This study focused on emerging bilingual students in an urban elementary bilingual classroom. Schools and teachers play a fundamental role in emerging bilingual children’s language acquisition and academic preparation. Emerging bilinguals currently enrolled in U.S. schools must learn a new academic language and academic content in a climate marked by standards-based reform and anti-immigrant sentiment. Utilizing case study methodology, this investigation explored the ways in which emerging bilinguals and their teacher co-constructed literacy practices and the connection between literacy practices and identity. Microanalysis of discourse was performed on data collected during literacy practices to examine positionings, the ways people present themselves in a situation. Data included field notes from classroom observations, audio and video recordings, teacher and student interviews, and artifacts in the form of student work and district and curriculum documents. Participants engaged in a wide variety of literacy practices utilizing material resources of the classroom, their teacher, their emerging bilingual abilities, and prior experiences both in and out of the classroom as resources to construct meaning from texts. Literacy practices were characterized by high expectations for student achievement and group membership, the development of students’ linguistic and cultural knowledge, building students’ self-efficacy related to literacy, and affirmation of participants’ bilingual/bicultural identities. Students demonstrated several positionings during literacy practices. Analysis of these positioning suggested that their identities were shaped by their participation in literacy practices and their interactions with other members of this community of practice. The community of practice that participants co-constructed was characterized by a focus on inclusivity, purposeful opening of interactional spaces, expanding repertoires of practice, and caring. Results of this study suggested that teacher and student disposition and affect can be taught, which raised questions about the current focus on only knowledge and skills in teacher education programs rather on teacher disposition and affect. There are also implications for teachers and researchers who have an interest in communities of practice and effectively educating emerging bilingual students. / text

Victim blaming is one of the most prevalent obstacles in the recovery of sexual assault victims, especially in cases of marital rape. Given the media coverage of the Delhi rape case of December 2012, there has been an increase in international discourse regarding the impact of ethnic differences on rape culture, victim blaming, and gender equality. Indians, Indian Americans, and European Americans completed an online questionnaire that aimed to identify the potential effect of ethnicity and several other predictors on the attribution of blame in cases of marital and non- marital rape. Indian Americans were studied in order to investigate the possible effect of bicultural identity on blame attribution in rape cases. As hypothesized, Indian Americans scored between Indians and European Americans in almost all predictors of perpetrator, victim, and circumstance blame. Also consistent with study hypotheses, there were ethnic differences in blame attribution such that Indians blamed the victim and circumstance the most and blamed the perpetrator the least. There were no significant differences in blame behavior between Indian Americans and European Americans except for in cases of victim blame. As hypothesized, individualism, collectivism, rape myth acceptance, and system justification were significant predictors of victim, perpetrator, and circumstance blame. Additionally, there were significant correlations between types of blame, rape myth acceptance (RMA), and sexism. Also consistent with the hypothesis, perpetrators were blamed more in cases of non- marital rape than in cases of marital rape.

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.

abstract: While more first-generation college (FGC) students are enrolling in college than ever before, these students still have poorer performance and higher rates of dropout than continuing-generation college (CGC) students. While many theories have predicted the academic performance of FGC students, few have taken into account the cultural transition to the university context. Similar to ethnic biculturals, FGC students must adjust to the middle-class culture of the university, and face challenges negotiating different cultural identities. I propose that FGC students who perceive their working- and middle-class identities as harmonious and compatible should have improved performance, compared to those that perceive their identities as incompatible. In three preliminary studies, I demonstrate that first-generation college students identify as social class bicultural, that integrated social class identities are positively related to well-being, health, and performance, that the effects of integrated identities on health and well-being are mediated by reduced acculturative stress. The current studies explore whether these effects persist across time and whether exposure to middle-class norms before college predict social class bicultural identity integration for FGC students. Results demonstrate that the effects of social class bicultural identity integration on depression and academic performance persist across time and that exposure to college graduates before college predicts social class bicultural identity integration. / Dissertation/Thesis / Doctoral Dissertation Psychology 2017

This practice led research explores the possibility of cultural dislocation intrinsic to my glass art practice. The research on cultural dislocation is explored through both my practice and viewers’ interaction with the major works created during the investigation. The development of Korean glass art in the late 1980s provides an important example of the influence of a universalised culture in the course of adopting, adapting, and assimilating it, and why the artistic medium of glass is still perceived as ‘foreign’ by some artists and viewers in Korea. The artistic aim in creating a vase form, by combining porcelain and glass, is deeply inspired by the history of the materials in Western and Eastern cultures, including the history of European (or Western) imperialism and the influence of the colonial legacy on the development of glass art in Korea. By creating a formal visual vocabulary that informs the possibility of expressing the cultural ambiguity of the material, the resulting artworks were made to deliberately not fit into either Korean or British visual culture. Instead the works were created to fit into a pseudo Korean-British or British-Korean image intended to challenge the individual’s projected expectation of another culture (derived from cultural stereotypes). This research addresses the possibility of highlighting the individual’s cultural stereotypes, cultural relocation and bicultural identity in art. Applying the results related to these findings to the ‘aesthetics of the cultural uncanny’ present in my creative practice, the research was directed by the following research aims: - To extend the discourse about the uncanny to my artistic approaches by identifying what the exotic implies for individuals, both in Britain and Korea. - To develop the use of the experience of the uncanny as an expressive tool within my own creative practice through the medium of glass introducing an unexpected juxtaposition by combining English manufactured porcelain elements. - To develop an artistic language with respect to cultural stereotypes within contemporary glass art by analysing individuals’ engagement with my artwork.

