Gender relations as well as the social situation of Manchu women have long been ignored in studies of the cultural evolution of the Manchu. By setting the discussion of Manchu women in the context of cultural adaptation, this study reintroduces gender and women's problems into the research on the Manchu culture by outlining the social changes in Manchu society over 300 years, which in turn have affected the social position of Manchu women. A literature review provides a theoretical framework to the understanding of the interaction between the social system of Manchu society and environmental stress. An emphasis is laid on the role of the state in cultural evolution and its influence on Manchu women. Two factors significantly affecting Manchu women's lives are the introduction of the Banner system and the process of systematic sinification. Cultural assimilation and maintenance are also major topics covered in this study. The results of a field investigation at Outer Firearm Camp In Beijing reveal a pattern of a mixture of Han and Manchu customs, which serves as a good example of how a cultural system be partially destroyed and partially preserved in the process of adaptation, and how women's status remains higher among the Manchu than among the Han. The Manchu's basic cultural value system with its emphasis on women's equality has proven to be remarkably stable despite many social adaptations to extreme pressures from the outside world. / Graduation date: 1996 / Best scan available for p.53 and p.106.

Background: Decades of research indicate that physical activity is an important behavior for health promotion and disease prevention. Despite dissemination of these research findings, many American adults are sedentary. The rates for sedentary behavior vary by race/ethnicity and gender. Women and adults from minority groups are most likely to be sedentary. Research on adults who are physically active has identified several factors that predispose, enable, and reinforce this behavior. The presence of social support is one such factor. Purpose: The purpose of this study was to identify the nature and extent of social influence on physical activity in a nationally-representative sample of minority women. Methods: A telephone survey of 2912 women ages 40 and older from various racial/ethnic groups was conducted from July 1996 to June 1997. Information on physical activity as well as other preventive health behaviors was collected. Analysis: Descriptive analyses were done on physical activity levels (including an accumulation of household and occupational physical activity), physical activity-related social support (PASS), support network, and measures of social contact. Logistic regression was used to determine differences in PASS levels and physical activity. Linear Regression was used to determine the relationship between social influence and physical activity level. Results: Women with high levels of physical activity- related social support were more likely to meet recommended levels of physical activity. There was no difference by racial/ethnic group. An index of social influence was not a significant predictor or physical activity level among all women in the sample. Conclusion: While women with higher levels of specific support for physical activity were more likely to be physically active, a more general measure of social support did not predict level of physical activity. More research is needed in assessment of both physical activity and social support in this population. / Graduation date: 1999

The present research describes the sociolinguistic situation in the minority indigenous community of San Juan Ozelonacaxtla in the state of Puebla, Mexico. Both Ozelonacaxtla Totonac and Spanish are spoken in the speech community. However, some bilingual parents use only Spanish in the home, ceasing the transmission of their native language to their children and placing the community in the early stages of language shift. Spanish is seen as the language of opportunity in the context of recent and significant social, political, educational, and economic changes in San Juan Ozelonacaxtla. Parents claim they teach their children Spanish because it is more useful than Ozelonacaxtla Totonac, it enables their children to avoid discrimination associated with speaking an indigenous language, it is necessary for their children to do well in school, and it allows for more economic mobility. These factors are accelerating the integration of the community into majority Mexican society. / Applied Linguistics

The purpose of this study was to investigate concurrent and prospective relationships between psychological distress and social support and substance abuse in a convenience sample of predominantly minority women with HIV in substance use recovery. This study involved a secondary analysis of data from a randomized controlled trial comparing a family therapy intervention and a group health intervention. Participants completed the Hamilton Depression and Anxiety Scales (psychological distress) and the Social Support Questionnaire (social support) at baseline and 4 months, 8 months, and 12 months post-baseline. Substance use over a 30-day period was measured by the Addiction Severity Index Lite, which was completed at baseline and at 2-month intervals post-baseline. A series of path analyses was used to test hypotheses generated from theory and empirical research. Results of the current investigation failed to reject the null hypothesis for the 6 hypotheses, and found only partial support for 2 hypotheses. Psychological distress was concurrently related to change in substance use only at 12 months (Hypotheses 1 and 2). Psychological distress was not related to social support, so there was no mediation of concurrent relationships (Hypothesis 3). Psychological distress was prospectively related to change in substance use that was measured 2 months after psychological distress was measured, but not change in substance use that was measured 4 months after psychological distress was measured (Hypothesis 4). Social support was not prospectively related to change in substance use that was measured either 2 months or 4 months after social support (Hypothesis 5). There was no evidence of mediation of prospective relationships (Hypothesis 6). These results were discussed within the context of relevant literature.

