Dissertations / Theses on the topic 'Chinese Australians – Cultural assimilation'
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1
Robinson, Cheryl Dorothy Moodai. "Effects of colonisation, cultural and psychological on my family /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031202.143301/index.html.
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Mak, Po-ha, and 麥寶霞. "Acculturation and adjustment of teenage immigrants from China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31978150.
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Lee, Markov L. "The influence of acculturation and socioeconomic status on disciplining children among Chinese Americans." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1379124.
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Theoretical models of parenting that explain parenting behaviors (e.g., Belsky's (1984) model) generally lack consideration of cultural variables among various ethnic groups, particularly Chinese Americans. One such concept is guan that literally means training (Chao, 1994) (or called training parenting attitude in the present study). Moreover, literature has shown that acculturation and family socioeconomic status significantly influence parenting attitudes and behaviors pertaining to various forms of punitive parenting, namely, authoritarian parenting, corporal punishment, and child physical abuse among the Chinese American population. The training parenting attitude (as a culture-specific parenting attitude) and disciplinary belief (as a traditional parenting attitude) are taken into consideration in the proposed theoretical models of parenting for Chinese Americans.One hundred and seventeen Chinese American mothers who have at least one child in the age range of 4 to 12 years old participated in this study. Structural equation modeling was used to test viable models of punitive parenting. Results indicated that the originally proposed primary model was incorrectly specified. The primary model was then respecified and re-estimated by eliminating the unreliable measures and correlating between the error terms of some observed variables. Consistent with the theory of planned behavior, results indicated that Chinese American mothers with favorable attitudes toward authoritarian parenting were more likely to engage in authoritarian parenting behavior. However, neither acculturation nor family socioeconomic status was found to significantly influence either parenting attitudes or behaviors pertaining to authoritarian parenting. Discriminant function analysis was performed to predict thelevels of engagement (i.e., presence or absence) in corporal punishment and physical abuse from a set of predictors. Findings revealed that only the discriminant function for corporal punishment was significant. Authoritarian parenting and disciplinary belief were found to be the most significant predictors of the levels of engagement in corporal punishment.Further research is needed to explore the predictors for the engagement in authoritarian parenting, corporal punishment, and child physical abuse among the Chinese American population. In addition, professionals should interpret parenting behaviors in terms of the cultural meaning of Chinese American parents. Finally, the limitations of the present study include the lack of access to a diversified sample, self-report bias, low reliabilities of some measures, and the weaknesses of structural equation modeling along with discriminant function analysis.Department of Counseling Psychology and Guidance Services
4
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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Ota, Akiko. "Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1051.
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The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add cultural and linguistic diversity to American higher education by contributing to the internationalization of campuses, international students' transition into U.S. life and academe is often fraught with challenges including culture shock, adjusting to the new environment and society, adjustment to norms of academic performance, acquisition of academic and language skills, and negotiating chilly campus climates. Such factors can affect academic success, social/cultural acclimation, and even personal/ethnic identity. However, little is researched about international ESL students' transitions into U.S. higher education. This study employs qualitative research with semi-structured interview and grounded theory as analytical technique and aims to rectify the existing research literature limitation by identifying factors that facilitate and inhibit social, cultural, and academic transitions among international ESL students that best serve and accelerate their academic career in the United States.
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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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Wang, Yu Sa. "Cross-border, cross-culture, cross social media-a study of immigrant youth in Macao." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3952600.
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Chen, Yangbin, and 陳暘斌. "Uyghur students in a Chinese boarding school: social recapitalization as a response to ethnic integration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3679806X.
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Fong, Yiu Tung James. "Chinese language policy in Singapore : how it reflects the government's goals of economic development and multiculturalism." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/729.
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Hoi, Mandy. "Self-perception, level of accultural and psychological adjustment in Chinese college students." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/461.
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Global self-worth -- Sense of competence -- Acculturation -- Psychological adjustment -- Self-Perception Profile for College Students -- Multicultural Acculturation Scale -- Hopkins Symptom Checklist (HSCL) -- One-way MANOVA.
