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1
Thorne, John Francis. « Pangcah : the evolution of ethnic identity among urbanizing Pangcah aborigines in Taiwan / ». Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18566388.
Texte intégral
2
Kline, David Andrew. « Toward a Richer Shade of Blue : The Impact on Oregon Police Officer Perceptions of Racial Minorities After Anti-Racial Profiling Training ». PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/228.
Texte intégralRésumé :
Four fatal shootings, during police interactions, of unarmed people-of-color occurred in the Portland, Oregon Metro Area from 2003 to 2010 calling into question from members of the community whether or not the officers involved and hence their representative police departments had been racially profiling. Of interest in this study is whether or not cutting edge anti-racial profiling police officer trainings have an impact on how officers in Oregon perceive members of racial minority groups. A review of literature found that previous inquiries into racial prejudice among police officers may be present and that previous efforts to address racial ethics in law enforcement have had mixed results on officer perceptions of race. Using Whiteness Theory an examination was undertaken in Oregon utilizing a mixed methodological approach to answer three questions; 1) Do police officers report their perceptions of people-of-color being impacted as a result of participating in a racial profiling training seminar?, 2) Do police officers from the state of Oregon express having held a perception of members of the racial / ethnic community as individuals prior to attending a racial profiling training?, and 3) Do police officers from the state of Oregon report having held a stereotyped perception of racial / ethnic community members before attending a racial profiling training? Findings include that some officers may be racially prejudiced and others not, but that the training, according to those participating was not impactful upon their personal perceptions of people-of-color for reasons that they saw none or little personal bias within themselves although the seminar they attended brought police - race issues back into their conscious awareness. Despite the training being well-received by all the participants they suggested the training title and description may have dissuaded other officers from attending who may have benefited from its content and format. Transferability of the data's findings is weak due to a small sample size and other limitations of the study discussed. Nevertheless, conclusions about the effectiveness of the racial-profiling-training-under-review's ability to impact these officers' perceptions and attitudes of people-of-color are made and recommendations for police and social policy as well as suggestions for future research are discussed.
3
Liu, Hongshuo. « The study of the responses of lalas to social exclusion in China ». HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/415.
Texte intégralRésumé :
This study is concerned with non-heterosexual women, who are commonly known as lalas in China. The conditions for non-heterosexuals in China have been improving since the beginning of the reform period. But despite that the life of lalas is still full of difficulties because how the government, family and market operate is under heavy influence of heterosexism. Compared with other non-heterosexuals such as gay men, the difficulties faced by lalas receive much less attention not only in society but also in academic communities. To address this important but understudied area, this research focuses on the social exclusion faced by lalas and the anti-exclusion strategies they prefer to use. No study has been done on these issues in a systematic way before. The findings of the study serve to enhance our understanding of lalas and develop effective anti-exclusion strategies preferred by them. Moreover, the discussion of the findings of this study is intended to contribute to knowledge advancement especially in identifying the grey areas of the studies of the welfare mix approaches and the adult worker models. Against this background, this research focuses on two main research questions (What are the patterns of social exclusion faced by lalas in China? What are the strategies preferred by lalas in China?) and two supplementary research questions (What are the implications of the study of social exclusion experience of lalas in China on the study of the welfare mix approaches? What are the implications of the study of the social exclusion experience of lalas in China on the study of adult worker models?) Thanks to the 20 lalas informants, this research project obtains their important views on social exclusion through in-depth interviews. Despite the unfavorable conditions for non-heterosexuals to share views about their life in China, the lalas informants provide valuable information about social exclusion (or inclusion) issues they face in their daily life in the past, present and future (such as discriminations in school, work and difficulties to get along with family members) and the ways they try to deal with these issues (such as making plans on contract marriage, migration and cohabitation). This information, supplemented by those obtained from reviews of formal and informal document, and participant observations, provides insights into the examination of the anti-exclusion strategies (such as the RED, SID and social detachment) preferred by them, and the discussion of the importance of developing welfare mix approaches and the adult worker models based on non-heterosexism Furthermore, the findings show the commonalities and differences between lalas in their response to social exclusion. It is important to note that there is a gap between the anti-exclusion strategies many lalas prefer and what they could actually use. It is equally important to note that some lalas could effectively deal with most of the life difficulties and become an invulnerable at least in some period of life. This discovery is useful both in gaining recognition of the unique life experience of each lala, and exploring the possibilities for lalas to tackle their shared problems in joint efforts.
4
王革 et Ge Wang. « Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.
Texte intégralRésumé :
Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world.published_or_final_version
Education
Doctoral
Doctor of Philosophy
5
Jabbari, Fatma. « The Discursive Production of Citizenship, Social Identity, and Religious Discrimination:The Case of Tunisia ». Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524332005234282.
Texte intégral
6
West, Martha M. (Martha Myrick). « Mothers' Perceptions and Preschoolers' Experiences : Cultural Perspectives of Early Childhood Education ». Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278495/.
Texte intégralRésumé :
In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.
7
Ajaz, Mubasshir. « Examining the sociocultural impacts of consanguinity and implications for healthcare : a case study of Pakistanis in Luton ». Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/319867.
