Dissertations / Theses on the topic 'Asian Australians Ethnic identity'
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Longo, Maria. "Self-esteem, ethnic identity and maintenance of traditions in second generation Italo-Australians /." Title page, table of contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsl856.pdf.
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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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Mehrotra, Meeta. "Triple Outsiders: Gender and Ethnic Identity Among Asian Indian Immigrants." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/11117.
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This study uses literature on identity work to examine the gender similarities and differences in the ethnic identity work that Asian Indian immigrants to the United States do. It also looks at the changes Indian immigrants' understanding of themselves as Indian men/women due to migration. Interviews with thirty-eight first generation Asian Indian immigrants reveal that while food, clothing, language, and family roles are significant means of expressing ethnic identity, men and women differ in the kind of identity work they perform. Migration also changes men and women's family and work responsibilities, and thereby their social networks. This impacts their identity as Indian men and women in the United States. The study uses these findings to critique the ethnicity paradigm, especially the perspectives of assimilation, which calls for immigrants to adopt the ways of the dominant group, and pluralism, which advocates that immigrants retain their cultural practices and ethnic identities but treats ethnic groups as monoliths. Both the assimilationist and the pluralist models assume that men and women experience the process of migration and adaptation to the new context in similar ways. However, adaptation is a process that occurs differently by gender, and gender relations can create obstacles to assimilation. These models therefore need to be revised to pay greater attention to the varied experiences within groups, based on gender, and other identities such as age and social class.Ph. D.
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Litzinger, Ralph A. "Crafting the modern ethnic : Yao representation and identity in post-Mao China /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/6421.
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Hai, Nadeem. "Second generation South Asian Muslims' conceptualisations of religious and ethnic identity." Thesis, London Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426597.
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Shah, Ambreen. "South Asian Muslims : adjustments to British citizenship." Thesis, University of Bedfordshire, 2002. http://hdl.handle.net/10547/292565.
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Over the last twenty years there has been growing evidence of a distinct Islamic identity emerging from within the Western world, an identity that has been portrayed as incompatible with Western ideals. This thesis is based on a small-scale qualitative study of the reality of this identity, as experienced by twenty-three South Asian Muslims living in the south of England, and the impact on notions of citizenship and the rights and obligations this infers. The thesis contrasts Western notions of citizenship with Islamic thinking. It recognises that although there are points of convergence between the two, a fundamental difference remains. It is argued, where Western notions of citizenship give priority to individual sovereignty, Islamic notions place sovereignty in God and as such define citizenship as the relationship of the individual not to the state, but to God via the state. The thesis explores how this Islamic ideal is made relevant by South Asian Muslims living in Britain. Theoretically the thesis explores the way in which Muslim identity is universal, group centred and individual. It is argued that, despite differences, as humans we do share some universally shared values that give us a 'cornman human identity'. However these shared values are culturally embedded and experienced through distinct (albeit complex) 'cultural communities'. It is argued that just because people have, in certain circumstances, a group identity, it should not necessarily lead to the conclusion that everyone in that group will experience that identity in the same way. As such identity is simultaneously individual. Results of the research suggest that for South Asian Muslims of Britain assimilation is impossible and largely undesirable. However, they suggest that this does not mean that most Muslims do not want to be an 'integrated' aspect of British life. However integration does not mean 'being the same as'. There is a strong recognition that Muslims are different and there is to a large extent a desire for this difference to be maintained. Final analysis, of the data generated, indicates that there are four ideal typical strategies employed by British Muslims in making sense of their faith in the British context. These are identified as: That of 'Lapsed'/ambivalent Muslims where Islam is deemed important in that is provides a 'moral code' by which to live life but is, in the main, relegated to the private sphere. That of Selective Muslims where being a Muslim is of importance but for whom Islam does not impact on their lives in any substantive way. That of 'Traditional' Muslims where being a Muslim is very important but of equal importance is the ethno-cultural similarities they have with other Muslims. That of Engaged Muslims where there is an active engagement with Islam and a conscientious effort to implement Islam in all aspects of life Three levels of engagement with British society are also identified (although it must be recognised engagement with Islam does not necessarily lead to (dis)engagement with citizenship/the public sphere): engagement, partial engagement and disengagement. The thesis recognises that a multiculturalist paradigm has encouraged difference to be seen as static and unchanging, rather then fluid and dynamic as it is in reality. In this context Muslims' desire to keep to their faith (even if it is variously expressed), and retain (certain) social differences can be misunderstood as an unwillingness to 'integrate'. An ethnic notion of citizenship has made it hard for Muslims to be equal citizens contributing to their sense of being an 'outsider'. This thesis argues for a more inclusive definition of citizenship that understands that citizens will have multiple loyalties and responsibilities. Essentialist notions of Islam have perpetuated the misconception of Muslims as different with no commonalties with majority society. This is at the expense of historically rooted social and economic deprivation, and continuing (albeit not as obvious) prejudice and discrimination that many Muslim communities experience.
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Patchill, Teresa. "The impact of ethnic identity on stereotypes." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/489.
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Alarcon, Maria Cielo B. "The relationship between womanist identity attitudes, cultural identity, and acculturation to Asian American women's self-esteem." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063210.
