Thesis (Ph. D.)--Georgia State University, 2008. / Title from title page (Digital Archive@GSU, viewed July 20, 2010) Douglas Reynolds, committee chair; Krystyn Moon, Glenn Eskew, Hugh Hudson, committee members. Includes bibliographical references (p. 247-264).

The purpose of the study was to explore the ethnic identity of Chinese American adolescents through the investigation of relationships between ethnic identity and selected demographic, sociocultural, and psychological characteristics. Data were obtained from 106 Chinese American youth between the ages of 14 and 21 through the use of two instruments designed for the study. Three dimensions of ethnic identity were measured by subscales of the Sinoethnic Identity Scale. Demographic, sociocultural, and psychological data were obtained from the Background Information Survey. The strongest ethnic identities were found in the traditional, or core, dimension which was comprised of fundamental values, customs, and traditions. Weaker ethnic identities were exhibited in the intermediate, or familial, dimension which was responsible for the transmission of the ethnic culture as well as the preparations for interfacing the larger society. It was suspected that this dimension held the greatest potential for intercultural and intragenerational conflicts for Chinese American adolescents. The neutral stance taken in the societal dimension suggested two divergent interpretations: students may be exhibiting ambivalent feelings toward their ethnic identities within the scheme of life, or students may have come to terms with the notion of bicultural identities. Step-wise multiple regression was used to analyze the data. School achievement emerged as the most significant variable in the traditional dimension, suggesting that a Chinese heritage may not ensure school success, but school success contributed to the definition of being Chinese. In the familial dimension it was found that the gender of the subject was the most important variable. Subjects appeared to be highly socialized into ethnically appropriate sex roles, although there were indications of disagreement with the actual practice of these roles. Church attendance was identified as the most significant variable of the societal dimension. Those who attended church exhibited stronger agreement with ethnically appropriate social behaviors and expressed preferences for social activities and relationships within the ethnic community. The findings indicated that ethnic identity was a multidimensional aspect in the lives of Chinese American youth. The three dimensions that comprised Chinese ethnic identity appeared to be differentially affected by demographic, sociocultural, and psychological phenomena. It was also speculated that there was a relationship between the acknowledgement and expression of ethnic identity and historical and contemporary social , economic, and political conditions of society. The range of intraethnic diversity expressed by Chinese American adolescents suggested the need for reexamination of assumptions and expectations currently held by educational personnel. Recommendations for future research which might lead to the provision of educational policies and practices appropriate to Chinese American youth, a more informed understanding of the Chinese experience in the United States, and a greater understanding of the impact of ethnic identity in the lives of minority youth were presented. / Graduation date: 1983

Thesis (M.A.)--Georgia State University, 2006. / Title from title screen. Heying Jenny Zhan, committee chair; Elisabeth O. Burgess, Denise A. Donnelley, committee members. Electronic text (136 p.) : digital, PDF file. Description based on contents viewed July 30, 2007. Includes bibliographical references (p. 124-130).

published_or_final_version / abstract / English / Master / Master of Philosophy

Thesis (Ph. D.)--University of Chicago, 1997. / Includes bibliographical references (leaves 531-555). Also available on the Internet.

published_or_final_version / Literary and Cultural Studies / Master / Master of Arts

Thesis (D. Min.)--Western Seminary, Portland, OR, 2001. / Abstract. Includes "A three-year daily Bible reading guidebook, 1998-2000" in Chinese. Includes bibliographical references (leaves 385-387).

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

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 1999. / Abstract and vita. Includes bibliographical references (leaves 199-201).