Texte intégralRésumé :
This thesis aims to understand the sociocultural aspects of the practice of consanguinity and the implications for healthcare. Consanguinity refers to intra-familial marriage and is commonly used to refer to cousin marriage. While consanguinity remains a global phenomenon, in the recent past, it has mostly been associated with non-Western populations, and has become a taboo in Western culture. Consanguinity is linked with negative health outcomes, mostly due to genetic disorders, although the extent of this link remains debatable. In the UK, consanguinity is linked mostly with the Pakistani community, which also have an overrepresentation of children with genetic disorders. In Luton, local health reports have suggested that consanguinity in the large Pakistani community plays a role in increased infant deaths. This makes Luton and the local Pakistani community, ideally placed for understanding the practice of consanguinity and the implications for healthcare. This thesis is conceptually grounded within a constructionist approach to understanding consanguinity with a critical analysis based on theories of discourse and power and knowledge. A qualitative research design was employed using an instrumental case study approach which focused on understanding consanguinity through Luton’s Pakistani community. Three main sample groups were selected, members of the Pakistani community who are not married to their cousins and are defined as lay members in this research, members of the Pakistani community in consanguineous marriages, and local service providers (primary and secondary care).
8
Damgaard, Neil Christian. « Case studies of the planting of selected Chinese-language evangelical churches in southern New England ». Dallas, TX : Dallas Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.001-1257.
Texte intégralRésumé :
Thesis (D.Min.)--Dallas Theological Seminary, 2008.Appendix F has an image of The Nestorian Stele and the translation of the text. Includes abstract. Description based on print version record. Includes bibliographical references (leaves 125-132).
9
Arriaga, Cordero Eugenio. « Explaining Unequal Transportation Outcomes in a Gentrifying City : the Example of Portland, Oregon ». PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3509.
Texte intégralRésumé :
This dissertation examines unequal outcomes of urban transportation policies in the neoliberal era. It focuses on inequalities in the Portland, Oregon metro area between 1994 and 2011 as measured in three key areas: 1) access to public transit; 2) the journey-to-work; and 3) "household-serving" trips. Growing concern over the harmful impacts from an increasing dependence on cars has led planners in the U.S. to encourage a modal shift from private car to public transit, bicycling, and walking. The required policies to make this modal shift possible, however, might inadvertently be benefiting "choice" riders at the cost of transport disadvantaged groups. Other contributing factors to this unequal benefit appear to be the suburbanization of poverty, an ongoing gentrification of central areas, and market forces that make it difficult for low income groups to afford housing in transit-rich neighborhoods. The Oregon Household Activity and Travel surveys are used to answer the three major research questions in this dissertation: what has been the effect of neoliberalism on access to public transit?, how do gender, race/ethnicity, and income inequality affect the journey-to-work in Portland?, and how do household-serving trips vary by gender in Portland? Six hypothesis are tested in answering these questions. Those related to access to transit draw on Fred Block's theory of the capitalist state and the "urban growth machine" concept, both of which predict spatially unequal outcomes from neoliberal ideology. Hypotheses about the journey to work draw on a rich body of literature around social relations in the household and the job market, as well as residential location. The final question, about household-serving trips, draws on theories of gender socialization. Findings showed that: (i) individuals in the Portland metro area had less access overall to bus public transit in 2011 than in 1994; (ii) impoverished dependent riders have lost access to transit service over time, whereas choice dependent riders increased their access to public transit; (iii) low income groups have been "forced" into greater car-ownership, in part due to the lower access to public transit; (iv) women in Portland have shorter journey-to-work trips than men; (v) Blacks have longer journey-to-work trips than Whites and Latinos; (vi) low-income individuals have shorter journey-to-work trips than higher income individuals; and (vii) women with children make more household-serving trips than men in similar family structures.
10
Zinschlag, Bryan James. « Cultivating Common Ground ? A Case Study of a Community Garden Organization in Northeast Portland, Oregon ». PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1828.
Texte intégralRésumé :
When it comes to the topic of environmental sustainability, most of us will readily agree that we face a litany of local and global environmental threats in the twenty-first century. As such, we would largely agree that the need to address climate change and other issues is urgent. Where this agreement tends to end, however, is on the question of whether this urgency is so great that we need not address issues of inequality and environmental justice when organizing sustainability efforts. Some are convinced that, because sustainability efforts are "saving the world for everyone", so to speak, issues of environmental justice are secondary at best. On the other hand, "just sustainability" advocates argue that no such effort is truly sustainable unless it considers winners and losers from the onset. I will argue the latter and demonstrate the potential consequences of a sustainability effort that has failed thus far at engaging those who might benefit most from involvement. This study is an exploration of the City Soil Network (CSN), a community garden organization comprised of seventeen garden sites throughout Portland, Oregon. Thirteen of these sites are in Northeast Portland, an area with a history of racial and ethnic discrimination and both inequalities and boundaries that prevail across the same lines today. A significant number of these residents are food insecure or at risk of becoming food insecure. Furthermore, recent gentrification in Northeast Portland has disproportionately displaced African Americans and members of other historically marginalized communities. As such, these groups tend to view recent neighborhood changes as a new variation on a decades old theme of injustice. Previous research suggests that community gardens can play a role in addressing all of these problems to some degree. However, this body of research has yet to explicitly analyze the relationship between local historical context, gentrification, the conflicting rhetorics of environmental sustainability and environmental justice and outcomes for community garden organizations. This case study includes content analysis of organizational publications, participant observation from four of the CSN's garden sites in Northeast Portland. It also includes interviews with eleven members of the CSN, representing all three levels of involvement with the organization, and six interviews with representatives of community organizations that serve Northeast Portland in some capacity. This study finds that the CSN largely consists of members of a preexisting community of sustainable agriculture enthusiasts. As such, those involved tend not to live near their garden site(s) and are distinct in a number of ways from the diverse neighborhoods that surround many of the CSN's garden sites. The organization has made very few neighborhood-level outreach efforts thus far, and those that have been made have largely been unsuccessful. Understandings expressed by both groups of interviewees help to explain why this has been the case. They also compel me to introduce the potentially adverse impact of gentrification on understandings of neighborhood socioeconomic conditions into the just sustainability debate; we need to consider that unjust sustainability can be the result of not only a lack of concern for inequality, but also a simple lack of awareness of it. Interviewees also provide suggestions for how the CSN or other community garden organizations might be more successful in appealing to marginalized communities.
