Thesis (M.A.)--Brigham Young University. Dept. of English, 2005. / Includes bibliographical references (p. 89-91).

Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Christopher Hodgkins, Karen L. Kilcup; submitted to the Dept. of English. Includes bibliographical references (p. 30-31, p. 64).

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 260-267). Also available for download via the World Wide Web; free to University of Oregon users.

In my study, I examine if and how Sandra Oh’s portrayal of Dr. Cristina Yang in Grey’s Anatomy, a primetime network drama, reifies or resists U.S. mediated stereotypes of Asian American females. I situate my intercultural study in an interpretive paradigm because I am want to explore how the evolving characteristics of existing the Asian American female mediated stereotype as they influence Asian American female identity. Additionally, I trace the historical development of Asian and Asian American stereotypes yellow peril to the model minority; and from Dragon Lady, Lotus Blossom, Geisha, and Suzie Wong. From my textual analysis, I suggest that when portrayals simultaneously reify and resist characteristics of existing Asian American stereotypes, they may help to breakdown perceived binaries of existing Asian and Asian American stereotypes.

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An acute shortage of African American teachers is well recognized. This shortage poses a problem as school systems attempt to employ a representative number of African American teachers commensurate to their diverse student population. The purpose of this study was to examine why 10 African American teachers in Roanoke City selected teaching and remain in the profession and how those reasons were influenced by two motivational variables (academic self-concept of ability and self-efficacy). Factors further affecting this relationship, such as environmental influences (i.e., home, school, and community)and institutional influences (i.e., experiences in the workplace,job satisfaction, and school climate), also were examined. The research design was a single explanatory case study. Yin (1994) contends that "how" and "why" questions (as used in this study) are explanatory in nature and suitable for a case-study design. Two sources of data were used: an initial survey instrument on environmental factors and a second survey on institutional factors. Two separate interviews were conducted with both instruments. Both sources were intended to capture participants' perceptions relevant to their experiences. A purposive sample of 10 local African American teachers was selected. Pattern matching and explanation building were the dominant modes of analysis. A conversational style with narratives written was used to reflect the richness of language used by the participants to describe their experiences. Findings revealed that home environmental experiences and preparation for teaching were positive overall because of practices used by parents and family members to socialize the the participants for success in school. Both direct assistance with school work and verbal encouragement enhanced academic self-concept of ability and self-efficacy for success in school and in teaching. School experiences before and during college were found rewarding and challenging. However, both types of experiences enhanced self-concept of ability and self-efficacy in attaining a teaching career as well as succeeding and remaining in the profession. Overall, rewarding experiences outweighed challenging ones. High expectations, assistance with school work, and teacher role models were typical examples of such experiences. Two major community influences played a significant role in interest and retention in teacher-education programs: (a) involvement in church activities and (b) sponsorship for teacher-education programs through partnerships with business and industry. The former reinforced self-concept in ability, and the latter afforded some participants an opportunity to attend college and enter a teacher-education program. Results on institutional factors and teacher retention were associated with experiences as classroom teachers, interactions with colleagues,relationships with building principals, and perceptions of the school system as a whole. / Ed. D.

Issu de la volonté d'aller au-delà des stéréotypes sociaux et du diagnostic de normalité donné aux individus qui s'y conforment le plus, le concept d'androgynie psychologique, conçu comme le cumul des caractéristiques masculines et féminines chez un même individu, offre une alternative aux conceptions traditionnelles des rôles sociaux assignés en fonction des sexes. L'élaboration d'échelles de mesure reposant sur ce concept marque dans les années 70 un véritable tournant en psychologie sociale pour l'étude du genre. Le but du présent article est de valider une version française du "Bem Sex-Role Inventory" (BSRIJ hm, 1974), une des mesure de l'androgynie psychologique encore aujourd'hui reconnue et utilisée. Les propriétés psychométriques de 11 version française, le LSRI, sont évaluées à l'aide de quatre études empiriques, Les résultats démontrent, de façon constante, des indices très acceptables de fidélité et de validité tout à fait concordants avec la version abrégée du BSRI. Brièvement examinées, des quatre études qui ont rendu le processus de validation possible, émergent de nouvelles conceptions des rôles et des rapports sociaux entre hommes et femmes, De même, certains changements quant au contenu des dimensions masculine et féminine sont rapportés et analysés.

The literature written and being spoken by writers of Mexican origin in the United States continues to reformulate the notion of borders as well as subjects and forms within and beyond the house leitmotif. Writings by Sandra Cisneros, Pat Mora, and Tomás Rivera construct public and private spaces that merit validation in historical, literary, and cultural contexts. As architects, Chicana and Chicano writers challenge the nationalist canon and house. / text