Le monde entier est en train de subir le brassage des populations au moins deux fois plus intense qu'il y a cinquante ans. Les gens traversent le globe, menés d'un côté par la curiosité, la volonté de connaître et de comprendre les différentes nations, cultures, religions etc., l'envie d'élargir ses propres horizons, et d'un autre côté par la recherche d'une vie meilleure. Sur ces routes dessinées par les différentes volontés les destins des personnes dissemblables se croisent et c'est à ce moment-là, confrontés à la diversité nationale, culturelle, religieuse, linguistique, … qu'ils choisissent de vivre ou de renoncer à une histoire d'amour avec un ‘étranger' à ses propres valeurs. Je souhaite comprendre cette partie de la population, statistiquement minoritaire, qui décide de braver des interdits et de s'unir avec une personne d'une autre confession, et ceux malgré la société et surtout les représentants religieux qui favorisent les couples homogames. Pourquoi choisir ‘un(e) étranger(ère)' quand la grande majorité préfère de se marier avec une personne qui leurs ressemble de point de vue religieux et culturel? Qu'offre de plus l'union interconfessionnelle pour renoncer aux solutions plus faciles ? Dans quelles conditions est-il possible un tel mariage ? Quelle sont des relations des couples mixtes avec la société ? A travers nos recherches, basées sur la théorie de don de Marcel Mauss : donner, recevoir, rendre, nous souhaitons apporter les réponses à toutes ces questions. / The world is undergoing the mixing of populations at least two times more intense than fifty years ago. People across the globe, led on one side by curiosity, the desire to know and understand the different nations, cultures, religions ..., the desire to broaden its horizons, and on the other hand by the search of a better life. On these routes drawn by different wills destinies intersect dissimilar people and this is then faced with diverse national, cultural, religious, linguistic, they choose to live ... or not a story love with a 'stranger' to its own values. I want to understand this part of the population, statistically minority who decides to defy prohibitions and to live with a person of another faith, and despite those society and especially religious representatives who promote homogamous couples. Why choose a foreign when the vast majority of people prefer to marry someone who theirs resembles (from the point of view of religion and culture)? Under what conditions is it possible such a marriage? What are the relations of mixed couples with society? Through our research, based on the theory of gift Marcel Mauss: giving, receiving, making, we want to give the answers to all these questions.

Many cross-cultural advertising studies in the last decade focus on matching the advertising messages to consumers’ self-concepts. Despite the cultural differences in self-concept, research on self-concept still has some limitations given the lack understanding of the dialectical thinking style. Dialectical thinking represents one’s perception of conflicted information. To develop the understanding of dialectical thinking in predicting the persuasiveness of advertising messages, this research uses arguments proposed in the literature and validates the importance of dialectical thinking in predicting advertising appeals’ persuasiveness for East Asian bicultural consumers. In addition to dialectical thinking, Benet-Martinez et al. (2002) proposed the concept of Bicultural Identity Integration (BII) to group biculturals into high Bicultural Identity Integration individuals and low Bicultural Identity Integration individuals. Lau-Gesk (2003)’s work claimed that Chinese Americans who perceive Chinese and American cultures are compatible (high Bicultural Identity Integration) tend to favour ads appeals that emphasizing on both cultural values. Whereas, those individuals who perceive the two cultures are contradicted and compartmentalised tend to favour ads appeals that emphasizing on only one cultural value. This research aims to examine the role of product type in moderating the relationship between Bicultural Identity Integration and the persuasiveness of dual-focused advertising appeals. Building upon marketing and psychology literature, the aim of this research is to extend our understanding of impacts of dialectical thinking and Bicultural Identity Integration (BII) on the persuasiveness of dual-focused advertising appeals. This research adopts both qualitative and quantitative techniques to examine the research questions. Firstly, 10 in-depth interviews with Chinese participants from The University of Manchester were conducted to understand the predictors of dialectical thinking. To examine the impacts of dialectical thinking and Bicultural Identity Integration on the persuasiveness of dual-focused advertising appeals, 161 participants were recruited in Experiment 1 and 164 participants were recruited in Experiment 2. The findings suggest that individuals’ perspective-taking and flexibility and openness capabilities tend to predict one’s degree of dialecticism. In Experiment 1, the results showed that dialectical thinking only explains the attitudinal differences among the immigration-based Chinese bicultural group when shared products were promoted. The differences in attitudes among high and low dialectical globalisation-based Chinese biculturals were not significant when either shared or personal products were promoted. Bicultural Identity Integration explains the attitudinal differences within both immigration-based and globalisation-based bicultural groups when shared products were promoted. Experiment 2 results suggested that language cues tend to have a priming effect on immigration-based Chinese biculturals’ degrees of dialecticism. They have shown higher degree of dialecticism when advertising appeals were written in Chinese and are less likely to favour dual-focused advertising appeals; participants also reported lower degree of dialecticism when advertising appeals were written in English and favour dual-focused advertising appeals. However, such priming effects were not significant within the globalisation-based Chinese bicultural group.