11
Shearer, Helen Dianne, et n/a. « Intercultural Personhood : A 'Mainstream' Australian Biographical Case Study ». Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040921.082235.
Texte intégralRésumé :
This thesis explores the question of intercultural personhood in two 'mainstream' Australian cases within interpersonal, intercultural relations in Australian contexts in the second half of the twentieth century. The problem is viewed through three disciplinary lenses: those of communication, psychology and sociology. A qualitative, interdisciplinary approach integrates these through an inductive biographical research design. Within cross-cultural communication studies, a host culture such as that of the Anglo-Australian majority is seen in a monolithic and static way to which Australians of other cultural backgrounds are seen to adapt. These studies give no place to the changes which members of the majority undergo. 'Intercultural personhood', a term coined by Kim (1988, 2001), describes the kinds of 'ethnic' individuals who through negotiating their identities within personal, social and mass communication contexts, both host and ethnic, move beyond the bounds of their own cultural heritage to embrace both their former cultural identity and the new 'host' (viz Australian) identity. In this thesis, the elements of cross-cultural adaptation theory and of 'intercultural personhood' are applied to the intercultural experience of 'mainstream' Australians. From preliminary memory work workshops and focus groups, the cases of two mainstream individuals who show some evidence of 'intercultural personhood' and make identity claims comparable with 'ethnic' adapters are then developed through biographical method. Their life accounts are drawn on for the exploration of issues of identity and personhood within interpersonal, intercultural relations. Major focus is given to the social psychology of Harre (1983, 1993, 1998), whose work provided both a conceptualisation and a methodological tool for the problem. In Harre's work, three dimensions of personhood, namely consciousness, agency and biography are identified together with the psycho-social processes through which an individual's identity and orientation to their culture is appropriated, transformed and publicised. This publication is then rejected or incorporated into the culture through processes of conventionalisation. These four psycho-social processes are explored in my study through an adaptation of assisted biography method (De Waele & Harre, 1979). The strength of the psycho-social approach of Harre lies in its ability to get below the surface behaviours to an analysis of the theory of self which individuals, as 'singular' beings, bring into play in their interactions within themselves and with one another. While this approach draws on social contexts to support the transformations, it is not designed to explicate to a sufficient degree the conditions under which such theories of self are activated and within which changes in identity occur and are maintained. For this reason it is essential to incorporate a sociological framework to understand the influence of the conditions within which such experiences are played out. Bourdieu's (1984, 1987) cultural, relational sociology is coupled with Harre's (1983, 1993, 1998) theory of personal and social being in that it brings together the individual and the society in a way which proves fruitful for ongoing analysis of the biographical data collected within the communication and psycho-social framework of the earlier research. Bourdieu's critique of a methodology based on biography points to the 'illusion' that is created through a biographical interview process. Taking this critique of biography into the study of interpersonal, intercultural relations meant a shift from the communication interactions and psycho-social analysis undertaken to an analysis of the various social constructions evident within the elements of the life account and a search for the cognitive imprint of social structures as durable dispositions within the persons. These dispositions are evident from within a social trajectory of the life and they are applied to the intercultural encounters recounted by the participants in their autobiographies. The addition of Bourdieu's (1984, 1987) sociology strengthens the ability to view the individual and the society through a single lens and to position the individual life course as secondary within a broader and primary analysis of social structure and social structuring as a means of interpreting lives. Its weakness lies in the degree of 'voluntariness' brought into effect as individuals both chart their course through life and are pushed and pulled by the various social forces at work within their trajectories. Within the scope of this thesis, these two approaches, that is, a psychological and a sociological one, are illustrated and incorporated into an interdisciplinary model for the study of interpersonal, intercultural relations. Further rigorous research to validate the components and the relationships of the model and to investigate these strengths and weaknesses more thoroughly is foreshadowed. This interdisciplinary model of interpersonal, intercultural relations is the major contribution of this work to the field of intercultural communication. Advances which are achieved through use of psychology, sociology and biographical research method as a tool through this study are also identified. The thesis concludes with a review of the contributions of the thesis and a discussion of the implications for future research on interpersonal, intercultural relations.
12
Shearer, Helen Dianne. « Intercultural Personhood : A 'Mainstream' Australian Biographical Case Study ». Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365871.
