Thesis (Ph. D.)--University of Oklahoma, 1994. / Includes bibliographical references (leaves 148-173).

Thesis (M.S.W.)--University of Hong Kong, 1984.

Problem statement The Western retailer H&M is one of many multinational retailers presently preceding a rapid expansion, followed by an extensive recruitment of new employees in China. H&M works extensively with the transfer of corporate values, mentioned as “the H&M spirit”, to its foreign subsidiary in China through a Corporate Training Program. Scholars have recently highlighted the Corporate Value Transfer process, however the understanding of this process within the International Business literature today is limited. Research purpose The purpose of this research is to create a deeper understanding of the Corporate Value Transfer process in an emerging market context. This research therefore aims to investigate how H&M transfers their corporate values to new employees in China, by focusing on the cultural challenges and opportunities arising during this process within a Corporate Training Program. Methodology The methodology being used was qualitative with an abductive approach, focused on performing a single case study. Empirical data was gathered through 19 semi- structured interviews with managers at H&M ́s Human Resource offices for the Southern China region in Shanghai and Hangzhou. Results and contributions The Corporate Value Transfer process, to new Chinese employees, was summarized in three phases. These three phases, and different cultural challenges and opportunities within them, were conceptualized. This conceptualization contributes in terms of a theoretical foundation within the International Business literature and illustrates how a Corporate Value Transfer process in China can be viewed upon.

The struggles of Black males at various stages of the educational pipeline have been well documented. However success stories and the experiences of high achieving Black males have received less scrutiny, as research has focused mostly on problematic outcomes from a deficit perspective until recent years. There remains a dearth of research that examines and gives voice to the experiences of Black male doctoral students (BMDS) on the campuses of predominantly white colleges and universities (PWI). Under these circumstances, it is important to understand how Black males have navigated their way into and through doctoral programs. Specific aims addressed in the present study examine the various aspects of socialization among BMDS, including experiential commonalities, sources of social support and how BMDS make sense of and respond to socialization efforts in their various departments. To address these specific aims qualitative research methods were employed. The study highlights results in five key areas: 1) Black male doctoral student pathways to doctoral programs, 2) choice of dissertation and research topics, 3) campus and community environment, 4) socialization experiences and, 5) the advisor-protégé relationship. My dissertation’s unique contributions are its addition of the Black male doctoral student socialization to the discourse and by examining their unique experiences. a central concern for this study’s participants has been navigating, resisting, and transforming many of the structural and cultural aspects of doctoral socialization that they as Black males find to be subtractive. BMDS in this study have largely adopted proactive strategies to aid them in their academic careers. Most have sought strategic relationships with faculty, Black faculty in particular as well as community support networks. Most have either created or worked closely with organizations that seek to transform the experiences of graduate students. These efforts are to maintain control of their educational experiences and resist elements of doctoral socialization that can be dehumanizing, frustrating and isolating for students of color while hopefully leaving the department and institution easier to navigate for those who follow in their footsteps. / text

The academic achievement gap is one of the most important areas of inquiry in education today. Racial-ethnic disparities in achievement continue to be persistent at every level—including post-secondary education. Research suggests African American males are particularly likely to disidentify with academics, resulting in a lack of a significant relation between academic self-concept and academic outcomes. Research has found a relationship between racial-ethnic messages that parents give to their children and academic achievement. Further, the student’s gender may impact the types of parental messages given. Multiple regression statistical analysis will be used to determine if the relation between academic self-concept and GPA is moderated by parental racial-ethnic socialization, teacher mistrust, and gender. / text

While finances are known to be a source of uncertainty for couples (Knobloch, 2008), the specific sources of financial ambiguity and the ways in which they are appraised and negotiated have not been explored. Framed by the lens of Uncertainty Management Theory (UMT; Brashers, 2001), the current study used face-to-face, semi-structured interviews of 40 diverse participants in married or cohabiting relationships to provide new insight into uncertainty management. The investigation uncovered the types of uncertainty experienced by participants (economic, personal, family, communication, and chronic), the ways in which people managed uncertainty (reducing, maintaining, and adapting to it through a variety of practical strategies), and barriers to uncertainty management (information, time management, sociocultural, and communication obstacles), shedding light on why people are (not) successful in managing their finances. Consistent with the tenets of UMT (Brashers, 2001), communication (or lack thereof) was critical to the process of uncertainty management, particularly with respect to reducing and maintaining uncertainty. However, this study uniquely found that collective negotiation of financial uncertainty was particularly salient. In many ways, financial uncertainty management can be conceptualized as a joint enterprise. Just as individuals negotiate uncertainty by seeking information through computer-mediated communication (e.g., the internet), mass media (e.g., magazines), and external interpersonal sources (e.g., financial advisors), this investigation found that people frequently negotiated their uncertainty with their romantic partner through communal coping. This study provides important insight into the ways in which financial uncertainty can influence people's communication, behavior, and relationships and proposes extending the theory to take into account the role that dyads, culture, and individual factors can play in shaping uncertainty management. / text

