Thesis (Psy. D.)--Wheaton College Graduate School, 2003. / Abstract. Includes bibliographical references (leaves 115-134).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 115-134).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Includes bibliographical references (leaves 115-134).

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 3, 2007. Dissertation Committee: Charles Harris (chair), Ronald Strickland, Wail Hassan. Includes bibliographical references (leaves 325-346) and abstract. Also available in print.

The United States is increasingly populated by first- and second-generation Asian immigrants, while nearly 40% of New York State minors live with at least one immigrant parent. Immigration is a politically-charged topic. There is a persistent lacuna regarding immigration in teacher education, despite the fact that teachers’ attitudes about immigration impact how they teach about immigration and immigrants. Yet, discussions about diversifying the profession rarely move beyond race or include transnationalism or religion. When immigrant teacher voices are amplified, the focus is often on first-generation immigrants’ struggles with acculturation and English language acquisition. Teaching for inclusion and social justice seldom recognizes or incorporates the knowledges of second-generation immigrant teachers. This study is theoretically grounded in transnational feminism, transnational literacy, and decoloniality; it recognizes the United States as an imperialist, settler colonial nation that promotes and forces its image upon other countries and people from other countries, often in the name of multiculturalism, justice, and humanitarianism. Most Indian Americans are not Christian (in contrast to the majority of immigrants from East Asia); this gave significant cause to disaggregate the category of Asian American and discover if the transnational consciousness of second-generation Indian American teachers might offer unique insights into the intersection of immigration, immigrant experiences, and inclusive education. Four New York City-based teachers volunteered to participate in the study. Data was collected over the course of seven months in one-on-one interviews, group dinners, and in a private WhatsApp group. The teachers articulated asset-based views on immigrants, with an emic understanding of the factors that animate acculturation and resistance to assimilation. Their experiences and knowledges were embedded within transnational social fields that were locally grounded. The participants’ transnational consciousness illuminated dominant epistemic norms in school, media, and society, including: individualism; monotheistic, Christian epistemic normativity; and a persistent colonial gaze on Hinduism and India. None of the participants had explored their immigrant knowledges as a part of their teacher education experiences. The study indicates that further engagement with the knowledges and transnational consciousness of second-generation immigrant teachers would enrich teacher education practices and research, and theorizing about social justice education.

No description available.

Doctor of Philosophy / Curriculum and Instruction Programs / Jacqueline D. Spears / BeEtta L. Stoney / There is a paucity of research on Asian Indians (AI) and Asian Indian Americans (AIA) and their experiences in the American school system. Studies suggest that the educational experiences of Asian Indian American students are related to Asian Indian parents' cultural background, and acculturation into the host society. Previous research also shows that Asian Indian students excel academically. However, the researcher has from personal experience seen that there is a variation in the experiences and academic performance of Asian Indian American students in the middle and high schools. This study describes the educational experiences and the academic achievements of Asian Indian students in a middle and high school district in a Midwestern college town. It uses the multiple case study design, which results in a picture of the commonalities among these Asian Indian students as well as their unique individual experiences. The researcher studies the experiences that the Asian Indian students have in school through student, parent and teacher feedback. Nine Asian Indian American students are interviewed in detail, eight of their parents are surveyed with detailed electronic surveys, and five core curriculum teachers were surveyed with a detailed email survey questionnaire. This study reveals three major themes, namely, the struggle for self-identity in the AIA students, the various definitions of academic success and success in life; and the role and responsibility of the school district in nurturing these concepts of self-identity and academic success. The recommendations for schools and the teachers are to modify the curriculum to include AIA information as part of the regular curriculum. Asian Indian and Asian Indian American culture, history, geography, literature, must be taught regularly. Teachers must conscientiously incorporate the contributions of AIs and AIAs as a part of the regular curriculum. The recommendation for AI parents is to realize that their children are Americans of Indian origin, and not Asian Indians. The recommendations for further research are an inquiry into the absence of AIA information in the curriculum, a longitudinal study to follow the success of AIA students in later life.

This dissertation explores the experience of Indian immigrants to the United States in the early twentieth century through an examination of the self-published writings of Dinshah P. Ghadiali, a Parsi Zoroastrian who immigrated to the United States with the hope of establishing himself as an important inventor but instead earned notoriety as a charismatic if irrepressible quack. With his family, Ghadiali settled in New Jersey in 1911, and became a naturalized citizen in 1917, the same year that Congress banned further immigration from all of Asia. He purchased a printing press early in his career to promote his discoveries but gradually repurposed it to archiving the many injuries and affronts he suffered in his encounters with immigration officials, police, journalists, judges, and juries. Ghadiali was arrested several times throughout his career for laws governing the practice of medicine, but he became the target of increasingly racialized persecution after he married a white woman in 1923. He was accused of "white slavery" and sentenced to prison for five years. In 1932, the government sought to strip him of his citizenship. Ghadiali believed he had been singled out for persecution by professional rivals--in fact, he was caught in a much broader campaign to denaturalize citizens of Indian origin after the Supreme Court, in United States v. Bhagat Singh Thind (1923), determined that Indians were "racially ineligible" for citizenship. The volumes examined here consist mainly of Ghadiali's reconstructions of his many encounters with the law. Rather than a biography or cultural study of racialization, this dissertation explores the way in which immigrant subjects participate in the crafting of personhood or subjectivity through violent and mundane encounters with legal institutions, legal language, and legal form.

Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1986. / Abstract and vita. Includes bibliographical references (leaves 132-137).

Thesis (D. Min.)--Perkins School of Theology, Southern Methodist University, 1986. / Abstract and vita. Includes bibliographical references (leaves 132-137).