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The current study examined the interrelationships among womanist identity, cultural identity, acculturation, and self-esteem in 74 Asian American women who are currently enrolled in or who have graduated from a college or university in the United States. It was hypothesized that Internalization attitudes, cultural identity, and acculturation would predict self-esteem among Asian American women. It was also hypothesized that cultural identity (Ethnic Identification) and acculturation would be negatively correlated with each other. Results of the simultaneous multiple regression analysis indicated that Internalization attitudes and cultural identity were both significant predictors of self-esteem. Asian American women with higher levels of Internalization attitudes had higher levels of self-esteem, consistent with Ossana, Helms, and Leonard's (1992) study. Asian American women with higher levels of Marginal attitudes had lower levels of self-esteem. Results, however, yielded no significant relationship between acculturation and self-esteem. A correlational analysis revealed a significant negative correlation between cultural identity (Ethnic Identification) and acculturation, confirming Lee's (1988) assertion that acculturation decreases cultural identity.Department of Counseling Psychology and Guidance Services
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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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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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Ahmadi, Hamid Carleton University Dissertation Political Science. "The politics of ethnic nationalism in Iran." Ottawa, 1995.
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Kansal, Shobha P. "The Impact of Education on South Asian American Identity Negotiation." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1554215844841173.
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Lee, Peace Bakwon. "Contested Stories: Constructing Chaoxianzu Identity." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316229935.
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Sinha, Cynthia B. "Dynamic Parenting: Ethnic Identity Construction in the Second-Generation Indian American Family." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/sociology_diss/59.
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This study explores Indian culture in second-generation Indian American families. For the most part, this generation was not socialized to Indian culture in India, which raises the question, how do parents maintain and teach culture to their third-generation children? To answer this question, I interviewed 18 second-generation Indian American couples who had at least one child. Rather than focus on how assimilated or Americanized the families were, I examine the maintenance of Indian culture. Instead of envisioning culture as a binary between “Indian” and “American,” second-generation parents often experience “Indianness” and “Americanness” as interwoven in ways that were not always easily articulated. I also explore the co-ethnic matrimonial process of my participants to reveal the salience of Indian-American identity in their lives. A common experience among my participants was the tendency of mainstream American non-Indians to question Indian-Americans about India and Indian culture. My participants frequently were called upon to be “cultural ambassadors” to curious non-Indians. Religion served as a primary conduit for teaching Indian culture to third-generation children. Moreover, religion and ethnic identity were often conflated. Mothers and fathers share the responsibility of teaching religion to third-generation children. However, mothers tend to be the cultural keepers of the more visible cultural objects and experiences, such as, food, clothing, and language. Fathers were more likely to contribute to childcare than housework. The fathers in my study believe they father in a different social context than their fathers did. By negotiating Indian and American culture, fathers parent in a way that capitalizes on what they perceive as the “best of both worlds.” Links to the local and transnational community were critical to maintaining ties to other co-ethnics and raising children within the culture. Furthermore, most of the parents in my study said they would prefer that their children eventually marry co-ethnics in order to maintain the link to the Indian-American community. Ultimately, I found that Indian culture endures across first- and second-generation Indian Americans. However, “culture” is not a fixed or monolithic object; families continue to modify traditions to meet their emotional and cultural needs.
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Dewhirst, Catherine Marguerita-Maria. "Ethnic identity in Italo-Australian family history : a case study of Giovanni Pullè, his legacies and his transformations of ethnicity over 125 years." Thesis, Queensland University of Technology, 2003.
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In the second half of the nineteenth century, Australia became a destination for hundreds and thousands of Italians as a result of Italy's first modem diaspora. Those who immigrated between the 1850s and 1914 came from diverse
backgrounds - socially, culturally, politically, economically, regionally and linguistically. For a minority group, their regional diversity was still quite vast. While in Australia this earlier group was numerically minute in terms of those received by other countries and in comparison with the second half of the twentieth century, these Italians represented a strongly visual and vocal presence in colonial and post-Federation society. Indeed, increasing demographically at a higher rate than any other migrant group after the British (Anglo-Celtic immigrants) at the tum of the twentieth century, Italian migrants offered a new social and economic component in Australia, becoming entwined into the fabric of a developing nation (Castles et al. 1992; Jupp 1988c; Templeton 1998). More
than a century since, Australian society has undergone numerous transformations from its development as a nation and in response to world events. The lives of Italian migrants and their descendants bear witness to many of these changes. But, both historical and theoretical approaches fail to explain the significance of the inheritances from a migrant past. This research project takes up the task of examining the legacies of the Italo-Australian presence during the late nineteenth and early twentieth centuries, as well as the impact these migrants made on, and their response to, the trajectories of Australian migration history since the 1870s until today. In the process, it reflects the evolution of Italian ethnicity.
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Khandelwal, Radhika. "South Asian Americans’ Identity Journeys to Becoming Critically Conscious Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/930.
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Typical identity stereotypes for South Asian Americans, such as the model minority myth, do not convincingly support a trajectory into K–12 education, as South Asian Americans are not readily seen as agents for social change. This qualitative study explored how South Asian American educators’ understanding of their ethnic and racial identity interplayed with their practice as critically conscious educators for social justice. Eleven participants who self-identified as social-justice-oriented were interviewed to share their experiences as South Asian American educators. Their responses revealed South Asian American educators develop their ethnic identity consciousness in complex ways, demonstrating self-awareness and subsequently draw upon their ethnic attachment and racialized experiences to perform as critically conscious educators, developing strong relationships with students from marginalized backgrounds and advancing equity in their schools. The participants’ positionalities reveal that South Asian Americans have tremendous potential as educators for social justice in education.
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Atewologun, Adedoyin. "An examination of senior Black, Asian and Minority Ethnic women and men's identity work following episodes of identity salience at work." Thesis, Cranfield University, 2011. http://dspace.lib.cranfield.ac.uk/handle/1826/7228.
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This study addresses methodological critiques of ethnicity research in organisations by combining intersectionality and identity work frameworks. Additionally, it extends intersectionality beyond its traditional focus on multiple disadvantage and demonstrates contextual sensitivity to ethnicity. Taking an individual constructivist stance, I examined ethnicity and its intersection with gender and seniority through an identity work lens. The research question was: How do senior black, Asian and minority ethnic women and men make meaning of episodes that raise the salience of their intersecting identities at work? The study investigated how 24 senior black, Asian and minority ethnic (BME) women and men constructed an understanding of their multiple-identified selves in response to affirming, contradictory or ambiguous identity-heightening work experiences. Respondents kept journals about episodes that raised the salience of their intersecting identities. Then, in interviews, they described the sense they made of the episodes and their responses to them. Following a template-based analysis of 101 accounts, a typology emerged of Accommodating, Refuting, Reconciling, Affirming and Exploratory identity work modes, describing senior BME individuals’ identity construction in response to identity-heightening episodes. I introduce ‘intersectional identity work’ to illustrate how individual (e.g. cognitive effort to reconcile a paradox), relational (e.g. a sense of responsibility and affinity for subordinate minority colleagues) and contextual (e.g. visibility resulting from demographic distribution in one’s immediate environment) factors influence intersecting senior, ethnic and gender constructions at work. Integrating intersectional and identity work perspectives to examine ethnicity demonstrates the dynamic interplay of multiple identity dimensions during meaning-making, the range of modes adopted and the intensity of effort expended by senior BME women and men during personal meaning-making. This approach makes a methodological contribution to ethnicity and intersectionality research. It also makes an empirical contribution to UK ethnicity and identity work research through the suggestive model of identity work modes and rich insight into senior BME individuals’ experiences at the juxtaposition of disadvantage and privilege.
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Lim, Hee Sook. "The relation between ethnic identity of female Asian students and their perceptions of teachers as role models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42654.pdf.
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Horibata, Jarrett M. "Asian American and Pacific Islander adolescents : the role of parental monitoring, association with deviant peers and ethnic identity on problem behavior /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=0&did=1126788221&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1167245956&clientId=11238.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-113). Also available for download via the World Wide Web; free to University of Oregon users.
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Lotte, Nicole M. "Identity Development for the Multiracial Individual." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/747.
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Multiracial individuals undergo challenging life experiences as they develop their identity. The existing research on multiracial individuals primarily focused on specific periods of life or sampled particular multiracial mixtures. Instead, this thesis attempts to consolidate the preceding research to provide a comprehensive and encompassing analysis of identity development for multiracial individuals in reference to life stages: childhood, adolescence, and adulthood. By compiling research to address multiracial individuals’ identity formation, mixed-race individuals can learn about the benefits of identifying with multiple races as well as the dangers posed by society and its perceptions of racial classifications. This thesis also acted as a personal memoir analyzing significant life experiences of an Asian /White individual growing up in the United States.
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Zhang, Qianhui. "CULTURAL VALIDITY AND SPECIFICITY OF WORK VALUES AMONG ASIAN AMERICAN COLLEGE STUDENTS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1093.
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The long-standing phenomenon of occupational segregation among Asian Americans in the United States has been well-documented (e.g., Bureau of Labor Statistics, 2013). This study will explore the validity of an existing measure on values in the context of work, among a group of Asian American college students. Furthermore, it examines the impact of work values on culturally specific factors (i.e., Asian cultural values, ethnic identity endorsement, racism-related stress) and major-related outcome variables (i.e., major choice, major satisfaction) among Asian American college students. Specifically, it is hypothesized that work values will mediate the relationships between three cultural variables (i.e., adherence to Asian cultural values, ethnic identity endorsement, and racism-related stress) and individual’s major-related outcomes (i.e., major choice and major satisfaction). Participants will include 200 Asian-American identified undergraduate college students over the age of 18, surveyed through college courses, social media, and email advertisement. Measures will include the Values Scale (VS; Super & Nevill, 1985); the Asian American Value Scale-Multidimensional (AAVS-M; Kim, Li, & Ng, 2005); the Multigroup Ethnic Identity Measure - Revised (MEIM-R; Phinney & Ong, 2007); the Asian American Racism-Related Stress Inventory (AARRSI; Liang, Li, & Kim, 2004); and the Academic Major Satisfaction Scale (AMSS; Nauta, 2007). Implications of this study include illuminating the role of cultural context in shaping the function of work value endorsement and major choice patterns of Asian American college students, as well as advancing vocational assessment scholarship by establishing the cultural validity of the existing Values scale in its use with the Asian American college population.
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Muffitt, Nicole Christine. "Performing Desi: Music and Identity Performance in South Asian A Cappella." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1562849355826271.
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Bodenner, Zachary Jay. ""Knowing Who You Are": The Role of Ethnic Spaces in the Construction of Hmong Identities in the Twin Cities." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395242088.
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Liu, Yi-chen. "Identity Issues in Asian-American Children's and Adolescent Literature (1999-2007)." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12155/.
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Published research suggests that literature should transmit ethnic and societal values as well as reassure one's own confidence and self-respect. This study provides a model for examining Asian-American children's and adolescent literature critically from the perspective of identity issues. It examines fifteen award-winning Asian-American children's and adolescent titles written by writers of that culture and published in the United States from 1999 to 2007, with a focus on Chinese (Taiwanese) American, Korean American, and Japanese American books. As published studies indicate, self, social, and ethnic identities are significantly intertwined. Hence, a content analysis was conducted based on these three major groups of categories. The findings of the study demonstrate that even though the selected books cover all three aspects of the identity issues to a certain degree, a considerably greater number of depictions of ethnic identities are made over those of internal identities and social identities. Moreover, less than half of the main characters assume an active role in improving the difficult situation. Two major voids regarding the presentation of social identities are successful social integration and positive social interactions. Recommendations for teaching, writing, illustrating, publishing, and future research are suggested, including publishing more Asian-American books which present an optimistic outlook on life, active conflict-resolving behaviors, and a balance of gender among individuals with whom the main character interacts.
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Yang, Chun-Ting. "Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990.
