Dissertationen: „Ethnic identity“

1

Gisselquist, Rachel M. „Ethnic leftists, populist ethnics : the new politics of identity“. Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42391.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 2007.
Includes bibliographical references (v. 2, leaves 398-434).
Group identifications - in particular, those based on ethnicity and class - are central to political mobilization during elections. This dissertation asks: when and why does the salience of ethnic and class categories vary across elections in emerging democracies? It argues that which categories are politicized has less to do with which categories are most salient to voters and more to do with which are most useful to politicians. The strategies of politicians, however, are contrained in a particular ways, by opportunity, which is provided by party system crises, and by the political space, which is given by the structure of existing social identity categories, particularly their sizes and degrees of overlap with traditionally-politicized categories. Given the institutional rules, size and overlap affect which identity groups have the numbers to win and which describe similar constituencies that could be switched between for political expediency. The project nests the theory within an explanatory framework describing four key factors that drive variation in identification: voter preferences, political institutions, party institutions, and elite manipulation. The dissertation presents data from three sources: a fieldwork-based study of Bolivian party politics, focusing on the democratic period from 1982 to 2005; data from the "Constructivist Dataset on Ethnicity and Institutions (CDEI)" on political parties and elections in Latin America in the early 1990s; and four shadow cases from the Andean region (Colombia, Ecuador, Peru, and Venezuela). These data are used to map variation in identification across countries and over time; to illustrate the plausibility of the argument and to test it against predictions drawn from alternative hypotheses; and to explore the generalizability of the argument.
by Rachel Miyoshi Gisselquist.
Ph.D.

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2

Jones, Matthew D. „Navajo Ethnic Identity and Acculturation: Discovering Connections Between Ethnic Identity, Acculturation, and Psychosocial Outcomes“. DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6184.

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American Indians are severely disadvantaged and yet known relationships among risk and protective factors and cultural identification are limited. The current study assessed associations among measures of acculturation, ethnic identity, and psychosocial outcomes among Navajo adolescents. Adjustment of Navajo adolescents in the domains of school bonding, social functioning, self-esteem, depression, delinquent behaviors, and substance use was assessed. Navajo adolescents, between the ages of 14 and 18, also completed a self-report questionnaire containing the Revised Multigroup Ethnic Identity Measure, the Orthogonal Cultural Identification Scale, and the Native American Acculturation Scale. Measures of ethnic identity were positively associated with aspects of psychosocial functioning for Navajo adolescents, with stronger predictions of school bonding, self-esteem, and social functioning outcomes emerging for males. The students' sense of affirmation and belonging to their ethnic heritage emerged as the strongest predictor of positive outcomes.

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3

Gold, Lisa Renee. „Communicating Ethnic Identity through Art“. Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515168.

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4

Morgan, Amanda K. „Ethnic Identity and Migrant Youth“. DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/2847.

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This study sought to examine the relationship between ethnic identity and the grade and gender of the subjects. Changes in ethnic identity over time were also analyzed. Students attending grades four through eight of the Nyssa Migrant School summer program participated in this study. One hundred twenty-four participants completed the pretest, eighty-nine completed the posttest, with a total of seventy-nine completing both the pretest and posttest. Students responded to the Multigroup Ethnic Identity Measure, which examined the subcategories of belonging and exploration to comprise the overall ethnic identity level. Scores were compared by grade and by gender at pretest and at posttest. Scores were also examined in those same subgroups for a change over time in the 79 subjects completing both the pretest and posttest. Though not statistically significant, results indicated a trend for males as a whole to show a greater increase in overall ethnic identity over the course of the summer school program than their female counterparts. Results also showed an increase (although not statistically significant) in ethnic identity for the group as a whole over the course of the six-week program, warranting further investigation into the summer program's effectiveness for enhancing ethnic identity. This aforementioned increase was more pronounced in children in the older grades, supporting a developmental progression of ethnic identity. At both the pretest and posttest, adjusted means for belonging were statistically significantly higher than those for exploration, F(l, 77) = 171.03,p = .000; F(l, 77) = 141.12,p = .000, respectively. Implications of these findings for future programs and future research are discussed.

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5

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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6

Malmquist, Ludvig. „The ethnic identity of the Sami people : A study about the perception of Samis’ ethnic identity“. Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100674.

