Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 53-58).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 358-389).

Thesis (M.S.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Sachs (2005) argues that a conceptual framework of identity can guide teachers on how to construct their own ideas regarding “how to be”, “how to act”, and “how to understand” their work (p. 15). However, teachers who work in a foreign context may need to adapt their conceptual framework of identity in order to improve the fit between themselves and their workplace. With this thought in mind, the current qualitative, exploratory study is concerned with the professional identity adaptation of a group of ten native English speaking teachers working at two governmental institutes in the state of Qatar. The aim of this study was two-fold: first, to discover what factors affect teachers’ self-perception and professional identity; second, to explore implications for the practice of these native English speaking teachers (NESTs). Research data collected through in-depth semi-structured interviewing and classroom observations revealed that both institutional and intrapersonal factors were involved in the adaptation of the teachers’ professional identity and the teachers’ approaches to adapt their pedagogy. In other words, one of the noticeable features of the teachers’ professional identity adaptation was the conflict between the teachers’ expectations and the realities of the local context (interpersonal conflicts). There was evidence that teachers’ intrapersonal negotiation lead them to develop multiple identities in order to avoid any troubles at the workplace. Consequently, the mismatch between the teachers’ expectations of their professional life and the realities of the local context caused an apparent inconsistency between the teachers’ beliefs and behavior, which was considered to be a form of cognitive dissonance among the teachers. This study provides English teachers who work in a new context with pragmatic information and insights about the professional identity adjustment process. It also heightens their awareness of the possible professional identity transitions that they may go through. The study should help expatriate ESL teachers in the State of Qatar, in particular, to cope with a possible discrepancy between the idealism of their pedagogical and cultural theory, and their perceived reality of classroom practice.

The purpose of this study was to examine international students’ experiences of mental health issues during their studies in Sweden. These experiences are seldom represented in academic literature, and thus this paper aims to recount international students’ experiences of mental health issues, the methods in which they handle those issues and the role that Swedish culture, people and institutions have played in those experiences. Data was collected through semi-structured interviews with international students currently enrolled at the Linnaeus University in Växjö, Sweden – and subsequently analyzed through inductive thematic analysis. The results were summarized in four main themes; Acculturation, Mental Health, Under-utilization of Healthcare Facilities and Loneliness. The study concludes that international students may suffer from mental health issues that go undetected by university officials and mental health resources, and that universities may benefit from investing in programs to identify and offer support towards students in general, and international students in particular. / Syftet med denna studie var att undersöka internationella studenters erfarenheter av mental ohälse under sin studievistelse i Sverige. Denna grupps erfarenheter blir sällan belysta i akademiska kontexter, och denna studie avsåg att skildra dels internationella studenters upplevelser av mental ohälsa, det sätt denna grupp hanterar dessa upplevelser på, samt vilken roll den Svenska kontexten, kulturen, folket och samhället spelar i dessa upplevelser. Data samlades in via semi-strukturerade intervjuer med internationella studenter vilka då vad studerande vid Linnéuniversitetet i Växjö, Sverige. Dessa data analyserades sedan ur en induktiv, tematisk analys. Resultaten representerades i fyra temata; Ackulturation, Mental Hälsa, Underutnyttjande av Vårdinstitutioner, och Ensamhet. Studien når slutsatsen att internationella studenter kan lida av mental ohälsa vilken gå förbisedd av universitetsanställd personal och personal anställd för att arbeta med mental ohälsa bland studenter. Universitet skulle potentiellt kunna främjas av investeringar i program för att identifiera och erbjuda stöd gentemot både inhemska och internationella studenter.

abstract: Dating violence in ethnic minority populations is an understudied phenomenon and little attention has been paid to the experiences of Mexican American youth; less research has been done on how those experiences alter perceptions and acceptance of participation in prevention programs. This study advances knowledge on how Mexican American adolescents view dating violence prevention programs and how cultural beliefs and values may hinder or encourage effective participation. Focus groups (N = 9) were form with Mexican American youth aged 15-17 years separated by gender and acculturation status (Mexican Oriented/Bicultural/Anglo Oriented), as determined previously by acculturation scores measured by the Acculturation Rating Scale for Mexican Americans (ARMSA; 0 or below = Mexican Oriented, 0-1 = Bicultural, 1 or above = Anglo Oriented). Several themes emerged throughout the focus group discussions that were derived from culturally-based needs. Mexican American adolescents made recommendations for program development (e.g., a broad curriculum beyond the topic of dating violence) and delivery (e.g., barriers to participation, the implications of peer involvement) within the context of their cultural values and needs. Low acculturated and bicultural teens identified specific cultural needs and their relevance within a dating violence prevention program. However, across all groups, adolescents felt that the needs of Mexican American youth were similar to other youth in regards to dating violence prevention programs. Implications for how social work can best design and implement prevention programs for Mexican American adolescents are discussed. / Dissertation/Thesis / M.S.W. Social Work 2011