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Chan, Suet Ni. "Women at crossroads : a study of women's search for identity in twentieth century Chinese-American fiction." HKBU Institutional Repository, 2009. https://repository.hkbu.edu.hk/etd_ra/1095.
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Le, Anh-Thuy. "ACCULTURATIVE STRESS AND DEPRESSIVE SYMPTOMS AND ANXIETY SYMPTOMS IN ASIAN AMERICAN EMERGING ADULTS: IDENTIFYING MODERATORS AND MEDIATORS." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6081.
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This study explored relations among acculturative stress (i.e., perceived discrimination, parent-child communication difficulties, incongruent parent-child values, and a general measure of acculturative stress), depressive symptoms, anxiety symptoms, family conflict, ethnic identity, and social support in a sample of 207 Asian American emerging adults (ages 18-25). Regressions showed that acculturative stress was positively associated with depressive symptoms and anxiety symptoms. Likewise, acculturative stress was positively related to family conflict, regardless of how the former was operationalized. Greater family conflict was also associated with greater depressive symptoms and anxiety symptoms.
Mediation models found that, for each predictor of acculturative stress, family conflict significantly mediated the path to both depressive symptoms and anxiety symptoms. Thus, these were expanded into a series of moderated mediation models to determine whether these relations varied as a function of ethnic identity and social support. Ethnic identity affirmation moderated the relation between general acculturative stress and depressive symptoms, between general acculturative stress and anxiety symptoms, and between perceived discrimination and anxiety symptoms. Specifically, family conflict mediated these associations when participants reported moderate or high ethnic identity affirmation but not when they reported low levels.
Limitations included: cross-sectional design, lack of parent-report on family conflict, use of an aggregated measure of social support, and generalizability concerns in terms of setting, nativity status, English fluency, and ethnic group. Nonetheless, results indicate that family dynamics are important when considering the impact of acculturative stress on mental health. Ethnic identity affirmation also moderated this relation. These findings have implications for intervention.
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Belur, Vinetha Kumar. "A phenomenological investigation into the experience of having an Asian identity during U.S. counseling psychology professional-training." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/222.
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The phenomenon under investigation in this study was the experience of having an Asian identity while in a U.S. counseling psychology graduate/professional-training context. Using a qualitative methodology involving 12 participants, descriptive phenomenological analysis of in-depth interview data illuminated five structures which comprise the essence of the phenomenon. These essential structures include: Need to negotiate or cope with cultural value conflicts, Feeling subtle effects of marginalization, Navigating through unique dynamics in working with ethnically-similar clients, Understanding the strengths afforded by Asian identity, and Desire for increased assistance in the integration of cultural and professional identities. These findings suggest that Asian identity within the context of U.S. counseling psychology professional-training can, at times, be a source of struggle as well as a strength/asset. Recommendations to training programs include suggestions for providing resources that increase the empowering aspects related to Asian identity and reduce any hindering effects. Recommendations to supervisors include suggestions to spend more time discussing how Asian trainees' ethnic/cultural identity may impact their work with clients.
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Lee, Sangmi. "Between the diaspora and the nation-state : transnational continuity and fragmentation among Hmong in Laos and the United States." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:644c93e2-ae52-494d-93ca-ebda995bd0a0.
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Based on fourteen-months of multi-sited, ethnographic fieldwork that compares two Hmong communities in Vang Vieng, Laos, and Sacramento, California in the United States, my doctoral thesis examines how the Hmong diaspora is constituted in the absence of a territorial ethnic homeland. Although scholars claim that the Hmong originated in the southwestern part of China, many Hmong are uncertain about their origins and have lost their connections to the ancestral homeland. This thesis suggests we examine diasporas as a dialectical process involving both transnational continuity and national differentiation. Despite their further migratory dispersal after the Vietnam War, Hmong in Laos and the United States have actively created a transnational diasporic community by maintaining their cultural practices across national borders, particularly in the domains of kinship practices and spiritual rituals. At the same time, diasporic Hmong have also created partial 'homes' in the nation-states where they reside. Therefore, their ethnic traditions and perceptions are transformed according to different national contexts, such as local socioeconomic conditions, state policies, and access to economic capital. This results in cultural differences within the diaspora. In addition, Hmong in different countries disagree about their relative position in the diaspora in relation to each other, leading to discursive fragmentation. As a result, diasporas are refracted through different national affiliations. Nonetheless, the sense of national belonging among diasporic Hmong remains partial because they continue to experience social, economic, and ethnic marginalization as an ethnic minority group in both Laos and the United States, which causes them to maintain a diasporic affiliation to Hmong scattered in other countries as an alternative source of ethnic belonging. In this sense, the Hmong are constantly positioned 'in-between' the diaspora and the nation-state.
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Shi, Ting. "Acculturation and Ethnic-Identification of American Chinese Restaurant." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3212.
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Immigration reform in 1965 enabled a large number of Chinese immigrants to settle in the United States. Chinese restaurants expanded quickly both quantitatively and geographically. This thesis researches the interactions between Chinese restaurant employers and employees and their customers. I focus on several Chinese restaurants in a mid-size Southeast U.S. city with a university and I analyze their methods for attracting culturally distinct groups of customers—local Americans and Chinese students or immigrants. I conducted participant observation in two Chinese restaurants and in-person interviews with 14 people from four restaurants whose roles are owners, managers, or servers. I found that Chinese restaurants in my sample shifted their cuisine to accommodate local American customers. I also found that they provided unofficial services for Chinese customers. By operating as quasi cultural centers and information hubs, the restaurants I studied cultivated loyal Chinese customers and maintained their claims to ethnic authenticity.
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Mu, Guanglun. "Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63295/1/Guanglun_Mu_Thesis.pdf.