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The purpose of this thesis is to analyze perceptions about the Sami ethnic identity. In order to analyze the topic, this thesis is using a qualitative method. It seeks to answer the research questions “how do the Sami perceive they can live and express their ethnic identity?” and “how are the Sami people´s ethnic identity being portrayed by others”?. The conclusions were reached through studying language and to be more specific, a discourse analysis using various academic papers and from newspaper articles. The analysis is based on a broad analytical framework which consists of stigma by Goffman, Ethnicity by Olsson, Ålund, and Johansson, and ethnic identity three-stage model development by Phinney. These theories and concepts were chosen since they are the most suitable theories in order to analyze the objective. The findings were broken down into four different topics, the topics are “reindeer herding”, “relationship with each other and other indigenous groups”, “climate change” and “Sami identity”. The results suggest that Sami people are proud of their identity and that they can express their identity, even though there are perceptions that they live in a colonial system. The results also suggest that non-Sami people very often perceive the Sami ethnicity in a negative way. The results correspond to stigma and ethnicity and mostly regarding ethnic identity development. However, there are some flaws in the ethnic identity development three-stage model.

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7

Regany, Fatima. „Lorsque la mère immigrée et sa fille font leurs achats ensemble : interactions et construction de l'identité ethnique dans la dyade“. Thesis, Lille 2, 2012. http://www.theses.fr/2012LIL20018.

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Lorsque la mère immigrée et sa fille font leurs achats ensemble : interactions et construction de l'identité ethnique dans la dyade
When the immigrant mother and her daughter shop together : interactions and construction of ethnic identity in the dyad

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8

Wijk, Jonna. „National – Local – Ethnic or Religious Identity?“ Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-4181.

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Tanzania is amongst other things known for its ethnic diversity. In 1987 it was established that Tanzania had 130 different African ethnic groups. Despite the ethnic diversity Tanzania is successful in acceptance and famous for being a country in peace. Peoples identity creation is a constantly evolving process and is therefore difficult to define and categorize. Despite that this essay aims to get an understanding of Tanzanians cultural integration. How do people define themselves in terms of their own identity? What matter the most, is it religion, the local or national community? How important is the ethnic inheritance in the urban society? Is it one or more of these categorizations that people have a stronger connection to. How important is the language and the ability to communicate with each other to maintain a peaceful stability? These questions where asked to inhabitants of the town Babati which is situated in the northern parts of Tanzania. The interviews took place during a three week long field study February – March 2010.

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9

Nincic, Vera. „Serbian virtual community and ethnic identity“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ53403.pdf.

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10

McCreanor, Sheila J. „Ethnic identity in Catholic primary schools /“. Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.

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11

Shember-Critchley, Eleanor. „Ethnic minority radio : interactions and identity“. Thesis, Manchester Metropolitan University, 2012. http://e-space.mmu.ac.uk/305337/.

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The past thirty years has seen a growth of ethnic minority radio stations. They occupy spaces in the public, commercial, community and pirate broadcasting sectors and are seen to provide valuable services for marginalised listeners. Yet, little is known about the practices of broadcasting within these stations and the role staff and their programmes play within their communities. This doctoral thesis is the first analysis of the development and continuing existence of a set of case study ethnic minority radio stations and how they employ the concepts of ethnicity and identity. To achieve this, it puts the daily interactions and practices that go on within the radio stations at the heart of the analysis. The paucity of research in this area demanded the synthesis of different theoretical ideas to fully explore the meaning of these interactions. The study utilises a modified structuration theory (Giddens, 1984; Stones, 2005) to blend the separate areas of ethnicity, identity (Karner, 2007) and radio in everyday life (Scannell, 1996). Structuration theory comes with few instructions for use. A major contribution to theoretical knowledge is the presentation of a theoretical, methodological and coding framework. The qualitative, case study approach and a blended strategy enable the valuable use of structuration theory for studies of the media and everyday life. This thesis argues that the structures of ethnicity, identity, and the station are the medium and outcome of agent action and that agent action is orientated by the structures of the station, broadcasting, ethnicity and identity. Contingent to this analysis are the life narratives of the staff and the ‘cultural competences’ they bring to the stations. The theoretical framework illuminates the processes of ethnicity, highlighting the importance of both a reified and a fluid identity, broadcast as part of the programmes, to understand how these stations and their communities are so tightly bound.

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12

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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13

Grekin, Elly. „Ethnic Identity in an Online World“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244001231.

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14

Darwich, Lina. „Growing up in Canada : youth ethnic identity and Canadian identity“. Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45735.

