.g., African American) in the US. The acculturation literature usually has evaded the topic of race and the racial literature has not addressed Black immigration or ethnicity. Furthermore, when investigations of acculturation of BCIs have occurred, consumer habits, behaviors, and cultural expressions have been used as proxies for racial and ethnic identity. Moreover, virtually no research has investigated the BCI-AA acculturation experience from the perspective of BCIs. Hypotheses derived from an integration of Berry’s (1997) theory of acculturation and Ferguson et al.’s (2012) tridimensional model of minority-status ethnicity were that BCIs’ acculturation involves the intersection of two dimensions: (a) joining or not joining AA culture versus maintaining one’s own ethnic culture and (b) Black racial integration versus separation. When responses to each dimension are assessed, four possible acculturation outcomes were proposed: (a) Separation, (b) Integration, (c) Assimilation, and (d) Marginalization. The sample for the present study was Black Caribbean immigrants from the English and French speaking West Indies. I used narrative theory and analysis of participants’ interviews to assess the fit of participants’ stories about their ethnic/racial identity and acculturation process to the model. Findings indicated that maintenance of their ethnic culture rather than joining AA culture was more important for most of the interviewees than their Black racial identity (i.e., Separation)
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Bailey, Joan. "The significance of inter-racial conflict in the identity formation of BME young people." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/344603.
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Amidst growing concerns due to a rise in incidents of inter racial conflict between African Caribbean and South Asian young men; this thesis draws on the concept of identity formation as an instigating factor in terms of why young people may get embroiled in conflict with other cultural groups. Drawing on semi structured questionnaires with professionals and community workers, an ethnographic study with young people involved in or party to the incidents and a few in depth focus groups it explores the historical issues associated with the conflict, the development of identity and how and why this may be different for those from Black and Minority Ethnic (BME) groups and how it can then materialise into conflict when threatened. It aims to contribute to practice, knowledge and understanding of inter racial conflict and how the creation of positive identities can reduce these incidents. It also seeks to identify approaches and interventions most likely to be effective in addressing this which include working with parents, carers and the wider community who may carry some of the historical issues that allow the conflict to exist. Findings point to identity formation being complex and multifaceted, which can be affected through personal and social experiences: many of these being different for young people from BME communities. Identity is fragile and can be shaped and changed through these experiences which can be compounded by interrelated needs and anxious backgrounds which can then manifest into behaviour that targets those that they may feel threatened by. This study cites the importance of cultural specific responses and interventions which are holistic, informal and flexible to meet the distinct needs of not only young people but those that are influential in their lives. In addition it highlights the importance of work associated with identity formation and the creation of positive identities as a precursor to reducing conflict situations.
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Joyce, Jeneka, and Jeneka Joyce. "Parent Sociocultural Characteristics and Parent-Child Relationships Influencing Early Adolescent Ethnic Identity, Religiosity, and Distal Academic-Related Outcomes." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12501.
Full textAbstract:
I developed and tested a model of relationships between primary caregiver ethnic identity and religiosity, primary caregiver experiences of discrimination stress, parent-child relationships, adolescent ethnic identity and religiosity, and their impact over time on adolescent academic orientation and positive future outlook. The sample consisted of youth and their families participating in an ongoing family centered intervention trial in a northwest metropolitan area. The theoretical frameworks that guided this study were Bronfenbrenner's ecological systems theory, sociocultural theory, social identity theory, and critical race theory. The hypotheses regarding the relationships between key variables and supported by the aforementioned theoretical frameworks were evaluated using analysis of variance techniques and structural equation modeling. Study findings suggest that parental identity and cultural socialization influence adolescent religiosity and ethnic identity in early adolescence. Primary caregivers' sense of ethnic identity and religiosity directly impact cultural socialization of their children, which in turn influences adolescent identity development. The parent-child relationship plays a predominant role in positive youth outcomes (i.e., academic orientation and positive future outlook) above and beyond adolescent ethnic identity and religiosity considerations. Implications of the present study for both research and practice are discussed.
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Desser, Daphne Payne. "Beyond identity politics toward dialogic ethics: The letters of Mordecai Ben-Ami." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289007.
Full textAbstract:
For many the study of rhetoric has become a study of dialogue and difference, of communication across metaphorical and literal borders, and of the ethics of such communication. Using letters written in French by my great-grandfather, Mordecai Ben-Ami, a Russian Zionist, journalist, and fiction writer, as a site for analysis, I argue that a dialogic ethic of response offers scholars and teachers of rhetoric and composition a way to move beyond identity politics in our writing classes and the oppression of the other in our scholarship. I suggest that some of this field's most common theoretical lenses and practical sites of analysis--historiography, identity construction, gender, and translation--can be complemented by the application of dialogic ethics. Using conceptions of discourse and dialogism in work by Bakhtin and the concept of an ethics of responsibility in work by Levinas, I demonstrate that an intersubjective understanding of ethics rooted in the necessity of response to the other can help us meet the challenges of multicultural dialogue. The letters date from 1924-1928 and originate from Milan, Berlin, Odessa, and Chaiffa, among others. The dissertation is organized in chapters that employ, examine, and problematize a different postmodern approach to rhetorical analysis. Each chapter begins with an examination of a theoretical approach in relation to the letters, then analyzes sample letters using that approach. Each chapter then examines the analysis to discuss particular strengths and flaws of the theoretical framework and to suggest how a dialogic ethics can complement it. The chapters discuss the following: the historical situatedness of the letters, the shifting constructions of ethnicity and identity in the letters and in the dissertation, the gendered aspects of the reading and writing processes of the author and the translator, and finally the cultural politics involved in the translation of Russian Zionist letters by a postmodern American.
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Loftsdóttir, Kristín 1968. "The bush is sweet: Identity and desire among the WoDaaBe in Niger." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/298750.
Full textAbstract:
The dissertation focuses on the WoDaaBe Fulani in Niger, seeking to understand identity in a global context, analyzing streams of power and desire that have characterized the life of the WoDaaBe. The first part of the dissertation discusses expressions of WoDaaBe identities and desires in the contemporary world, as well as identifying the present situation of the WoDaaBe as one of great marginality. The WoDaaBe ethnic identity is created through processes of exclusion and inclusion within social and natural environments. The WoDaaBe perceive themselves as both separated from and a part of nature, depending on the context in which their identification is placed. They maintain strong boundaries from other ethnic groups in Niger, through specific visual markers of identity and by identifying WoDaaBe-ness as attached to certain moral qualifies that are combined with various social practices. The ideas of herding and control of one's feelings and desires remain key symbols in WoDaaBe social and ethnic identity. Many young WoDaaBe work in cities because they lack animals for basic subsistence in the bush, thus negotiating their identity in these new circumstances. The second part of the dissertation traces the history of WoDaaBe involvement in an interconnected world, showing that WoDaaBe have been connected to State and global processes for a long time. Various factors have led to an expansion of cultivated land, pushing herding communities further north and reducing available grazing land. While the WoDaaBe are becoming increasingly marginalized within the national economy of Niger, they have become popular in the West as symbols of the "native." Similarities can be observed between the dominant development ideology's conception of the typical herder and of the popular imagination of the WoDaaBe, characterizing them as unproductive, traditional and simple. The WoDaaBe representation is placed in a broad historical context of images of the Other, demonstrating that the encounters between WoDaaBe and Westerners take place within fields of unequal power relations.
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Yoshida, Kaori. "Animation and "otherness" : the politics of gender, racial, and ethnic identity in the world of Japanese anime." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5316.
Full textAbstract:
In the contemporary mass-mediated and boundary-crossing world, fictional
narratives provide us with resources for articulating cultural identities and individuals’
woridviews. Animated film provides viewers with an imaginary sphere which reflects
complex notions of “self’ and “other,” and should not be considered an apolitical medium.
This dissertation looks at representations in the fantasy world of Japanese animation,
known as anime, and conceptualizes how media representations contribute both visually
and narratively to articulating or re-articulating cultural “otherness” to establish one’s own
subjectivity. In so doing, this study combines textual and discourse analyses, taking
perspectives of cultural studies, gender theory, and postcolonial theory, which allow us to
unpack complex mechanisms of gender, racial/ethnic, and national identity constructions.