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The ethnic identity and commitment of Heritage Language Learners play salient roles in Heritage Language learning process. The mutually constitutive effect amongst Heritage Language Learner's ethnic identity, commitment, and Heritage Language proficiency has been well documented in social psychological and poststructuralist literatures. Both social psychological and poststructural schools offer meaningful insights into particular contexts but receive critiques from other contexts. In addition, the two schools largely oppose each other. This study uses Bourdieu's sociological triad of habitus, capital, and field to reconcile the two schools through the examination of Chinese Heritage Language Learners in Australia, an idiosyncratic social, cultural, and historical context for these learners. Specifically, this study investigates how young Chinese Australian adults (18-35 in age) negotiate their 'Chineseness' and capitalise on resources through Chinese Heritage Language learning in the lived world.
The study adopts an explanatory mixed methods design to combine the quantitative approach with the qualitative approach. The initial quantitative phase addresses the first research question: Is Chinese Heritage Language proficiency of young Chinese Australian adults influenced by their investment of capital, the strength of their habitus of 'Chineseness', or both? The subsequent qualitative phase addresses the second research question: How do young Chinese Australian adults understand their Chinese Heritage Language learning in relation to (potential) profits produced by this linguistic capital in given fields? The initial quantitative phase applies Structural Equation Modelling to analyse the data from an online survey with 230 respondents. Findings indicate the statistically significant positive contribution made by the habitus of 'Chineseness' and by investment of capital to Chinese Heritage Language proficiency (r = .71 and r = .86 respectively). Subsequent multiple regression analysis demonstrates that 62% of the variance of Chinese Heritage Language proficiency can be accounted for by the joint contribution of 'Chineseness' and 'capital'. The qualitative phase of the study uses multiple interviews with five participants. It reveals that Chinese Heritage Language offers meaningful benefits for participants in the forms of capital production and habitus capture or recapture. Findings from the two phases talk to each other in terms of the inherent entanglement amongst habitus of 'Chineseness', investment of capital, and Chinese Heritage Language proficiency.
The study offers important contributions. Theoretically, by virtue of Bourdieu's signature concepts of habitus, capital, and field, the study provides answers to questions that both social psychological and poststructuralist theories have long been struggling to answer. Methodologically, the position of 'pluralism' talks back to Bourdieu's theory and forwards to the mixed methods design. Particularly, the study makes a methodological breakthrough: A set of instruments was developed and validated to quantify Bourdieu's key concepts of capital and habitus within certain social fields. Practically, understanding Chinese Australians' heterogeneity and the potential drivers behind Chinese Heritage Language learning contributes to the growing interest in Chinese Australians' contemporary life experiences and helps to better accommodate linguistically diverse Chinese Heritage Language Learners in Chinese language courses. In addition, this study is very timely. It resonates with the recently released Australia in the Asian Century White Paper: Chinese Australians, with sound knowledge of Chinese culture and language obtained through negotiating their 'Chineseness' and capitalising on diverse resources for learning, will help to serve Australia's economic, social, and political needs in unique ways.
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Brar, Navdeep K. "Acculturation and mate selection preferences among Asian-Indians in the United States." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074529.
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In the psychological literature little has been written about Asian-Indians residing in the United States. Still, previous writers have noted that conflicts between parents and offspring in this population frequently revolve around issues of dating and mate selection. In the current study, I investigated the relationship between acculturation and mate selection preferences among Asian-Indians in the United States. The hypothesis was that respondents who spent their childhood in India would demonstrate Eastern mate selection preferences regardless of degree of acculturation, whereas for respondents who spent their childhood in the United States, acculturation would be predictive of mate selection preferences. Results revealed that generation and acculturation were too highly related to consider them as independent constructs. Therefore, the original hypotheses could not be tested. Factor analysis revealed that the mate selection characteristics loaded onto eight factors. Acculturation was inversely related to emphasis on traditional Eastern social status characteristics in a potential mate. Results are discussed with regard to implications for counseling and future research.Department of Psychological Science
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Shaheen, Shabana. "The Identity Formation of South Asians: A Phenomenological Study." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5042.
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This research explores the lived experiences of South Asians college students. This research, through a qualitative study that is rooted in the philosophy of phenomenology, explores the essence South Asians’ identity formation. Qualitative data was collected through semi-structured interviews with South Asian college students. The data analysis was under a phenomenological lens that centered the lived experiences and the essence of these experiences in the results. Seven themes emerged from this phenomenological study: negotiating bicultural identity, model minority expectations, meaningful impact of religious spaces, understandings of intra-community tensions, racialization of Islamophobia, understandings of South Asian identity and efficacy of Asian American identity. This study’s findings provide a foundation to build a more expansive framework for understanding the identity formation of South Asians.
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Kaur, Karamjit Sandhu. "Becoming Hong Kong-Punjabi : a case study of racial exclusion and ethnicity construction." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/635.
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Hesse-Swain, Catherine. "Speaking in Thai, dreaming in Isan: Popular Thai television and emerging identities of Lao Isan youth living in northeast Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/399.