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The present study examined early (grades 6-7) and middle adolescents’ (grades 8-9) sense of belonging to school and to Canada. Belonging entails feelings of connectedness to our families, friends, schools, communities, and nations. Several studies have investigated adolescents’ sense of belonging to school but few have examined whether youths’ belonging to school varied as a function of ethnicity, time lived in Canada, ethnic discrimination, and ethnic identity. Moreover, early and middle adolescents’ belonging to Canada has never been studied. Thus, the primary objective of the present study was to examine the role of youths’ 1) time in Canada, 2) ethnicity, 3) their experiences with peer ethnic discrimination at school and 4) ethnic identity in explaining their sense of belonging to school and to Canada, respectively. The secondary objective of this study was to examine two distinct dimensions of ethnic identity – private regard and public regard – within a Canadian context. Early and middle adolescents enrolled in schools in Vancouver lower mainland participated in the present study. The first group included 158 students in grades 6 and 7 and the second group included 340 students in grades 8 and 9. Students in grades 6-7 were interviewed individually. Students in grades 8-9 were asked to complete a paper-and-pencil survey during a single group testing session. Results showed that discrimination was linked to both private and public regard. Additionally, for middle adolescents, the link between discrimination and public regard varied as a function of ethnicity. Years lived in Canada was linked to belonging to Canada, with students who have lived in Canada for six years or less reporting lower levels of belonging than their peers who have lived in Canada all their life. Higher levels of ethnic discrimination were associated with lower levels of school belonging but not lower levels of Canadian belonging. As hypothesized, positive levels of private and public regard were associated with their sense of belonging to school and to Canada. Importantly, years lived in Canada significantly moderated the link between ethnic regard and belonging. The present study demonstrated the complexity of studying ethnic regard and Canadian belonging during adolescence.

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15

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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16

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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17

Altunsu, Lutfi. „Ethnic Identity And Social Distance In Ankara“. Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608943/index.pdf.

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The purpose of this study is to investigate perceived group identity and the differences between select ethnic groups as well as the perceived distance and discrimination experienced by these groups from the other ethnic groups. Using the conceptual framework provided by Constructionist Theory of ethnicity and subjectivist approaches to ethnicity, as well as the theoretical insights of Symbolic Interactionism, this study explores the individual and ethnic identity, images and perceptions of the other groups, discrimination or feeling discriminated by the others, social distance between the groups, commonly shared traits among the groups, ethnic relations and interactions among the groups, and finally the future of the intergroup relations. These problem areas of the thesis are explored conducting a survey questionnaire applied to 252 people, chosen on the basis of purposive sampling, and 20 in-depth interviews in Ankara. It is found out that the ethnic identities are not salient characteristics of the members of the ethnic categories and determining factor in intergroup relations in Ankara.

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18

Brodie, Michael. „Reconciliation in ethnic conflict through identity transformation“. Thesis, University of Nottingham, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606263.

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This thesis utilises a socio-psychological approach to reconciliation to explore the process of reconciliation between groups divided by intractable ethnic conflict in the Mindanao-Sulu region of the Philippines. It suggests that, in order for reconciliation to advance, group identities, in the form of a specific configuration of societal beliefs held by ethnic groups in such situations, require transformation. Specifically, this study explores the reconciliation process in the absence of formal settlement, shedding light upon how reconciliation develops, the actors involved and the challenges faced in such circumstances. Through the case of Mindanao, this thesis analyses a stage and type of conflict which has hitherto been little studied in relation to reconciliation, and in a region (Southeast Asia) which has also been comparatively neglected. Using data acquired from fieldwork interviews conducted with key stakeholders in Mindanao, analysis of a wide range of documents and a content analysis of both the national and Mindanaobased print media, the extent of identity transformation in line with reconciliation in Filipino society, is explored. The role of societal elites and social institutions in reflecting, disseminating and appealing to conflict-supporting societal beliefs, as well as their role in progressing reconciliation, is assessed. Existing attempts to promote reconciliation initiatives are evaluated. This study argues that reconciliation initiatives undertaken at the pre-settlement stage can have significant influence on both individual and group identities. It also suggests that, whilst there has been substantial progress in transforming conflict-supporting societal beliefs and forging transcendent identities crucial to the process of reconciliation at a Mindanao level, this success has not been replicated to the same degree at the national level. These findings have significance for future policy relating to the conflict and for the theoretical literature on reconciliation. They support initiatives undertaken at the pre-settlement stage and suggest that reconciliation should be considered as consisting of multiple independent, yet intrinsically linked, processes which advance at differing tempos across various levels of society and between stake holders.

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19

Logan, Kathryn. „Ethnic identity and interaction : segregation or integration“. Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389890.

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20

Mairs, Rachel Ruth. „Ethnic identity in the Hellenistic Far East“. Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614173.

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21

Elfar, Yassmeen. „Ethnic Identity in Second-Generation Arab Americans“. Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10006605.

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The purpose of this study was to observe the correlation between ethnic identity and gender as well as the relationship between ethnic identity and one’s country of origin. The study participants (n=335) were recruited through the social media sites Facebook, Twitter, Linked In, and Reddit. Participants completed the 15-question Multigroup Ethnic Inventory Measure (MEIM) and a Demographic Questionnaire, all done completely online. It was hypothesized that participants’ level of ethnic identity as measured by MEIM scores would differ significantly between the genders. Furthermore, it was posited that participant’s level of ethnic identity would differ significantly between countries of origin. Both hypotheses were supported. Implications of the study findings and recommendations for future research are discussed.

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22

Boikhutso, Keene. „Ethnic identity in a 'Homogeneous' Nation State“. Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/7768.

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This thesis adopts a two thronged approach to explore the two components of the common wisdom in Botswana. Firstly, it tests the claim by the common wisdom that Botswana is inherently homogeneous. That 90% of the population either speaks Setswana or belongs to Setswana speaking tribes. Secondly, it tests the fact that this perceived homogeneity connect to the country&amp;acirc;s democratic, economic and political success. The study uses existing Afrobarometer survey data drawn from Rounds 1 (1999), 2 (2003) and 3 (2005) Afrobarometer survey data to test both claims about Botswana&amp;acirc;s homogeneity thesis. The findings of this study reveal that the first part of the common wisdom is confirmed especially when using language &amp;acirc;spoken most at home.&amp;acirc;However, it is disconfirmed when using &amp;acirc;home language.&amp;acirc; It is also shown that when using tribe (a putatively objective) and social identity (a more subjective) dimension of ethnicity, the level of ethnic diversity in Botswana is much higher than the common wisdom suggests. This is more apparent when language and tribe are broken down according to district and rural-urban location. It seems that minority groups are distributed across and also concentrated in certain parts of the country. With regard to the second part of the common wisdom, the results point out that difference in language, tribe and social identity exist. However, these are not politicized and not aligned with key political factors of national identity, interpersonal trust, political participation, voting and government legitimacy. There are no important politically relevant cleavages structures in Botswana. This study concludes by proposing that, it may be this lack of politicization of identity, rather than the putative homogeneity of the country, that accounts for Botswana&amp;acirc;s record of development and democracy.

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23

Iglesias, Adam. „Ethnic Identity Development among Rural Adolescent Youth“. VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2308.

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The current study evaluated the factor analytic structure and developmental trajectory of ethnic identity, as measured by the Multigroup Ethnic Identity Measure, (MEIM) among early rural adolescents. The convergent validity of the measure for rural youth was also examined. The sample for this study was drawn from a larger longitudinal study focusing on violence prevention efforts with an early adolescent sample residing in rural Florida. The final sample size for these secondary analyses was 5,695 participants. The sample was 53 % Caucasian, 24% Latino, 15% African American, and 8% Other. The mean age of the students was 11.3 years. Data were collected at seven time points. A confirmatory factor analysis (CFA) was conducted with the entire sample to determine whether a two-factor model was a satisfactory fit for the entire sample at Times 1-7. Individual growth curve modeling was used to determine ethnic identity trajectories. This study demonstrated that the MEIM taps into two factors (Exploration and Commitment) for rural adolescents. Moreover, the findings demonstrated multigroup equivalence across waves 1-7 of data collection for the Caucasian, African American, and Latino groups. Further, results from the growth curve modeling procedures indicated that Caucasian participants demonstrated a greater increase in Exploration relative to Latino and African American participants. Lastly, results from the convergent validity analyses indicated that Commitment was negatively related to attitudes towards violence and positively related towards attitudes towards nonviolence. Implications for future research and prevention programs that incorporate ethnic identity constructs are discussed.

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24

McKenna, Heidi R. „Ethnobibliotherapy : ethnic identity development through multicultural literature /“. Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7778.

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25

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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26

Patchill, Teresa. „The impact of ethnic identity on stereotypes“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/489.

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27

Nárez, Enrique Fernández. „Culture and ethnic identity in the curriculum“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/947.

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28

Valdez, Marina. „Ethnic Identity, Womanist Identity, and Young Adult Latinas’ Safe Sex Practices“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12023.

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xv, 142 p. : ill. (some col.)
Young Latina women are at risk for unwanted pregnancy and sexually-transmitted infections. Researchers have suggested that factors such as self-efficacy and relationship power dynamics may contribute to difficulty in negotiating safe sex practices. For women in heterosexual relationships, the most common prevention practice--condom use--requires partner cooperation. Sociocultural variables related to gender role socialization can adversely affect a woman's ability to negotiate condom use. I developed and tested a model of sociocultural predictors of Latina women's safe sex practices. The predictors included ethnic identity, acculturation, womanist identity, gender role attitudes, sexual self-efficacy, and sexual relationship power. I surveyed 210 young adult Latina women via an online survey that was disseminated across the United States via social networking websites and email. I used path analysis to investigate the fit of the hypothesized model with the data, first to predict condom use and second to predict sexual history exploration. Results indicated that the hypothesized model predicting the safe sex practice of exploring a partner's sexual history had a good fit to the data, whereas the model predicting condom use did not provide an adequate fit to the data. These findings suggest that young adult Latinas' exploration of a partner's sexual history is more likely to occur when women have stronger ethnic identity and womanist identity, more egalitarian gender role attitudes, and higher levels of partner dominance and control in their relationship. The model accounted for 16% of the variance in sexual history exploration. Although the variance explained was low, this model is still informative of the factors that contribute to sexual history exploration. Exploring a potential partner's history is an important aspect of safe sex practices that can have major implications for healthy sexual decision-making. Understanding an individual's cultural identity via ethnic and womanist identity, as well as considering sociocultural (e.g., gender role attitudes) and interpersonal (e.g., relationship power) factors, can inform prevention efforts that will contribute to safe sex behavioral outcomes. Other factors that may contribute to safe sex practice outcomes that were not accounted for by the models are noted. Implications for practice and future research are discussed.
Committee in charge: Dr. Ellen H. McWhirter, Chairperson; Dr. Linda Forrest, Member; Dr. Joseph Stevens, Member; Dr. Lynn Fujiwara, Outside Member

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29

Reder, Miriam Asya. „Gender Identity, Ethnic Identity, and Self-Esteem in Latino Adolescent Males“. DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1159.

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The relationship between gender identity and psychological adjustment has long been investigated, but it is only in the 21st century that gender identity has been examined as a multi-faceted construct. According to Egan and Perry (2001), there are five dimensions comprising a person’s gender identity and they have demonstrated a significant relationship between these dimensions and youth’s psychological adjustment. Three of their gender identity constructs are pertinent to this study: gender typicality, gender contentedness, and felt pressure. While subsequent studies have had similar significant results (Carver, Yunger, & Perry, 2003; Yunger, Carver, & Perry, 2004), one study found that felt pressure was not negatively correlated with adjustment in minority youth, including Latinos, as it was with majority White samples from the previous studies (Corby, Hodges, & Perry, 2007). Minority youth face more pressure to conform to gender stereotypes (Corby et al., 2007) and Latinos in particular face more rigid gender stereotypes than European American cultures (Corona, Gonzalez, Cohen, Edwards, & Edmonds, 2009). While having a strong ethnic identity has been significantly correlated with self-esteem in Latinos (Umaña-Taylor, 2004), the relationship between ethnic identity, gender identity, and self-esteem in Latino youth have been underrepresented in the literature (Mora, 2012). Since Latino male youth in particular are at-risk for low-self esteem (Twenge & Crocker, 2000) and self-esteem is a protective factor in adolescents (Hosogi, Okada, Fujii, Noguchi, & Watanabe, 2012), it is important to pinpoint variables that are related to high self-esteem. The purpose of this study is to explore the relationship between ethnic identity, gender identity, and self-esteem in an understudied population in the literature. The sample consisted of 55 males, aged 10-14, who are members of a school-based intervention program for boys at-risk of gang membership. The majority of boys were of Latino heritage. It was hypothesized that gender typicality and gender contentedness would be significantly correlated with self-esteem, and that ethnic identity would mediate the relationship between felt pressure and self-esteem. Statistical analysis yielded partial support for the hypothesis. Implications and future directions are discussed.

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Oh, David C. „Ethnic identity and transnational media: The relationship between second-generation Korean American adolescent ethnic identity and transnational Korean film“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2007. http://wwwlib.umi.com/cr/syr/main.

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Nguyen, Ngoc Anh. „Ethnic identity, socialization factors and their impacts on ethnic consumption behavior and ethnic food consumption in France“. Thesis, Evry-Val d'Essonne, 2013. http://www.theses.fr/2013EVRY0025.

