Thesis advisor: David L. Blustein / Recent immigration into the United States is characterized by an increase in the influx of people from Latin America, Asia and Africa (Larsen, 2004). The increased diversity of the immigrant population calls for greater attention to the needs of this population, particularly as immigrants and their children are entering the education system. A growing body of literature documents the experience of immigrant youth in schools and the implications of school engagement, and academic achievement for their future success (e.g., Suárez-Orozco, Suárez-Orozco & Todorova 2008). Vocational and ethnic identity represent different aspects of the implementation of the individual's self concept which are relevant to students' academic engagement and success (Kenny, Blustein, Haase, Jackson & Perry, 2006; Suárez-Orozco, et. al., 2008). Previous research has examined separately the contribution of perceptions of discrimination and vocational variables to the school engagement experiences of immigrant students and students of color respectively; however, the collective contribution of these variables has not been studied. The present study brings together these two bodies of literature to understand the relationship between school engagement, perceptions of discrimination, vocational and ethnic identity variables in a sample of 125 Cape Verdean immigrant students. The participants were first through second generation high school students with at least three years of residence in the US. Specific ethnic/ acculturation profiles (ethnic, national, bicultural, and diffuse) developed by previous researchers were confirmed in this sample. Differences were found in perceptions of discrimination between those students in the bicultural and diffuse profiles. The results of a regression analysis indicate that perceived discrimination moderates the relationship between vocational variables (career planfulness and vocational identity) and school engagement. The third set of hypotheses, examining vocational variables as mediators of the relationship between perceptions of discrimination and school engagement were not supported. The findings highlight the importance of including considerations of ethnicity, acculturation and perceptions of discrimination as one considers the academic and vocational functioning of immigrant students. / Thesis (EdD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

Contemporary scholarship of neoliberalism tends to emphasize its ubiquity, underscoring capitalism's permeation into life's most intimate spheres. However, I show through careful ethnographic description that even within the paradigmatically capitalist conditions of New Brunswick, Canada - popularly christened a 'company province' - marginalized communities continue to maintain anti-capitalist moralities. Based on eighteen months of participant observation, this ethnography examines how an Acadian forest community in northwestern New Brunswick cultivates an alternative regime of values and also how those values are contained, eroded, and politically disarmed. I explain how a moral system based in the division between insiders and outsiders emerged to ensure the survival of rural Acadian communities throughout longstanding historical conditions of material precarity. This moral dualism serves to maintain fierce egalitarianism between insiders while justifying underhanded and illegal techniques for appropriating resources from the outsider sphere. While the persistence of this communitarian, egalitarian, anti-materialist insider moral order and the sharing economy it sustains is notable, especially given prevalent scholarly assessments about neoliberalism's colonization of our very imaginations, I show that maintaining the insider moral order in the face of community members' increasing material engagements with capitalism produces compromises, contradictions, and violences. The Acadians' dualist moral system absorbs hierarchies such as race and gender in ways that ultimately violate insider aspirations to egalitarianism and obstruct the development of insider moral persistence into more politically transformative resistance. Preservation of the insider sphere also demands periodic renegotiation of its boundaries under the pressures of new forms of precarity, such that the cost of maintaining the insider community is the expulsion of some of its members. This dissertation is thus a study of how capitalism comes to accommodate dissident moralities in its midst in ways that defuse their political threat, and the mechanisms by which compliance with capitalism is coaxed and coerced even in contexts of ideological opposition.

