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This study examined ethnic identity and academic achievement among urban African-American adolescents and investigated how bicultural competence may be related to these variables. There is a dearth of literature in school psychology on how these variables relate to best practices for closing the achievement gap. Seventy-two students in the sixth through eighth grades from three urban parochial schools and one urban charter school participated in the study including African Americans (n=43) and students of other ethnicities (n=29). Students included in the Other category included those who self-identified as Latino, Mixed, Other, Asian American, and Native American. The sample was 65.3% female (n=47) and 34.7% male (n=25) with students who ranged in age from 11 to 15 years of age. Using a correlational design, the participants were interviewed at their schools using a brief demographics questionnaire and the Revised Multigroup Ethnic Identity Measure (MEIM). Standardized test scores for each participant and information on socioeconomic status were also examined. No significant relationships were found between ethnic identity and any other variable in African-American adolescents or adolescents from other groups. As their grade levels increased, African-American students' levels of bicultural competence increased while their math achievement decreased. Students from other ethnicities who were high in bicultural competence had higher math achievement scores. Adolescent girls from the Other ethnicities group who were higher in bicultural competence tended to achieve more highly in math. Students from other ethnicities who were high in bicultural competence were less likely to receive free or reduced-price lunch. Students from other ethnicities whose parents were born in the United States were higher in bicultural competence than students in the same group whose parents were born outside the United States. This study indicated that academic achievement among urban adolescents can be consistent with a number of combinations of ethnic identities and levels of bicultural competence. The results of the present study suggest that, in order to help close the achievement gap, school psychologists and other decision makers should take socio-cultural and socioeconomic factors such as bicultural competence into consideration when making decisions for individual students and when affecting policy at the systems level. / School Psychology

Too often, the truth behind a phenomenon is not sought through the perspectives of the people who lived that phenomenon—“the masters of inquiry” into their own realities, as Paulo Freire (1982, p. 29) has explained. Voice is the most powerful, reliable medium for collecting data based on lived experiences, if we are to gain genuine insight into the phenomenon (Freire, 1982). Focusing on the lived experiences of four formerly incarcerated young men of color, this study gave each participant the space to not only recall specific events and times, but to critically reflect on their lives—becoming more critically aware of their individual journeys and constructing new knowledge of the injustices that relate to the school-to-prison pipeline, including recommendations for change. This study sought to answer the following research questions through the voices of the participants: (a) Based on their collective and individual journeys through the juvenile justice system, how do formerly incarcerated youth describe their experiences? (b) What recommendations do formerly incarcerated young men have for reducing youth incarceration and recidivism rates? The participants provided rich narratives that answered each research question with the expert knowledge that can only be derived from firsthand experience. Through careful analysis of the data, several major themes emerged, tying together the experiences of each participant with the findings from the literature. Each participant spoke passionately on not only the need for change, but also specific recommendations for change. It is the power of their poignant insights that ground conclusions offered in this study.

La tesi si focalizza sui processi di costruzione dell’identità in adolescenti e giovani adulti in adozione internazionale analizzandone l’influenza sul benessere. L’approccio quantitativo e l’assunzione di una prospettiva familiare caratterizzano l’impianto di ricerca dei quattro studi che compongono questa ricerca. Il primo studio tratteggia un quadro della famiglia adottiva di fronte all’adolescenza dei figli adottivi prendendone esaminandone dimensioni specifiche a livello individuale, relazionale e sociale. Il secondo studio identifica una tipologia identitaria di adottati alla luce dei pattern di identificazione etnica e nazionale che discrimina rispetto alla qualità della relazione familiare, benessere e motivazioni identitarie dell’adottato. Il terzo studio evidenzia l’influenza di alcune variabili familiari e sociali sui processi identitari degli adottati ed analizza come i diversi esiti identitari siano legati al benessere. Il quarto studio si focalizza sulla socializzazione culturale e la percezione di discriminazione quali predittori della costruzione dell’identità etnica in Italia e negli U.S.A, mettendo in evidenza aspetti comuni e differenze culturali specifiche. Dai risultati emerge che il legame tra il benessere e la capacità di confrontarsi con la duplice appartenenza al proprio gruppo etnico e al nuovo contesto sociale di appartenenza. I genitori assumono un ruolo fondamentale nel sostenere tale processo tramite le strategie di socializzazione culturale. / This work is focused on the identity process among adolescents and young adults internationally adopted and their well-being. The four studies that compose this dissertation are characterize by the quantitative approach and the assumption of a family perspective. The first study explore well-being, ethnic identity, family relations and the perception of social context among adoptees and their parents. The second study identifies a type of identity of adoptees for different patterns of ethnic identification and national. The type of adoptees shows differences with respect to the quality of family relations, well-being and multiple motives on identity construction. The third study develops a model of the explanatory factors determining the adoptees well-being; it confirms the influence of some family and social variables on identity processes and assess whether adoptees’ identity is related to psychosocial well-being. The fourth study is focused on the perception of cultural socialization and discrimination as predictors of ethnic identity in Italy and the USA, highlighting common aspects and specific cultural differences. The results show that family relations and the degree of integration between two cultural identities are important protective factors for psychosocial adjustment and well-being of adoptees. Parents play a vital role in supporting this process through cultural socialization strategies.

