No description available.

No description available.

No description available.

Abstract not available

No description available.

The purpose of this study was: (1) to identify and report the state departments of education in the United States implementing multiethnic/multicultural education programs; (2) to identify and report school districts, identified by their respective state departments of education, implementing multiethnic/multicultural education programs; (3) to determine the types of multiethnic/multicultural education programs, the thrust of the programs, and how the programs were initiated in the school districts; and (4) to determine the degree of implementation of the Curriculum Guidelines for Multiethnic Education, published by the National Council for the Social Studies, in the selected school districts. A total of thirty-two state departments of education responded. A total of 1,498 school districts, reported by their respective state departments of education, were implementing multiethnic/multicultural education programs. A stratified random sampling of the fifty states was used to select the sample for the study. Sixteen hypotheses, which were related to questions in Part I and Part II of the questionnaire, were tested. Significant differences were found by testing the hypotheses using the t-test. No significant differences were found between selected school districts in the southern states and selected school districts in the western states in the degrees of implementation of the Curriculum Guidelines for Multiethnic Education. Significant differences were found between selected school districts in the northeastern states and selected school districts in the north central states in the degree of implementation of the Curriculum Guidelines for Multiethnic Education. No significant differences were found between selected school districts with 10,000 or more pupils and selected school districts with less than 10,000 pupils in the degree of implementation of the Curriculum Guidelines for Multiethnic Education. In addition, significant differences were found between selected school districts in the northeastern states and selected school districts in the north central states in the degree of implementation of the Curriculum Guidelines for Multiethnic Education.

This study investigates Korean-American identity in the postmodern condition. Although there have been several studies on assimilation and ethnic identity, the existing body of literature is largely divided into assimilation and cultural pluralism. It seems that these existing theories of assimilation and ethnicity do not adequately capture the complex and paradoxical nature of the postmodern condition, thus fail to lend a framework in which the issue of ethnic identity is properly examined. The postmodern perspective that this study employs is not a theory of ethnicity per se, but it renders many useful insights into ethnic identity. Postmodernism recognizes the paradoxical co-existence of "surface homogenization" and the search for deeply rooted ethnicity. Using postmodern argument, this study avoids the modernistic accounts of ethnicity which have a tendency to reduce it to mere binary oppositions of assimilation and nativism. This study offers the findings from the narratives of the second and 1.5 generation Korean-Americans as the following: (1) Korean-Americans are aware that they are not fully accepted as American, and they are often viewed together with other Asian-Americans. (2) Their connection to American history is rather weak due to Koreans' short immigration history. (3) They assert that they have both Korean and American elements in their identity neither of which they can deny. This study calls this pastiched identity. (4) However, others (whites, other Koreans) have difficulty accepting pastiched identity. They tend to reduce it to either Korean or American which makes them doubly marginalized. (5) Thus, Korean-Americans need to challenge the governing meta-narratives in America by asserting their difference and sameness simultaneously. (6) But at the same time, they need to invent a collective voice in American cultural politics and to share their stories to establish a "community of memory" for future generations.

This dissertation addresses the problem of how Asian Indian sojourners to the United States discourse the nature of "Indian," "American," and "Indian sojourner" identities in the host setting. The assumption grounding the study is that cultural discourses produce a social reality which then guides the actions and experiences of the sojourner. The ethnographic methods of interviews and participant observation were used to study sojourner discourse. The analyses in the dissertation relied primarily upon transcribed interview data in making claims about patterns in sojourner discourse. The analytic results suggest that sojourner discourses are efficacious in facilitating adaptation to the host setting. Indian sojourners presented codes of identity which created predictable kinds of cultural identities. The reality produced in the talk of the sojourners provided a basis for social relations with members of each of the focal groups. The sojourners symbolically positioned themselves somewhere between the American and Indian identities by appropriating symbols from each in self-reference. The findings suggest that cultural adaptation is not a universally experienced set of phases, but that sojourners groups may creatively develop symbolic resources for dealing with the exigencies of the host setting.

How is place communicated? Places of significance are often contested areas. How do communities talk about these places? Can they talk about them in ways that make their meanings understood to others? In this dissertation, hearings from the Kaho'olawe Island Conveyance Commission hearings are analyzed in an effort to understand the many layers of meaning imbedded in a particular place; the island of Kaho'olawe in the State of Hawai'i. These hearings are unique in many ways, because they are the culmination of a twenty year effort to get the United States government to recognize Native Hawaiian claims to the island. This dissertation looks at metaphors of the land, the social drama which covers the 20 years since the first trespassers landed on the island, and at the stories told by two witnesses about their connection to the land. Each way of looking at what people are saying about the island highlights the differences in the way Hawaiians and the military construct place. In part, these differences are emphasized by their use of the same symbols. Both the military and Hawaiians emphasize the uniqueness of the island and its importance in the maintenance of their culture. Analysis of the testimonies also foregrounds deep tensions in the relationship between the military and Hawaiians that stem, in part, from differing definitions of who are Hawaiians. The conclusion is that the island is a place of cultural significance to both Native Hawaiians and the military. However, each side frames the symbols that they use very differently, and thus, the two sides have difficulty communicating in meaningful ways with each other.

Full participation and equal opportunity in sport in America historically has not been available to a variety of identity groups based on race, gender and disability. Many studies have described the fate of African-Americans and women in sport, but very few have examined a similar relationship with respect to athletes with disabilities. Furthermore, there has been limited examination of issues of vertical integration of these identity groups within the management or executive levels of sport organizations. This work proposes a new theoretical framework (i.e., Critical Change Factors Model - CCFM) based on critical, distributive justice, and open systems theories. Two longitudinal case studies were presented that examine the degrees of integration and inclusion achieved by African-American males in Major League Baseball and women in intercollegiate sport. Basic descriptive statistics and qualitative data analysis techniques were used to present each case. An organizational continuum of workplace diversity and a three-tiered social stratification model were incorporated to help illustrate the historical progression of integration of each group. The conceptual model was designed to allow for the comparative analysis and generalizability of recommendations across identity groups. The model provided key insights and findings in the complexities of organizational change related to identity group integration. A strategic management process approach was used to apply the findings from this comparison to athletes with disabilities as a third identity group, thereby creating a new equity paradigm incorporating disability. This focused on the potential for systems change as an organizational function within the context of both internal and external environments. Recommendations directed at organizations to become more accepting and tolerant institutions focused on strategies that sport managers can employ to improve conditions at each stratification level. Recommendations for removing or diminishing resistance to greater diversity within sport organizations included the identification, development and distribution limited resources in a more equitable manner to newcomer groups. Recommendations also centered on the broader application of the theoretical and practical concepts presented in this study to any particular identity group as it might be related to any organization, regardless of its purpose and enterprise.