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Zhang, Yanni. "Dietary and Physical Activity Acculturation and Weight Status in Chinese College Students." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3121.
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This cross-sectional study examined the relationships between length of residence in the United States (U.S.) and dietary and physical activity acculturation, and the relationships between dietary and physical activity acculturation and weight status in 55 Chinese college students. Length of residence in the U.S. was positively associated with larger portion size, greater amount of physical activity, and change in BMI in male participants. Adoption of a Western diet was associated with weight gain. Portion size change was positively associated with BMI change. Lunch size change was positively correlated with BMI change in males while negatively correlated with BMI change in females. And dinner size change was positively correlated with BMI change in males. This study suggests that dietary acculturation is positively associated with weight gain in Chinese college students. Future interventions focusing on multi-dimensional aspects of dietary behavior change--especially portion size and meal size changes--while emphasizing the importance of changes in physical activity are needed. Such interventions may help maintain healthy weight status and prevent individuals in this population from becoming overweight or obese.
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Coe, Aaron Daniel. "Chinese Merchants and Race Relations in Astoria, Oregon, 1882 - 1924." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/422.
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A large wave of Chinese immigrants came to the United States in the second half of the nineteenth century. Employment, mainly in the salmon-canning industry, drew thousands of them to coastal Astoria, Oregon. Taking the period between the first Chinese Exclusion Act in 1882 and the Immigration Act of 1924, this thesis focuses on the Chinese merchants in Astoria and their importance for our understanding of race relations in the town during these years. Specifically, the merchants help to make sense of how the Chinese related to the local white population, as different sources suggest different trends of amiability and hostility. Newspapers testify that local Chinese gained acceptance during the period, going generally from vilified outcasts to respected members of the community. Immigration case files, however, show that officials displayed little resistance to Chinese in the early exclusion years, but worked harder to deny Chinese applications toward the end of this period. So, from one body of records it seems that white Astorians grew more tolerant of Chinese during these years, while the other document set shows a rise in conflict with the immigrants. This apparent contradiction can be reconciled by considering the demographic changes in the Chinese immigrant community during this period, along with class biases and the role of merchants in immigration and social interactions.
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Pan, Jiayan, and 潘佳雁. "Acculturation and resilience of mainland Chinese postgraduate studentsin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40988016.
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Walker, Roz. "Transformative strategies in Indigenous education a study of decolonisation and positive social change." Click here for electronic access, 2004. http://adt.caul.edu.au/homesearch/get/?mode=advanced&format=summary&nratt=2&combiner0=and&op0=ss&att1=DC.Identifier&combiner1=and&op1=-sw&prevquery=OR%28REL%28SS%3BDC.Identifier%3Buws.edu.au%29%2CREL%28WD%3BDC.Relation%3BNUWS%29%29&att0=DC.Title&val0=Transformative+strategies+in+indigenous+education+&val1=NBD%3A.
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Thesis (Ph.D.) -- University of Western Sydney, 2004.Title from electronic document (viewed 15/6/10) Presented for the degree of Doctor of Philosophy, University of Western Sydney, 2004. Includes bibliography.
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Tang, Guimin. "Contextualization: an Experimental Model for EFL Writing Instruction in China." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3487.
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Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context.
Using the mixed methods approach, I conducted the study by engaging 60 second-year undergraduate students from a university in China and five Chinese students studying in a joint program in a university in the United States. The Write-to-learn Model based on my context-oriented framework was used in the study.
The findings of the study show that following a 5-month training with the Write-to-learn Model, the experimental group improved significantly more than the control group with respect to English writing, indicating that adding context to EFL teaching and learning created positive writing outcomes for EFL students. In addition, the results of this study also demonstrate that the Chinglish phenomenon was related to decontextualized EFL writing practices and thought patterns resulting from culture. Adequate comprehensible input of authentic materials was found to be a good remedy to minimize EFL students' Chinglish expressions. This study found that the Write-to-learn Model was an effective approach in China's EFL writing classes.
