Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Includes bibliographical references (leaves 177-179).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 173-179).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M. Th.)--Dallas Theological Seminary, 1984. / Bibliography: p. [124]-133.

The video begins with a black and white wedding photograph from the mid 20th century of an Asian American wedding party with the women in cheongsams and the men in western suits. A male narrator states the importance of the bride. A stain (still in black and white) spreads from bottom of frame rising over the brides face. Color video now shows a tree with a clothesline and a woman hanging a sheet on the line. Asian instrumental music begins. The mother softly describes singing a song to her daughter that her mother sang to her, and then sings the song. A woman folds, tears, or knots a white sheet, intercut with brief flashes of a red stain, while a professional recording of the same children's rabbit song plays as the lyrics appear in English. Finally the white sheet lies on the table and the red stain appears and spreads across the sheet. Male Narrator (sounds like standard documentary narrator circa 1940s or 1950s): "This is the portrait of a very important bride. But whatever her name, where ever she lives, she is the wife and mother of America. How many years will she have before the job gets her down?

xv, 97 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Emotion experiences such as internalized distress have been described mostly in European Americans and adults in the psychological literature and less in Asian American children. Associations between emotion experience and expressivity have been established mostly through samples of European American children. Finally, the functionality of emotion experience and expressivity across cultural norms has not been examined thoroughly, especially in ethnic minority or bicultural children. This is of concern given that cultural ideals for emotion differ across cultural groups. This dissertation incorporates a cultural perspective to understanding the emotion experience while also relying on the functionalist approach as an organizing framework to understand expressivity in children from an Asian background. This study examined 70 Chinese American and 71 European American mothers and their 5 to 7 year old children. Mother and child reports of children's internalized V experience were obtained. Observers also rated children's expressivity in a frustration- eliciting task, alone and in the presence of their mothers. The first objective of the dissertation was to characterize the emotion experiences of Chinese American and European American young children, in particular, internalized distress. The second objective of this dissertation sought to observe children's expressivity in response to a frustrating situation, with and without their mothers. As a whole, Chinese American children experienced greater internalized distress than European American children based on mother and child reports. Contrary to hypotheses, Chinese American children were just as expressive as European American children during the frustration eliciting task, especially when mothers were present in the room. Furthermore, it appeared that European American children with greater child-reported anxiety and mother-reported depression showed less increase in their expressivity than all the other children when their mothers entered into the room. This study explored the role of culture in the socialization of emotion and the functionality of expressivity in solitary and social situations. Overall, this dissertation suggests that cultural, situational, and internal emotion experience are factors which concurrently play a role in children's emotion expressivity. / Adviser: Jeffrey Measelle

Doctor of Philosophy / Family Studies and Human Services / Joyce Baptist / The model minority stereotype portrays Asian Americans as resilient, educationally and financially successful, and family-focused, while it downplays the realities of discrimination and its effects on self-esteem. Research suggests that gender roles and immigration experiences are contributing factors to why Asian American women, especially second-generation immigrants, experience greater stress than women of other ethnic groups and Asian American men in general. Considering most Asian Americans are of East and Southeast Asian heritages influenced by Confucian family values and gender roles, this study examined how these values mediated the associated from discrimination to self-esteem during adolescence, and to educational and financial achievement (wellbeing) during adulthood for second-generation immigrants. Using data from the Children of Immigrants Longitudinal Study (N = 554), results from a partially constrained group-comparison model demonstrated that Confucian values of familism and family cohesion were factors that significantly predicted adolescent self-esteem and adult educational achievement. Men’s level of familism endorsement was also uniquely related to experiences with discrimination. Clinical implications and further research directions are discussed.

abstract: Despite a large body of research on stereotypes, there have been relatively few empirical investigations of the content of stereotypes about Native Americans. The primary goal of this research was to systematically explore the content of cultural stereotypes about Native Americans and how stereotypes about Native Americans differ in comparison to stereotypes about Asian Americans and African Americans. Building on a classic paradigm (Katz and Braly, 1933), participants were asked to identify from a list of 145 adjectives those words associated with cultural stereotypes of Native Americans and words associated with stereotypes of Asian Americans (Study 1) or African Americans (Study 2). The adjectives associated with stereotypes about Native Americans were significantly less favorable than the adjectives associated with stereotypes about Asian Americans, but were significantly more favorable than the adjectives associated with stereotypes about African Americans. Stereotypes about Native Americans, Asian Americans and African Americans were also compared along the dimensions of the stereotype content model (SCM; Fiske, et al., 2002), which proposes that stereotypes about social groups are based on the core dimensions of perceived competence, warmth, status, and competitiveness. Native Americans were rated as less competent, less of a source of competition, and lower in social status than Asian Americans, and less competent and lower in social status than African Americans. No significant differences were found in perceived warmth across the studies. Combined, these findings contribute to a better understanding of stereotypes about Native Americans and how they may differ from stereotypes about other racial groups. / Dissertation/Thesis / M.S. Psychology 2013

This dissertation follows the activism of Korean students in New York City and the trajectory of their American education as it applied to Korea’s colonization under the Empire of Japan. As a focused historical account of the educational experiences of Korean students in New York from 1907 to 1937, this dissertation uses archival evidence from their associations, correspondence, publications, and the institutions they studied at to construct a transnational narrative that positions the Korean students operating within and outside the confines of their colonial experience. The following dissertation answers how the Korean students applied their American education and experiences to the Korean independence movement, and emphasizes the interplay of colonization, religion, and American universities in contouring the students’ activism and hopes for a liberated Korea.

Drawing on intensive interviews with 61 Asian American undergraduates from diverse class and ethnic backgrounds, this paper investigates the relationship between class, family involvement, and student success. I assess three hypotheses derived from the literature. First, social reproduction theorists suggest that parents from advantaged class backgrounds provide more support—economic and cultural capital—to their children than parents from disadvantaged class backgrounds, which leads to greater success for these advantaged offspring. Second, some research challenges this view, arguing instead that class does not impact students’ receipt of support or their resulting success. Third, some now suggest that larger amounts of support may undermine success. Employing a trichotomous class design and model of family that includes parents and non-parents, analysis of the interviews reveal that students from advantaged class backgrounds do receive far more economic as well as cultural capital than students from disadvantaged class backgrounds. Yet, how the receipt of that capital impacts student success yields mixed results. Quantitative analysis reveals that the receipt of large amounts of various forms of capital had little or no impact or a slightly negative impact on students’ GPAs. Analysis of the intensive interviews, however, suggests the provision of capital created substantially less stress and struggle for students as they navigated the college environment. These findings challenge popular stereotypes concerning Asian Americans, highlight the complexity of class, and call for broader definitions of family and a reconceptualization of “success”.