This thesis will discuss the factors that lead to language shift from Zapotec to Spanish in San Jerónimo Tlacochahuaya (SJT), and the challenges faced by language revitalization efforts that have emerged in the home and migrant communities. Today hundreds of Indigenous languages are widely spoken across the Americas; however, in the last century an increasing amount of language shift to the nation-state language has taken place in many Indigenous communities. In the Zapotec community of San Jerónimo Tlacochahuaya (SJT), located in the southern Mexican state of Oaxaca, about 40% of the town’s population currently speaks Zapotec. However, the majority of speakers within this percentage are elders and adults. This means that the transmission of the Zapotec language to children has declined while Spanish language socialization has increased and is now the norm. Due to socioeconomic factors and neoliberal reforms in Mexico, many community members have migrated to other Mexican states and the United States which has furthered removed Zapotec speakers from the home community. The data for this research is based on 28 open-ended interviews with elders, adults, youth, children, and language activists and participant observation in SJT during the summer of 2013. I argue that the public education implemented by the Post-Revolutionary Mexican state in Tlacochahuaya during the 1930s influenced a language shift to Spanish. Many of those who had a negative schooling experience during this era, which prohibited and punished the use of the Zapotec language in the classroom, choose to raise their children with Spanish. In SJT from 2009-2011 Zapotec tutoring lessons for children were offered by a retired teacher, and since March 2013 migrants residing in Los Angeles, CA have been uploading Zapotec language tutorials on YouTube. Although there is awareness of language loss, I argue that these efforts have been hindered by the absence of a healing process regarding negative schooling experiences and dismantling the language ideologies that continue to devalue the Zapotec language. This case study contributes to the literature of languages shift and revitalization by suggesting that both home and migrant communities have crucial roles in Indigenous language maintenance. / text

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Parent-adolescent connection is considered a core parenting component influencing adolescent psychosocial development. When the connection is poor, the adolescent has an increased risk of developing depressive symptoms and behavioral problems. Non-family socialization experiences increase in importance as the quality of family experiences decreases and may protect adolescents with low family connectedness from demonstrating depressive symptoms and behavioral problems. The school is one context that may provide socialization experiences to promote continued development for early adolescents. Stronger levels of connection to the school have been related to decreased prevalence of adolescent problem behaviors such as delinquency. The religious community represents another context in which early adolescents may develop important connections. This context is particularly important to study as over half of all adolescents in the U.S. report attending church services weekly and/or are involved in a church youth group and approximately 60% of adolescents report their faith is important to them. Research examining adolescent feelings of connection to their religious group and how this relates to delinquent behaviors and depressive symptoms, however, is lacking. The present study explored the cross-sectional contribution of adolescent connections to the family, school and religious contexts to the depressive symptoms and delinquent behaviors of a sample of 167 middle school students. Three aspects of religious connectedness (i.e., youth leader, congregation member, and spiritual connectedness) were found to uniquely contribute to the occurrence of early adolescent outcomes. Specifically, youth leader and spiritual connectedness uniquely contributed to early adolescent engagement in more serious delinquent behaviors. Congregation member and spiritual connectedness contributed to the occurrence of early adolescent depressive symptoms. Additionally, all three types of religious connectedness buffered the relationship between family connectedness and more serious delinquent behaviors. That is, high levels of religious connectedness protected early adolescents from engaging in the problem behaviors. Unexpectedly, an exacerbating relationship was demonstrated between school connectedness and youth leader connectedness as well as spiritual connectedness on early adolescent less serious delinquent behaviors. Findings are discussed from the perspectives of Social Control Theory and Attachment Theory. / text

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