How has the concept of masculinity been revised and adapted by different writers over the course of the early to mid-20th century? How and why did the authors respond to the question of masculinity differently? To answer these questions, this dissertation navigates the contested nature of masculinity in works spanning the late nineteenth to the mid-twentieth centuries. I juxtapose two to three writers and their selected works in each chapter divided by the authors’ race and ethnicity: William Dean Howells’ The Rise of Silas Lapham and F. Scott Fitzgerald’s The Great Gatsby; Booker T. Washington, W.E.B. Du Bois, and Richard Wright by focusing on Up from Slavery, The Souls of Black Folk, and Native Son respectively; Mike Gold’s Jews without Money and Nathanael West’s A Cool Million: The Dismantling of Lemuel; Younghill Kang’s East Goes West: and Carlos Bulosan’s America is in the Heart. The writers I examine present masculinities that deviate from hegemonic masculinity, challenge and/or reinforce the definition and parameters of hegemonic masculinity, and develop models of masculinity that meet the needs of their specific historical moments. I argue that juxtaposing different modalities of masculinity construction and exploring the multifaceted treatment of American masculinity afford a more comprehensive perspective about the avenues through which masculinity is made manifest. My examination of multiple masculinities reveals the processes of establishing, maintaining, and contesting hegemonic masculinity. Moreover, tracking historical changes in masculinities uncovers how a set of essentialized traits, though changing, have transformed into and manifested as a privileged form of masculinity. / English

Although the term hybrid has gained much traction in literary analyses of contemporary experimental poetry, there is a notable divide within scholarly discourse wherein its uses pertain to either form or content. The term has been used by literary critics and anthologists to categorize works of poetry that combine formal techniques and practices from opposing traditions of literary history, but within cultural, postcolonial, and Asian American studies, it has served as an important term that designates sites of resistance within cross-cultural contexts of uneven power dynamics. This discrepancy in uses of the term hybrid serves as the basis for my critical investigation of experimental poetry by Cathy Park Hong, Craig Santos Perez, Don Mee Choi, and Monica Ong. This dissertation presents an interdisciplinary reassessment of the concept of hybridity that applies it to both formal experimentation and cultural content by examining the innovative ways in which Asian American and Pacific Islander poets use hybrid forms to represent hybrid identities and the particular social, political, and colonial contexts within which they emerge. While the term in relation to ethnic American poetry has primarily pertained to multilingual features, my study widens the scope of hybridity to not only include verbal expression but also visual forms of representation (such as photographs, illustrations, and digital renderings of images). How do these poets grapple with both text and image as a means of communicating across and confronting different types of boundaries (such as linguistic, national, cultural, racial, and ideological)? How do they utilize the page as a textual-visual space to not only represent hybrid identity but also to critique their social and political milieu? I address these inquiries by exploring the ways in which Hong, Perez, Choi, and Ong enact formal hybridity to challenge multilingualism as cosmopolitan commodity, the colonial erasure of indigenous language and culture, hegemonic narratives of history, and representations of the racial Other. This dissertation argues that their poetry demonstrates an expansive hybridity in which multilingual and mixed-media practices serve as the very means by which they negotiate the fraught conditions of migration, colonization, geopolitics, and marginalization. / English

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No description available.

abstract: Depression is a serious mental health concern that has increasing prevalence rates in the United States (Mojtabai et al., 2016). Asian Americans with depression tend to experience severe and persistent symptoms, but are significantly less likely to seek treatment than other racial/ethnic groups (Alegria et al., 2008; Lee et al., 2011). The current study utilized the Health Belief Model (HBM) to examine Asian American emerging adults’ depression-specific mental health beliefs and resulting intentions to seek mental health care. Furthermore, the current study tested the traditional HBM against an Asian value-informed HBM via structural equation modeling among a sample of 385 Asian American emerging adults (Mage = 21.81, SDage = 2.88). Primary study results indicated good model fit for both the traditional and Asian-value informed HBMs. Specifically, in the Asian-value informed HBM, perceived benefits of professional mental health care mediated the association between Asian value adherence and likelihood of mental health help-seeking. Post hoc analyses provided support for the Asian value-informed HBM over the traditional HBM. These results suggest that Asian cultural values influence mental health beliefs and, in turn, the likelihood of mental health help-seeking behaviors among Asian Americans. The results of the current study have important implications for practice as well as future research in highlighting the impact of cultural variables on mental health beliefs and behaviors among Asian American emerging adults. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2021

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No description available.