Lui, Hong Yee Kelvin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 169-178). / Abstracts in English and Chinese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.iii / ACKNOWLEDGMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Rationale of the Study --- p.1 / Chapter 1.2 --- Context of the Study --- p.2 / Chapter 1.2.1 --- India as a Multilingual Country --- p.3 / Chapter 1.2.2 --- The Language Situation in Hong Kong - a Macro-Sociolinguistic Perspective --- p.5 / Chapter 1.3 --- The Indian Community in Hong Kong --- p.6 / Chapter 1.4 --- Research Questions --- p.8 / Chapter 1.5 --- Organisation of Thesis --- p.10 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- "Globalisation, Migration and Multilingualism" --- p.11 / Chapter 2.2.1 --- Conceptualising Globalisation --- p.12 / Chapter 2.2.2 --- Mapping Theories of Transnational Migration --- p.13 / Chapter 2.2.3 --- "Globalisation, Multilingualism and English as a Lingua Franca" --- p.15 / Chapter 2.3 --- Language and Identity --- p.17 / Chapter 2.3.1 --- Conceptualising Identity --- p.18 / Chapter 2.3.2 --- Different Approaches to Identity --- p.18 / Chapter 2.3.2.1 --- The Variationist Approach to Identity --- p.19 / Chapter 2.3.2.2 --- The Sociopsychological Approach to Identity --- p.20 / Chapter 2.3.2.3 --- The Poststructuralist Approach to Identity --- p.21 / Chapter 2.3.3 --- Types of Identity Ascriptions and Affiliations --- p.22 / Chapter 2.3.3.1 --- National and Ethnic Identities --- p.23 / Chapter 2.3.3.2 --- Language identity --- p.24 / Chapter 2.3.3.3 --- Migrant identity --- p.25 / Chapter 2.3.4 --- Identity in Discourse: Analytical Frameworks --- p.26 / Chapter 2.3.4.1 --- The Positioning Theory --- p.27 / Chapter 2.3.4.2 --- The Stancetaking Theory --- p.28 / Chapter 2.4 --- Language Ideology --- p.30 / Chapter 2.5 --- Previous Research on Negotiation of Identities in Multilingual Context---- --- p.32 / Chapter 2.6 --- The Problematic Concept of Mother Tongue --- p.34 / Chapter 2.7 --- Summary --- p.35 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Restatement of Research Aims --- p.37 / Chapter 3.3 --- Research Design --- p.39 / Chapter 3.4 --- Pre-Study Fieldwork --- p.42 / Chapter 3.5 --- Participants --- p.44 / Chapter 3.6 --- Data Collection --- p.45 / Chapter 3.6.1 --- Questionnaire Survey --- p.45 / Chapter 3.6.1.1 --- Piloting for Questionnaire Survey --- p.47 / Chapter 3.6.2 --- Semi-Structured Interviews --- p.48 / Chapter 3.6.2.1 --- Selection Criteria for Participants in Semi-Structured Interviews --- p.49 / Chapter 3.6.2.2 --- Piloting for Semi-Structured Interviews --- p.50 / Chapter 3.6.3 --- Multiple-Case Study --- p.52 / Chapter 3.6.3.1 --- Selection Criteria for Focal Participants --- p.53 / Chapter 3.6.3.2 --- Language-Diary Study and Diary-Focused Interviews --- p.55 / Chapter 3.6.3.3 --- Unstructured Interviews --- p.56 / Chapter 3.6.3.4 --- Piloting for Language-Diary Study and Diary-Focused Interviews --- p.57 / Chapter 3.7 --- Data analysis --- p.58 / Chapter 3.8 --- Validity and Triangulation --- p.60 / Chapter 3.9 --- Summary --- p.61 / Chapter CHAPTER 4 --- GROUNDWORK FOR CASE STUDIES / Chapter 4.1 --- Introduction --- p.63 / Chapter 4.2 --- Demographic Data --- p.63 / Chapter 4.3 --- Mapping the Terrain - Analysis of Survey Results --- p.66 / Chapter 4.3.1 --- Language Repertoire --- p.67 / Chapter 4.3.2 --- Language Competencies --- p.69 / Chapter 4.3.3 --- Language Choice Patterns --- p.72 / Chapter 4.3.4 --- Identity and Sense of Belonging --- p.78 / Chapter 4.4 --- Synopsis of Focal Cases --- p.82 / Chapter 4.4.1 --- Profiling Takesh --- p.82 / Chapter 4.4.2 --- Profiling Santhosh --- p.83 / Chapter 4.4.3 --- Profiling Rishaana --- p.83 / Chapter 4.5 --- Summary * --- p.84 / Chapter CHAPTER 5 --- INDIA AT HEART - THE CASE OF TAKESH / Chapter 5.1 --- Introduction --- p.85 / Chapter 5.2 --- Overview of Takesh's Life History and Sociolinguistic Background --- p.85 / Chapter 5.3 --- """I've been living in Hong Kong but I still consider myself an Indian"" - Maintenance of Indian Identity" --- p.87 / Chapter 5.4 --- "Self Identification as Chinese in Relation to the Non-Cantonese Speaking Ethnic Minority ""Other""'" --- p.93 / Chapter 5.5 --- """Home is already the place I use Tamil for 24 hours"" - Compartmentalisation of Language Choice" --- p.100 / Chapter 5.6 --- Takesh: At Home in India and Hong Kong --- p.105 / Chapter CHAPTER 6 --- "INDIAN NATIONALITY, HONG KONG IDENTITY? THE CASE OF SANTHOSH" / Chapter 6.1 --- Introduction --- p.106 / Chapter 6.2 --- Overview of Santhosh's Life History and Sociolinguistic Background --- p.106 / Chapter 6.3 --- """I'm not into ancestors' stuff'-Negotiating Distance from Heritage" --- p.108 / Chapter 6.4 --- """My Putonghua is Better than my Tamil"" - Ideology and Identity in Construction of Self-" --- p.115 / Chapter 6.5 --- Simultaneous Construction of an English Speaking Identity --- p.120 / Chapter 6.6 --- Santhosh: Only At Home in Hong Kong --- p.127 / Chapter CHAPTER 7 --- INDIAN IDENTITY WITHOUT AN INDIAN LANGUAGE? THE CASE OF RISHAANA / Chapter 7.1 --- Introduction --- p.129 / Chapter 7.2 --- Overview of Rishaana's Life History and Sociolinguistic Background --- p.129 / Chapter 7.3 --- "Construction of a Monolingual, Multicultural Identity - School and Individual Ideologies" --- p.131 / Chapter 7.4 --- """Tamil is important when it is considered with a bunch of other things"": Negotiating Proximity with Heritage With or Without Language" --- p.136 / Chapter 7.5 --- """Without it, I'd be less Indian"" - Classical Arts Substituting Tamil as Symbolic Marker of Tamil/ Indian Identity" --- p.141 / Chapter 7.6 --- "Mother as the ""Other"" - Discursive Construction of a Transnational Youth Identity in Interaction" --- p.145 / Chapter 7.7 --- Rishaana: Interpreting an Alternative Indian Identity --- p.149 / Chapter CHAPTER 8 --- CONCLUSION / Chapter 8.1 --- Overview --- p.150 / Chapter 8.2 --- Findings to Research Questions ´Ø --- p.150 / Chapter 8.2.1 --- Findings to Research Question (1) - Language Repertoire and Choice --- p.151 / Chapter 8.2.2 --- Findings to Research Question (2) - Identity Negotiation in a Transnational Context --- p.153 / Chapter 8.2.3 --- Findings to Research Question (3) - Language Ideology --- p.158 / Chapter 8.3 --- Empirical Significance of the Study --- p.161 / Chapter 8.4 --- Methodological Significance of the Study --- p.164 / Chapter 8.5 --- Limitations and Directions for Future Studies --- p.165 / References --- p.169 / Chapter Appendix A - --- Questionnaire Survey --- p.180 / Chapter Appendix B - --- Interview Guide for Semi-Structured Interview --- p.185 / Chapter Appendix C - --- Language-Diary Entry --- p.190

