Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 195-204)

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 195-204)

Using ethnographic methods, namely in-depth interviews and participant-observation, I examined the everyday experiences of fifteen female Japanese students during a nine-month study abroad. I attempted to investigate (1) the nature of cultural learning in the participants of this study during their sojourn and (2) how different social networks in the sojourn context affected the processes of their cultural learning and adaptation to the host environment. I employed models of cross-cultural adaptation based on a perspective of cultural learning / social skill acquisition as a theoretical framework. During the first few months in Canada, students without previous international sojourn experiences seemed to be physically and emotionally vulnerable. Some students experienced emotional upheaval which was consistent with previously published accounts of the characteristics of the sojourner adaptation process. A close association of the Japanese within their group throughout their sojourn resulted in the formation of an ethnic enclave in the dormitory community. This provided a support network for most of the Japanese students, but at the same time, caused interpersonal conflicts in the group. The strong group solidarity also negatively affected the relationship between the Japanese students and their Canadian peers in the dormitory. The Japanese students in this study not only had to adapt to the socio-cultural characteristics of the host environment, but also to the norms and values of their own group which reflected their cultural heritage. Although they encountered a number of challenges while in Canada, the process of overcoming difficulties and absorbing new experiences enabled them to grow personally and intellectually. Towards the end of their sojourn and after returning to Japan, the students recognised positive changes in their attitude and behaviour which they attributed to the different experiences they had through their study abroad. While several findings of the study indicated that the participants' adaptation to the new cultural setting reflected theoretical propositions in the cross-cultural adaptation literature, the study also showed how the unique nature of the students' sojourn environment had a significant impact on their adaptation process.

Thesis (Ph. D.)--regon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 83-94). Also available on the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Written by Susan F. Walsh. Document formatted into pages; contains viii, 67 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 40-45).

Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Using ethnographic methods, namely in-depth interviews and participant-observation, I examined the everyday experiences of fifteen female Japanese students during a nine-month study abroad. I attempted to investigate (1) the nature of cultural learning in the participants of this study during their sojourn and (2) how different social networks in the sojourn context affected the processes of their cultural learning and adaptation to the host environment. I employed models of cross-cultural adaptation based on a perspective of cultural learning / social skill acquisition as a theoretical framework. During the first few months in Canada, students without previous international sojourn experiences seemed to be physically and emotionally vulnerable. Some students experienced emotional upheaval which was consistent with previously published accounts of the characteristics of the sojourner adaptation process. A close association of the Japanese within their group throughout their sojourn resulted in the formation of an ethnic enclave in the dormitory community. This provided a support network for most of the Japanese students, but at the same time, caused interpersonal conflicts in the group. The strong group solidarity also negatively affected the relationship between the Japanese students and their Canadian peers in the dormitory. The Japanese students in this study not only had to adapt to the socio-cultural characteristics of the host environment, but also to the norms and values of their own group which reflected their cultural heritage. Although they encountered a number of challenges while in Canada, the process of overcoming difficulties and absorbing new experiences enabled them to grow personally and intellectually. Towards the end of their sojourn and after returning to Japan, the students recognised positive changes in their attitude and behaviour which they attributed to the different experiences they had through their study abroad. While several findings of the study indicated that the participants' adaptation to the new cultural setting reflected theoretical propositions in the cross-cultural adaptation literature, the study also showed how the unique nature of the students' sojourn environment had a significant impact on their adaptation process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Mito, Susanna K. A. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 211-226). / Abstracts in English and Chinese; appendix also in Japanese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.ii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vii / LIST OF TABLES --- p.xix / ACRONYMS --- p.xx / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Research Questions --- p.3 / Chapter 1.4 --- Significance of this Study --- p.4 / Chapter 1.5 --- Organization --- p.5 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.1.1 --- Terminology --- p.7 / Chapter 2.1.1.1 --- Study Abroad --- p.7 / Chapter 2.1.1.2 --- Program Duration --- p.8 / Chapter 2.2 --- Overview of Study Abroad Literature --- p.8 / Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9 / Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11 / Chapter 2.3 --- Intercultural Communicative Competence --- p.16 / Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21 / Chapter 2.4 --- Individual Differences and Study Abroad --- p.27 / Chapter 2.4.1 --- Attitude --- p.28 / Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31 / Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33 / Chapter 2.4.4 --- Language Anxiety --- p.35 / Chapter 2.4.5 --- Self-Efficacy --- p.36 / Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37 / Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39 / Chapter 2.5 --- Summary --- p.44 / Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1.1. --- Program Aims --- p.46 / Chapter 3.2.1.2 --- Home Institution --- p.47 / Chapter 3.2.1.2.1 --- Background --- p.47 / Chapter 3.2.1.2.2 --- International Course --- p.47 / Chapter 3.2.1.3 --- Host Institution --- p.48 / Chapter 3.2.1.3.1 --- Background --- p.48 / Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48 / Chapter 3.2.1.3.3 --- The Buddy System --- p.49 / Chapter 3.2.2 --- Program Components --- p.49 / Chapter 3.2.2.1 --- Pre-Sojourn --- p.49 / Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49 / Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50 / Chapter 3.2.2.1.2 --- Orientation Materials --- p.51 / Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53 / Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53 / Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53 / Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54 / Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54 / Chapter 3.2.2.2 --- Sojourn --- p.54 / Chapter 3.2.2.3 --- Post-Sojourn --- p.55 / Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55 / Chapter 3.3.1 --- Research Design --- p.55 / Chapter 3.3.2 --- The Researcher --- p.56 / Chapter 3.3.3 --- Pilot Study --- p.57 / Chapter 3.3.3.1 --- Aims --- p.57 / Chapter 3.3.3.2 --- Instrument Testing --- p.57 / Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58 / Chapter 3.3.3.4 --- Findings --- p.59 / Chapter 3.3.3.5 --- Lessons Learned --- p.60 / Chapter 3.3.4 --- Main Study --- p.61 / Chapter 3.3.4.1 --- Stakeholders --- p.61 / Chapter 3.3.4.1.1 --- Home Institution --- p.61 / Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61 / Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62 / Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62 / Chapter 3.3.4.1.2 --- Host Institution --- p.63 / Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63 / Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63 / Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64 / Chapter 3.3.4.1.2.4 --- Mr French --- p.64 / Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64 / Chapter 3.3.4.2 --- Data Collection --- p.66 / Chapter 3.3.4.2.1 --- Questionnaires --- p.67 / Chapter 3.3.4.2.2 --- Interviews --- p.70 / Chapter 3.3.4.2.3 --- Journals --- p.71 / Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72 / Chapter 3.3.4.3 --- Triangulation of Data --- p.73 / Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73 / Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75 / Chapter 3.3.4.6 --- Participants --- p.76 / Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76 / Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77 / Chapter 3.3.5 --- Validity and Reliability --- p.79 / Chapter 3.3.6 --- Ethics --- p.80 / Chapter 3.3.7 --- Limitations --- p.81 / Chapter 3.3.8 --- Summary --- p.83 / Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI / Chapter 4.1 --- Introduction --- p.85 / Chapter 4.2 --- Hiroko's Journey --- p.85 / Chapter 4.2.1 --- Profile & Family Background --- p.85 / Chapter 4.2.2 --- Background in English --- p.86 / Chapter 4.3 --- Pre-Sojourn --- p.87 / Chapter 4.3.1 --- Concerns --- p.87 / Chapter 4.3.2 --- Sojourn Aims --- p.87 / Chapter 4.4 --- Sojourn --- p.88 / Chapter 4.4.1. --- Sabrina & the Host Family --- p.88 / Chapter 4.4.2 --- First Impressions --- p.88 / Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90 / Chapter 4.4.4 --- School Recess Time --- p.91 / Chapter 4.4.5 --- Stomachaches --- p.91 / Chapter 4.4.6 --- Rejecting her Buddy --- p.92 / Chapter 4.4.7 --- Outpourings --- p.93 / Chapter 4.4.8 --- Different Styles of Mentoring --- p.94 / Chapter 4.4.9 --- Growing Calm --- p.95 / Chapter 4.4.10 --- A Good Ending --- p.96 / Chapter 4.5 --- Immediately Post-Sojourn --- p.96 / Chapter 4.6 --- Four Months Post-Sojourn --- p.98 / Chapter 4.7 --- Kenji's Journey --- p.100 / Chapter 4.7.1 --- Profile & Family Background --- p.100 / Chapter 4.7.2 --- Background in English --- p.102 / Chapter 4.8 --- Pre-Sojourn --- p.103 / Chapter 4.8.1 --- Concerns --- p.103 / Chapter 4.8.2 --- Sojourn Aims --- p.103 / Chapter 4.9 --- Sojourn --- p.104 / Chapter 4.9.1. --- Nancy & the Host Family --- p.104 / Chapter 4.9.2 --- Sudden Apprehension --- p.104 / Chapter 4.9.3 --- Feeling I11 --- p.106 / Chapter 4.9.4 --- Return to School following his Illness --- p.108 / Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108 / Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110 / Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111 / Chapter 4.9.8 --- Program Participation --- p.112 / Chapter 4.9.9 --- Departure from the Australian School --- p.113 / Chapter 4.10 --- Immediately Post-Sojourn --- p.114 / Chapter 4.11 --- Four Months Post-Sojourn --- p.116 / Chapter 4.12 --- Summary --- p.118 / Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI / Chapter 5.1 --- Introduction --- p.119 / Chapter 5.2 --- Chiaki´ةs Journey --- p.119 / Chapter 5.2.1 --- Profile & Family Background --- p.119 / Chapter 5.2.2 --- Background in English --- p.120 / Chapter 5.3 --- Pre-Sojourn --- p.121 / Chapter 5.3.1 --- Concerns --- p.121 / Chapter 5.3.2 --- Sojourn Aims --- p.121 / Chapter 5.4 --- Sojourn --- p.122 / Chapter 5.4.1 --- David & the Host Family --- p.122 / Chapter 5.4.2 --- First Impressions --- p.123 / Chapter 5.4.3 --- “Enviable´ح --- p.123 / Chapter 5.4.4 --- A Full Homestay Program --- p.124 / Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125 / Chapter 5.4.6 --- Lack of Agency --- p.126 / Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128 / Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128 / Chapter 5.4.9 --- Departure from the Australian School --- p.129 / Chapter 5.5 --- Immediately Post-Sojourn --- p.130 / Chapter 5.6 --- Four Months Post-Sojourn --- p.132 / Chapter 5.7 --- Yumi´ةs Journey --- p.134 / Chapter 5.7.1 --- Profile & Family Background --- p.134 / Chapter 5.7.2 --- Background in English --- p.135 / Chapter 5.8 --- Pre-Sojourn --- p.136 / Chapter 5.8.1 --- Concerns --- p.136 / Chapter 5.8.2 --- Sojourn Aims --- p.136 / Chapter 5.9 --- Sojourn --- p.137 / Chapter 5.9.1 --- Joy & the Host Family --- p.137 / Chapter 5.9.2 --- First Impressions --- p.138 / Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139 / Chapter 5.9.4 --- An Ethnocentric Lens --- p.140 / Chapter 5.9.5 --- The Role of the Japanese Group --- p.141 / Chapter 5.9.6 --- Host family Perspectives --- p.142 / Chapter 5.9.7 --- Breakdown and Mediation --- p.143 / Chapter 5.9.8 --- Identifying with her Group --- p.144 / Chapter 5.9.9 --- Departure from the Australian School --- p.146 / Chapter 5.10 --- Immediately Post-Sojourn --- p.146 / Chapter 5.11 --- Four Months Post-Sojourn --- p.147 / Chapter 5.12 --- Summary --- p.150 / Chapter CHAPTER 6 --- RESULTS AND DISCUSSION / Chapter 6.1 --- Introduction --- p.152 / Chapter 6.2 --- Guiding Question One --- p.152 / Chapter 6.2.1 --- Savoir etre --- p.152 / Chapter 6.2.2 --- Savoirs --- p.157 / Chapter 6.2.3 --- Savoir faire --- p.159 / Chapter 6.2.4 --- Savoir apprendre --- p.163 / Chapter 6.3 --- Guiding Question Two --- p.166 / Chapter 6.3.1 --- Personal Development --- p.166 / Chapter 6.3.2 --- Intercultural Development --- p.167 / Chapter 6.3.3 --- Linguistic Development --- p.169 / Chapter 6.4 --- Guiding Question Three --- p.170 / Chapter 6.4.1 --- The Japanese Home Institution --- p.170 / Chapter 6.4.2 --- The Australian Host Institution --- p.173 / Chapter 6.5 --- Guiding Question Four --- p.173 / Chapter 6.5.1 --- Yumi --- p.173 / Chapter 6.5.2 --- Hiroko --- p.175 / Chapter 6.5.3 --- Chiaki --- p.175 / Chapter 6.5.4 --- Kenji --- p.176 / Chapter 6.6 --- Summary of Findings --- p.178 / Chapter 6.7 --- Summary --- p.180 / Chapter CHAPTER 7 --- CONCLUSION / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Pedagogical Implications --- p.182 / Chapter 7.2.1 --- Pre-Sojourn --- p.183 / Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183 / Chapter 7.2.1.1.1 --- Needs Analysis --- p.183 / Chapter 7.2.1.1.2 --- Program Design --- p.184 / Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186 / Chapter 7.2.1.2 --- Home Institution --- p.186 / Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187 / Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188 / Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190 / Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191 / Chapter 7.2.1.2.5 --- Student Goals --- p.191 / Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192 / Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193 / Chapter 7.2.1.3 --- Host Institution --- p.193 / Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193 / Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194 / Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195 / Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196 / Chapter 7.2.2 --- Sojourn --- p.198 / Chapter 7.2.2.1 --- Arrival Orientation --- p.198 / Chapter 7.2.2.2 --- Program Content --- p.198 / Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199 / Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200 / Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201 / Chapter 7.2.2.6 --- Activities with Buddies --- p.202 / Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203 / Chapter 7.2.2.8 --- Closure --- p.204 / Chapter 7.2.3 --- Post-Sojourn --- p.204 / Chapter 7.2.3.1 --- Home Institution --- p.204 / Chapter 7.2.3.1.1 --- Reentry Shock --- p.204 / Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205 / Chapter 7.2.3.2 --- Host Institution --- p.205 / Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205 / Chapter 7.3 --- Research Implications --- p.206 / Chapter 7.3.1 --- Limitations of this Study --- p.206 / Chapter 7.3.2 --- Suggestions for Further Study --- p.207 / Chapter 7.4 --- Summary --- p.209 / REFERENCES --- p.211 / APPENDIX A Stakeholder Interviews / Chapter A.1 --- Mr Oda (JTB) --- p.227 / Chapter A.2 --- Mr French --- p.228 / Chapter A.3 --- Mr Cressing --- p.229 / Chapter A.4 --- Mrs Farmer --- p.230 / APPENDIX B Pilot Study - Questionnaires (Japanese & English) / Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231 / Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236 / Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239 / Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241 / Chapter B.5 --- Adapted SES Survey 1 --- p.243 / Chapter B.6 --- Adapted SES Survey 2 --- p.247 / APPENDIX C Main Study - Questionnaires (Japanese & English) / Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251 / Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257 / Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261 / Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265 / Chapter C.5 --- Adapted SES Survey 1 --- p.268 / Chapter C.6 --- Adapted SES Survey 2 --- p.272 / Chapter C.7 --- Homestay Family Questionnaire --- p.276 / Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278 / Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282 / Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286 / Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289 / APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured) / Chapter D.1 --- Group Interview Session --- p.291 / Chapter D.2 --- Individual Interview - Hiroko --- p.292 / Chapter D.3 --- Individual Interview - Kenji --- p.293 / Chapter D.4 --- Individual Interview - Chiaki --- p.294 / Chapter D.5 --- Individual Interview - Yumi --- p.295 / APPENDIX E Nisshi Diary (Japanese & English) --- p.296 / APPENDIX F Consent Form --- p.302

The purpose of the study was to interpret and compare the meanings attributed to furisode by selected female Japanese college students living in Japan and living in the U.S.A. The furisode is a type of kimono worn on formal occasions by young Japanese women. Face-to-face interviews were conducted in this exploratory study to further understand meanings attributed to the furisode by Japanese college students. A symbolic interactionist perspective was employed to understand the meanings which participants attached to the furisode. A purposive sample of two groups of Japanese college students were investigated: seven female Japanese college students living in Japan and seven female Japanese college students living abroad. The college students were recruited at a university in eastern Japan and at a university in western U.S.A. The semi-structured questions asked during the interviews captured participants' experiences and memories related to the furisode, its meanings, and participants' demographic characteristics. The findings revealed that there were no particular differences in the meanings attached to the furisode by the college students in this sample living in Japan and living abroad. Emergent themes were classified into three groups: 1) symbolic themes related to culture: formal wear, age or youth, marital status, entrance into adulthood, national costume of Japan, a costume or kimono related to culture and tradition, a traditional costume, a dress that represents conformity to other girls, a dress that represents ideal cultural images of a wearer; 2) themes related to individual perceptions: a dress that enhances the spiritual and mental state of the mind of a wearer, a dress that makes a wearer feel pleased or happy, a dress that represents a valuable experience, a dress that reflects feelings or moods of perceivers, a dress or kimono which is valuable, a dress or kimono seen as an heirloom, a dress or kimono that represents the individuality or personality of a wearer, a dress regarded as a memento ; and 3) themes associated with the furisode itself: A dress or kimono with increased costs for preservation and maintenance, a dress or kimono that restricts the movement or activity of a wearer, a dress or kimono that takes time and labor in preparing for wear, and a dress or kimono that is rarely worn in everyday life. The study also found the sources of information for participants in both countries were a mother, a grandmother, the mass media such as TV, magazines, and a book, leaflets to promote the sale of the furisode, clerks at a kimono shop, staff at a beauty salon who had a participant put on the furisode, friends at school, friends outside the university, and neighbors. Further, the themes that emerged from the interviews also illustrated that symbolic meanings attached to the furisode were communicated meaningfully between a wearer and a perceiver in Japan. Based on the results from this study, the furisode appears to be a cultural symbol for which shared meanings are attributed. Future research may analyze the relationships among meanings, demographic variables such as age, and other variables that influence the attitudes toward or perceptions of the furisode, such as practicing Japanese traditional arts and the wearing of other Japanese traditional costumes. / Graduation date: 1999