Thesis (Ph. D.)--Michigan State University. Dept. of Social Work, 2008. / Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 94-105). Also issued in print.

Thesis (Ph.D.)--Rutgers University, 2007. / "Graduate Program in Sociology." Includes bibliographical references (p. 239-256).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

An exploration and analysis on the connections between identity, culture and contemporary art. A number of critical race theories are examined as possible constructions of Asian-American women identities. This paper seeks to understand how Asian-American women reconcile with these strivings and limitations and how they maintain their native racial identities despite their conflicting desire to conform to the mainstream culture. This paper also examines two contemporary women artists who promote a dialogue regarding transcultural identities.

<p> Cultural identity and resource availability aspects in traditional leadership development literature remain understudied, especially among minority populations like Asian immigrants. This study explores the leadership journeys of 24 United States immigrants from China, India and the Philippines using a phenomenological approach, primarily with semi-structured interviews. Experiences of 18 additional immigrant leaders published in popular media were also analyzed. </p><p> Data from the study reveals that Asian migrants&rsquo; roads to leadership in U.S. organizations are heterogeneous and characterized by either linear or nonlinear, overlapping phases of leader development where migrant leaders overcome assimilation challenges and leverage their unique, individual human capital to intersect with organizational level capital in order to enhance their chances of success. Findings suggestive of a relationship between leveraged or suppressed cultural traits and leadership styles are also explored. </p><p> Drawing from theories rooted in behavioral economics and psychology, the study demonstrates that Asian leader pathways reflect an adaptation process that appears to interact in complex ways with individual, organizational, and societal resources available to them. Theoretical and practical implications are drawn and future research directions are recommended.</p><p>

<p> The purpose of this project is to design a program, identify potential funding sources and write a grant to fund a mentoring-dropout prevention program. The mentoring-dropout prevention program targets Cambodian youth residing in the city of Long Beach, California. An extensive literature review increased awareness of the acculturative and psychosocial challenges that affect Cambodian youth and specific issues impacting the Cambodian community. Relevant theories and best practices among mentoring programs are also used to guide the planning of the proposed mentoring program. Next, a search for potential funding sources was conducted using various methods including Internet searches, grant databases and consultations with professional grant writers. The Ford Foundation was selected as the best funding source for this project. A grant proposal was then written to support the need for a culturally sensitive mentoring-dropout prevention program targeting Cambodian youth.</p><p>

abstract: My thesis, Asian American and dancing in Arizona; A reflection on the politics of choreographing migration and citizenship in a Red State is a written document that reflects on my creative process of making You don’t belong here, a site-specific, multimedia dance theater piece which I conceived, choreographed, and directed in partial fulfillment of my Master in Fine Arts in Dance degree (MFA) at Arizona State University (ASU) in Tempe, Arizona. I write this reflection from the corporeal perspective of my Asian body. My story comes from my cells that contain the memories of my ancestors, including the recent traumas of my parents that escaped war in China. I am writing from my feminist body, my fleshly archive. I am writing from a historically marginalized perspective. I write this reflection to provide my kinesthetic narrative for those that may not know that I exist at ASU. I consider the conservative political ethos of Arizona as an impetus to discover what it means to be Asian American and dancing in the desert. / Dissertation/Thesis / Masters Thesis Dance 2017

<p> While aggregated data demonstrates a high degree of educational attainment among Asian Americans as a whole, disaggregated data reveals a striking disparity among Cambodian Americans. Postsecondary education experiences of Cambodian Americans are often overlooked, in part due to a pervasive model minority stereotype. This qualitative study explored factors contributing to challenges and successes of 12 Cambodian Americans who successfully earned a bachelor&rsquo;s degree from a California institution. Four themes emerged from this study: Family&mdash;two camps, Cambodian invisibility, major challenges and barriers, and internal and external resources for success. Findings revealed how pervasive stereotypes, family perceptions, language barriers, and other commitments influenced the college experience while highlighting the role that internal drive, peers, and institutional support had on their success. This study adds to limited research on the experiences of Cambodian Americans in higher education and offers recommendations for policy, practice, and future research.</p><p>

No description available.

abstract: This research investigates the experiences of Chinese heritage language learners (CHLLs) in a federally funded program of Teaching Chinese as a Foreign Language in the United States. Most pertinent studies on Chinese heritage language education focus on stakeholders such as teachers and parents. Instead, this study explores the agency of heritage language learners in their efforts toward heritage language maintenance. Adopting a three-pronged conceptual framework of language planning and policy as a sociocultural process, language ideology, and language identity, this study applies an ethnographically-informed qualitative approach to understanding how CHLLs develop and exercise implicit language policies—taken-for-granted norms about language that guide their language choices and practices—their language ideologies that undergird these policies and the relationship of these informal policies to these learners’ language identities. This study suggests CHLLs participate in Chinese learning activities to reconnect to their family and culture. Their language maintenance efforts, however, do not necessarily change their language use dramatically. In CHLLs’ everyday social interactions, their language choices depend on the interlocutors, locations and topics of the conversation and are impacted by the dominant language ideologies toward Chinese and English. CHLLs’ Chinese language maintenance practices strengthen learners’ relationship with both the language and culture. But Chinese language can be absent from learners’ pursuit of their cultural heritage. Furthermore, the multilayered identities of CHLLs are constructed and negotiated in the heteroglossic and multicultural environments. This is an endeavor in connecting the initiatives of increasing foreign language capacity at the national level with the efforts of maintaining heritage language at the individual level. This study can contribute to a holistic picture for teachers and parents to understand CHLLs’ language learning experience. It also offers strategies that can benefit heritage language education. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016