Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 190-211).

Thesis (D. Min.)--Phoenix Seminary, 2004. / Abstract. Includes bibliographical references (leaves 169-172).

This dissertation provides a cultural-cognitive perspective on the relationship between cooperation and competition within organizations. Instead of explicitly defining the relationship between cooperation and competition, I examine lay beliefs about the relationship and the impact of these beliefs on perceptions and behavior. This dissertation consists of two studies. In the first study, I examine the role of peoples’ categorization of competitive behaviors as cooperative or non-cooperative in teams. I assess the influence of dialectical reasoning, a culturally-shaped reasoning style, on the categorization of competitive behaviors and the reaction to competitive behaviors within teams. I test my predictions with a laboratory experiment with participants in the US and China. The analyses from this study reveal cultural differences in perceptual and behavioral reactions to competitive behaviors, with differences partially attributed to reasoning style and categorization. In the second study, I examine the role of people’s categorization of competitive behaviors as cooperative or non-cooperative in working relationships. I assess the influence of culture and categorization on people’s ego-centric network of working relationships. I test my predictions with a survey of working professionals in the US and China. The analyses from this study demonstrate that people who categorize certain competitive behaviors as cooperative are more likely to be more cooperative with people they are more competitive with instead of having exclusively cooperative or competitive relationships. The analyses also reveal national cultural differences in people’s networks of working relationships that are partially attributable to categorization of competitive behaviors. By empirically connecting culture and reasoning style to cooperative and competitive behavior in teams and working relationships, this research enhances our understanding of fundamental aspects of organizations, suggesting a new approach to examining the influence of societal factors in behavior within organizations. / text

Thesis (M.A.)--Georgia State University, 2006. / Title from title screen. Layli Phillips, committee chair; Margaret Mills Harper, Carol Marsh-Lockett, committee members. Electronic text (64 p.) : digital, PDF file. Description based on contents viewed Apr. 20, 2007. Includes bibliographical references (p. 57-64).

"'They Will Invent What They Need to Survive': Narrating Trauma in Contemporary Ethnic American Women's Fiction" analyzes novels by Octavia Butler, Phyllis Alesia Perry, Toni Morrison, Amy Tan, Alice Walker, and Julia Alvarez through the lens of contemporary theories of trauma, tracing the ways in which survivors struggle to construct narratives that contain and make sense of their experiences. Many of the major theorists of trauma studies emphasize the impossibility of re-capturing traumatic events through creating narratives even while recognizing that the survivor's need to tell her story persists. In my project, however, I explore the ways in which the Kindred, Stigmata, Paradise, The Joy Luck Club, Sula, The Temple of My Familiar, and In the Time of the Butterflies extend theories that insist too readily on the survivor's inability to accurately or completely re-member by depicting characters who, despite difficulty, present narrative accounts of their painful memories. In my own readings of the texts, I emphasize that the complexities highlighted by these texts ultimately foster our deeper understanding of the traumatized subject and her attempts to empower herself through testimony.

Thesis (Ph.D.)--The University of Iowa, 2002. / Supervisor: H. Shelton Stromquist. Includes bibliographical references.

This study will examine the lives and experiences of the Chinese American Christian with particular focus on the ways in which the church has affected the lives of the Chinese immigrants.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 178-187).

The Therapeutic Assessment model of child assessment (TA-C) aims to provide psychological benefits and facilitate positive changes in the children and their family. However, research on TA-C has focused almost exclusively on the experience of clients from mainstream American culture. This study investigated the cultural applicability of the TA-C model with Chinese adults residing in the United States. A convenience sample of 74 Chinese adults, ages 25-40, was recruited. Two sets of vignettes were written to simulate the experiences of each step of the TA-C and information gathering (IG) model of assessment. Each participant was randomly assigned to either the TA-C or the IG group, and completed the Perceived Experiences of Assessment Scale and My Feelings after reading each phase of the assessment (introductory, testing, child feedback, parent feedback, and overall experience) in their vignette. In addition, each participant completed the European American Values Scale of Asian Americans--Revised and the Asian American Values Scale--Multidimensional, designed to measure of acculturation and enculturation respectively. Findings indicated that after taking acculturation and enculturation into account, Chinese participants had a more positive experience with the TA-C model than the IG model. Additional analyses found that the level of acculturation and enculturation had no significant impact on how participants in the TA-C group experienced the case through their vignette, supporting the robust nature of TA-C. However, participants in the IG group did experience an impact of both acculturation and enculturation on how they experienced the case through their vignette, supporting less applicability of the IG model when high enculturation is present. In addition, the experience of being emotionally stirred up in the TA-C condition was examined and discussed, suggesting further that the TA-C model both evokes and supports emotional disequilibrium that then facilitates a positive experience by the end of the TA-C. In conclusion, this study offered promising preliminary support for TA-C as a culturally appropriate child assessment model for Chinese families in the United States and provided a more nuanced understanding about the use of the IG model with those who are highly enculturated. / text

Psychological assessment has a long history to be used for diagnostic purposes for all ages. This traditional model of assessment has been common for decades, but has not emphasized some important aspects of best practice (Brenner, 2003). To address the limitations of the information gathering model of assessment, collaborative and therapeutic approaches to assessment have been developed over the past several decades (e.g. Finn & Thonsager, 1997; Fischer, 1970). Therapeutic Assessment (TA) emphasizes the opportunity to provide positive changes in the client and their system by involving the client throughout the assessment process, and establishing a meaningful and collaborative relationship between assessor and client (Finn, 2007). The TA has been found to produce many positive impacts on client’s assessment experiences in mainstream American culture. It is important to note how these positive impacts transfer to clients of different cultures. Thus the purpose of this study will be to investigate the effect of acculturation on Asian American parents’ perception of existing models of child assessment. This study will examine the relations between acculturation and perception of assessment models (information gathering model versus Therapeutic Assessment) among Chinese American parents. / text