In this work, I explore how African American authors and texts have contributed to or confronted what Toni Morrison calls “Africanism” in Playing in the Dark. I argue that the construction of blackness by non-black people and its consequent racial stigma, imbuing skin color with mental and physical inferiority, functions in an intraracial context to obscure the solidarity of all African Americans irrespective of their socioeconomic status. My work spans the twentieth and the beginning of the twenty-first centuries, investigating representations of the middle class who seek to deny or ignore the impact that a Eurocentric value system has on their lives and the lives of the black majority. These texts also illustrate the struggle to reconcile social mobility and economic progress with the persistence of the cultural trauma of slavery and racial stigma, as well as the struggle between exclusionary claims of African American authenticity and more complicated middle-class and black majority constructions of African American identity. I correct claims that the tension between African American authenticity and educational and economic progress is a new phenomenon, demonstrating that this tension extends back to the beginning of the twentieth century and arguably even to the period of Reconstruction. My dissertation also reveals the mythical nature of the postracial ideal, suggesting that contemporary African American investment in postracial ideology is the product of a desire to reflect and obtain an elusive “Americanism” that has never been unreservedly available to African Americans.

The present study examines the issue of minority participation in a multi-faceted prevention program for youth with problem behavior. Historically, participation in such research programs has been low (Myers, Alvy, Richardson, Arrington, Marigna, Huff, Main, & Newcomb, 1990; Coie, 1996; Spoth & Redmond, 2001). Targeted prevention programs, which design their interventions for populations that are susceptible to negative outcomes, face more obstacles to participation than most participants of universal prevention programs. Targeted populations, specifically families with children with problem behavior, are usually under great duress, suffer multiple hardships, and have high adversity characteristics, (e.g., low socioeconomic status, insularity, single-parent families, and low levels of education). As has long been documented, minority status is usually associated with this heightened risk status (Prinz & Miller, 1991). A common suggestion in the prevention and therapeutic treatment literature is the use of minority staff members to increase the likelihood of participation of minority parents (Prinz, Smith, Dumas, Laughlin, White & Barron, 2001). This argument is most prevalent in the literature regarding Latino clients (Sue, Fujino, Hu, Takeuchi, & Zane, 1991). This study attempts to predict minority parents' participation quality (PQ) from demographic variables (e.g., level of adversity, ethnicity), participation rate (PR) (e.g., amount of participation measured by minutes and contacts), and ethnic matching. This study also offers insight on how PQ and PR relate to one another. The results of this study imply that PQ and PR relate differently for Latino parents than they do for parents from other ethnicities. The relationship of these variables has implications for frequency of dosages in an intervention, especially for interventions that attempt to reach distinct populations.

Previous studies in the area of parental involvement in the education system were based on inconsistent parameters or definitions of the construct (Baker and Soden, 1997). The present study seeks to more clearly define and quantify parental involvement and examine the reduction of academic risk factors for economically disadvantaged students through a program of parental involvement in the educational setting. This study compares the academic achievement (ITBS scores) of 70 students enrolled in 1st thru 5th grades at an elementary public charter school in relation to the level of documented parental involvement (PI). Data indicate that in comparison to students enrolled at two neighborhood traditional public elementary schools, students at the charter school are 1.2 to 1.7 times more likely to pass the state mandated TAKS test in grades three through five. However, statistical analyses did not support the hypothesis that level of parental involvement was associated with academic achievement.

That parents should be a part in their children’s education is something that we educationalist wish for the future. Research show that if you have a good relation between parents and school, it can help a student's educational process. In this study I have concentrated on the Swedish minority group Roma. The study is qualitative and based on interviews with Roma. The goal of my study has been that with hermeneutics perspectives analyse some Romani parent’s experiences of their children schools. I have interviewed a mother who sent her children to a class who had only Romani students. I have also made a group interview with 15 students between 22-28 years of age, which have children in the ordinary Swedish schools. In my results I have come to the conclusion that the schools in general should get more education about the Romani culture and history so that mainstream students can understand the situation of the Romani minority in the society today. To spread knowledge of the Romani culture would be an important issue to get a revised picture about the Romani minority and to change the general view that people today still have about the Roma.

The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

Since de-institutionalization, numerous community based treatment modalities have been implemented to provide treatment for individuals diagnosed as seriously and persistently mentally ill. CTOs are a recent addition to the community mental health care system designed to provide outpatient mental health services to seriously mentally ill clients and using legal mechanisms to enforce a contractual obligation to participate in those services. Although there is a growing body of literature on CTOs and other mandated outpatient treatment programs for people diagnosed with mental illnesses, the research predominantly focuses on the perspectives of service providers and family members. Little attention has been given to how clients view the experience of receiving the treatment and no attention has been given to the experience of clients who are of ethno-racial minority background. As Ontario is a racially and ethnically diverse environment in which many people of minority backgrounds are placed on CTOs. This study, utilizing a phenomenological methodology, interviewed twenty-four participants of ethno-racial minority background who are either on CTOs or have been on a CTO in the past. The focus of the study was to explore the views and lived experience of the participants regarding the treatment. The outcome of the study showed that the participants did not experience the treatment as racially motivated but felt it was necessary and beneficial. The participants discussed the impact of power in the treatment process. Implications of the study were that it would enhance the mental health literature by providing an understanding of serious mental illness among individuals of ethno-racial minority background. The study would provide insight for policy makers and practitioners on providing effective support for the marginalized.