Given the role ethnic identity has as a protective factor against the effects of marginalization and discrimination (Umaña-Taylor, 2011), research longitudinally examining ethnic identity has become of increased importance. However, successful identity development must incorporate elements from both one’s ethnic group and from the United States (Berry, 1980). Despite this, relatively few studies have jointly evaluated ethnic and American identity (Schwartz et al., 2012). The current dissertation, guided by three objectives, sought to address this and several other gaps in the literature. First, psychometric properties of the Multigroup Ethnic Identity Measure (MEIM) and the American Identity Measure (AIM) were evaluated. Secondly, the dissertation examined growth trends in recently immigrated Hispanic adolescents’ and their caregivers’ ethnic and American identity. Lastly, the relationship between adolescents’ and caregivers’ ethnic and American identity was evaluated. The study used an archival sample consisting of 301 recently immigrated Hispanic families collected from Miami (N = 151) and Los Angeles (N = 150). Consistent with previous research, results in Study 1 indicated a two-factor model reliably provided better fit than a one-factor model and established longitudinal invariance for the MEIM and the AIM. Results from Study 2 found significant growth in adolescents’ American identity. While some differences were found across site and nationality, evidence suggested recently immigrated Hispanic adolescents were becoming more bicultural. Counterintuitively, results found a significant decline in caregivers’ ethnic identity which future studies should further examine. Finally, results from Study 3, found several significant positive relationships between adolescents’ and their caregivers’ ethnic and American identity. Findings provided preliminary evidence for the importance of examining identity development within a systemic lens. Despite several limitations, these three studies represented a step forward in addressing the current gaps in the cultural identity literature. Implications for future investigation are discussed.

abstract: “Mix Mix Tayo: The Many Pieces in Our Stories'' is a written reflection, exploring the creation of the dance documentary, Carried Across the Water as well as the community event, Mix Mix Tayo. The ideas behind these works are centered in storytelling, filipino american identity and community. This research explores the use of film, dance, event production and the mixing of elements to create new wholes in order to communicate these ideas. These works were imagined in response to a call that was felt from people actively searching for healing, community and ancestral knowledge. / Dissertation/Thesis / Masters Thesis Dance 2020

This study examines the process of establishing and building the new South African Constitutional Court as the first intervention in the development of the Constitutional Hill precinct and as part of an endeavour aimed at creating a new national identity. The argument is reliant on the premise that an agency, in this case the judges of the constitutional court, actively seeking out means of transforming space and place and transferring significances in heritage resources, has contributed self-consciously in the process of social transformation. The study is intended to be descriptive of a social reality and explanatory of a special atypical case. Pierre Nora's seminal concept involving lieux de mémoire, their spatial and material potential, and the means by which lieux are formed and retained as lieux (memory objects/vessels/vestiges of heritage) has framed this study. The premise that space and place embodies and transmits concepts of cultural heritage has inspired ongoing and complimentary theories of the ways in which the built environment manifests narratives of power and the role of place in memory. Nora's lieux are social creations often involving built form and it is clear that historically significant built form can be used in social endeavors which contribute to the creation of a society's identity. Research and analysis of the Constitutional Court archive, selected published critique, examination of the artefact itself and by means of interviews with key professional individuals who participated in the programme of the building of the new Constitutional Court, all contribute to an exposure of the process of the endeavour of the judges of the Constitutional Court to establish a “lieux of cultural identity”.

Through using a Positive Youth Development framework and culturally based education program, Konaway Nikka Tillicum Native American Youth Academy aspires to mentor and prepare Native youth through high school and on to higher education. This collaborative research partnership investigated cultural identity, self-esteem, and academic optimism of Native American youth attending the academy. The results of this program evaluation found that cultural identity, self-esteem, and academic optimism were all closely related to each other as well as that they increased significantly when measured before and after the academy. GPA was found to not be predictive of cultural identity, self-esteem, or academic optimism prior to students attending the academy. Lastly, the relationship between cultural identity and academic optimism appeared to be explained through the indirect effect of self-esteem. The results suggest that culturally based education and positive youth development programs such as Konaway are efficacious in increasing protective factors among Native American youth.

Despite the increase in Asian college student population, this group remains one of the most understudied, due to the myth of “model minority.” Many Asian students adjust well academically but often experience high levels of stress, anxiety, or depression due to factors such as acculturation to Western culture, pressure from parents to succeed, ethnic identity issues, intergenerational conflict, immigration status, racism, and discrimination. This study examined the role of five dimensions of Asian values (collectivism, conformity to norms, emotional self-control, family recognition through achievement, and humility) as a moderator in the relationship among peer group cohesion and four dimensions of college adjustment (academic adjustment, social adjustment, personal-emotional adjustment, and attachment) among 150 Asian college students. Data were collected from Asian American and Asian international students attending a college in the United States who completed an online survey. Eighty percent of the students reported low college adjustment on one or more dimensions measured; however, personal-emotional adjustment and attachment was positively correlated with group cohesion. The results of the moderation analyses indicated that Asian value of humility moderated the effects of cohesion and personal emotional adjustment. Specifically, students who had lower Asian value of humility and high peer group cohesion also reported higher personal emotional adjustment. No other dimensions of Asian values were found to be significant moderators. Implications of the study in terms of future research and college programs for Asian students are discussed.

Home—Topia is an ongoing contemporary art research and exhibiting project, putting focus on the current forms of migration, rooting, unrooting and life in between cultures. Home—Topia is examining the notion of home, sense of belonging and its connection to the physical space. Home — Topia is based on the assumption that various forms of mobility, migration and life on the move have become one of the basic characteristics of today's world. The primary goal of the Home — Topia project is the realization of the group exhibition of five Berlin- based artists with ties to the Czech and Slovak cultural environment: Zorka Lednárová, Katarína Hrušková, Petra Debnárová and the duo Julia Gryboś + Barbora Zentková. Following the dialogue between the artists, new artworks will be created and presented in Raum für Drastische Maßnahmen gallery in Berlin. Due to the coronavirus pandemic, the event will not take place until 2021. A secondary output of the project is the online platform home-topia.eu. This online platform makes publicly accessible the research trajectory, interviews, essays, bibliography and events archive. The project also included the interactive video installation in the Raum für Drastische Maßnahmen gallery in Berlin, which used elements of augmented reality. Two channels video installation was presented from 11th until 21st of June.

No description available.

No description available.

For decades, the United States has been known as the nation of immigrants due to the increasing number of immigrant students in the public school system. Although the population of immigrant students steadily increases annually, American society still pressures immigrants into acculturation to fulfill the United States ideals of academic achievement despite the United States claim of multiculturalism (Malcolm & Lowery, 2011). This research focuses on 1st - and 2nd generation immigrant students’ strife of acceptance in U.S. culture, while sill preserving their own native culture, and the influence it has on academic achievement. The researcher interviewed eight (8) adult participants who are either 1st - or 2nd generation immigrant college students. This qualitative case study research aims to determine if forced acculturation or assimilation using stereotypes and perceptions of similarity effects how immigrant students develop their cultural identity, and the influence it has on academic achievement. Four major themes emerged from the participants’ responses: parental approval, peer pressure, environmental influence, and feelings about their ethnic group. Basic findings supported that immigrant students’ cultural identity is threatened by stereotypes and perceptions of similarity.

Thesis advisor: Andrew R. Davis / Thesis advisor: Jaime L. Waters / Thesis (STL) — Boston College, 2023. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.