Texte intégralRésumé :
This thesis explores the question of intercultural personhood in two 'mainstream' Australian cases within interpersonal, intercultural relations in Australian contexts in the second half of the twentieth century. The problem is viewed through three disciplinary lenses: those of communication, psychology and sociology. A qualitative, interdisciplinary approach integrates these through an inductive biographical research design. Within cross-cultural communication studies, a host culture such as that of the Anglo-Australian majority is seen in a monolithic and static way to which Australians of other cultural backgrounds are seen to adapt. These studies give no place to the changes which members of the majority undergo. 'Intercultural personhood', a term coined by Kim (1988, 2001), describes the kinds of 'ethnic' individuals who through negotiating their identities within personal, social and mass communication contexts, both host and ethnic, move beyond the bounds of their own cultural heritage to embrace both their former cultural identity and the new 'host' (viz Australian) identity. In this thesis, the elements of cross-cultural adaptation theory and of 'intercultural personhood' are applied to the intercultural experience of 'mainstream' Australians. From preliminary memory work workshops and focus groups, the cases of two mainstream individuals who show some evidence of 'intercultural personhood' and make identity claims comparable with 'ethnic' adapters are then developed through biographical method. Their life accounts are drawn on for the exploration of issues of identity and personhood within interpersonal, intercultural relations. Major focus is given to the social psychology of Harre (1983, 1993, 1998), whose work provided both a conceptualisation and a methodological tool for the problem. In Harré's work, three dimensions of personhood, namely consciousness, agency and biography are identified together with the psycho-social processes through which an individual's identity and orientation to their culture is appropriated, transformed and publicised. This publication is then rejected or incorporated into the culture through processes of conventionalisation. These four psycho-social processes are explored in my study through an adaptation of assisted biography method (De Waele & Harre, 1979). The strength of the psycho-social approach of Harre lies in its ability to get below the surface behaviours to an analysis of the theory of self which individuals, as 'singular' beings, bring into play in their interactions within themselves and with one another. While this approach draws on social contexts to support the transformations, it is not designed to explicate to a sufficient degree the conditions under which such theories of self are activated and within which changes in identity occur and are maintained. For this reason it is essential to incorporate a sociological framework to understand the influence of the conditions within which such experiences are played out. Bourdieu's (1984, 1987) cultural, relational sociology is coupled with Harre's (1983, 1993, 1998) theory of personal and social being in that it brings together the individual and the society in a way which proves fruitful for ongoing analysis of the biographical data collected within the communication and psycho-social framework of the earlier research. Bourdieu's critique of a methodology based on biography points to the 'illusion' that is created through a biographical interview process. Taking this critique of biography into the study of interpersonal, intercultural relations meant a shift from the communication interactions and psycho-social analysis undertaken to an analysis of the various social constructions evident within the elements of the life account and a search for the cognitive imprint of social structures as durable dispositions within the persons. These dispositions are evident from within a social trajectory of the life and they are applied to the intercultural encounters recounted by the participants in their autobiographies. The addition of Bourdieu's (1984, 1987) sociology strengthens the ability to view the individual and the society through a single lens and to position the individual life course as secondary within a broader and primary analysis of social structure and social structuring as a means of interpreting lives. Its weakness lies in the degree of 'voluntariness' brought into effect as individuals both chart their course through life and are pushed and pulled by the various social forces at work within their trajectories. Within the scope of this thesis, these two approaches, that is, a psychological and a sociological one, are illustrated and incorporated into an interdisciplinary model for the study of interpersonal, intercultural relations. Further rigorous research to validate the components and the relationships of the model and to investigate these strengths and weaknesses more thoroughly is foreshadowed. This interdisciplinary model of interpersonal, intercultural relations is the major contribution of this work to the field of intercultural communication. Advances which are achieved through use of psychology, sociology and biographical research method as a tool through this study are also identified. The thesis concludes with a review of the contributions of the thesis and a discussion of the implications for future research on interpersonal, intercultural relations.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
13
Bunk, Aylin. « An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies ». PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3481.
Texte intégralRésumé :
Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors.
14
Mitchell, James Donald. « Foreign Language Anxiety, Sexuality, and Gender : Lived Experiences of Four LGBTQ+ Students ». PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4336.
Texte intégralRésumé :
The relationship between foreign language anxiety and gender identity has been largely a quantitative endeavor that has shown contradictory results. Furthermore, sexual identity has not been researched in foreign language anxiety literature. A qualitative account of LGBTQ+ language learners with different gender identities has been absent from the literature. Therefore, the purpose of this study was to explore the relationship between foreign language anxiety and sexual and gender identity. To gain insight into this relationship, this qualitative study investigated the lived experiences of four LGBTQ+ foreign language university students who represented three gender identities. Data were collected through multiple, in-depth interviews, observations, the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz et al., 1986), and a questionnaire. The four participants were further situated through the results of the FLCAS, which was distributed to the research site and garnered 141 responses. Presentation of the data includes portraits of two of the participants and a cross-case analysis of the four participants. The portraits provided rich, thick descriptions of the educational and historical backgrounds of the two learners as well as themes related to their individual anxiety levels. The cross-case analysis found that foreign language anxiety across participants related to invalidated identity, privileged identities, context, and trait anxiety. These themes largely caused participants to experience communication apprehension, possible cognitive interference, avoidance behavior, and a lack of willingness to communicate. This study offers pedagogical implications and suggestions for further research. The data show that language teachers need to be aware of the pervasive nature of foreign language anxiety and how the identities of LGBTQ+ students can play into foreign language anxiety. Furthermore, teachers need to affirm the identities of their students.
15
Pibulsilp, Thanawadee. « An investigation of cultural influence on academic library usage and experience of international medical students from Asian countries a case study of students at the Christchurch School of Medicine, University of Otago, Christchurch : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies / ». ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1273.
Texte intégral
16
Målqvist, Mats. « Who can save the unseen ? : Studies on neonatal mortality in Quang Ninh province, Vietnam ». Doctoral thesis, Uppsala universitet, Internationell mödra- och barnhälsovård (IMCH), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-129242.
