Thesis (M. A.), Memorial University of Newfoundland, 1999. / Bibliography: p. 122-132.

Based on the author's thesis (Ph. D.)--Memorial University of Newfoundland, 2002. / Mode of access: Intranet. 1. Picking up the thread : locating Irish Newfoundland women in the narrative of migration and settlement -- 2. The slender thread cast off : migration and reception in Newfoundland -- 3. Ciphering ciphers : tracing Irish women on the southern Avalon -- 4. "A good, hard-working stump of a girl" : Irish women's work and the construction of identity on the southern Avalon -- 5. "She made the cannonballs, and he fired them" : Irish Newfounland women and informal power in family and community-- 6. "Humbel" petitioners and "litigeous" lersons : southern Avalon women and encounters with formal justice-- 7. "Whilst grass grows or water run" : testation practices on the southern Avalon -- 8. "To fix [their] character ... in virtue and innocence" : the regulation of Irish women's sexuality on the southern Avalon -- 9. The "Other" woman -- 10. The slender thread cast on. Includes bibliography.

Thesis (M.W.S.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 134-142.

Thesis (Ph. D.)--Washington State University, May 2010. / "I feel at peace here, I don't want to leave." Title from PDF title page (viewed on June 18, 2010). "Program in Criminal Justice." Includes bibliographical references (p. 109-116).

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

The adjustment of sojourning spouses appears to be critical to the adjustment of their partners in the relocation; yet adjusting to international relocation is often reported to be a challenging process. The present project comprises a systematic review of research on spouse adjustment in international relocations(Study 1) and an empirical study among a sample of 135 Japanese sojourning housewives in Hong Kong(Study 2). Study 1found that adjustment was measured differently in the past research of sojourning spouse adjustment, and multiple individual, interpersonal and situational or environmental factors have been found to be associated with the adjustment of spouse after relocation. Study 2found that personal coping style was associated with psychological adjustment, while a coping style that focuses on problem solving, along with marital satisfaction and sociocultural interaction, emerged as significant predictors of satisfaction with life. Homemaking stressors were found to be negatively associated with psychological adjustment, and a significant interaction effect with marital satisfaction is found. Dyadic trust was found to contribute significantly to psychological well-being, and its effect was fully mediated by marital satisfaction. Overall speaking, existing models of spousal adjustment in expatriation seem to apply to the Japanese population studied. / published_or_final_version / Clinical Psychology / Master / Master of Social Sciences

by Pui-hing Wong. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 117-122). / Questionnaire also in Chinese. / ABSTRACT --- p.ii-iii / ACKNOWLEDGEMENTS --- p.iv / TABLE OF CONTENTS --- p.v -vii / CHAPTER / Chapter 1 --- INTRODUCTION / The Research Problem --- p.1 / Research Objectives --- p.4 / Research Methodology --- p.4 / Significance Of The Research --- p.4 / Organisation Of The Thesis --- p.5 / Chapter 2 --- LITERATURE REVIEW / Introduction --- p.6 / Migration And Its Impacts --- p.6 / A Simple Concept Of Migration --- p.6 / A Concept Based On Uprooting --- p.7 / Female Immigrants --- p.9 / Their Adjustment Problems --- p.9 / Their Health Conditions --- p.11 / The Importance Of Social Support --- p.11 / The Chinese Female Immigrants In Hong Kong --- p.13 / Concept Of Social Support --- p.16 / Definition --- p.17 / Measurement --- p.19 / Its Relationship With Health --- p.23 / Concept Of Health --- p.26 / Summary --- p.28 / Chapter 3 --- CONCEPTUAL FRAMEWORK / Introduction --- p.29 / Delineation Of The Role of Social Support --- p.30 / Social Network --- p.31 / Support System --- p.32 / Research Questions --- p.34 / Operational Definitions --- p.35 / Summary --- p.37 / Chapter 4 --- RESEARCH METHODOLOGY / Introduction --- p.38 / Design --- p.38 / Sampling --- p.38 / Procedure --- p.40 / Instrument Used --- p.40 / Scale Measuring The Social Network --- p.40 / Scale Measuring Health --- p.42 / Analysis --- p.43 / Summary --- p.44 / Chapter 5 --- RESULTS / Analysis --- p.45 / Discussion --- p.59 / Chapter 6 --- SUMMARY AND CONCLUSIONS / Summary --- p.83 / Implications Of The Study --- p.84 / Directions For Further Research --- p.86 / APPENDICES --- p.88 / Appendix I: The Questionnaire --- p.88 / Appendix II: The English Version of The Questionnaire --- p.101 / BIBLIOGRAPHY --- p.117

This dissertation examines how the formal schooling trajectories of forced migrant women from Africa and the Middle East are shaped by the ongoing confrontation of the women with the policies and practices of the community college they attend. It is based on ethnographic fieldwork done at a community college in the largest metropolitan area in the otherwise predominantly rural state of Maine. This work is motivated by an interest in the validity of the rhetoric of community college as the vehicle for upward social mobility for marginalized populations. The students in the study are constructed as various types of minorities: linguistic, racial, religious, national, depending on the bureaucratic, social or schooling context. Because of the ideology of equal opportunity, often the only documentation by the community college of minority status is their language status that is recognized in the standardized entrance exam. Racial and national origin information is voluntary and commonly left blank on official forms, but, along with religion, are made meaningful both in and outside of the classroom through interactions with white peers and teachers. Forced migrant students experience this construction of otherness, and react through the formation of social support networks made up exclusively of forced migrants where they teach each other ways of adaption and resistance. Because of the conditions that led to their flight, forced migrants have survived traumatic situations, face language barriers and may have interrupted formal schooling, as well as retain familial obligations around the globe that present unique challenges. The community college does not fully recognize these challenges, and maintains a narrow standard that is upheld through teaching practices and the use of standardized exams, which serve to marginalize forced migrant students. This marginalization translates into low graduation rates for forced migrants, effectively blocking any upward social mobility to be gained from the community college.