This application is for the U.S. Department of Education’s Education Innovation and Research Program to secure funding for a market analysis to gauge the interest of Portland, Oregon parents for opening a two-way immersion (TWI) Romanian-American bilingual public charter school. Initial conversations with members of the Romanian community in the Portland area indicate that such interest may exist. A formal survey of that community has not yet been conducted to firmly establish the potential market for such a school. Moreover, there is evidence to document that such an educational option could increase the academic achievement of English Language Learners from Underrepresented Languages (ELL-UL). Some English Language Learners (ELL) face great academic challenges in today’s public educational system which may be masked within the larger ELL population. First generation Romanian children, as ELL students, are represented across the Portland metropolitan area. Although their presence is pervasive, they constitute only a small proportion of all students (2.4 percent of all students in one district). Because of the low incidence of Romanian students, and the fact they are enrolled in schools across a broad geographical area, practical barriers prohibit their participation in bilingual education programs compared to students from well-represented cultures and languages (e.g., Spanish). This project will conduct a market analysis to gauge the Portland Romanian community’s interest in opening a bilingual two-way immersion (TWI) public charter school, embracing both the Romanian culture and language. By documenting this interest, a clear direction and structure for such a school will be established, which should foster the academic success for children of Romanian heritage.

Syftet med denna studie var att undersöka om det fanns en skillnad mellan första och andra generationens invandrare och hur de upplevde olika ackulturationsstrategier. Studiens struktur är uppbyggd med en kvantitativ ansats. De nyckelbegrepp som har används genom studien och som utgör grunden är integration, assimilation, separation och marginalisering. Tidigare forskning har visat på att andra generationens invandrare föredrar ackulturationsstrategin integration mer än första generationens invandrare. Det ingick 117 respondenter där första generationen bestod av 57 respondenter och andra generationen bestod av 60 respondenter. Respondenterna kom från länder spridda över hela världen och var även bosatta i flertalet städer runt om i Sverige. Resultatet stämmer i stort sätt överens med vad den tidigare forskningen sagt. Andra generationens invandrare föredrar ackulturationsstrategin integration mer än första generationen invandrare. Dock så visade denna studies resultat att denna skillnad inte var så stor. Det visades även att marginalisering är den ackulturationsstrategi som respondenterna föredrog minst, oavsett vilken generation de tillhör. / The aim of this study was to investigate whether there was a difference between first and second-generation immigrants and how they experienced different acculturation strategies. The structure of the study is structured with a quantitative approach. The key concepts used, which are the foundation of the study, are integration, assimilation, separation and marginalization. Previous research has shown that second-generation immigrants prefer the acculturation strategy integration more than first-generation immigrants. There was a total of 117 respondents where the first generation consisted of 57 respondents and the second generation consisted of 60 respondents. Respondents came from countries spread all over the world and were also resident in cities from all over Sweden. The result is broadly in line with what the previous research said. Second generation immigrants prefer the acculturation strategy integration more than the first generation of immigrants. However, this study showed that this difference was not so great. It was also shown that marginalization is the acculturation strategy that respondents preferred least, no matter what generation they belong to.

The dissertation thesis is dedicated to the acculturation as a process of adaptation to a new culture, its influence on achievement and well-being of university students. The work consists of the theoretical and the empirical parts. In the theoretical part, there is presented the fundamental knowledge of the subject area, the intercultural psychology is defined there, the acculturation from different points of view, and it also describes the cultural shock, different strategies and patterns of acculturation and last but not least also the typology of the groups involved in this process. The following section lists the most significant research projects in intercultural psychology. The last chapter of the theoretical part of the work focuses on the specifics of groups of foreign students, with an emphasis on acculturative stress, well-being and subjectively perceived performance and self-efficacy. The claimed areas are further processed in the empirical part of the work. The aim of the presented work is to analyze the process of adaptation to a new cultural environment, taking into account the key factors that influence the progress and results of this process. With regard to the intended use of the results obtained also the influence of self-efficacy, in particular in connection with the handling...

Within Asian cultures, stigma is commonly associated with seeking professional help for mental health issues, resulting in underutilization of professional services. While recent research has identified unique barriers in seeking help among first-generation immigrant women, perceptions of counselling remain understudied in the context of second-generation Asian Canadian women who identify as bicultural—particularly those facing gender-based violence. This article-based thesis sought to gain a better understanding of second-generation Asian Canadian women’s perspectives on counselling within the context of gender-based violence and bicultural identity. Because visible minority women are often a marginalized segment of the Canadian population, this study drew from the narrative approach, in which stories were collected and analyzed. Semistructured interviews were conducted with five participants. Results are presented in a manuscript and consist of five themes: (a) intersectionality, (b) perceptions of mental health and counselling, (c) barriers to counselling, (d) counselling experiences, and (e) hopes for counselling. Observations on “the bicultural struggle” and gender-based violence are also discussed in the thesis. The findings elaborate understandings of multiple social identities in second-generation Asian women’s perceptions of counselling and experiences with gender-based violence, and help inform multicultural counselling practices with Asian populations.