Texte intégralRésumé :
Globally, neonatal mortality has remained basically unchanged for the last three to four decades and every year almost four million newborns die before reaching one month of age. This persistent mortality is related to an invisibility of the newborn child in policies and statistics and a neglect of health care decision-makers, planners and practitioners to deliver a perinatal continuum of care. In recent years attention has however been brought to the unchanged neonatal mortality in an effort to improve survival. The present thesis seeks to increase understanding of obstacles for better neonatal survival. The studies performed are undertaken as sub-studies to the NeoKIP project in Quang Ninh province in northern Vietnam, a randomized controlled trial of knowledge implementation for improved neonatal survival (Neonatal Health – Knowledge Into Practice, ISRCTN 44599712). In the first paper we investigated and discussed the scope of invisibility of neonatal mortality through measuring the accuracy of official statistics on neonatal deaths. The second paper reports an inquiry of determinants of neonatal mortality by use of a population-based case-referent design. Paper III and IV analyse delivery care utilization and care seeking patterns prior to and at delivery using narratives and GIS technique. There was a substantial under-reporting of neonatal mortality in the official statistics, with study results showing a four times higher neonatal mortality rate in Quang Ninh province than reported to the Ministry of Health. This neonatal mortality rate of 16/1000 live births (as compared to 4.2/1000 in official reports) was unevenly distributed in the province, showing large geographical discrepancies. In the rural and remote areas of Vietnam education level is lower and the concentrations of ethnic minorities and poor households are higher. Ethnic minority belonging was associated with a more than doubled risk of neonatal death compared to the hegemonic group of Kinh (OR 2.08 CI 95 % 1.39 – 3.10). This increased risk was independent of household economic status or maternal education level. Neonatal mortality was also associated with home deliveries, non-attendance to antenatal care and distance to the health care facilities. However, ethnic minority mothers still had an increased risk of experiencing a neonatal death even if they attended antenatal care, delivered at or lived close to a health facility. The invisibility of the neonatal period in health information systems hides the true width of the neonatal mortality challenge. By not acknowledging the problem, the marginalization of already disadvantaged groups continues, leaving ethnic minority babies with an elevated risk of dying during the first month in life. This example of ethnic inequity highlights the importance to target those most in need. The studies of the present thesis should therefore be looked upon as a contribution to the struggle to illuminate the global burden of neonatal mortality.
17
Diaz, Virginia. « On modeling civic engagement : case studies of culturally specific museums and Latino constituencies / ». 2005. http://library2.jfku.edu/Museum_Studies/On_Modeling.pdf.
Texte intégral
18
« 認同之抉擇 : 四川爾蘇人族群認同建構的民族誌研究 ». 2004. http://library.cuhk.edu.hk/record=b6073889.
Texte intégralRésumé :
巫達.論文(哲學博士)--香港中文大學, 2004.
參考文獻 (p. 260-288).
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.
Wu Da.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004.
Can kao wen xian (p. 260-288).
19
Nyathi, Morris Dickson. « Social exclusion as a barrier to poverty reduction : the case of Basarwa in Botswana ». Thesis, 2003. http://hdl.handle.net/10413/3062.
Texte intégralRésumé :
In most developing countries the characteristics of the poor go beyond the traditional definition of poverty. Whilst the latter broadly refers to lack of access to material resources, there are other factors that are linked to poverty. This thesis identifies one of these factors as social exclusion which is suggested as a barrier to poverty reduction efforts. Drawing from the experience on the concept of social exclusion as developed in the north, and extended to some countries in the south, the social exclusion framework is applied within the context of a country in the south, namely Botswana. The thesis investigates the operation of social exclusion within the Basarwa minority group in the country, by identifying the appropriate mechanisms that drive social exclusion, describing the processes of exclusion, and delineating its characteristics. This is done within the context oftesting the proposition that social exclusion is one of the factors linked to the persistence of poverty. Noting that persistence of poverty is conventionally attributed, among others things, to shortfall in education and skills, lack of opportunities and capital or land, the thesis investigates the root causes ofthese factors in as far as Basarwa are concerned. It is argued that such shortfalls and failure to obtain adequate resources are due to exclusionary processes operating at two levels. The major findings are that the concept is multidimensional and that the target group faces exclusion in political, socio-cultural, economic, spatial and legal terms. This exclusion operates at the national and local levels. Owing to this multiple exclusion, Basarwa generally face difficulties in escaping poverty, with the older generation being the most affected. Social exclusion is a barrier to poverty reduction because it makes it difficult for the Basarwa to obtain equal and satisfactory access to opportunities, assets, and resources available in political, economic and social fields of society. The thesis offers some policy suggestions about how to reduce social exclusion.Thesis (Ph.D.)-University of Natal, Durban, 2003.
20
Maja, Innocent. « A human rights framework towards the protection of minority languages and linguistic minorities in Africa : case studies of South Africa and Zimbabwe ». Thesis, 2016. http://hdl.handle.net/2263/58730.
Texte intégralRésumé :
This thesis examines and defends the use of a human rights framework for the protection of
minority languages and linguistic minorities in Africa as an effective means to eliminate
discrimination against linguistic minorities, protect minority languages, preserve linguistic
minority identity and foster substantive equality between linguistic majorities and linguistic
minorities.
The argument that runs throughout the thesis is that in order to effectively integrate linguistic
minorities, while allowing them to preserve their linguistic identity, the human rights framework
should have two pillars with two clusters of rights. The first pillar consists of individual human
rights of special relevance to linguistic minorities that ensure that linguistic minorities are placed
on a substantially equal footing with other nationals of the state. Key rights are the rights to
equality and non-discrimination on the basis of language. Other individual rights include
freedom of expression, the right to culture, the right to participation, the right to a name, the right
to family, the right to fair trial and the right to education. The second pillar consists of minorityspecific
standards (rights and measures) designed to protect and promote the separate identity
of minority language groups. These include prevention of assimilation, the right to identity and
the right to use a minority language in the public and private spheres. This study argues that
even though the international, regional and national human rights standards are general and
often qualified and have some gaps and deficiencies, they provide a human rights framework for
the protection of minority languages and linguistic minorities in Africa.
