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The purpose of this qualitative research study was to examine the connections between identities and literacies for a group of students entering the university while highlighting their adolescent literacy experiences as urban-schooled Latino/as. This yearlong qualitative research study utilized case study research methods (Merriam, 1998; Stake, 1994, 1995), along with the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1984), and the critical analytical tools of Fairclough's (1995) levels of discourse, and Curriculum Spaces Research Theory (Cary, 2006). Data collection included focus group interviews, along with individual interviews, digitally recorded and transcribed in their entirety, as well as occasional observations, participants' class syllabi, written work, and personal online communication with the researcher. A theory of identities in practice (Holland, Skinner, Lachicotte, and Cain, 1998) coupled with a broad definition of literacies (Gee, 2000-2001; New London Group, 1996; Street, 1995, 2003) were utilized as frameworks for viewing the university as a figured world where literacies serve as mediating tools for the negotiation of identities (Holland, et al., 1998; Holquist, 1990; Vygotsky, 1962). At the same time, a discussion of discourses (Cary, 2006; Foucault, 1977; Usher & Edwards, 1994) and academic literacies (Zamel & Spack, 1998) offered a window into a discussion of power within institutions. Findings suggest that these students experienced a continuous redefinition of self, due in large part to exposure to White, middle to upper class students who were not a part of their urban school experience. Additionally, as students learned to participate in the academic community of the university, they noted a growing disconnect with family and friends, even though their education was taking place less than six miles from where they attended high school. Learning these new literacies, both academic and otherwise, appeared to cause participants to reevaluate their former identities and their positions in and around various figured worlds. These case studies offer insight into the literacy experiences of Latino/a students in both secondary and post-secondary schools. This research encourages identity work as a means of exploring the individuality of experience of students who are traditionally under-served in our nation's secondary and postsecondary institutions. / text

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This research study examines the role and significance of ethnic identity upon tourism participation within the Pakistani community. The aim of the research is to analyse the inter-relationship between a Pakistani ethnic identity and participation in tourism of a Pakistani diaspora (Luton, United Kingdom). The research concentrates upon the importance of the return visit to the ancestral homeland of Pakistan and the impact of this visit upon the formation of identity. This thesis argues that a Pakistani ethnic identity is a significant force in shaping the tourism mobilities, behaviours and experiences of first and second-generation Pakistanis. The research enquiry uses a qualitative methodological approach to investigate the tourism journeys of the Pakistani community. Interpretive ethnography is chosen to interpret the understandings and meanings of tourism to the Pakistani diaspora researched in this study. Researcher reflexivity is also included to examine the impact of the research process on the personal and professional identity of a Pakistani fieldworker investigating a community she considers as her 'own'. The interpretive ethnographic findings illustrate a close association exists between tourism and ethnic identity amongst the Pakistani diaspora. The research findings show understandings of tourism in the Pakistani community are predominately based upon journeys to the ancestral homeland. The three main motivations for retuming to Pakistan are for purposes of reunification, diasporic networking and preservation of a Pakistani ethnic identity. Migration is a key factor influencing post-migration tourism mobilities of the Pakistani diaspora to Pakistan. The tourism journey to Pakistan is held as being fundamental for the confirmation of a Pakistani ethnic identity and establishing a collective sense of 'Pakistaniness' with the local and global Pakistani diaspora. The research findings indicate several barriers to travel exist in the Pakistani community, which restrict the tourism mobilities of the Pakistanis to tourism places other than the ancestral homeland. The research study concludes that across all generations the meanings of tourism, motivations to travel, the importance of the history of migration and the impact of the return visit bring to the forefront matters of identity and belonging. These issues give rise to evolving questions of identity in terms of what it is to be a Pakistani and a British Pakistani in Pakistan and Britain, which subsequently affect attitudes to travel, tourism experiences and patterns of behaviour. The research contributes to furthering the understanding of the role of tourism in diasporic and ethnic communities, theoretically comprehending the role of tourism as an actor in identity formation and developing methodological practice for analysing the relationship between tourism and identity. Suggestions for future research are proposed to investigate the tourism mobilities of the Pakistani diaspora in Britain and in other global diasporic communities.

Culture integrates more than ideology and tradition. These cultural elements are supplementary factors that unite under certain conditions to assist in the development and understanding of what is right, wrong and/or expected within a group. Ideology specifically has been found to influence and construct societal norms, and play a vital role in the conscious and subconscious interactions of individuals. These ideologies (superficial and non-superficial) have implications for the interpersonal interactions between individuals within and between the same cultural groups, as well as implications for organizational and professional development within academic and professional settings. This study will examine culture and ideology through an investigation of environment and its relationship to ethnic identity development. In addition, the study will investigate the possible relationship between ethnic identity and perceptions of credibility. Findings suggest that culturally related materials in an academic setting are not related to strength of ethnic identification with regard to ethnic identity- behavior; yet ethnic identity- achievement may be slightly related to school environment. Further, ethnic identity and school environment are not influential in the perception on credibility of people of divergent skin-tones. The research explores practical and theoretical implications, discusses the limitations of evaluating skin-tone of African Americans, and suggests proposals for future research. / text

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.

Afrikaner Nationalism and the discourse of Apartheid have always formed a central part of Afrikaner identity. The fact that Afrikaner Nationalism has now been publicly discredited has had a destabilising effect on Afrikaner identity in post-Apartheid South Africa. This qualitative study explored the ways in which Afrikaners reinterpret their identity post-Apartheid. Fifteen adults, residents of middle-class Afrikaner suburbia in Bloemfontein, participated in in-depth interviews focusing on participants‟ dilemmas and struggles over their identity as Afrikaners, South Africans and Africans and the way in which these identities are being redefined in post-Apartheid South Africa. While participants condemn Apartheid, they are in fact „recycling‟ the discourse of Afrikaner Nationalism and Apartheid. The central argument which emerged from the data is one against acceptance of Africa and does not point to an adaptive re-negotiation of Afrikaner identity. Participants claim their entitlement to the category „African‟ but there are no indications that they are discursively redrawing the group boundaries, such that „Afrikaner‟ is part of a broader „African‟ identity. Participants appear to be constructing a version of Afrikaner identity which is more acceptable, by jettisoning certain public aspects of Afrikaner of identity as liabilities in post-Apartheid South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

A second generation South Asian can be faced with contrasting and conflicting cultures which can impact the formation of a healthy ethnic identity. The present study investigated what facilitated and hindered a South Asian's adolescent experience of becoming bicultural. Flanagan's (1954) Critical Incident Technique was used in interviewing 8 adult participants, including 5 females and 3 males, aged 20 to 26 years of age. The results identified 88 critical incidents, forming 10 helping categories and 4 hindering categories. The 10 Helping categories were: (1) Cross Cultural Friendships, (2) Speaking both Punjabi and English, (3) Personal Attributes, (4) Shared Experiences with Peers in the 'Same Boat', (5) Family Support and Influence, (6) Involvement in Recreational, Cultural and Religious Community Activities, (7) Visiting India, (8) High School Experience, (9) University Education and (10) