Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [259]-269).

The relationship between parenting and children's reports of ethnic identity was examined among 98 immigrant Chinese families in Canada. Children (average age = 12 years old, 57% girls) reported on their parents' parenting practices (i.e., warmth and inductive reasoning) and their feelings of ethnic identity. Mothers and fathers completed measures assessing their parenting cognitions (i.e., authority role beliefs, relational childrearing goals, and parenting self-efficacy). Higher levels of warmth and reasoning by mothers were associated with stronger feelings of ethnic identity among children. The results for fathers were more qualified. Fathers' warmth was related to stronger ethnic identity, but only among boys, and fathers' reasoning predicted stronger ethnic identity, but only among 1* generation children. In contrast to parenting practices, there were few relations between parenting cognitions and children's ethnic identity. Only mothers' authority beliefs were associated with reports of ethnic identity, and this was true only among first generation children. The findings are discussed in the context of culturally emphasized roles and relationships, differences in the cultural experiences of children who immigrate at younger versus older ages, and the importance of parenting relative to other factors that promote feelings of ethnic identity.

Thesis (M. Ed.)--York University, 2000. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves [132-134] of unnumbered sequence at the end). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ59166.

No description available.

Thesis (EdD)--Open University. BLDSC no. DXN115889.

This study speaks to the prominence of ethnocultural difference experienced by six punjabi young girls in Grade 5 at school during non-instructional school times and the extent to which these experiences are playing a role on the self-identity formations for these young girls. This inquiry delves into how these young girls, all born and being raised in Canada, are making sense of their difference and how they are engaged in constructing identities for themselves. A narrative method allowed for linking self-identity to the curriculum of noninstructional school times and how children's experiences of these times plays a role in identity formation. This study reveals some of the complexities and challenges of living as a young girl of a "minority" group brings to identity construction. Complexities and challenges that I attempt to bring to surface with the aid of the in-between space of hydridity, a space Ted Aoki terms Metonymic Space, Trinh Minh-ha's entitles Hybrid Place and Homi Bhabha calls Third Space. Through the framework of poststructuralism, the process of living and constructing identities is illuminated as being multilayered and evolving as it involves negotiations and contestations between how one views oneself and other's perceptions of you. By participating in the co-creating and co-writing of a story titled "A Day in the Life of a Punjabi Girl", the young girls included in this study were provided with an avenue for action and the production of a resource that could inform educators of the educational situation of punjabi girls and help them understand the life-world of these girls at this critical stage in their identity development. This resource may also help educators make changes for future generations of these young girls, and other students from visible minorities, in the school system.

Thesis (M.A.)--York University, 1999. Graduate Programme in Social Psychology. / Typescript. Includes bibliographical references (leaves 122-132). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ39248.

Transracial adoption occurs when a child of one race is adopted by parents of another race. Transracial adoption increased in the 1960s as racial integration policies developed. In the 1970s, however, transracial adoption became a controversial issue. The National Association of Black Social Workers posed several problems with this practice such as institutional racism, cultural genocide, and providing inadequate coping skills to combat racism.This study examines the racial identity of White parents who adopt transracially or inracially. It provides a racial identity profile to determine if White parents who adopt a Black or Biracial child encourage the transracially adopted child to experience Black culture. Currently, adoption agencies utilize some selection process for parents who adopt transracially. This study will further examine the White parents' racial identity and the level of commitment they have to exposing the transracially adopted child to Black culture in an effort to instill a positive Black racial identity in the adopted child. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves 153-175) / Microfiche. / ix, 175 leaves, bound 29 cm

Thesis (Ph.D)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 322-332).