Typescript. Includes vita and abstract. Includes bibliographical references (leaves 67-71). Also available online.

Thesis (M.A.)--Bowling Green State University, 2010. / Document formatted into pages; contains viii, 105 p. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 64-73).

Racial identity can be defined as the personal understanding, both explicitly and implicitly, that one is similar to some people and different from others, according to concepts based around the idea of race. In the US, there has been a lot of research, including on the identity of persons having parents from different races. However, in the UK, there is the view that race is a taboo topic, and this is particularly true in psychology; hence strikingly little such research has been conducted. This situation seems most evident particularly regarding how mixed-race persons develop their racial identity. This thesis begins to redress the imbalance. A literature review on "race (Chapter 1)", is followed by a literature review on "mixed-race (Chapter 2)", with many ideas forwarded in these two chapters then tested in five further qualitative and/or quantitative research chapters. In order, these investigate the salience of race at the explicit level (Chapter 3), then at the implicit level (Chapter 4, regarding black and white persons). Chapters then investigate the mixed-race identity qualitatively first in adults (Chapter 5), and then qualitatively/quantitatively alongside self-esteem measures in adolescents (Chapter 6); before a fifth empirical chapter considers the implicit level again but this time specifically regarding attitudes by and towards mixed-race persons (Chapter 7). Taken together, the five empirical chapters find that the parental races tend to see "race" differently to each other. Regarding specifically mixed-race, we find that mixed-race persons shift in identity first from childhood (a more black identity) to adolescence (white identity), and then back again from adolescence to young adulthood (black identity). We additionally find that mixed-race persons tend to have a less definite sense of identity than their parental races, and that this view of mixed-race is also held by one of the parental groups (the white group). It is hoped that further research will now begin to build on these findings. The final chapter (Chapter 8) offers a start at this, outlining a new theoretical account of the development of a mixed-race identity.

Thesis (M.A. Political Science and Public Policy)--University of Waikato, 2007. / Title from PDF cover (viewed April 1, 2008) Includes bibliographical references (p. [92-100])

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 109-117).

<p>The purpose of the first paper is to serve as a critical review of the international student research. Particularly, the paper will explore current barriers in international student research specifically for Asian international students. The paper will use three frameworks for the critical review: neo-racism, critical race theory, and postcolonial theory and suggest three main barriers in international student research because of this: homogenization, overemphasis on individual factors, and the impact of stereotypes present about Asians in the U.S. Based on the frameworks used for critical review and the identified barriers, the paper will explore systemic racism in the experiences of Asian international trainees and suggest recommendations to support trainees in counseling psychology.     </p> <p>The study within the second paper explored the experiences of neo-racism for 13 Asian international doctoral student participants at Purdue University using qualitative thematic analysis. The study demonstrated a wide variety of experiences with racism, including interpersonal racism and the impact of racism that participants viewed as occurring to other Asian and Asian international students in the U.S. Results indicated that participants’ experiences of neo-racism were different based on social identities, language abilities, and nationality. The study proposes implications of these experiences, including ways higher education institutions can better support doctoral students during this sociopolitical time. </p>

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Die Broschüre verfolgt das Ziel, die Reflexion über die Möglichkeiten und Grenzen einer Positionierung der Universität gegen Fremdenfeindlichkeit und Diskriminierung anzuregen. Zugleich sollen damit alle Mitarbeiter*innen und Studierenden der TU Dresden dazu aufrufen werden, an einem weltoffenen und diversitätsorientierten Universitätsalltag mitzuwirken, in dem sich alle Angehörigen der TU Dresden gleich welcher Herkunft aufgehoben und willkommen fühlen.

We want to encourage readers of this brochure to reflect on the opportunities and limitations in positioning the University against xenophobia and discrimination. At the same time, we would like to call on all employees and students of TU Dresden to play their part in creating a day-to-day atmosphere at the University that is open and focused on diversity, and in which all members of TU Dresden, regardless of where they come from, will feel safe and welcome.