I analyze tropes for identity articulation in a select group of Disney folktale-saga
style animations, and compare them with those in anime directed by Miyazaki Hayao.
While many critics argue that the fantasy world of animation recapitulates the Western
anglo-phallogocentric construction of the “other,” as is often encouraged by mainstream
Hollywood films, my analyses reveal more complex mechanisms that put Disney animation
in a different light.
Miyazaki’s texts and their symbolic ambiguities challenge normalized gender and
race/ethnic/nationality representations, and undermine the Western Orientalist image of the
“Asian Other.” His anime also destabilize the West-East binary, by manifesting what Homi
Bhabha calls a space “in-between”—a disturbance of the dominant system of identity
categorizations. This suggests that media representation acts not only as an ideological tool
that emphasizes conventional binaries (e.g. “Western”=masculine, “Oriental”feminine),
but also as a powerful tool for the “other” to proclaim an alternative identity and potentially
subvert dominant power structures.
Miyazaki’s anime also reveal the process of Japan’s construction of both the West
and the rest of Asia as “others,” based on the West-Japan-Asia power dynamic. I argue that
this reflects Japan’s experience of being both colonizer and colonized, at different points in
history, and that Japan also articulates “other” through anime to secure its national identity.
My dissertation will contribute to the understanding of mechanisms of subjectivity
construction in relation to visual culture.
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Green, Carlton Everett. "Racial Identity and Multicultural Supervision as Related to Multicultural Competence: Perceptions of ALANA Trainees." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2771.
Full textAbstract:
Thesis advisor: Janet E. HelmsTraining racial/ethnic minorities, or people of Color (POC), to provide culturally competent mental health care has gained increasing significance in counselor education and applied psychology programs in the past 30 years. From a developmental perspective, race may be the most salient psychosocial lens through which POC trainees perceive and experience professional training; multicultural supervision might be the primary mode for developing their cultural competence. However, supervision may not sufficiently attend to POC trainees' race-related characteristics. To better understand the possible influence of POC trainees' racial psychosocial development and experiences of multicultural supervision on their competence in counseling clients of Color, the present study examined relationships among POC trainees' racial identity attitudes, perceptions of multicultural supervision, and self-reported multicultural counseling competencies. POC trainees (N = 203) from clinical, counseling, and school psychology programs, who had completed at least one semester of therapy supervision, completed a sociodemographic questionnaire, the People of Color Racial Identity Attitudes Scale (Helms, 2011), the Multicultural Supervision Competencies Questionnaire (Wong & Wong, 1999), and the Multicultural Counseling Inventory (Sodowsky et al., 1994). Canonical correlation and regression analyses were used to investigate relationships among the variables. The canonical correlation analyses revealed three statistically significant patterns: (a) "Competent Internalization," wherein trainees reported positive relationships between self-actualizing racial identity attitudes (i.e., Internalization) and multicultural counseling competencies; (b) "Racially Ambivalent Relationships" characterized trainees endorsing low levels of Dissonant and Immersion/Resistance racial identity and increased competence in managing racial/cultural dynamics in counseling relationships; and (c) "Supervision Incompetence," characterized by POC trainees rating supervisors' cultural competence and their own multicultural knowledge, awareness, and skills competencies as low. Two multiple regression analyses indicated that only Internalization racial identity attitudes uniquely contributed to predicting trainees' perceptions of supervisors' cultural competence. Results were discussed with respect to how supervisors might utilize Helms's (1995) racial identity theory in multicultural supervision to assess and promote racial identity development and enhanced multicultural counseling competencies. Methodological limitations of the study and implications for research and practice are discussed
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Rienzi, Elizabeth, and Elizabeth Rienzi. "A Part Yet Apart: Exploring Racial and Ethnic Identity Formation for Korean Transracial Adoptees Raised in the U.S. Midwest." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12508.
