Thesis (M.F.A.)--University of Central Florida, 2008. / Adviser: Julia Listengarten. Includes bibliographical references (p. 107-108).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 325-344).

Thesis (M.S.)--Villanova University, 2007. / Psychology Dept. Includes bibliographical references.

No description available.

This study to determine whether there was a relationship between the language orientation of Chinese-American primary-grade children in the San Francisco Unified School District and their racial/ethnic attitude. Generally, Chinese-Americans are monolingual Chinese speakers (MCS), monolingual English speakers (BECS). These three linguistic groups of Chineses-American children were compared in this study to determine the existence of a language orientation-racial/ethnic attitude relationship. A review of the literature shows that 1) language, thought, and perception are interrelated, 2) racial attitudes are significant factors in American society, 3) attitudes and behavior are interrelated, and 4) children develop racial/ethnic attitudes at an early age. The problem incorporates each of these areas, while focusing on the dependent variable of racial/ethnic attitude.

Using a credibility scale that measures authoritativeness and character of a speaker as perceived by his audience, will a statistically significant difference rise where a figure of authority is a member of one ethnic group and those over whom the authority is asserted are members of a second ethnic group?

No description available.

No description available.

Many driving forces, among which are customs, traditions, habits, confusion and bigotry, have loomed as obstacles to integration in the United States since the Supreme Court decision of 1954. Those in the schools affected by these forces include administrators, teachers, counselors, students and parents. Each administrator, teacher and counselor is a unique person. Each relates to colleagues and students in a different way. These differences in perception are significant and have made it more difficult to achieve successful desegregation in Dallas. The problem addressed by this study was that of determining whether differences existed in the responses of a selected group of Black teachers and White teachers to three apprehension scales. The apprehension scales are related to (a) different role behaviors, (b) different kinds of interpersonal interactions, and (c) campus-related situations. The scales are assessed within a categorical socio-cultural context, i.e., work, church, social and family life. Seventy-five Black teachers and seventy-five White teachers participated in the study. From analysis of the data one can say that there was a significant difference in the responses of teachers to the i terns on the questionnaire. When responses of teachers across groups were ranked and analyzed using ranks, percentages Kruskal-Wallis and Chi-Square techniques, race, sex and experience did influence teacher responses. Respondents repeatedly assigned those items closest to them (the greatest threat) first priority and those items furthest from them (the least threatening) the last priority. / Ed. D.

This study seeks to confront the current Filipino cultural identity by investigating whiteness within the mass media context there.