No description available.

No description available.

No description available.

No description available.

アジア系アメリカ人の映画制作・上映活動について、歴史、文化、労働の問題を中心とし、戦争記憶、コミュニティ形成、芸術活動について考察した。調査対象は、アメリカ合衆国、サンフランシスコのアジア系アメリカ人社会とした。これまでアジア系の芸術活動は、社会運動/芸術的抵抗運動として位置付けられてきたが、本研究では、抵抗運動の側面にとどまらず、労働の側面を再考することにより、非物質的労働についての批判的議論を展開した。 / This study examined Asian American film production and screening activities, focusing on issues of history, culture, and labor, as well as war memory, community building, and artistic activities. The field research was conducted in the Asian American community in San Francisco, California, United States. Although Asian artistic activities have been understood as a social movement/artistic resistance movement, this study developed a critical discussion of immaterial labor by reconsidering not only the resistance movement aspect but also the labor aspect. / 博士(現代アジア研究) / Doctor of Philosophy in Contemporary Asian Studies / 同志社大学 / Doshisha University

At more than three million, Filipina/o Americans are one of the largest ethnic minority groups in the United States. Yet, few studies have focused on the experiences of Filipina/o Americans in institutions of U.S. higher education. Given the increasing disparity in degree achievement between first and second generation Filipina/o Americans, this qualitative study investigated the challenges to persistence that Filipina/o American undergraduates have faced in college and identified resources and strategies that have facilitated their survival in higher education. Through individual interviews and a focus group, participants shared their experiences in a private, Catholic, and predominantly White institution. This study found that challenges to persistence included feelings of cultural dissonance between Filipina/o Americans and a predominantly White and affluent student body, feelings of invisibility and marginality due to lack of representation in the institution’s academic and social spheres, and personal academic challenges. Their stories also elucidated that despite these struggles, students were able to persist. Campus subcultures such as ethnic and cultural organizations, an Asian-interest sorority, and service organizations were primary factors in persistence. Additionally, the support of family was key in fostering participants’ educational aspirations. Institutional characteristics such as size, religious affiliation and mission, and available resources were also cited as important factors in building their commitment to persist. The stories shared in this study are a testament to the need to destabilize dominant narrative of persistence in higher education to include Filipina/o American students who are often overlooked as a result of the model minority myth.

No description available.

It is thus the purpose of this study to explore the educational aspirations of a group of high school students whose ethnic background is Chinese with the intention of filling the gap in sociological research that has overlooked the Chinese community. As there are many opposing theories on the subject of aspiration, this case study of Chinese students seeks to clarify some of the theoretical perspectives and their problems. Moreover, any study of a minority group would inevitably expose some of the problems that the group faces. Once the nature of the problems is identified and understood, hopefully, solutions may be forthcoming. It is for these research, theoretical, and practical reasons that the present study is undertaken.

Community based youth programs play a significant role in promoting positive youth identity development outside of the classroom. This can be particularly important for racialized groups such as Asian Americans and Pacific Islanders (AAPI). Based on ethnographic research conducted at Asian American LEAD, this thesis explores the effect of a five week summer program on AAPI youth identity development. Data collection methods include participant observation, a pre- and post- survey, and semi-structured interviews with staff, participants, and program alumni. The research findings highlight how ethnic and racial identity development is fostered through the creation of safe spaces, shared struggles with peers and staff, and recognition of one's AAPI identity.

No description available.