During the last ten years, the number of Hong Kong Chinese migrating to the U.S. has increased. These new immigrants, with knowledge and life experiences shaped by the urban metropolis of Hong Kong, have begun to influence different aspects of Chinese communities in U.S. cities. A study of this group of Hong Kong Chinese provides a better understanding of how they have adapted to their new environment and how they have come to recognize themselves as Hong Kong Chinese Americans. In reviewing the available literature, very few studies have dealt with the identity changes of this group of people. Hence, the focus of this research was to discuss, specifically, 1) the components that constituted Hong Kong Chinese American identity and how they have changed; and 2) to illustrate the application of practice theory and the concept of habitus to the explanation of the formation of a sense of commonality among Hong Kong Chinese Americans. Twenty-eight Hong Kong Chinese who came to the U.S. in the last twenty-five years were selected and agreed to participate in a formal interview. According to the data collected from the informants and observations made on different occasions where Chinese were present, it became obvious that Hong Kong Cantonese language is the most unique component constituting a Hong Kong Chinese identity. Although nine other cultural traits discussed were not unique markers of this identity, these traits reflected changes among Hong Kong Chinese immigrants. Some of the traits endured the drastic changes of the socioeconomic and political situation in the U.S. and surfaced as major traits for them, while some other components lost their significance after the Hong Kong Chinese moved to the U.S. Practice theory and the concept of habitus helps to illustrate the identity labeled by the Hong Kong Chinese immigrants as "Hong Kong Chinese" as rooted in a sense of commonality among themselves. Such a sense is developed from the shared experience they had in Hong Kong and in the U.S.

American Indians are severely disadvantaged and yet known relationships among risk and protective factors and cultural identification are limited. The current study assessed associations among measures of acculturation, ethnic identity, and psychosocial outcomes among Navajo adolescents. Adjustment of Navajo adolescents in the domains of school bonding, social functioning, self-esteem, depression, delinquent behaviors, and substance use was assessed. Navajo adolescents, between the ages of 14 and 18, also completed a self-report questionnaire containing the Revised Multigroup Ethnic Identity Measure, the Orthogonal Cultural Identification Scale, and the Native American Acculturation Scale. Measures of ethnic identity were positively associated with aspects of psychosocial functioning for Navajo adolescents, with stronger predictions of school bonding, self-esteem, and social functioning outcomes emerging for males. The students' sense of affirmation and belonging to their ethnic heritage emerged as the strongest predictor of positive outcomes.

This research is concerned with ethnic identity and focuses on the experiences of my tribe, the Ngai Tahu of the South Island of New Zealand, as a case study. Material drawn from interviews with eight Ngai Tahu respondents are used to illustrate the factors influencing Ngai Tahu identity, which include whakapapa, land, language, tikanga, mahinga kai, the Claim, our legal identity, and the perceptions of significant others. These factors are discussed within the context of the wider Maori identity and the New Zealand environment. The interviews also provide an insight into the personal nature of Ngai Tahu cultural identity and the experiences of the respondents in terms of inclusion and exclusion from the general Maori identity. A theoretical base on the issues of cultural identity development is gained from the literature and used as a framework for discussing Ngai Tahu identity development. This research investigates the development of pan-Maori identity and how it has manifested itself within New Zealand society. The cultural criteria used to measure and assess membership in the Maori ethnic collective are often inadequate and inappropriate for Ngai Tahu and within the Ngai Tahu context. This research illustrates how the environment and the choices it offers to people of Ngai Tahu identity both in the past and the present. I will argue that Ngai Tahu identity is largely a product of its circumstance. Although primordialist notions such as whakapapa are consistently present in that identity, the weight that they carry is largely determined by the political and cultural environment and context. The project concludes with an assessment of the level of appreciation given to differences that exist within different sections of Maoridom and the need to understand the validity and legitimacy of those differences if a positive sense of cultural identity is to be achieved.