Full textAbstract:
This dissertation explores the lifelong racial and ethnic identity development of Korean transracial adoptees raised in the U.S. Midwest. Using seventy-seven in-depth, semi-structured life history interviews, geographic region, age cohort, gender, and exploration type emerged as the most significant factors shaping adoptees' sense of group belonging. Their unique life experiences as Asian Americans in White families created liminal belonging as "a part yet apart" from White, Asian, and even, at times, Korean adoptee communities. As they aged and encountered new life stage responsibilities and pressures, adoptees in the study experienced greater exposure to racial and ethnic diversity and were generally more willing to explore their identities during early and mid-adulthood. The large population of Korean adoptees in the Midwest, and Minnesota in particular, increased opportunities for exposure to other Korean adoptees and Korean adoptee culture. Involvement typically provided adoptees with a full-fledged sense of belonging that eluded them in traditionally defined Asian, Korean, and White communities. An empowering Korean adoptee identity emerged that was based on explicitly acknowledging adoptees' unique life circumstances in-between non-adopted Asians and Whites and challenged conflations of race, ethnicity, and culture.
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Butler, Milton Louis 1947. "The effects of composer's ethnic identity on the stated musical preferences of university non-music majors." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/288700.
Full textAbstract:
Formal study of music in the United States is based on the Western art music tradition. Nevertheless, there is a philosophy rapidly spreading throughout the United States which holds that musics of many cultures must be taught in the schools. The underlying belief in multicultural music education is that the study of various cultures and their musics will affect our expectations, and consequently broaden our musical preferences. This study investigated the effects of ethnicity on the stated musical preferences of university non-music majors. It was conducted on two university campuses that are in the same area. One campus has a population that is predominantly white American and the other predominantly African American. The subjects were students enrolled in music appreciation classes on both sites. The subjects listened to musical examples from each of the Western art music style periods. They then completed a questionnaire which contained an ethnic attitudes dimension. A week later, they were asked to listen and respond to four musical examples. The playing of this series of musical examples was preceded by biographical information on fictitious composers. The data supported the alternative hypothesis which stated that ratings assigned to music of African American composers and white American composers by all listeners, without regard to ethnicity, would be significantly different. The value of Omnibus p was.002 and is significantly less than the stated alpha level of significance at.05. The data between ethnic groups supports the alternative hypothesis that ratings assigned by white Americans and African Americans would be significantly different. The Omnibus p here is equal to.02. There was no relationship found between the ethnic attitudes and musical preferences of white Americans and African Americans as stated in the null hypothesis. Non-hypothesized questions investigated the effects of the subjects' rank in school, gender, age, grade point average, and university attended. The data supports the conclusion that rank, age, and grade point average, for this investigation, were not significant. Conversely, the data does reveal that gender and universities were found to have a relationship to the ethnic attitudes and musical preferences of the subjects.
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Winkle, Wagner Rachelle. "The Unchosen Me : institutionally imposed identity and women's college experiences /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215213.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1251. Advisers: Deborah F. Carter; Phil F. Carspecken. "Title from dissertation home page (viewed June 18, 2007)."
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Mir, Shabana. "Constructing third spaces American Muslim undergraduate women's hybrid identity construction /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215217.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1245. Adviser: Bradley A. U. Levinson. "Title from dissertation home page (viewed June 19, 2007)."
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Hailu, Selamawit. "Skin-Tone and Academic Achievement Among 5-year-old Mexican Children." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5508.
Full textAbstract:
Skin-tone based social stratification has been characterized as an enduring part of the U.S. racial landscape (Hunter, 2002). Despite the plethora of research that examines the racial disparities in education (e.g., Reardon & Portilla, 2015), and an emerging literature finding that lighter skin-tones are associated with higher educational attainment among adults (Hunter, 2002) few studies have examined whether similar processes emerge during early childhood. Thus, grounded in Garcia Coll and colleagues’ (1996) integrative model, we tested whether skin-tone predicted children’s academic achievement, and whether these relations were modified by children’s ethnic-racial identification (i.e., positive ethnic-racial attitudes and centrality). Consistent with expectations, darker skin-tones were associated with lower math scores. Positive attitudes did not significantly moderate the relation between skin-tone and academic achievement. However, contrary to our hypothesis, high levels of ethnic racial centrality strengthened the association between skin-tone and academic achievement. Conclusions: These findings contribute to the literature by providing evidence for the early development of within race skin-tone based disparities in academic achievement and underscoring the need for further exploration of ethnic racial identification as protective or risk factors in the positive development of minority children.