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This is an ethnographic study of how Lao Isan youth living in the northeastern provincial capital Khon Kaen and nearby town Mahasarakham experience Thainess or khwampenthai in its most popular form – television. People who inhabit the northeast of Thailand interchangeably label themselves and are labelled by others as Isan, Thai Isan, Lao Isan, Thai or Lao, depending on the ethnic, political, social or familial nuances of any given situation. I use the term Lao Isan to refer specifically to Isan people of Lao origin or ethnicity. Lao Isan are subject to complex and often competing notions of Isanness, Laoness and Thainess by insiders and outsiders. Using data derived from a 2002 ethnographic study of the responses of Lao Isan youth (aged 17 to 25) to their favourite Thai television programs, this thesis explores contemporary and co-existing interpretations of Isan identity or khwampenisan among Lao Isan youth in relation to historical context and processes of identity formation. The people of northeast Thailand, or Khon Isan, are confronted daily with ambiguities gravitating around the perceived multiplicity of their identity, particularly Thai identity and Lao (Isan) identity. Political, social and cultural constructs of identity are continually contested. Collective themes and understandings of Lao Isan identity are represented and constituted by outsiders and insiders whose views melt into and across cultural borders. Some of these constructions highlight the exclusivity of Isan identity – a tight geographical space that is no longer Lao but Thai Isan within the larger Thai nation state. Others ignore geographical boundaries and explore Lao Isan identity within a more open cultural space that encompasses both northeast Thailand and Laos. Informing these constructions are overlapping and often conflicting views on Thai-Lao historiography, Lao Isan indigenous studies, and the influence of popular culture.
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Rifet, Saima. "Exploring Hybridity in the 21st Century: The Working Lives of South Asian Ethnic Minorities from a British Born Generation in Bradford." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/7721.
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This thesis explores the working lives of British Born South Asian Ethnic Minorities (BB SAEMs), critiquing the homogenous identities ascribed to them in previous research. Its methodology is life-story interviews analysed using Nvivo. This identified four hybrid categories emerging from two cultures. I fitted myself neatly into just one. However the reflexive analysis required in good qualitative research led me to realise that I fitted into not one, but all four categories, and into others not yet recognised. At this point, my thesis had to take a new turn. An auto-ethnographic, moment-by-moment study led to an ‘unhybrid categorisation of hybridities’ acknowledging ‘fuzziness and mélange, cut ‘n’ mix, and criss and crossover’ where identity is a complex-mix, always in flux. I conclude not only with this new theory of identity formation in the working lives of BB SAEMs, but also by arguing that by imposing the requirement to categorise, research methods lead to over-simplification and misunderstanding.
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Prokopiou, Evangelia. "Understanding the impact of Greek and Pakistani community schools on the development of ethnic minority young persons' cultural and academic identities." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/301621.
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This study investigates the processes through which attendance at a community school affects the development of cultural and academic identities of Greek/Greek-Cypriot and Pakistani ethnic minority young people who live in the United Kingdom. The development of cultural and academic identities by community school students is a relatively underesearched and undertheorized area. The theoretical framework of this study draws on developments in cultural developmental theory (Valsiner, 2000a) and the dialogical self theory (Hermans, 2001 a) to understand the cultural and dialogical nature of the processes through which ethnic minority young people develop their identities in community schools. Both theories are influenced by dynamic perspectives on development and have tried to explain psychological phenomena in relation to the sociocultural context. Episodic interviews, drawings and group work were the tools for data collection and multiple perspectives (students', parents' and teachers') were investigated. This small-scale research took place in a Greek and a Pakistani community school. The pupils, both girls and boys, were adolescents aged 13 to 18 years. The findings suggest that the young people in both groups were moving towards multiple, hybrid identities through a dialogical negotiation of aspects of differences! similarities and belonging within their majority and minority communities as well as living in a multicultural society. This negotiation resulted in a multivoiced hybrid identity which emerged through a constant positioning and re-positioning within their communities and school contexts. For the participants in the Pakistani school this negotiation was a struggle shaped by issues of racism and religious discrimination. In this context, the Pakistani school mainly aimed to increase self-confidence and strengthen the students' sense of minority cultural identity, especially the religious aspect of it, whereas the Greek school mainly aimed to preserve the community's cultural identity which was considered to be threatened by assimilation. In both community schools, a strong academic identity was endorsed which had a double function -to foster the acquisition of both knowledge and skills relevant to community education and those relevant to mainstream and higher education. This study demonstrated the value of examining community schools within contrasting communities, and its findings have implications for Psychology and Education.
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Josephson, Seth Joshu. "For the Benefit of the Many: Resignification of Caste in Dalit and Early Buddhism." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322514832.
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Davis, Edward R. "Ethnicity and diversity : politics and the Aboriginal community /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phd2613.pdf.
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Murthy, Dhiraj. "Globalization and South Asian musical subcultures : an investigation into music's role in ethnic identity formation amongst Indians and diasporic South Asians in Delhi, London, and New York." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612214.
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Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.
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Gibson, Lorraine Douglas. "Articulating culture(s) being black in Wilcannia /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/70724.
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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Anthropology, 2006.Bibliography: p. 257-276.
Introduction: coming to Wilcannia -- Wilcannia: plenty of Aborigines, but no culture -- Who you is? -- Cultural values: ambivalences and ambiguities -- Praise, success and opportunity -- "Art an' culture: the two main things, right?" -- Big Murray Butcher: "We still doin' it" -- Granny Moisey's baby: the art of Badger Bates -- Epilogue.
Dominant society discourses and images have long depicted the Aboriginal people of the town of Wilcannia in far Western New South Wales as having no 'culture'. In asking what this means and how this situation might have come about, the thesis seeks to respond through an ethnographic exploration of these discourses and images. The work explores problematic and polemic dominant society assumptions regarding 'culture' and 'Aboriginal culture', their synonyms and their effects. The work offers Aboriginal counter-discourses to the claim of most white locals and dominant culture that the Aboriginal people of Wilcannia have no culture. In so doing the work presents reflexive notions about 'culture' as verbalised and practiced, as well as providing an ethnography of how culture is more tacitly lived. -- Broadly, the thesis looks at what it is to be Aboriginal in Wilcannia from both white and black perspectives. The overarching concern of this thesis is a desire to unpack what it means to be black in Wilcannia. The thesis is primarily about the competing values and points of view within and between cultures, the ways in which Aboriginal and non-Aboriginal people tacitly and reflexively express and interpret difference, and the ambivalence and ambiguity that come to bear in these interactions and experiences. This thesis demonstrates how ideas and actions pertaining to 'race' and 'culture' operate in tandem through an exploration of values and practices relating to 'work', 'productivity', 'success', 'opportunity' and the domain of 'art'. These themes are used as vehicles to understanding the 'on the ground' effects and affects of cultural perceptions and difference. They serve also to demonstrate the ambiguity and ambivalence that is experienced as well as being brought to bear upon relationships which implicitly and explicitly are concerned with, and concern themselves with difference.
Mode of access: World Wide Web.
xii, 276 p. ill
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Vang, TangJudy. "The Role of Psycho-Sociocultural Factors in Suicide Risk Among Mong/Hmong Youth." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1037.
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This study examined psychological, social, and cultural factors that can affect suicide risk among Mong/Hmong youth between the ages of 18 and 25. Emerging evidence suggests that Mong/Hmong youth are at an increased risk for suicide (Huang, Lee, & Arganza, 2004; Jesilow & Xiong, 2007). Additionally, initial findings and theories have suggested potential associations between Mong/Hmong youth suicide risk and intergenerational family conflict, ethnic identity, acculturation, depression, and spirituality. The seriousness of suicide risk among Mong/Hmong youth in this country has been overlooked for decades; therefore, the purpose of this study was to examine these associations with the hope that the findings would be beneficial in future efforts to reduce suicide risk among Mong/Hmong youth.
This research was a cross-sectional exploratory study that used a purposive sampling method in addition to snowball sampling. The sample consisted of 165 Mong/Hmong youth between the ages of 18 and 25 from three California academic institutions. Results indicated that of 165 respondents, 59% (n=98) have had passing thoughts of suicide. There was a correlation between ethnic identity, intergenerational family conflict, depression, and spiritual beliefs. Furthermore, ethnic identity and intergenerational family conflict were significant predictors of depression. Lastly, depression and having a belief in Mong/Hmong traditional spiritual and healing practices were predictors of suicide risk among the sampled population.
Two open-ended protective factor questions were explored to encourage participants to reflect on their resilience to suicide by sharing how they responded to thoughts of ending their life and what helped them to overcome those thoughts. Five themes were identified as protective factors: (1) having the cognitive ability to understand how death affects loved ones; (2) optimism and having a positive orientation toward the future; (3) connectedness with family, friends, and community; (4) having a sense of self-worth; and (5) a social life.
Implications for social work practice and policy include the development, expansion and delivery of culturally appropriate mental health treatment services for young adults. This entails the incorporation of traditional Mong/Hmong mental health healing practices into western mental health treatment, ongoing clinical research to better understand the mental health needs of the Mong/Hmong young adult population, and educating and empowering the Mong/Hmong community to access the mental health system, thereby reducing the stigma associated with mental health and increasing access to treatment.
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Liu, Cindy Hsin-Ju 1979. "The emotion experience of Chinese American and European American children." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8288.
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xv, 97 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Emotion experiences such as internalized distress have been described mostly in European Americans and adults in the psychological literature and less in Asian American children. Associations between emotion experience and expressivity have been established mostly through samples of European American children. Finally, the functionality of emotion experience and expressivity across cultural norms has not been examined thoroughly, especially in ethnic minority or bicultural children. This is of concern given that cultural ideals for emotion differ across cultural groups. This dissertation incorporates a cultural perspective to understanding the emotion experience while also relying on the functionalist approach as an organizing framework to understand expressivity in children from an Asian background. This study examined 70 Chinese American and 71 European American mothers and their 5 to 7 year old children. Mother and child reports of children's internalized V experience were obtained. Observers also rated children's expressivity in a frustration- eliciting task, alone and in the presence of their mothers. The first objective of the dissertation was to characterize the emotion experiences of Chinese American and European American young children, in particular, internalized distress. The second objective of this dissertation sought to observe children's expressivity in response to a frustrating situation, with and without their mothers. As a whole, Chinese American children experienced greater internalized distress than European American children based on mother and child reports. Contrary to hypotheses, Chinese American children were just as expressive as European American children during the frustration eliciting task, especially when mothers were present in the room. Furthermore, it appeared that European American children with greater child-reported anxiety and mother-reported depression showed less increase in their expressivity than all the other children when their mothers entered into the room. This study explored the role of culture in the socialization of emotion and the functionality of expressivity in solitary and social situations. Overall, this dissertation suggests that cultural, situational, and internal emotion experience are factors which concurrently play a role in children's emotion expressivity.
Adviser: Jeffrey Measelle
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Noh, Marianne S. "Contextualizing Ethnic/Racial Identity: Nationalized and Gendered Experiences of Segmented Assimilation Among Second Generation Korean Immigrants in Canada and the United States." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1226517022.
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Dissertation (Ph. D.)--University of Akron, Dept. of Sociology, 2008."December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Matthew T. Lee; Committee members, Kathryn Feltey, Susan Roxburgh, Baffour Takyi, Carolyn Behrman; Department Chair, John Zipp; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Javier, Sarah. "A Dual Dilemma: An Examination of Body Dissatisfaction Among Asian American Females in Emerging Adulthood." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3057.
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The purpose of this study was to examine what factors contribute to and result from body dissatisfaction using the theoretical framework of the Tripartite Model of Influence, which included family, peer, and media influence. Participants were recruited from SONA and student organizations and participated in an online survey (N =148). A MANCOVA indicated that Asian and White females did not differ in body dissatisfaction and other health outcomes. Thin-ideal internalization mediated the relationships between media influence, peer influence, and body dissatisfaction among Asian American females. Moderation analyses indicated that ethnic identity, Asian American identity, and acculturation did not moderate the relationship between the three tripartite influences and body dissatisfaction. Finally, a series of multiple regressions indicated that body dissatisfaction significantly predicted disordered eating, cosmetic surgery endorsement, and cigarette use among Asian Americans. Findings suggest that Asian American body dissatisfaction may be more related to Western influence than current literature shows.