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Babidge, Sally. "Family affairs an historical anthropology of state practice and Aboriginal agency in a rural town, North Queensland /." Click here for electronic access to document: http://eprints.jcu.edu.au/942, 2004. http://eprints.jcu.edu.au/942.
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Thesis (Ph.D.) - James Cook University, 2004.Thesis submitted by Sally Marie Babidge, BA (Hons) UWA June 2004, for the Degree of Doctor of Philosophy in the School of Anthropology, Archaeology and Sociology, James Cook University. Bibliography: leaves 283-303.
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Ngan, Lucille Social Sciences & International Studies Faculty of Arts & Social Sciences UNSW. "Identity and Life Course: A Long-term Perspective on the Lives of Australian-born Chinese." 2007. http://handle.unsw.edu.au/1959.4/40567.
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This thesis examines the construction of ?Chineseness? by Australian-born Chinese through their interactions with mainstream ?white? society and Chinese diasporic communities in Australia. It represents an interdisciplinary study based on qualitative research and critical analysis of forty-three in-depth interviews with Australian-born Chinese whose families have resided in Australia for three generations or more. Diasporic narratives, fraught with contentions over belonging and difference, often lead to ambiguous ramifications of identity formation. While the notion of hybridity problematises the unsettling boundaries of identities, there is still a continuing perception that ethnic identification decreases over successive generations, resulting in assimilation. However, contrary to this assumption, this study shows that subsequent generations also encounter complicated experiences involving both feelings of cultural ambivalence and enrichment. While the rewriting of identity takes place against the varying circumstances of resettlement, the experiences and transitions across the respondents? life course concurrently inscribes Chineseness onto their lives in diverse ways. Furthermore, Chineseness is continually (re)constructed through decentered connections with an imaginary homeland. Consequently, despite generational longevity, strong affinities with Australian society and longstanding national identities grounded in Australian culture, Chineseness is still a significant part of their identity, whether they willingly choose to associate with it or not. The focus on revaluating the concept of Chineseness and elucidating the sense of identity of sequential generations has important ramifications for the development of a more informed theoretical model for understanding the long-term effects of migration, especially on the process of identity formation and feelings of home and belonging.
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Huang, Xuan 1976. "Parental acculturation, parenting practices, and adolescent depressive symptoms in Chinese American families." Thesis, 2007. http://hdl.handle.net/2152/3603.
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Chinese-American parents are parenting within two cultures: the mainstream American culture and their heritage Chinese culture. This study examined parental cultural orientations toward the American and Chinese cultures, and the implications for parenting practices among Chinese-American families. Parenting dimensions examined were both culture-general measures (parental warmth, punitive parenting, non-democratic parenting) and culture-specific measure (parental endorsement of family obligations). Data came from a two-wave survey of about 400 Chinese-American families (one target adolescent, mother, and father). First, within each wave, the study examined the concurrent relationships between parenting practices and adolescent depressive symptoms. Second, this study examined, concurrently and longitudinally, whether parental cultural orientations were associated with parenting practices both directly and indirectly through two mediating factors: parents' bicultural management difficulty and depressive symptoms. Analyses were conducted separately for mothers and fathers. First, study findings showed that parenting practices characterized by higher levels of warmth, strong endorsement of family obligations, and lower levels of punitive and non-democratic behaviors were associated with fewer depressive symptoms in adolescents. Second, the study demonstrated significant direct relationships between both Chinese and American orientations and parenting practices. While American orientation was related to effective parenting (more warmth, low punitiveness, low non-democratic parenting), Chinese orientation was related to effective parenting (more warmth, low non-democratic parenting, strong endorsement of family obligations) as well as ineffective parenting (high punitiveness). This study also showed that parents' bicultural management difficulty and depressive symptoms mediated the relationships between acculturation and culture-general parenting measures (warmth, punitiveness, and nondemocratic parenting). It was through these two mediators (bicultural management difficulty and parental depressive symptoms) that (1) Chinese orientation was related to less warmth, high punitive and non-democratic parenting and (2) American orientation was related to more warmth, low punitive and non-democratic parenting. Lastly, there was some evidence of longitudinal relationships (father's American orientation at w1 predicted more warmth at w2; mother's American orientation at w1 predicted low punitiveness at w2 through the mediating factors of bicultural management difficulty and depressive symptoms at w1). The study suggests that parental psychological maladjustment is a promising area for interventions to promote parenting and adolescent development among ChineseAmerican families.
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Jenkins, Stephen (Stephen William). "Australia's Commonwealth Self-determination Policy 1972-1998 : the imagined nation and the continuing control of indigenous existence." 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phj522.pdf.
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"September 2002." Includes bibliographical references (leaves 336-366) Argues that the Australian nation is the primary obstacle to the granting of self-determination to indigenous people because it is imagined and constituted as a monocultural entity, one that resists any divisions within the national space on the basis of culture or 'race'.
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Minichiello, Diane Betty. "The voyage of cultural transition : adjustment issues of Chinese-speaking foreign-born students in a social environment where they form the largest cultural group in a secondary school setting." Thesis, 2000. http://hdl.handle.net/2429/10702.
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This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn
students in a social climate where they form the largest cultural group in a secondary
school setting. The study's objectives were to determine initial adjustment issues, to examine
adjustment issues of international and satellite students as sub-groups within this population,
to identify students' lived experiences concerning racism and discrimination; to identify
adjustment concerns subsequent to graduation and to examine student perception of Canada's
multicultural policy.
Ethnographic interviews were conducted over a four-week period. Data were
subsequently categorized into 14 different categories: Agency, Chinese Population Concerns,
Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL
Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations
and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues,
Racism and Discrimination, and Satellite and International Students.
Adjustment issues were divided into two main categories: those pertaining to the
large numbers of Chinese-speaking foreign-born students and those that are independent of
their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking
foreign-born students are language development, developing friendships outside the
Chinese cultural group, assimilation/integration issues, and EAL program concerns.
Language, peer relations, cross-cultural concerns and education and the school environment
are the adjustment issues identified in this study.
Satellite student results, further divided into satellite and full-satellite categories,
produced somewhat different findings. While mental health issues began to emerge in the
satellite category, they overrode the adjustment concerns of full-satellite students.
Students do not identify racism and discrimination as adjustment issues though they
are part of their everyday lives. Students were aware of Canada's reputation as a
multicultural country and understood the concept of cultural pluralism. Most students could
see the benefits of this policy to them as Chinese-speaking foreign-born students. Some
students felt the policy was good for Canada; others did not.
Recommendations included reviewing the current provincial EAL Policy in view of
the changing demographics in some of British Columbia's school districts, placing a priority
on identifying/addressing the needs of satellite students and increasing funding to develop
and implement a more comprehensive program concerning racism and discrimination.
21
Liu, Xin. "The founding and development of the Palolo Chinese Home--1917-1988 : a case study of Chinese integration in Hawaii." Thesis, 1990. http://hdl.handle.net/10125/9292.
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Fan, Sa-hui. "Exploring how cultural identity influences the academic achievement patterns of Chinese American college students the stories of Chinese in Houston /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3110603.
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Koryzma, Céline Marion. "Relations among acculturation, parenting and depressive symptoms for immigrant Chinese mothers and fathers." Thesis, 2006. http://hdl.handle.net/1828/2284.
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The relations among acculturation, parenting and depressive symptoms were examined among 98 immigrant Chinese mothers and fathers with early adolescents in Canada. Parents completed measures assessing their involvement in Canadian and Chinese culture, their symptoms of depression, and their parenting practices (i.e., expressive warmth, firm control, Chinese parenting beliefs and restrictive control). Greater Canadian orientation was associated with more expressive warmth and firm control for parents, whereas greater Chinese orientation was associated with stronger Chinese parenting beliefs. Greater Canadian orientation was associated with fewer depressive symptoms for all mothers, and for fathers who were low in Chinese orientation. Symptoms of depression were negatively related to firm control and expressive warmth for parents, and positively related to restrictive control for fathers. Finally, symptoms of depression partially mediated the relation between Canadian orientation and firm control for mothers, as well as the relation between Canadian orientation and expressive warmth for fathers.
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Weng, Wan-Chen. "Adult attachment, acculturation, and psychological well-being in Chinese/Taiwanese immigrants." Thesis, 2016. https://doi.org/10.7916/D8445M91.
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The purpose of this study was to explore the relationships among adult attachment, acculturation, and psychological well-being in Chinese/ Taiwanese immigrants. Specifically, the present study examined how adult attachment predicted psychological well-being and how acculturation moderated the relationship between adult attachment and psychological well-being. Adult attachment was measured by two dimensions, attachment anxiety and attachment avoidance. Acculturation was measured by two domains, behavioral aspect and psychological aspect of acculturation. Bivariate correlation analyses on attachment anxiety, attachment avoidance and psychological well-being were conducted. The results suggested that both attachment anxiety and attachment avoidance were significantly negatively associated with psychological well-being. In addition, hierarchical multiple regression analyses were performed where attachment anxiety and attachment avoidance were entered as predictor variables; acculturation towards Chinese orientation, acculturation towards American orientation and Asian cultural values as moderating variables; psychological well-being as the outcome variable. The results indicated that acculturation towards American orientation moderated the relationship between attachment anxiety and psychological well-being and the relationship between attachment avoidance and psychological well-being. The findings and discussions, limitations, implications for future research, clinical practice and training were addressed.
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Ryder, Andrew George. "Acculturation in the contexts of personality, self-construal, and adjustment : a comparison of the unidimensional and bidimensional models." Thesis, 1999. http://hdl.handle.net/2429/9731.
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As research into acculturation increases, two competing models have emerged. The
unidimensional model posits that heritage and host culture identifications have an inverse
relationship, whereas the bidimensional model proposes that the two identifications are
orthogonal. In the first study we compared these models in 164 Chinese-Canadian students,
and found that the two dimensions were viable and had a distinct pattern of non-inverse
correlations with aspects of personality. These findings remained after controlling for basic
demographic characteristics. In the second study, we compared the two models in a sample of
157 Chinese-Canadian students, and again found that the two dimensions were viable and had
a distinct pattern of non-inverse correlations with self-construal and psychosocial adjustment.
The findings for adjustment remained after controlling for extraversion and neuroticism. We
argue that, for both conceptual and empirical reasons, the bidimensional model is a more useful
conceptualization of acculturation. Implications of these findings are discussed.
26
Zhang, Yujie. "Construction and transformation of identity and power relationship : mainland Chinese women immigrants in Vancouver." Thesis, 2002. http://hdl.handle.net/2429/12304.
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This study is an attempt to examine contemporary Chinese women immigrants from
Mainland China and their adaptation into Canadian society. In this locally based research,
I focus on how Chinese women integrate into Canadian society as immigrants; how they
identify themselves in the new social context; what factors affect their identification; and
how inherent power relationships between men and women within Chinese society have
been redefined and transformed as the immigrant women assert themselves in the new
society in response to new opportunities and obligations that are presented to them. This
study is based on a series of face-to-face interviews that were chosen through snowball
sampling method. 20 interviews were conducted and the data were qualitatively analyzed.
I found that changes occurred with their multiple identities, which include class identity,
ethnic and cultural identity, and gender identity. Most women experienced downward
mobility in social and economic status after immigration due to lack of appropriate
positions in the labor market and also the feeling of a lack of power as a consequence of
ethnic minority membership; almost all of them have bidimentional cultural identity
which means they identify with some aspects of Canadian culture while maintaining their
Chinese culture of origin; and traditional Chinese gender ideology still plays a main role
in redefining.gender identity which is embodied in the immigration decisions and the
conflict between family and occupation. Economic, educational, occupational, social and
relational power resources are factors affecting the transformation and redefinition of the
power relationship between husband and wife. These factors work together in changing
the allocation of power resources between husband and wife and affect the decision
making process within a family.
27
"基督教與海外華人的文化適應: 砂拉越華人美以美會社區的個案研究(1901-1951)." 2004. http://library.cuhk.edu.hk/record=b6073887.
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朱峰.論文(哲學博士)--香港中文大學, 2004.
參考文獻 (p. 236-248).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts also in English.
Zhu Feng.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004.
Can kao wen xian (p. 236-248).
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Bai, Jieru. "DEVELOPMENT AND VALIDATION OF THE ACCULTURATIVE STRESS SCALE FOR CHINESE COLLEGE STUDENTS IN THE UNITED STATES (ASSCS)." 2012. http://hdl.handle.net/1805/3194.
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Indiana University-Purdue University Indianapolis (IUPUI)Chinese students are the biggest ethnic group of international students in the United States. Previous studies have identified many unique problems of Chinese students during their acculturation process and a higher level of acculturative stress than international students from other countries. A systematic review of instruments that assess acculturative stress revealed that none of the existing scales apply to Chinese students in the United States, either because of language issues or validity problems. Thus, this study aims to develop a reliable and valid scale to accurately measure the acculturative stress of Chinese students in the United States. A 72-item pool was generated by interviewing eight Chinese students and borrowing items from existing literature and scales. The item pool was sent online to 607 Chinese students and 267 of them completed the survey. Exploratory Factor Analysis was conducted to empirically derive the factor structure of the Acculturative Stress Scale for Chinese Students (ASSCS). The results produced a 32-item scale in five dimensions, which were Language Insufficiency, Social Isolation, Perceived Discrimination, Academic Pressure, and Guilt toward Family. The ASSCS demonstrated high reliability (Cronbach’s alpha = 0.939) and initial validity by predicting depression (Beta = 0.490, p<.001) and life satisfaction (Beta = -0.505, p<.001). It was the first Chinese scale of acculturative stress developed and validated among a Chinese student sample in the United States. Further studies need to be conducted to provide empirical support and confirm the validity for the scale. In the future, the scale can be used as diagnosing tool and self-assessment tool.
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"Chaozhou Xian shi yue in Hong Kong: a case study of the music division of the Hong Kong Chiu Chow Merchants Mutual Assistance Society, Ltd." 2002. http://library.cuhk.edu.hk/record=b5891232.
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by Law Bing Kuen Anthony.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 100-105).
Discography: p. 107.
Abstracts in English and Chinese.
List of Tables --- p.iii
Abbreviations --- p.iv
Introduction --- p.1
Concepts --- p.5
Previous Studies on Xianshiyue --- p.6
Fieldwork --- p.10
PART ONE: CULTURAL AND SOCIAL BACKGROUND --- p.19
Chapter Chapter One: --- Hong Kong --- p.20
The Rise of Modern Hong Kong: Hong Kong in the Nineteenth Century --- p.21
Formation of Norms and Values --- p.27
Chapter Chapter Two: --- The Chaozhou Community of Hong Kong --- p.30
The Name --- p.30
The Area --- p.31
The People and Culture --- p.32
Migration of Chaozhou People to Hong Kong --- p.35
Social Organization of the Chaozhou Community --- p.41
The Chiu Chow Merchants Mutual Assistance Society --- p.43
PART TWO: XIANSHIYUE --- p.48
Chapter Chapter Three: --- Xianshiyue in Hong Kong --- p.49
"The Music Division of the Hong Kong Chiu Chow Merchants Mutual Assistance Society (the ""MD"")" --- p.51
From Waijiang Traditions to Chaozhou Traditions --- p.56
Performances in the Music Club Context --- p.61
Performances in the Concert Hall Context --- p.72
Performances in the Chaoju Context --- p.76
Performances in the Gatherings of the Parent Organization --- p.80
Summary of the Performance Contexts of Xianshiyue in Hong Kong --- p.82
Chapter Chapter Four: --- The Music of Xianshiyue --- p.84
Setting Up the Temperament --- p.86
Tuning Process as Social Process --- p.90
Conclusion --- p.93
Glossary of Chinese Characters --- p.96
Bibliography --- p.100
Appendix A: An Inquiry on the Place of Origin of Hong Kong Chinese People --- p.109
Appendix B: Newspaper cutting Showing Ethnic Stereotypes --- p.110