The study recommends two approaches to assist in clarifying the normative content of minority
language rights in Africa. On the one hand, there is the progressive interpretation approach,
which does not introduce new standards for the protection of minority languages and linguistic
minorities in Africa but allows the African Commission on Human and Peoples' Rights and
African Court on Human and Peoples Rights to use articles 60 and 61 of the ACHPR to draw
inspiration from the UN, European, Inter-American and national human rights systems to imply
or infer minority language rights from the rights to equality and non-discrimination on the basis
of language, right to identity, freedom of expression, right to culture, right to work, right to
education, right to the protection of the family, the right of every child to a name and the right to
a fair trial in the African Charter on Human and Peoples' Rights. On the other hand, there is the
standard setting approach which entails the drafting of a specific treaty setting new standards for the protection of minority languages and linguistic minorities. To this end, the thesis suggests
and provides a draft framing for a Protocol to the African Charter on Human and Peoples' Rights
on Minority Language Rights in Africa.tm2017
Centre for Human Rights
PhD
Unrestricted
21
Haklai, Oded. « When a minority rules over a hostile majority : theory and comparison ». Thesis, 1999. http://hdl.handle.net/2429/9214.
Texte intégralRésumé :
With few exceptions, not enough attention has been paid to the phenomenon of
ethnic minority rule over hostile majorities in the studies of ethnic conflict. This thesis
attempts to account for the ability of ethnic minorities to rule over hostile majorities for
continuous periods of time, and to devise a theory for the study of this phenomenon by
comparing three cases: the Alawis in Syria, the Tutsis in Burundi and the Sunni Muslim
minority in Iraq.
The major argument of the thesis is that the phenomenon in question does not
occur randomly. There are certain conditions that motivate an ethnic minority to seek
political power, and to be able to attain it and maintain continuous rule despite the
hostility of the majority. Naturally, each case has its particular characteristics, yet
common patterns underlying minority rule over hostile majorities can be found, and an
analytical framework can bJe devised.
The examination of the three cases leads to the conclusion that minority rule has
to be explained by examining how the identities of the minority and majority were
formed, how they have been shaped throughout the history of interaction between the two
groups, and how they have influenced the relationship between the groups. There is also a
need to study how political entrepreneurs manipulate traditional markers and modern
issues for instrumental gains. On this basis, it is possible to understand the political
salience of the identities, the level of hostility and the reasons why the minorities seek
political power. Attaining it or retaining it, and maintaining it for a continuous period of
time is dependent on an authoritarian government structure, which includes,
indispensably, considerable army involvement in politics. Persistent minority rule is also dependent on its ability to legitimize itself, primarily by creating a unified identity.
Success in forming such a unified identity implies a decrease in the saliency of elements
of identity that' distinguish between the groups, and ultimately a decrease in the level
hostility. This allows the minority rule to persist. If, however, this "unified identity" does
not have the desired outcome of mollifying the majority, the ruling minority can, and
will, use its military monopoly of coercive power to subdue internal opposition.
22
Mumpande, Isaac. « The revitalisation of ethnic minority languages in Zimbabwe : the case of the Tonga language ». Diss., 2020. http://hdl.handle.net/10500/26766.
Texte intégralRésumé :
This dissertation investigates the revitalisation of Tonga, an endangered minority language in Zimbabwe. It seeks to establish why the Tonga people embarked on the revitalisation of their language, the strategies they used, the challenges they encountered and how they managed them. The Human Needs Theory propounded by Burton (1990) and Yamamoto’s (1998) Nine Factors Language Revitalisation Model formed the theoretical framework within which the data were analysed. This case-study identified various socio-cultural and historical factors that influenced the revitalisation of the Tonga language. Despite the socio-economic and political challenges from both within and outside the Tonga community, the Tonga revitalisation initiative was to a large extent a success, thanks to the speech community’s positive attitude and ownership of the language revitalisation process. It not only restored the use of Tonga in the home domain but also extended the language function into the domains of education, the media, and religion.Linguistics and Modern Languages
M.A. (Sociolinguistics)
23
Hasselbring, Sue. « Cross-dialectal acceptance of written standards : two Ghanaian case studies ». Thesis, 2006. http://hdl.handle.net/10500/715.
Texte intégralRésumé :
Cross-dialectal acceptance of a written standard (CAWS) is essential for that standard to be used
by speakers of divergent dialects of a language. Earlier works have focused on the influence of
linguistic differences on comprehension of the standard, but little attention has been given the
influence of socio-cultural and programmatic factors on acceptance of a standard. Case studies
of the Lelemi and Likpakpaanl language development programmes provide information
through which the socio-cultural and programmatic factors which influence CAWS can be
identified. Due to the complex nature of the topic, various indicators are used to measure levels
of acceptance of the written standard by speakers of each dialect.
Socio-cultural factors which influence CAWS relate either to the language community's degree
of interdialectal communication or to their perception of being a unified people. These factors
include social structure, governance, cultural and religious activities, and patterns of marriage,
commerce, transportation and migration. The existence of extensive social networks and the
role of opinion leaders were also influential
Activities of the two language development programmes which positively influenced CAWS
included those which informed and involved speakers of all dialects of the language. These
activities built on the existing levels of unity and inter-dialectal communication by using
existing social networks. The Lelemi programme involved speakers of all dialects more
uniformly than did the Likpakpaanl programme. However, both programmes informed and
involved speakers of all dialects to some extent.