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Avec le plus grand et le plus diversifié nombre d’immigrants et d’étrangers en Europe, la France représente un segment de marché viable et inexploité. Le marketing ethnique, élaboré par plusieurs acteurs du marché, a pour objectif de développer de nouveaux segments de marché, ou de couvrir l’ensemble du marché en tenant compte de la croissance multi-ethnnique en réalité. L’objectif de notre travail est de mesurer l’identité ethnique de la population ethnique en France, leurs facteurs de socialisation, leur comportement de consommation ethnique en général, et leur consommation d’aliments ethniques en particulier, ainsi que de déterminer les influences de ces facteurs. Cette recherche s’inscrit dans une démarche hypothético-déductive et est structurée en deux parties théorique et empirique pour servir l’objectif visé. La première partie est consacrée à l’analyse du contexte général, à la revue de la littérature et à l’élaboration d’un modèle conceptuel de l’identité ethnique, des facteurs de socialisation et de leurs impacts sur les comportements de consommation ethnique et sur la consommation d’aliments ethniques. Seront analysées la théorie de l’identité sociale [Henry Taifel & John C. Tuner 1970], la théorie du développement de l'identité qui se compose de la théorie de l'ego identité [Erik Erikson 1986] et des recherches empiriques sur l'identité personnelle [Marcia, 1980] et le développement de l'identité ethnique [ Phinney et Ong, 2007] ; la théorie de la culture, sous-culture, contre-culture, acculturation, ainsi qu'une connaissance approfondie de l'ethnicité, l'identité ethnique et le marketing ethnique. La partie empirique sera consacrée à la collecte, le traitement et l’analyse de données, qui serviront à vérifier non seulement les variables du modèle conceptuel, mais aussi les hypothèses des relations entre elles. Les résultats de notre étude sur la population ethnique en France ont confirmé nos hypothèses de manière générale. Ils sont utiles en termes de contribution théorique et managériale car ils aident à mettre en évidence quelques stratégies pour le marketing ethnique associé à l'identité ethnique, les comportements de consommation ethnique et la consommation d'aliments ethniques
As a country with biggest number of immigrants in Europe, France has been so far known with its multiple ethnic populations, in which the ethnic minority represents a viable and untapped market segment. As a result, ethnic marketing has been developed correspondingly by several market agents who would like either to pursue new market segment or strive to cover the whole market while taking into account of growing multi-ethnic reality in France. The objective of this research is to measure ethnic identity of ethnic population in France, their socialization factors, their ethnic consumption behavior in general and their ethnic food consumption in particular, as well as to determine the influences of these factors. Applying a hypothetico-deductive approach, both theoretical and empirical investigations are conducted to serve the mentioned objective. The first part is a literature review, helpful in developing a conceptual model of ethnic identity, socialization factors and their impacts on ethnic consumption behavior and ethnic food consumption. It includes the social identity theory [Henry Taifel & John C. Tuner, 1970]; identity development theory which consists of theory on ego identity [Erik Erikson, 1986] and empirical researches on personal identity [Marcia, 1980] and ethnic identity development [Phinney & Ong, 2007]; theory on culture, sub-culture, counter-culture, acculturation; as well as in depth knowledge on ethnicity, ethnic identity, and ethnic marketing. Whereas empirical part involves data collection, processing and analysis, which servethe purpose of verifying not only variables of the conceptual model, but also the hypotheses on the relationships between them. The results of the survey on ethnic population in France have confirmed these hypotheses. They are useful in terms of theoretical contribution, as well as from the point of management since they help highlighting some strategies for ethnic marketing in associated with ethnic identity, ethnic consumption behavior and ethnic food consumption

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Tucker, Kvon. „The effects of ethnic identity, ethnicity and ethnic identifiers on job suitability ratings“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1568913.

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The present study examined the effects of ethnic identity and ethnicity on hiring discrimination (via perceived job suitability ratings) and rater prejudice against Middle-Eastern applicants. A sample of N = 69 employed college students of Caucasian and African-American descent role-played recruiters rating fictitious job resumes (varying on job applicants' ethnicity) on Perceived Job Suitability. It was hypothesized that job applicants' ethnic identification would predict ratings, and that participants' ethnicity and ethnic identity were examined as moderators of the target relationship. The findings did not support the predictions. Specifically, the current study found that participants rated the Middle Eastern resumes higher than the Caucasian resume, regardless of the rater's ethnicity. Furthermore, the partially identified Middle Eastern resume received higher than the fully identified Middle Eastern resume from both Caucasian and African American groups. Lastly, the ethnic identity level of a rater did not affect his or her job suitability ratings.

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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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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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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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Greig, Ramona. „Natural mentors, ethnic identity, and adolescent mental health“. [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0001292.

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Hoon, Chang-Yau. „Reconceptualising ethnic Chinese identity in post-Suharto Indonesia“. University of Western Australia. Asian Studies Discipline Group, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0065.