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Suh, HaeLim. "The rise of the Korean Wave in the United States: Global imagination and the production of locality among Korean Americans in Philadelphia." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/517526.
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Media & CommunicationPh.D.
This dissertation illustrates the cultural dimension of globalization by examining how the ascendance of South Korean popular culture, i.e., the Korean Wave, reshapes the global imagination and transforms the locality of Korean Americans in Philadelphia. As an ethnographic global media study, I conducted in-depth interviews and participated in Korean cultural events/meetings, as well as visited the sites of living for Korean Americans in the Philadelphia metropolitan area. My research finds that advances in the digitalized media environment made my informants consume copious transnational Korean media every day and individualized their media consumption. Accordingly, their perceptions of Korea/Asia/U.S.’s places in the world are complicated and their ethnic identity has become significant. Their global imaginations also intersect with negotiating gender roles, perceiving attractiveness, and planning future paths. This shift contributes to construction of the in-between identities of Korean Americans by denaturalizing ideas and cultural elements in both Korea and the U.S. Most distinctively, the rise of the Korean Wave stimulates global imagination among young second generation Korean Americans to aspire to and operate their agency in a transnational context that their parents’ generation barely anticipated. Finally, the upsurge of the Korean Wave drives Korean Americans to participate in transforming localities rooted in thickened connectivities and activities centering on Korean popular culture across intra/inter-ethnic groups locally and globally. This conversely facilitates intense engagement and belonging in the local spaces of community among Korean Americans. My study shows how transnational media flow under conditions of globalization positively influences immigrants to embrace their own ethnic identities and local spaces. On the other hand, it implies that there should be further examination of different boundaries of global imagination rooted in gender/class differences as well as race/ethnicity.
Temple University--Theses
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Everett, Kristina Lyn. "Impossible realities the emergence of traditional Aboriginal cultural practices in Sydney's western suburbs /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/84406.
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"22nd November, 2006".Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Dept. of Anthropology, 2007.
Bibliography: leaves 301-330.
Introduction -- Between ourselves -- Two (or three) for the price of one -- Community -- Bits and pieces -- Space painting or painting space -- Talkin' the talk. Bunda bunya miumba (Thundering kangaroos): dancing up a storm -- Welcome to Country: talkin' the talk -- Messing with ceremony -- 'Ethnogenesis' and the emergence of 'darug custodians' -- Conclusion.
The thesis concerns an Aboriginal community, members of which inhabit the western suburbs of Sydney at the beginning of the twenty-first century. This particular group of people has emerged as a cultural group over the last twenty-five years. In other words, the community did not exist before the advent of Aboriginal land rights in Australia. It might be right to suggest that without land rights, native title and state celebrations and inclusions of Aboriginal peoples as multicufturalism, this particular urban community would not and could not exist at all. That, however, would be a simplistic analysis of a complex phenomenon. Land rights and native title provide the beginning of this story. It becomes much more interesting when the people concerned take it up themselves. -- The main foci in the thesis are the cultural forms that this particular community overtly and intentionally produce as articulations of their identity, namely public speaking, dancing, painting and ceremony. I argue that it is only through these yery deliberate collective practices of identity-making that community identity can be produced. This is because the place that the group claims as its own - Sydney - is always already inhabited by 'us' (the dominant society). Analysis of these cultural forms reveals that even if the existence of the group depends on land rights and, attempts to attract the ultimate 'authenticity' bestowed by native title, members of this group are not conforming to native title rules pertinent to what constitutes 'genuine' 'Aboriginality' for the purposes of winning land claims. Their revived traditions are pot what the state prescribes as representative of 'authentic' urban Aboriginal culture. -- The thesis analyses the ways in which urban Aboriginal peoples are makipg themselves in the era and context of native title. It considers the consequences of being themselves.
Mode of access: World Wide Web.
xii, 330, [8] leaves ill., maps
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Cadusale, M. Carmella. "Allegiance and Identity: Race and Ethnicity in the Era of the Philippine-American War, 1898-1914." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1472243324.
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Deol, Raman Kaur. "The creation of the Khalsa : a study into the rhetorical strategies of collective identity transformation." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/724.
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The Khalsa is a militant sect of the Sikh religion officially created by Guru Gobind on Baisakhi Day in 1699. Sikhism, as a religion and culture, existed within the overarching structure of lndian society during the reign of the Muslim Mughal Empire. Over the course of its history, Sikhism sought to evolve and adapt to internal and external pressures, and the creation of the Khalsa was a momentous and transformational step in that evolutionary process.
Using Kenneth Burke's guilt-redemption cycle as a model, this study analyses the events that created the Khalsa. The study found that historical and social pressures provided the rhetorical exigence for the creation of the Khalsa. Guru Gobind isolated and used the guilt of the Sikhs people, the guilt of being passive observers in the face of external pressures, the guilt of living in caste-organized society, the guilt of living in a bureaucratic system wherein the priests had seized power and control, and the guilt of living without external markers of the faith. These sources of guilt were brought to the forefront by Guru Gobind, and resolved through the symbolic sacrifice of five men, after which Guru Gobind created the Khalsa as an answer. Through the Khalsa, its symbols and rituals, the Sikhs were provided with a way to escape the flaws and guilt of the old order.
The creation of the Khalsa was an important milestone in the evolution of the Sikh culture and religion. Through this study, the processes and methods of this identity transformation were isolated. Guru Gobind activated social and collective levels of identity through the medium of performance in order to transform his audience of Sikhs into the Khalsa.