The dialect communities of each language did not equally accept the written standards.
Acceptance appeared to correlate more strongly with programmatic factors than with sociocultural
or linguistic factors.
This thesis provides a model for language teams to follow in 1) identifying socio-cultural factors
which have the potential to influence CAWS; 2) applying knowledge about the socio-cultural
situation to programme planning; and, 3) assessing levels of acceptance by speakers of each
dialect.Linguistics
D. Litt. et Phil. (Linguistics)
24
« 瑤山的学校教育 : 中国广西土瑤的民族志研究 ». 2002. http://library.cuhk.edu.hk/record=b6073851.
Texte intégralRésumé :
袁同凯.论文(哲学博士)--香港中文大学, 2002.
参考文献 (p. 235-255).
中英文摘要.
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.
Yuan Tongkai.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 235-255).
25
Hobbs-Russell, Marlize. « Mixed race and African parents’ experiences, challenges and coping strategies regarding the coming out of their child as lesbian, gay, bisexual, transgender, intersex, queer, questioning and a-sexual+ : suggestions for social work support ». Diss., 2020. http://hdl.handle.net/10500/26665.
Texte intégralRésumé :
Mixed race and African South African parents of children coming out as Lesbian, Gay, Bisexual, Transsexual, Intersex, Queer, Questioning and A-Sexual+ have a unique set of challenges within their cultural, religious and social contexts. The problem statement for the study entails that parents have to deal with familial and societal perceptions and reactions to their child coming out, face their own challenges and fears concerning their child’s sexual orientation or identity, and find coping strategies to deal with their coming out as LGBTIQA+. During my research in the UNISA library and online I found that there is a paucity of literature on this subject matter, especially within the South African context. The aim of this study was to obtain an in-depth understanding of these mixed race and African parents’ experiences, challenges and coping strategies in relation to a child coming out as LGBTIQA+.
The Resiliency Theory of Family Stress, Adjustment and Adaptation, as linked to Hill’s Stress Theory and the Strength-based approach, were adopted as related theories within the theoretical framework of this study. A qualitative approach was employed, as I intended to gain insight into the lived experiences, challenges and coping strategies of mixed race and African South African parents in relation to a child coming out as LGBTIQA+, as well as to gain advice on social work support. A phenomenological and collective instrumental case study design, together with an explorative, descriptive and contextual strategy of inquiry, were used to explore, describe and contextualise how mixed race and African parents of LGBTIQA+ children experienced their children’s coming out, what their challenges were, and the coping strategies they employed to manage the challenges experienced. The sample of participants was selected by utilising purposive sampling. Semi-structured interviews, contained in an interview guide, were used to collect the data that was analysed using Tesch’s method of analysis (in Creswell, 2014:198). The data were collected by means of individual interviews and presented in a cross-person manner using selected narratives from the participants.
Guba’s model, as espoused in Krefting (1991) and Lietz and Zayas (2010), was used and the four aspects of trustworthiness, namely credibility, transferability, dependability and confirmability, were applied. Ethical considerations were observed. The findings led the researcher to make recommendations regarding social work practice, education and further research into the phenomenon of parental experiences, challenges and coping strategies in relation to a child coming out as LGBTIQA+. In terms of parental experiences of their child coming out as LGBTIQA+, I found that parents were surprised and unhappy, disappointed, pained and shocked, and fearful for their child’s safety when they realised he or she was LGBTIQA+. When it came to their challenges and fears, the parents openly admitted that what the community, church and external family would make of their child being LGBTIQA+ caused stress for them. Lastly, the parents made recommendations to social workers based on their experiences, challenges and coping strategies, indicating that social workers should focus on sharing information and guiding parents; but firstly, social workers must have self-awareness and understand their own attitudes toward LGBTIQA+ matters.Social Work
MA (Social Work)
26
Horton, Janell M. « Exploring the cultural experiences of family case managers : an interpretative phenomenological analysis ». Thesis, 2014. http://hdl.handle.net/1805/4034.
Texte intégralRésumé :
Indiana University-Purdue University Indianapolis (IUPUI)This study explored the lived experiences of family case managers who routinely work with families who are culturally different from themselves. The purpose was to understand and interpret the meaning of culture and cultural difference as it relates to the engagement process with families. The research also sought to understand whether cultural insensitivity or bias may contribute to the overrepresentation of children of color in the child welfare system. The author conducted 10 in-depth, semi-structured interviews with graduates of a large, research-intensive Midwestern university’s Title-IV-E Social Work Program, who also were employed as family case managers in public child welfare. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis and the analytic process of the hermeneutic circle. Results suggest the concept of culture is a complex term that encompasses many characteristics and a number of dimensions. In addition, four themes were identified as underlying the engagement process with culturally different families. These themes routinely overlapped, and family case managers often had to attend to each of the thematic areas simultaneously. At nearly every step in the engagement process, family case managers modulated their interactions in order to find balance and stability in their relationship with the family. Finally, poverty was revealed to be the most salient cultural difference in working with families involved in the child welfare system. These results have important implications for social work education, child welfare practice, and research on the overrepresentation of children of color in the child welfare system.
27
« 敎育與民族認同 : 貴州石門坎苗族基督敎族群的個案硏究(1900-1949) ». 1999. http://library.cuhk.edu.hk/record=b6073787.
Texte intégralRésumé :
張慧眞.論文(博士)--香港中文大學, 1999.
參考文獻 (p. 245-260)
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
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.
Zhang Huizhen.