The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely questioned as a colonizing practice that upholds oppression. Given the relentless insertion of service learning programs into working class communities, the sacrosanctity awarded and commonsensically given to service is challenged and understood within its colonial, historical, philosophical, economic, and ideological machinations. This political confrontation of service learning practices serves to: (a) critique the dominant epistemologies that reproduce social inequalities within the context of service learning theory and practice; and (b) move toward the formulation of a critical bicultural service learning theory and critical principles, in line with the humanizing and emancipatory intent of a critical decolonizing pedagogical practice. This dissertation is deeply influenced by the writings of Brazilian educational philosopher Paulo Freire and critical activist scholar Antonia Darder, among others, and incisively examines and critiques service learning through critical bicultural pedagogy and critical decolonizing interpretive methodology. As a radical political project, Darder’s decolonizing interpretive theoretical framework provides an opportunity to rupture the abyssal divide that epistemologically privileges the Eurocentric service learning discourse in an effort to place bicultural voices, scholarship, and communities at the forefront of this educational movement. In seeking to move toward equality and liberatory practices, both politically and pedagogically, it is imperative that critical consciousness be the guide to ensure that society does not stand by and accept the displacement and dehumanization of the oppressed by culturally invasive practices of service.

African-American student achievement is a pervasive problem for school communities. This qualitative research explores the Black Church’s role in the bicultural development of six African-American male students. Using the critical theory of biculturalism this study seeks to determine what aspects of the Black Church experience influence the African-American male’s ability to navigate the school environment and participate in school. This dissertation study utilized to complementary methodologies, testimonies, and witnessing, to document the students experiences in the school and church communities. Data analysis included holistic-content analysis. Findings indicate the Black Church was an effective vehicle for the empowering process of biculturation. Thought its critical teachings, cultural responsive care, and engaged pedagogy, the Black Church affirms the bicultural students and helps them contend with their personal experiences with oppressive individuals and structures. The findings support the need for the Black church to participate in the education reform efforts affecting African-American students. The findings also support a renewed focus on engaging teachers in the utilization of culturally responsive care in their interactions with African-American students.

Syftet med den här studien var att undersöka och beskriva kuratorers arbete med döva och hörselskadade klienter. Frågeställningar som undersöktes var:-Hur beskriver kuratorerna sitt arbete med döva och hörselskadade klienter?-Vilka arbetsmetoder används av kuratorerna i arbetet med döva och hörselskadade klienter?-Vad innebär en kulturkompetens och en bikulturell kompetens enligt kuratorerna?Författaren ville belysa ämnet utifrån ett perspektiv där den professionella är teckenspråkig då hon anser att detta perspektiv saknas i litteraturen. Semistrukturerade intervjuer genomfördes med tre kuratorer som är teckenspråkiga och verksamma inom dövområdet. Resultatet visar att kuratorernas arbete består av praktiska åtgärder och stödsamtal. De har ett eklektiskt förhållningssätt i tillämpningen av arbetsmetoder, t.ex. att arbetet kan vara systematiskt med kognitiva inslag. Kuratorerna ansåg att det var viktigt att vara teckenspråkig och ha särskilda kunskaper om döva (kulturkompetens) för att kunna bemöta och bedriva behandlingsarbete med döva klienter. De ansåg också att kunskaper om den hörande världen och det svenska språket var betydelsefullt för att kunna ge information till hörande och döva om varandra (bikulturell kompetens). Resultatet visar också att kuratorerna uppfattade att annan typ av kommunikation än den teckenspråkiga var viktig att vara medveten om och reflektera över, så som den icke verbala kommunikationen. / The purpose of this study was to explore and describe the counselors’ work with deaf and hard of hearing clients. The issues examined were: -How do the counselors describe their work with deaf and hard of hearing clients?-What are the working methods used by the counselors at work with deaf and hard of hearing clients? -What does a cultural competence and a bicultural competence means according to the counselors? The author wanted to illustrate the subject form a perspective in which the professional can communicate in sign language since she believes that this perspective is lacking in the literature. Semi-structured interviews were conducted with three counselors who know sign language and work in the deaf area. The results show that the counselors’ work consists of practical measures and counseling. They have an eclectic approach in the application of the methods, for example that the work can be systematically with cognitive elements. The counselors thought it was important to know sign language and have specific knowledge about the deaf (cultural competence) in order to meet and engage in treatment with deaf clients. They also thought knowledge of the hearing world and the Swedish language was important in order to provide information to the hearing and deaf about one another (bicultural competence). The results also show that the counselors understood that other types of communication than the sign language communication was important to be aware of and to consider, as the non-verbal communication.