<p>Sverige är ett mångkulturellt land och forskningsområdet kring hur det är att leva med två kulturer är viktig att belysa. Denna studies fokus riktas mot hur unga vuxna upplever kopplingen mellan den personliga och etniska identiteten. En kvalitativ undersökning genomfördes med 16 intervjuer. Respondenterna levde i den svenska samt en utomeuropeisk kultur. Resultatet visade att deltagarna upplever sig som en blandning av de två erfarna kulturerna och att den etniska identiteten upplevs som stark. Svårigheter hos deltagarna låg i den personliga identiteten som påverkas av att ha en etnisk identitet. Den personliga identiteten var vacklande bland annat på grund av en svår anpassningsprocess till båda kulturer. Studien bidrar framförallt med fördjupade kunskaper om den personliga identiteten.</p>

<p>Some six million people in modern Central America are considered to be “Maya” and thereby descendants of an ethnic group that created one of the great early civilizations of mankind. The present study, in a first section, looks in some detail at how the Maya became a group of its own, slowly separating itself from Mesoamerican neighbors, taking on an ethnic identity, markers and boundaries Attention is paid to what can be considered uniquely Maya and what remained features shared with other groups. This historic section follows the Maya until early colonization. The next section gives an overview of modern Mayaness, activism and Maya claims to preserve and revitalize a supposed heritage, taking it into the 21st century. With the historic section as a mirror and background, the study aims at identifying how Mayaness is maintained through time, how silent testimonies tell us about the use in the past of ethnic and cultural markers. Proofs are given of such elements still alive. The text goes on to discuss the future of Maya ethnic identity and culture, its continuity while changing.</p>

This project seeks to expand Asian American studies and Asian North American studies to the Caribbean/South America by examining works of SKY Lee, Maxine Hong Kingston and Jan Shinebourne. I argue that these writers represent Chinese diasporic experiences by reconstructing Chinese immigration history to the Americas. Although different racial constitutions and different cultural and historical specificities occasion the racializations of the Chinese in these regions, the colonial and neocolonial powers deploy similar mechanism for racializations and cultural politics that favors the dominant. These writers’ evocation of the nomadic female subjectivity that traverses the multiple and shifting borderlands and contact zones in their narratives offers a comparative perspective on the construction of ethnic female identity across the Americas and leads to a critique of the function of (neo)colonial power in identity and social formation in the Americas. Engaging in a hemispheric study of the Chinese immigration to the Americas, this project also contributes to recent scholarship on diasporic studies as it challenges the conventional categorization of global diasporas, specifically Chinese diaspora as diaspora of trade, and destabilizes the homeland/hostland binary with an account of the secondary migrations within the Americas. Drawing on recent scholarship on diasporic, hemispheric and women’s studies, and global Asian immigration, the Introduction outlines the methodology of the project. Chapter one examines Lee’s "Disappearing Moon Café," arguing that in this family saga Lee repoliticizes the marginalization of the Chinese by exploring the relationship between Chinese and American Indians against the broad racial relationships in Canada. Chapter two reexamines autobiography as a genre and contends that Kingston documents anti-Chinese U.S. immigration history in "The Woman Warrior" and "China Men" by narrating her family genealogy, which mirrors the collective history of Chinese immigration to the Americas. Chapter three focuses on Shinebourne’s representations of creolized Chinese experiences in "The Last English Plantation" and "Timepiece" against the background of Afro- and Indo-Guyanese conflicts in colonial Guyana. While Lee and Kingston foster transpacific dialogues, Shinebourne’s works depict the intersecting experiences of Chinese, East Indian and African diasporas. Her works foreground the historical and political connection of Asian indentureship with African slavery as an alternative labor source for the colonial economy in the Caribbean and Latin America and hence make evident the extension of European Atlantic system to the Pacific

Sverige är ett mångkulturellt land och forskningsområdet kring hur det är att leva med två kulturer är viktig att belysa. Denna studies fokus riktas mot hur unga vuxna upplever kopplingen mellan den personliga och etniska identiteten. En kvalitativ undersökning genomfördes med 16 intervjuer. Respondenterna levde i den svenska samt en utomeuropeisk kultur. Resultatet visade att deltagarna upplever sig som en blandning av de två erfarna kulturerna och att den etniska identiteten upplevs som stark. Svårigheter hos deltagarna låg i den personliga identiteten som påverkas av att ha en etnisk identitet. Den personliga identiteten var vacklande bland annat på grund av en svår anpassningsprocess till båda kulturer. Studien bidrar framförallt med fördjupade kunskaper om den personliga identiteten.