Lun wen (Bo shi)--Xianggang Zhong wen da xue, 1999.
Can kao wen xian (p. 245-260)
Zhong Ying wen zhai yao.
28
Lenyai, Sinnah. « Addressing language barriers to learning at a technical and vocational education and training (TVET) college : Bojanala District, North West (NW) ». Diss., 2019. http://hdl.handle.net/10500/27176.
Texte intégralRésumé :
The purpose of this study was to determine how a specific group of lecturers identified and supported students experiencing language barriers. The study aimed to make a contribution by adding to literature on how language barriers affect teaching and learning at TVET level. The study was guided by the theory of Lev Vygotsky, known as the Sociocultural and Cognitive Perspective on Language and Communication Barriers in Learning.
The study was conducted within a qualitative, constructive paradigm. Interview schedules were used for data collection. The researcher used semi-structured interviews and open-ended questions for data collection. Six National Certificate (Vocational) programme lecturers for NC (V) level 2 of the National Qualifications Framework (NQF) from the selected TVET College in Bojanala District, North West (NW) province were interviewed. The interviewees were purposively selected from three campuses in the district.
Findings revealed that lecturers are affected by lack of support, lack of resources and lack of staff development when addressing language barriers experienced by students The study recommended that the Department of Higher Education and Training should provide a budget to provide professional development to lecturers teaching students experiencing language barriers.Inclusive Education
M. Ed. (Inclusive Education)
29
Zeme, Mesfin Derash. « Exploring the challenges of mother-tongue-based multilingual education in primary schools in selected minority language areas in southern Ethiopia ». Thesis, 2020. http://hdl.handle.net/10500/26991.
Texte intégralRésumé :
Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools.
This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a subject in primary schools. The study focused on the drawbacks that hindered the proper implementation of the education and training policy regarding mother-tongue education in minority language areas.
To conduct the study, the qualitative research method was employed. Representatives from the Ministry of Education, Colleges of Teacher Education, primary school directors and teachers of mother tongue as a subject and as a medium of instruction, parents and relevant community representatives took part.
From the Ministry of Education, two experts from the Curriculum Design and Implementation Directorate and two participants from Mother tongue and English Language development directorate were purposively invited to participate in individual interviews. Similarly, three instructors from one of the Colleges of Teacher Education and 32 mother-tongue teachers drawn from eight schools of the target area were also individually interviewed. In addition, three heterogenous focus group discussions were conducted with stakeholders comprising community and parents’ representatives, schoolteachers’ representative, students’ representatives and school directors.
The study was based on the social constructivist and Vygotsky’s Zone of Proximal Development theoretical assumptions. The findings of the study indicated that MTB MLE is not being successfully implemented in the minority language areas in the SNNPRS because of the deficits in awareness raising, proper teacher training, readiness of the languages in relation to orthography and scientific terminology to be used as medium of instruction, availability and quality of teaching and learning materials, standardised orthography, availability of guidelines and a strategy to carry out the MTB MLE programme, support and follow up of the implementation of the MTB MLE programme.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
30
Deka, Ankita. « RACIAL DISPARITIES IN SELF REPORTED HEALTH AND HEALTH CARE UTILIZATION. DOES PRIMARY CARE MATTER ? » 2012. http://hdl.handle.net/1805/3044.
Texte intégralRésumé :
Indiana University-Purdue University Indianapolis (IUPUI)A significant body of literature has accumulated in the last decade that provides evidence of the growing health care disparities among racial and ethnic groups in the United States. The literature suggests that Black adults share a disproportionate burden in death, disability, and disease. In 2002, the Institute of Medicine report, Unequal Treatment, showed that racial-ethnic disparities in health cannot be entirely attributed to problems of health care access, clinical performance, or patients’ personal characteristics. Many studies have shown that institutional and individual level discrimination that Blacks face in the health care system impacts their health status. This study used secondary data analysis to examine how primary care experience impacts self-reported health status and health care utilization among Black adults. Data were from the Medical Expenditure Panel Survey (MEPS) implemented by the Agency for Healthcare Research and Quality (AHRQ). Specifically, MEPS Panel 10 (2005-2006) and Panel 11 (2006-2007) data were used in the analyses. The final sample comprised of N=15,295 respondents ages 18 and over. Logistic regression analyses were carried out using Stata Statistical Software, version 11. The study results reflect the disparities among Blacks and Whites on self-reported health and health care utilization. Blacks were 15% less likely to report good health status compared to Whites and had 0.11 less expected office-based doctor visits. Respondents who had better primary care experience had 0.05 times higher expected office-based doctor visits than respondents who did not have good primary care experience. Health care Social Workers should advocate for structural changes in health policy that will take into account the historical marginalization and contemporary inequities that continue to encompass the lives of many Black Americans.
31
deRose, Barbara Sue. « The lived experience of obtaining required childhood vaccinations from Latino immigrants’ perspective ». Thesis, 2014. http://hdl.handle.net/1805/4605.
Texte intégralRésumé :
Indiana University-Purdue University Indianapolis (IUPUI)Vaccinations are an important step in preventing childhood illnesses and disease outbreaks in the community. Complete immunizations before school assure eligibility for enrollment and protect children against severe illness. The fact that foreign-born children of Latino immigrants face health disparities in receiving vaccinations is well documented. However, there is little information in the literature about the actual experience of immigrants facing the complexities of the health system, and through their eyes, which factors ultimately affect vaccination rates of immigrant Latino children. The purpose of this study is to give voice to Latino immigrant families who have recently immigrated to the United States, in terms of the issues they encountered when engaging the health care system for vaccinations.