Despite the expressed need for bicultural teachers, research on teacher attrition has demonstrated that a growing number of bicultural educators are leaving the classroom. Bicultural male teachers, in particular, experience high rates of teacher attrition. Schools, unfortunately, are contexts in which Latino male teachers are constantly experiencing dilemmas related specifically to both their gendered and racialized positionality as males of color. Grounded in Antonia Darder’s critical bicultural framework, this autoethnographic study explored the complex factors that drive Latino male teachers out of the classroom, through an in-depth and grounded examination of a Latino male teacher who left the classroom. The study contributes to the conversation on bicultural teacher attrition, gendered relations, and their relationship to both teacher preparation and the education of bicultural students. Furthermore, the study explored how racism, sexism, classism, trauma, and heteronormativity mitigate the experiences of Latino male teachers, and how these manifest themselves through the hidden curriculum, asymmetrical relations of power, gendered essentialism, policing of behavior, the culture of silence, conditions of isolation, and disabling cultural response patterns. The implications of such factors in the life of one Latino male teacher are carefully analyzed and discussed, in an effort to consider their significance in rethinking teacher preparation programs, with respect to the needs of Latino males. Moreover, the study offers an engagement with critical autoethnography as a significant tool of reflection in the educational process and emancipatory process of bicultural teachers.

Second-generation immigrants are increasingly embracing their biculturalism, equally identifying as American and "other" (Yazykova & McLeigh, 2015). While this allows for ethnic diversity as well as other social and linguistic advantages, the internalization of two different cultures has been linked to causing tensions related to identity development and mental health (Huynh et al., 2018; Ceri et al., 2017; Ritsner & Ponizovsky, 1999). Previous research has shown a link between parental support and an individual's acculturation and psychological well-being (Pawliuk et al., 1996; Abad & Sheldon, 2008). This study seeks to further examine the influence of family on the bicultural identity integration and psychological distress in second-generation immigrants. Researchers recruited 39 participants to explore the relationship of family life satisfaction, family social support, bicultural harmony and blendedness, and self-reported symptoms of depression, anxiety, and stress. A bivariate correlation analysis showed that satisfaction with family life was negatively associated with depression, stress, and overall psychological distress. In addition, perceived social support from family appeared to have a positive relationship to higher scores of depression. Researchers also found that bicultural identity integration had a negative relationship with anxiety, stress, and overall psychological distress.

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This master thesis is dedicated to an acculturation process and its relations to life satisfaction. In the theoretical part the concept of acculturation is presented and conceived as changes accompanying migration to a foreign country. Different acculturation strategies are described, as well as some of the factors that affect influence the complex process of acculturation. One of the chapters is dedicated to a Czech milieu and its legislative and social conditions for immigration, and describing two main third country migrant populations - Ukrainians and Vietnamese. Theoretical part is wrapped up with an introduction to subjective well-being and life satisfaction, with a focus on intercultural context. The empirical part consists of a description and results of a quantitative questionnaire survey among immigrants originally from Vietnam and Ukraine (N = 162) and it is based on Acculturation Scale (Cortés, Rogler, Malgady, 1994), Satisfaction With Life Scale (Diener, Emmons, Larsen, Griffin, 1985) and Bicultural Identity Integration Scale (Chen, Benet-Martínez, Bond, 2008). Most of the respondents adopted integration strategy, however there wasn't a significant difference in life satisfaction among acculturation strategies. The data analysis found several significant variables which participate on...

This thesis focuses on the rhetorical formations of identities of people of color through news media coverage. Specifically, I investigate news media coverage of the Arizona immigration legislation, Senate Bill 1070. Major commercial media and Spanish-language media systems associate the immigrant identity to the U.S. Latina/o identity and position U.S. Latina/os as second-class citizens in American society. The language of the legislation, in addition to media coverage of it, works to reinforce race relations and the ideologies of meritocracy and cultural difference in the United States. Chapter one presents up-to-date demographic data, stressing the continuing growth of a diverse American people. Specifically, I use data on the U.S. Latina/o population as a way to establish this reality given that the data are recent. This chapter also presents the argument that current norms and standards in political opinions, such as those considered by policy makers, excludes opinions deriving from people with distinct cultural backgrounds. I present this argument in order to define and exemplify contemporary U.S. culture. The next chapter is a comparative close-textual analysis of news media coverage of Arizona SB 1070. Chapter two also outlines a theoretical framework in order to understand the functions of the media in society in relation to the rhetorical forms of reinforcing dominant ideological values. Chapter three utilizes survey data that speaks to the identity of U.S. Latina/o college students. As part of the questionnaire, I pose questions regarding language preference, generational status, media consumption and political knowledge. The results exemplify the prevailing bicultural component of U.S. Latinas/os and suggest that this ethnic group draws from different and contrasting ideologies. When comparing the identities presented by the media to the results of the questionnaire, discourse analysis suggests the notion that bicultural Americans are not acknowledged fully as citizens. / text

