A central concern of much of the emergent literature of Asian American women is the question of how identity is defined. Living in, and writing from, what has been called the 'between worlds' condition engenders an often contradictory and frequently shifting sense of identity in Asian American women's texts. The 'hyphenated identity' is further destabilised and complicated by gender. This precarious female subjectivity is often reflected textually through shifting narrative voices and fractured narratives. A self-consciousness can be detected in the relation between the structures of narrative and the construction of self. Conventional genre distinctions are often traversed so that in particular the demarcations between fiction and autobiography are challenged. I refract current theoretical discussions of identity and the processes of identity formation through a series of texts by Asian American women which are preoccupied to varying degrees with the question 'Who am I?’ Several possible answers are suggested to the question of where identity actually originates. They are: the maternal, language; physiognomy; 'home' and the prominent cultural marker of national identity. It is around these locations of cultural identity that I organise my analysis. Chapters One and Two introduce a discussion of the ways in which identity is negotiated in this group of texts, and analyse the ways that genre is used and abused by these writers to suit their purposes. Chapter Three addresses the prevalence of mother/daughter writing in this body of work, suggesting that in their depiction of alternative maternal-daughterly arrangements, several Asian American women writers actually challenge dominant analyses of the mother/daughter dyad. As I discuss in Chapter Four, linguistic identity is also a focus of extended interest for many writers, for whom bilingualism is an uneasy condition. In Chapter Five, I address the Asian American feminist re-writing of the body as signifier. The body is often a battleground of identity. Asian American women's texts repeatedly address the practice of reconstructing the body to project less racially marked identities, as part of a wider project of recovering a positive sense of self-identity. This emphasises the corporeality of identity as well as the connections between the internal and external body. Chapter Six stresses the roles of culture and the polity in defining and creating identities, through the culturally and legislatively defined identity afforded by citizenship. I argue that particular texts by Asian American women may be read as challenges to dominant constructions of national identity, constructions which sought to exclude certain Asian American groups at critical moments in American history. Chapter Seven addresses the dynamics of space and home, a preoccupation with the idea of return as fundamental to the negotiation of identity. The search for 'home', both as psychological construction and real location, is a recurrent preoccupation in many texts.

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This thesis investigates the residential segregation of the Asian population in Houston considering segregation among Asian groups as well as segregation of Asians from broader non-Asian groups, namely whites, blacks, and Hispanics. Methods applied in this thesis draw on previous works on residential segregation and measure segregation using indices of exposure and isolation and indices of uneven distribution. The demographic and historical backgrounds of Asian populations are reviewed to identify potential reasons for Asian residential segregation. New major findings from my analysis are that Asians have socioeconomic status similar to whites and, thus, have higher socioeconomic status than blacks and Hispanics who have low socioeconomic status. Other major findings are that Asians have moderate segregation from whites, high segregation from Hispanics and even higher segregation from blacks. Detailed Asian groups are mostly moderately segregated from whites and are more highly segregated from Hispanics and blacks. Also, Asian groups are sometimes highly segregated from each other. In conclusion, residential segregation of both broad racial and ethnic groups and Asians are affected by education and income in Houston area including other factors. Based on my analysis, I predict that the pattern of Asian residential segregation will still follow the previous patterns based on education and income.

The following report is a description of the pre-production, production and post-production of the short film “Formosa, TX”, made in Marfa and Coupland, Texas in 2012. The film is a study of living Asian American in small town Texas. / text

Project (M.A.R.)--Gordon-Conwell Theological Seminary, 2005. / An integrative project submitted to the Faculty of Gordon-Conwell Theological Seminary in partial fulfillment of the requirements for the degree of Master of Arts in Religion. Includes bibliographical references (leaves 56-57).

Thesis (Ph. D.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 150-167)

<p> This study aims to understand Asian American students&rsquo; postsecondary STEM education pathways. It examined Asian American students as a whole and as geographical and generational subgroups. It studied postsecondary STEM education as a whole and as five different fields. It examined STEM pathways through six research topics. And, it explored factors that related to Asian American students&rsquo; STEM education pathways. This study contributes to the current research body by focusing on an important matter that needs more exploration, by offering justifiable definitions and classifications of Asian Americans and STEM education, and by suggesting related factors of STEM education. </p><p> An US national representative and longitudinal data set, Education Longitudinal Study of 2002 (ELS: 2002), was utilized in this study to explore the intended research topics. SPSS, R, and AM were used for the analyses. Missing data imputation was applied. When analyzing the data, the nested structure of ELS: 2002 was considered. And, both descriptive and inferential analyses were carried out. The descriptive analyses were used both as a preparation for inferential analyses and as ways to answer the research questions. The inferential analyses were realized through stepwise logistic regressions. With three regressions for Asian Americans as a whole and three regressions for Asian Americans as subgroups, six stepwise regressions were conducted for the research topics of postsecondary enrollment, STEM choice as a whole, and STEM completion as whole. Due to the limitation of the analytic sample sizes, the research topics of STEM as an individual major choice, STEM individual major completion, and STEM individual major persistence were not examined by using regressions. </p><p> This study found that Asian American students were generally more likely to receive postsecondary education and major in STEM fields than White students. Among the five STEM fields, Asian American and White students both favored the fields of biological/agricultural sciences and engineering/engineering technologies. Both Asian American and White students were likely to obtain STEM degrees and persist in the same STEM fields they originally chose. More importantly, examination of the within-Asian American differences indicated that basically no difference was found among Asian American subgroups at certain stages of STEM education: receiving postsecondary education, choosing a STEM major, obtaining a STEM degree, and persisting in the same STEM fields. Nevertheless, Asian American subgroup disparities were found in choosing and obtaining a degree in different STEM fields. On the other hand, different stages of Asian American students&rsquo; postsecondary STEM education pathways did not involve the same related factors. Moreover, the same factors did not exhibit the same relative status at different pathway stages. The results imply the importance for future research to examine the within- Asian American and STEM education differences. Also, they have implications for ways to increase postsecondary enrollment, STEM major choice, and STEM degree obtainment.</p><p>

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