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[Truncated abstract] The May 1998 anti-Chinese riots brought to the fore the highly problematic position of the ethnic Chinese in the Indonesian nation. The ethnic Chinese were traumatised by the event, and experienced an identity crisis. They were confronted with the reality that many Indonesians still viewed and treated them as outsiders or foreigners, despite the fact that they had lived in Indonesia for many generations. During Suharto's New Order (1966-1998), the ethnic Chinese had been given the privilege to expand the nation's economy (and their own wealth), but, paradoxically, were marginalised and discriminated against in all social spheres: culture, language, politics, entrance to state-owned universities, public service and public employment. This intentional official discrimination against the Chinese continuously reproduced their

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Gotowiec, Andrew Peter. „Ethnic identity and self-esteem in Native adolescents“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/NQ41164.pdf.

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Aasland, Aadne. „Russians in Latvia : ethnic identity and ethnopolitical change“. Thesis, University of Glasgow, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320344.

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Hakenbeck, Susanne Elisabeth. „Ethnic identity in early medieval cemeteries in Bavaria“. Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614049.

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Hall, Jonathan Mark. „Ethnic identity in the Argolid, 900-600 BC“. Thesis, University of Cambridge, 1993. https://www.repository.cam.ac.uk/handle/1810/272965.

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Correa, Minerva. „Ethnic Identity : An Examination of Hispanic International Students“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277654/.

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I interviewed twenty-four International students from the following countries: Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Peru, Colombia, Brazil, Puerto Rico and Spain. Hereafter I shall refer to the respondents as Hispanic International students. My primary interest was to learn the way in which Hispanic International students defined themselves in view of ethnic definitions imposed on them by the administrative system in the U.S. First, Hispanic International students defined themselves primarily by their nationality. The second finding dealt with the usage of language. The Hispanic International students spoke Spanish with relatives and friends. They spoke English when a non-Spanish speaker joined the conversation. The third finding was related to the problems and adaptations encountered by Hispanic International students.

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Haney-Brown, Kim Renee. „The Relationship between Ethnic Identity and Leadership Style“. Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604985.

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The United States Bureau of Labor Statistics has reported workforce disparities in the representation of minority ethnic groups in leadership positions for more than 5 decades. In 2011, Executive Order 13583 initiated the Government-wide Diversity and Inclusion Strategic Plan, directing federal agencies to recruit a diverse workforce, cultivate inclusion across occupations, and develop strategies to enable leading a diverse workforce. This plan is important considering other research studies show various approaches to understanding leadership behaviors; however, empirical studies have yet to explore if there is a relationship between ethnic identity and leadership style to inform diversity and inclusion efforts. The purpose of this nonexperimental, cross-sectional, correlational study was to examine the relationship between leadership style and ethnic identity through the nigrescence model pertaining to Black identity theory. The research questions in this study explored predictive relationships between leadership style and ethnic identity in the context of gender and age. Study participants were 185 African American leaders randomly selected from 9 organizations in the federal government, historically Black colleges and universities, and private companies. Data were collected through the Cross Racial Identity Scale, the Multifactor Leadership Questionnaire, and demographic surveys. Results of multiple regression analyses and multivariate analyses revealed significant predictive relationships amongst leadership style (transformational, transactional), ethnic identity, gender, and age (Millennial, Generation X, Baby Boomers). The increased understanding that diverse leadership styles exist across ethnic groups, gender, and generation could help to improve leader-follower relationships and promote positive social change that enables diversity and inclusion in the workplace.

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Hoon, Chang-Yau. „Reconceptualising ethnic Chinese identity in post-Suharto Indonesia /“. Connect to this title, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0065.

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Sheppard, William James. „The Tanner and Boundary Maintenance: Determining Ethnic Identity“. W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539625498.

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Lo, Pui-Lam. „Ethnic Identity Changes Among Hong Kong Chinese Americans“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4599.

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During the last ten years, the number of Hong Kong Chinese migrating to the U.S. has increased. These new immigrants, with knowledge and life experiences shaped by the urban metropolis of Hong Kong, have begun to influence different aspects of Chinese communities in U.S. cities. A study of this group of Hong Kong Chinese provides a better understanding of how they have adapted to their new environment and how they have come to recognize themselves as Hong Kong Chinese Americans. In reviewing the available literature, very few studies have dealt with the identity changes of this group of people. Hence, the focus of this research was to discuss, specifically, 1) the components that constituted Hong Kong Chinese American identity and how they have changed; and 2) to illustrate the application of practice theory and the concept of habitus to the explanation of the formation of a sense of commonality among Hong Kong Chinese Americans. Twenty-eight Hong Kong Chinese who came to the U.S. in the last twenty-five years were selected and agreed to participate in a formal interview. According to the data collected from the informants and observations made on different occasions where Chinese were present, it became obvious that Hong Kong Cantonese language is the most unique component constituting a Hong Kong Chinese identity. Although nine other cultural traits discussed were not unique markers of this identity, these traits reflected changes among Hong Kong Chinese immigrants. Some of the traits endured the drastic changes of the socioeconomic and political situation in the U.S. and surfaced as major traits for them, while some other components lost their significance after the Hong Kong Chinese moved to the U.S. Practice theory and the concept of habitus helps to illustrate the identity labeled by the Hong Kong Chinese immigrants as "Hong Kong Chinese" as rooted in a sense of commonality among themselves. Such a sense is developed from the shared experience they had in Hong Kong and in the U.S.

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Gleeson, Hana Habara. „Mapping Ethnic Claims of Japanese-Caucasian Biracial Individuals“. Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/15682.

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This thesis analyses the ethnic claims made by people of Japanese-Caucasian ancestry (often referred to as ‘hafu’ in Japan). Hafus are one of the many cases of multiracial individuals in the contemporary world that challenge essentialist views of identity, and particularly ethnic identity. Identity was traditionally defined by simple, unadulterated classifications of race, sexuality or nationality, however, in this age of hybridity, ethnic categories are becoming more complex and difficult to claim. What is curious about the hafus is that despite having the same racial composition (e.g. of Japanese and Australian heritage), they assert different ethnicities, based on the different personal attributes, skills and social influences they have had. This case study looks at how the hafus claim different ethnicities, by examining the process of asserting multiple ethnic categories in different contexts, and identifies the personal and social factors that shape the different ethnicities the hafus claim. It, indeed, indicates the constraints that remain in asserting ethnic labels, but it also illustrates that the ethnic ambiguity inherent in the hafus can be, and often are, exploited in strategic ways as the subjects construct their ethnic identity. To the extent that hybridity is today under various forms a feature of our identities, this thesis offers a contribution to the understanding of ethnic identity in the contemporary world, by illustrating the fluid and diverse ways in which ethnic claims are made.

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Wang, Yaxuan. „Ethnic identity and ethnic recognition : a study of Taiwanese teachers' biographies, curriculum and pedagogy“. Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413089.

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Griffiths, Judith A. „The Development of Ethnic Awareness, Identity. and Attitdes in Ethnic Majority and Minority Children“. Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366127.

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Research into children’s ethnic awareness, identification, and attitudes has been ongoing for the past eight decades. This research had a limited focus, measuring one component of ethnic awareness or ethnic attitudes. Results indicated that ethnic majority and ethnic minority children have developed ethnic awareness by about 5- years and that it becomes increasingly sophisticated with age. In addition, the results have revealed that ethnic majority children show consistently more positive attitudes towards their ethnic in-group. In contrast, the ethnic attitudes of minority groups are less conclusive. The results of some studies matched those of the ethnic majority, others reported less positive attitudes towards the in-group, while still others reported no differences in the attitudes between the ethnic in-group and ethnic out-group. The present program of research sought to examine a range of factors that have been proposed to contribute to the development of ethnic awareness and ethnic attitudes in ethnic majority and ethnic minority children. The examination of these factors in children from ethnic majority (Anglo-Australian) and ethnic minority (Pacific Islander) groups enabled a unique insight into the development of ethnic awareness and ethnic attitudes in children.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Griffith Health
Full Text

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Abid, Fatima. „”Jag kommer aldrig säga att jag är svensk” : En kvalitativ studie kring sex elevers förhållning till sin flerspråkighet och hur den har påverkat synen på dem själva och deras identitet“. Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16256.

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The purpose of this paper is to examine how six students who attend a high school relate to their multilingualism and emphasize how their multilingualism has affected their views of themselves and their identity. The fundamental questions were: How do six students who attend a secondary school relate to their multilingualism? How has students' multilingualism affected their views of themselves and their identity? I did use a qualitative research method in terms of interviews to receive answers for my inquiries. Carla Jonsson (2010) speaks inter alia about “the third space” which concerns adolescents creating a “third room”. Almqvist (2006) believes that adolescents that are exposed to discrimination and prejudices can lead to them turning their backs on society in disappointment. Boyd (1985) has, in his thesis, found that multilingual students communicate with the majority language and with their mother tongue with their parents. Sjöqvist & Lindberg (1996) believe that people gain access to other cultures through their multilingualism which leads to new ways of thinking. The result of my investigation showed that the informants were in favor of their multilingualism and they see it as a benefit. The informants have created their own identity by combining their homeland’s language with the majority language. They see themselves as a resource for the society.

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Dissertationen zum Thema „Ethnic identity“

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