Att veta vilken identitet man har i ett samhälle där olika normer och regler finns kan för många vara svårt, minst sagt för de individer som är uppväxta med dubbla kulturer. Undersökningen har utförts med syftet att få en djupare förståelse för hur identiteten hos unga vuxna med invandrarbakgrund har påverkats. Studiens empiri samlades in genom semistrukturerade intervjuer där respondenterna var födda i Sverige och hade föräldrar från Mellanöstern. Av datan gjordes en tematisk analys för att ta fram teman. Empirin analyserades med hjälp av fyra socialpsykologiska teorier; social identitet, självrepresentation, ackulturation och bikulturell identitet. De centrala fenomenen som resultaten visar är att respondenterna upplever att kulturerna är som mest olika gällande kollektivism och individualism. Deltagarna berättade att inom ursprungskulturen identifierar individerna sig mer med sin grupp och det finns en annan värme sinsemellan. De berättar att de anpassar sig mycket efter olika situationer beroende på om de är med familj, vänner, på jobbet eller i andra situationer bland svenskar. Detta därför att passa in. Oavsett hur mycket respondenterna anpassar sig uppger de att de ändå inte blir fullt accepterade som svenskar vilket leder till att de identifierar sig som en blandning mellan kulturerna men mer med ursprungskulturen. Respondenterna förklarar att de känner sig mest som sig själva bland familj och vänner som också har en dubbelkultur då de känner att de inte behöver anpassa sig lika mycket. / Knowing your identity in a society where different norms and rules exist can be difficult for many, to say the least for those individuals who grew up with dual cultures. The study aims to get a deeper understanding of how the identity of young adults with an immigrant background has been affected.The study's data was collected through semi-structured interviews where the respondents were born in Sweden and had parents from the Middle East. To find the main themes of the data a thematic analysis was used. The results were analyzed by using four social psychological theories; social identity, self-representation, acculturation and bicultural identity.The central phenomena that the results show is that the respondents feel that the cultures are the most different in terms of collectivism and individualism. The participants told that within the native culture the individuals identify more with their group and there is a different bond between them. They said that they adjust themselves a lot to different situations depending on whether they are with family, friends, at work or in other situations among Swedes. They do this to fit in. Regardless of how much the respondents adapt, they state that they are still not fully accepted as Swedes, which leads them to identifying as a mix between the cultures but more with the native culture.The respondents explain that they feel more like their true selves among family and friends who also have a double culture as they do not have to adapt as much.

Indiana University-Purdue University Indianapolis (IUPUI) / The analytical and creative chapters of my thesis display the best and the worst of bicultural daughters and their mothers as writers represent this relationship in short stories. Throughout the analytical chapters, I show that the through their fiction these writers help us understand that the bicultural daughter/immigrant mother relationship not only is affected by general feelings of matrophobia – as Adrienne Rich points out – but also by different pressures and paradigms that can only be experienced if the daughter belongs to and/or associates herself with a different culture than that of her mother. I hypothesize that the stories reflect these paradigms as usually negative because the pressures from both “American” society and the immigrant mother are often so great that the bicultural daughter cannot embrace either one fully. However, with the adverse feelings from both mother and daughter, comes a realization from both that neither will succeed in dominating the other. Once this is established, both mother and daughter will either reach a consensual agreement to disagree, or will continue having a hostile relationship. By including my own short stories in context with the analyses done for the stories by Kingston, Tan, Pietrzyk and Danticat, I hope to bring interest to this genre for further analysis on the bicultural daughter and immigrant mother relationship as depicted in short stories.

Too often, the truth behind a phenomenon is not sought through the perspectives of the people who lived that phenomenon—“the masters of inquiry” into their own realities, as Paulo Freire (1982, p. 29) has explained. Voice is the most powerful, reliable medium for collecting data based on lived experiences, if we are to gain genuine insight into the phenomenon (Freire, 1982). Focusing on the lived experiences of four formerly incarcerated young men of color, this study gave each participant the space to not only recall specific events and times, but to critically reflect on their lives—becoming more critically aware of their individual journeys and constructing new knowledge of the injustices that relate to the school-to-prison pipeline, including recommendations for change. This study sought to answer the following research questions through the voices of the participants: (a) Based on their collective and individual journeys through the juvenile justice system, how do formerly incarcerated youth describe their experiences? (b) What recommendations do formerly incarcerated young men have for reducing youth incarceration and recidivism rates? The participants provided rich narratives that answered each research question with the expert knowledge that can only be derived from firsthand experience. Through careful analysis of the data, several major themes emerged, tying together the experiences of each participant with the findings from the literature. Each participant spoke passionately on not only the need for change, but also specific recommendations for change. It is the power of their poignant insights that ground conclusions offered in this study.

Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education. *Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.