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abstract: Pew Research Center reported in 2015 that already one-in-seven infants born in the United States are Multiracial (Livingston, 2017). Therefore, the number of Multiracial families is growing, and there is a need to understand how parents are engaging in racial-ethnic socialization, or the transmission of messages to Multiracial children about race, ethnicity, and culture (Atkin & Yoo, 2019; Hughes et al., 2006). I conducted a qualitative interview study with 20 Multiracial emerging adults to understand the types of racial-ethnic socialization messages Multiracial youth receive from their parents, and used these themes to inform the development and validation of the first measure of racial-ethnic socialization for Multiracial youth, the Multiracial Youth Socialization (MY-Soc) Scale. Study 1 identified nine themes of racial-ethnic socialization content: cultural socialization, racial identity socialization, preparation for bias socialization, colorblind socialization, race conscious socialization, cultural diversity appreciation socialization, negative socialization, exposure to diversity socialization, and silent socialization. Study 2 utilized a sample of 902 Multiracial emerging adults to develop and validate the MY-Soc scale. Items were written to assess all of the themes identified in Study 1, with the exception of exposure to diversity socialization, and the survey was designed to collect responses regarding the socialization practices of two of the youths’ primary caregivers. The sample was split to run exploratory factor analysis and confirmatory factor analysis, finding support for a 62-item scale measuring all eight themes. The MY-Soc Scale was also supported by validity and reliability tests. The two studies advance the literature by increasing understanding of the racial-ethnic socialization experiences of Multiracial youth of diverse racial backgrounds. The MY-Soc Scale contributes an important tool for scholars and practitioners to learn which racial-ethnic socialization messages are promotive for Multiracial youth development in different contexts. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2020

There have been concerns about low educational achievement of ethnic minority students in China. Previous studies have explored this area, especially in regard to the relationship between economic backwardness and achievement. However, a new field of study examines ethnic identity being considered as a cause of low achievement. This study is to use meta-analysis to determine the aggregate results of current research on the effects of self-identity on ethnic minority students and their achievement in China. The literature has been collected through searching library holdings, and online electronic resource search. Different levels of identity construction are discussed. This thesis concludes that there is a significant relationship between ethnic identity and student achievement. The findings show that the issue of identity is especially significant to ethnic groups. However, current focus is still on monetary inputs of education and its relationship with achievement. Some recommendations are provided for future research.

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Research Report submitted for the partial fulfilment of the requirements for the degree of Master of Arts in Migration African School of Migration and Society (ACMS) University of the Witwatersrand, Johannesburg 2018 / This research report examines the everyday effects of Israeli policies and state practices (relating to rights to live in the city) on the lives of Palestinians in Jerusalem. It engages with state policy and practice across three main scales; the larger scale level of rights to the city itself, the closer-to-home scale of bureaucratic threats against the family home, as well as the micro-scale questions of the everyday. In this report I examine empirical evidence – a case study of a house demolition, and ethnographic material from a Palestinian neighbourhood targeted for settlement projects - alongside the policy data that relates to each of these instances- including policy on land-zoning, tenancy, residency and social security. I argue that the cumulative effect of these policies and practices create the unstable conditions, which I refer to as a ‘coercive environment’, which works to indirectly displace Palestinians from Jerusalem. This report shows that the daily uncertainties that Palestinians experience as a result of these policies intensify the precarious conditions of everyday life, and further finds uncertainty as one of the multiple forms of violence present in the coercive environment. Themes including everyday anxiety, security and fear, punishment and criminalization, procedural bare life and emotional violence, arise from the empirical data observed and collected, and are examined for how they create uncertainty and form part of this coercive environment. / XL2019

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Research on bilingualism in a number of social science disciplines has reported an association between bilingualism, ethnic identity, and ethnic attitudes - causality has often been attributed to bilingualism. This research has been criticized on methodological grounds. There is a dearth of information concerning the relationship between bilingualism, ethnic identity, and ethnic attitudes in specific communities, regions, or societies since there have been very few studies of the social psychological aspects of bilingualism based on survey research methods. Yet another critique of previous research is that the theoretical framework in which reported findings have been couched has remained untested or that they have remained implicit. These theoretical underpinnings are explored and assessed. The data for the thesis came from a sample survey of greater Montreal conducted in 1973, from a survey of the Ottawa Census Metropolitan Area conducted by the York Survey Research Center in late 1974 and early 1975, and from a secondary analysis of the Ethnic Relations Study, carried out for the Royal Commission on Bilingualism and Biculturalism in 1965. The analytic methods used are crosstabulation and partial correlation. It was found in the analysis of all three surveys, which were carried out at different points in time and which used slightly different measures of the independent and dependent variable, that the association between bilingualism and ethnic identity is not strong, and that it varies from one mother tongue group to the other. This indicates that causality cannot be attributed to bilingualism. The analysis of the Ethnic Relations Study revealed that with intergroup contact and demographic context held constant, the relationship between bilingualism and ethnic identity is extremely weak. Bilinguals, it emerged, tend to identify with both language groups mainly where they are in contact with the other group and in contexts where the other group constitutes the demographic majority. With regard to the relationship between bilingualism and ethnic attitudes, it was found that there were weak associations between bilingualism and social distance, and bilingualism and ethnic prejudice. However, these all but disappeared when intergroup contact and demographic context were controlled. The theoretical debate, which has continued over the past several decades, concerning whether or not causality of these relationships can be attributed to bilingualism may still continue; however, the evidence presented in the dissertation indicates that' causality cannot be attributed to bilingualism. Further, unicausal social psychological theories attributing such findings to the effects of the internalization of a second linguistic system would seem to be manifestly inadequate. Future theoretical efforts in this area of research ought to be of the kind which span disciplinary boundaries, assume multicausality, and lend themselves to operationalization. It ·is suggested that group membership theory may provide a fruitful point of departure. / Thesis / Doctor of Philosophy (PhD)

This study examined whether Finnish immigrants show evidence of assimilation or if they have maintained their ethnic culture in the United States. More specifically, the purpose was to examine how the ethnic culture has been maintained and the ways that ethnic identity manifests itself in their life stories. Ten qualitative, semi-structured interviews were conducted with Finnish immigrants and children of Finnish immigrants, and emerging themes were identified in the data. The results indicate a strong ethnic identity among Finnish immigrants, yet it appears to be a very much taken for granted experience for them. The immigrants' lives were influenced by their ethnicity in that they lived in predominantly Finnish areas, preferred Finnish as their daily language, participated in Finnish activities, especially the Lutheran church, followed customs, and kept regular contact with friends and family in Finland. One of the major differences between the immigrants and children of immigrants was their language use. The norms and policies have been that ethnic groups will assimilate; yet this cohort of Finnish immigrants demonstrates a high level of maintenance of their ancestral culture, thus providing support for Cultural Pluralism. Future studies should address the specific organizations, mainly the Lutheran church, and its influence on the maintenance of Finnish culture, and future studies should address the meaning of language in more detail.

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