Thesis (D. Min.)--Northern Baptist Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 166-172).

Thesis (D. Min.)--Erskine Theological Seminary, 1998. / Abstract. This is an electronic reproduction of TREN, #064-0033. Includes bibliographical references (leaves 168-173).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2005. / Abstract and vita. Includes bibliographical references (leaves 185-194).

Thesis (S.T.M.)--Yale Divinity School, 1990. / Includes bibliographical references (leaves 92-95).

Thesis (D. Min.)--Covenant Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 169-175).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2005. / Abstract and vita. Includes bibliographical references (leaves 185-194).

abstract: There are few studies on parents' perspectives on multicultural literature. Most studies on Korean American children's literature have relied on the researchers' content analysis of the books, rather than readers' responses to them. To fill this gap, this study sought to understand the Korean/Korean American parents' perspectives on Korean American children's literature by examining their responses to seven picture books on Korean American children. Data were collected for this qualitative study by interviewing ten Koreans/Korean Americans, twice. The first interview focused on stories about their immigration to the U.S., involvement with their children's reading, and experiences reading books related to Korea or Koreans published in the U.S. The second interview focused on their responses to seven Korean American children's literature books. The interviews were recorded, transcribed, coded, and analyzed. The parents' responses, which were infused with their personal, social, and cultural marks, focused on five themes: (a) use of Korean names without specific cultural description, (b) misrepresentation of Korean/Korean American experiences, (c) undesirable illustrations, (d) criteria for good Korean American children's literature, and (e) use of Korean words in English books. The parents' stories about their involvement with their children's reading suggest that to promote multicultural literature, libraries or schools should offer lists of multicultural literature. The parents' responses showed concern about stereotypical images of Korea or Korean American in the U.S. media that often get transferred to stories about Korean Americans in Korean American children's literature. This study confirms the importance of editors and reviewers, who are knowledgeable about the Korean culture and Korean American experience. It also suggests that more books with varied images of Korean Americans, and more stories about Korean Americans children's authentic experiences are necessary in order to represent the complexity and divergence within Korean people and the Korean American culture. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2013

Please note: creative writing theses are permanently embargoed in OpenBU. No public access is forecasted for these. To request private access, please click on the lock icon and filled out the appropriate web form. / A collection of short stories. / 2031-01-01T00:00:00Z

The purposes of this study were to determine the childrearing expectations of the Korean—American immigrant parents as measured on the five subsets of the Parent As A Teacher Inventory (PAAT), and to identify the influential factors within the Korean-American immigrant parents as a function of sex of child, family size, sex of parent, age of parent, education, income level, language, cultural aspects, accessibility, length of residence, and racial discrimination (independent variables). PAAT and the Parent Identification Questionnaire (PIQ) were administered to 118 Korean-American immigrant parents, 53 fathers and 65 mothers in North Texas. All subjects had children ages three through five and were natives of Korea. A multiple regression analysis was used to determine which independent variables would be the best predictors of parent expectations using PAAT subset scores and the total score as dependent variables: Creativity, Frustration, Control, Play, and Teaching-Learning; and eleven independent variables.

The film is about three young Korean-American adults who have adapted to American society while retaining certain aspects of Korean culture in their lives. To expose their intermingled behaviors and concepts, the film combines the observational format of a documentary with an information style employing family photos, home movie recordings, and interviews with the three subjects and their families. An accompanying production report describes the research process, pre-production, production, and post-production.