Among the general Asian-American population, 18 to 25-year-old Asian-Americans and U.S. born Asian-American women have been found to have particularly high rates of suicidal ideation. An important risk factor for suicidal ideation in this population is parenting style/family conflict. Asian-Americans who are the children of immigrants, as opposed to White-Americans and non-American Asians, are often exposed to two different cultures and parenting styles. Researchers have suggested that this leads to a “fractured identity” and suicidal thoughts and behaviors (STBs). This study examined STBs in 18 to 25-year-old East Asian-American women. Depression and borderline personality disorder (BPD) severity were examined as mediating variables between family conflict and STBs. East Asian-American women (Asian-Americans) were compared to East Asian international students (Asians) and non-Hispanic/Latino whites (Caucasians). The study aimed to (1) compare the prevalence and severity of STBs, depression, and BPD across ethnic groups, (2) evaluate whether there were cultural differences in the measurement properties of the depression and BPD measures, and (3) compare parenting styles/family conflict and hypothesized pathways to suicidal ideation across groups. Data were collected through an online survey (N = 1,455). Asian-Americans and Caucasians reported similar prevalence of suicidal thoughts and similar depression, BPD, and suicidal ideation severity. There were cultural differences in the measurement properties of several items on the depression and BPD measures. In the serial mediation analysis, the path from ethnic group to family conflict to depression and BPD severity to suicidal ideation severity indicated that Asian-Americans have the most suicidal ideation through this pathway. In the moderated mediation analysis, the indirect effect of family conflict on suicidal ideation through depression and BPD was strongest in Caucasians, followed by Asian-Americans, and then Asians. These results can be reconciled given that Asian-Americans had the most family conflict and resulting suicidal ideation, but the effect of family conflict itself on suicidal ideation was strongest in Caucasians. This study indicates that the prevalence of STBs is higher in young Asian-American women than previously established rates in the general Asian-American population and that family conflict is associated with increased depression, BPD, and suicidal ideation severity.

It was the purpose of this study: (1) to examine the obstacles in research in the uniquely difficult area of sampling of the American-Chinese population and (2) to find out what descriptive approaches do not produce resistance, hopefully to suggest future research in this area and (3) to obtain historical and descriptive data which might offer, from a sample of both delinquent and non-delinquent American-Chinese youth, some clues to the rehabilitation of youthful offenders. Specifically, this was basically an attempt to obtain an available sample of both delinquent and non-delinquent American-Chinese youth for the purpose of identifying some of the psychosocial variables which might have deterrent influences upon delinquency.

Despite what is known about the importance of diversity in the educator workforce, Asian American women (AAW) are not named in conversations around diversity, equity, and inclusion (DEI) in leadership. The purpose of this qualitative study was to build on the limited research on AAW in social justice leadership (SJL), explore the lived experiences of AAW educators, and elevate their voices. I sought to answer the research questions: (1) What affordances and challenges do AAW experience in choosing and enacting SJL in K–12 public school systems? (2) How do the intersectional positionalities of Asian American women affect the way they lead for social justice in K–12 public school systems? Eight AAW, who identified themselves as social justice leaders, from five California public school districts participated in semistructured interviews (Leavy, 2017; Seidman, 2019). I used the tenets of Asian critical race theory to analyze the interview data. The analysis revealed that the intersectional identities of AAW inherently present experiences that are simultaneously both affordances and challenges in their pursuit of SJL. Themes that emerged across interviews include: (a) Cultural/Linguistic Identity, (b) Motherhood and Educational Leadership, (c) Silencing Powerful Voices, (d) Role Models, and (e) Navigating White Spaces. Findings suggest public school districts must develop inclusive environments by investing time and resources into identity-informed mentorship, affinity groups, and antiracism and implicit bias professional development at all levels. Moreover, higher education institutions that prepare teachers and administrators for public school service must actively recruit AAW and build their capacity for assuming these critical roles.