Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 108-113). Also available via Humboldt Digital Scholar.

Thesis (Ph.D.)--Tufts University, 2004. / Advisers: Modhumita Roy; Christina Sharpe. Submitted to the Dept. of English. Includes bibliographical references (leaves 254-274). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Parental participation supports students' academic success and increases positive peer interactions. Prior to the 1980s, parental participation was viewed as a unidimensional construct; however, it has since been understood as a multidimensional one. Studies from Epstein have demonstrated that culture, community, and family structures are some of the many factors that affect parental participation. In addition, Huntsinger and Jose have demonstrated that Asian-American parents participate in their children's education differently than do European Americans, yet research has not examined the specificities of South-Asian Americans' (SAAs) and Asian-Indian Americans' (AIAs) parental involvement. There are 6 recognized methods that parents can use to participate in their child's education. Assuming that the methods of participation used by parents can affect their children's academic performance and social development, the purpose of this study was to examine these methods of parental participation with respect to AIAs and SAAs. Using Epstein's questionnaire, 308 AIA/SAA parents were recruited who had a child born in the United States and who was attending a U.S. school between kindergarten and Grade 2 at the time of the study. MANOVA and ANOVA tests were used to calculate whether a significant difference existed amongst the 6 methods of parental participation, based on the gender of the parent or the gender of the child. There was no significant preference among the 6 methods of parental participation, nor was any difference found that related to the gender of the child. However, the results indicated that mothers were more involved than fathers in their child's education, although there was no preference among the 6 methods. Given the lack of clear direction emergent in these findings, implications for future research to further the understanding of parental participation of SAA/AIA are discussed.

Parental participation supports students' academic success and increases positive peer interactions. Prior to the 1980s, parental participation was viewed as a unidimensional construct; however, it has since been understood as a multidimensional one. Studies from Epstein have demonstrated that culture, community, and family structures are some of the many factors that affect parental participation. In addition, Huntsinger and Jose have demonstrated that Asian-American parents participate in their children's education differently than do European Americans, yet research has not examined the specificities of South-Asian Americans' (SAAs) and Asian-Indian Americans' (AIAs) parental involvement. There are 6 recognized methods that parents can use to participate in their child's education. Assuming that the methods of participation used by parents can affect their children's academic performance and social development, the purpose of this study was to examine these methods of parental participation with respect to AIAs and SAAs. Using Epstein's questionnaire, 308 AIA/SAA parents were recruited who had a child born in the United States and who was attending a U.S. school between kindergarten and Grade 2 at the time of the study. MANOVA and ANOVA tests were used to calculate whether a significant difference existed amongst the 6 methods of parental participation, based on the gender of the parent or the gender of the child. There was no significant preference among the 6 methods of parental participation, nor was any difference found that related to the gender of the child. However, the results indicated that mothers were more involved than fathers in their child's education, although there was no preference among the 6 methods. Given the lack of clear direction emergent in these findings, implications for future research to further the understanding of parental participation of SAA/AIA are discussed.

This qualitative study explores Second Generation South Asian American (SG SAA) Hindus' ideals, values, and meanings associated with gender, and how these ideals affect their attitudes towards unwanted sexual contact of women/girls. SG SAAs are an understudied population that report high levels of stress due to bicultural identity issues and ethnic discrimination, and yet are unlikely to display help-seeking behaviors. This study explores some of the cultural factors behind this phenomenon, particularly in terms of topics such as unwanted sexual contact (including sexual harassment, coercion, incest, and rape). Using an internet-based convenience sampling method, the researcher collected data using an anonymous online questionnaire with multiple open-ended questions. After using qualitative data analysis software, the researcher interprets and discusses the results by drawing on psychological and anthropological literature on gender in contemporary Hindu culture, identity in diaspora, and cultural/structural violence. The researcher explains how the results reveal the participants' internalized messages about women's value and expectations, particularly in regards to sexuality and family roles. Expected to be independent as well as submissive, modern as well as traditional, female SG SAA Hindus are faced with impossible expectations that erase their subjectivity and silence their voices. The negative ramifications of this are explored, particularly as the participants' describe the messages they learned about Hinduism and the blaming of female victims of sexual abuse. The study contextualizes SG SAAs in terms of contemporary Hindu cultures, and illuminates the ways that certain Hindu gender role expectations and attitudes have oppressed women, punished victims of unwanted sexual contact, and perpetuated cultures of silence, secrecy, and shame. The researcher calls for re-interpretations and re-visioning of contemporary Hindu cultures, not only to end alleviate cycles of abuse, but also to address this population's unique bicultural identity issues. Future research and widespread education is needed to explore the clinical implications of this study, and to develop culturally specific interventions for this silenced population.

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed March 1, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 240-248).