Die wissenschaftliche Begleitung des Schulversuchs „Deutsch-Italienische Gesamtschule Wolfsburg“ hat u. a. eine empirische Untersuchung zur Leistungs- und Persönlichkeitsentwicklung der Schüler an der Modellversuchsschule durchgeführt. In den Jahren 1996 bis 2006 erfolgten sowohl Quer- als auch Längsschnitterhebungen mit diversen Schulleistungstests sowie schriftliche Befragungen zu ausgewählten Persönlichkeitsmerkmalen der Schüler. An diese quantitativen Untersuchungen schlossen sich im Mai und Juni 2006 leitfadengestützte Gruppeninterviews mit Schülern der ersten drei Einschulungsjahrgänge an, die nach der 10. Klasse auf die gymnasiale Oberstufe eines Wolfsburger Gymnasiums gewechselt waren. Ziel dieser Interviews war es ein spezifisches Bild der „Deutsch-Italienischen Gesamtschule“ aus der Perspektive derer zu gewinnen, die einerseits zehn Jahre lang an dieser gelernt und gelebt haben, andererseits Erfahrungen an einer anderen Schule sammeln konnten. Als Ergebnisse lassen sich u.a. festhalten, dass der Entwicklung des Sozialverhaltens der Schüler an der Schule viel Aufmerksamkeit geschenkt wurde. Daher ist die Mehrheit der Befragten auch der Meinung, ein höheres Maß an sozialer Kompetenz zu besitzen, als andere Jugendliche. Obgleich die befragten Schüler ihre Kompetenzen in den Fächern Deutsch und Italienisch als gut bis sehr gut einschätzen offenbaren sich gleichzeitig Übereinstimmungen bezüglich der Defizite der Ausbildung in einigen Unterrichtsfächern. Dies betrifft in erster Linie die naturwissenschaftlichen Fächer einschließlich Mathematik sowie Englisch. Bilanzierend beschreiben die interviewten Schüler die „Deutsch-Italienische Gesamtschule“ als einen Ort, an dem sie sich immer sehr wohl gefühlt und den sie gern besucht haben. Ihre Beziehung zu den Lehrern bezeichnen die Schüler übereinstimmend als sehr eng und freundschaftlich, das Verhältnis unter den Schülern als geprägt von Vertrautheit und einem starken Gemeinschaftsgefühl.

The recent attacks on ethnic studies programs both in Arizona with house bill 2281 and locally at the University of Central Texas serve as an urgent call to address how ethnic studies programs impact the educational trajectories of students. Additionally, research done on ethnic studies programs has largely focused on high school programs, overlooking programs in higher education. Therefore, this study addresses the following question: In what ways does being a Mexican American Studies major influence the experiences of Latinas at a predominately White institution (PWI)? Using Chicana feminist thought and Yosso’s (2005) community cultural wealth model as theoretical perspectives this study seeks to; 1) understand an educational approach (ethnic studies) that has shown success with students of color, 2) fill in the gap in the literature of ethnic studies programs in higher education, and 3) look at the gendered experience of Latinas at PWIs. Through a thematic analysis of six in depth interviews and a focus group conducted with six Latina undergraduates the author finds that Mexican American Studies represents a site or process of reclaiming and redefining. Four major themes are identified and discussed; reclaiming knowledge, the self, and space(s) and redefining la mujer. The findings suggest that there is a relationship between student retention and ethnic studies programs, adding epistemic and mestiza capital to Yosso’s community cultural wealth model, and using ethnic studies programs as models of how to best support students of color at PWIs. The author concludes with the suggestion that more research is needed on the experiences of other undergraduate students (White, African American, men, etc.) that are ethnic studies majors in order to further understand the impact, importance, and wealth of potential in these programs. / text

Cette thèse étudie des œuvres littéraires arabo-américaines contemporaines écrites par des femmes, plus spécifiquement les écrits d’Evelyn Shakir tels que Bint Arab, ainsi que plusieurs autres romans dont Arabian Jazz et Crescent de Diana Abu Jaber, The Inheritance of Exile de Susan Muaddi Darraj, The Night Counter d’Alia Yunis, et Once in a Promised Land de Laila Halaby. Elle montre comment ces œuvres construisent des univers où peuvent être interrogées les notions d’identité, de culture, d’ethnicité, et de genre. Les conflits quotidiens autour de l’identité sont traités en se fondant à la fois sur les œuvres critiques des femmes arabo-américaines et sur les études psycho-sociales du biculturalisme. De plus, ce travail met l’accent sur la formation de solidarités entre les femmes de couleur, en élargissant le concept de « conscience des zones frontalières » d’Anzaldua pour inclure les œuvres des écrivaines arabo-américaines. Les théories développées après la colonisation, particulièrement les études sur l’orientalisme à la suite d’Edward Said, sont également invoquées pour remettre en question le modèle oriental de la féminité. Enfin, cette thèse analyse la narration et son rôle dans la création d’un point d’ancrage pour les identités « exilées », insistant plus particulièrement sur la figure de Shéhérazade. Ce travail montre ainsi la façon dont les productions littéraires peuvent créer de nouveaux espaces pour comprendre les problèmes sociaux, politiques, culturels, ou ethniques. / This dissertation analyses contemporary Arab-American literary productions by female writers, specifically, Shakir’s collection of memoirs Bint Arab and her two short stories “Oh Lebanon” and “Name Calling,” as well as a selection of novels, Abu Jaber’s Arabian Jazz and Crescent, Darraj’s The Inheritance of Exile, Alia Yunis’s The Night Counter, and Laila Halaby’s Once in a Promised Land. It shows how these works construct a space which enables them to investigate questions of identity, culture, ethnicity and gender. Identity conflicts around everyday matters like physical appearance, color, dress codes, veiling, chastity, and marriage are addressed by drawing upon critical works by Arab-American female writers and psycho-social studies on biculturalism. Moreover, this work emphasizes coalition-building with women of color by extending Anzaldua’s concept of the “consciousness of the borderlands” to encompass works by Arab-American female writers. Theories by post-colonial thinkers, particularly Said’s studies on Orientalism, also contribute to the dissertation’s questioning of the Oriental model of womanhood. Finally, this dissertation envisages critical works that study storytelling and its role in creating a surrogate home for “exilic” identities, with special emphasis on the Scheherazadian narrative. This project views literary productions as an appropriate way to investigate social, political, cultural and ethnic issues. It shows how writings by Arab-American women contribute to exploring inner identity conflicts, how they connect with other minority groups, and how they create a new sense of home.

Die wissenschaftliche Begleitung des Schulversuchs „Deutsch-Italienische Gesamtschule Wolfsburg“ hat u. a. eine empirische Untersuchung zur Leistungs- und Persönlichkeitsentwicklung der Schüler an der Modellversuchsschule durchgeführt. In den Jahren 1996 bis 2006 erfolgten sowohl Quer- als auch Längsschnitterhebungen mit diversen Schulleistungstests sowie schriftliche Befragungen zu ausgewählten Persönlichkeitsmerkmalen der Schüler. An diese quantitativen Untersuchungen schlossen sich im Mai und Juni 2006 leitfadengestützte Gruppeninterviews mit Schülern der ersten drei Einschulungsjahrgänge an, die nach der 10. Klasse auf die gymnasiale Oberstufe eines Wolfsburger Gymnasiums gewechselt waren. Ziel dieser Interviews war es ein spezifisches Bild der „Deutsch-Italienischen Gesamtschule“ aus der Perspektive derer zu gewinnen, die einerseits zehn Jahre lang an dieser gelernt und gelebt haben, andererseits Erfahrungen an einer anderen Schule sammeln konnten. Als Ergebnisse lassen sich u.a. festhalten, dass der Entwicklung des Sozialverhaltens der Schüler an der Schule viel Aufmerksamkeit geschenkt wurde. Daher ist die Mehrheit der Befragten auch der Meinung, ein höheres Maß an sozialer Kompetenz zu besitzen, als andere Jugendliche. Obgleich die befragten Schüler ihre Kompetenzen in den Fächern Deutsch und Italienisch als gut bis sehr gut einschätzen offenbaren sich gleichzeitig Übereinstimmungen bezüglich der Defizite der Ausbildung in einigen Unterrichtsfächern. Dies betrifft in erster Linie die naturwissenschaftlichen Fächer einschließlich Mathematik sowie Englisch. Bilanzierend beschreiben die interviewten Schüler die „Deutsch-Italienische Gesamtschule“ als einen Ort, an dem sie sich immer sehr wohl gefühlt und den sie gern besucht haben. Ihre Beziehung zu den Lehrern bezeichnen die Schüler übereinstimmend als sehr eng und freundschaftlich, das Verhältnis unter den Schülern als geprägt von Vertrautheit und einem starken Gemeinschaftsgefühl.

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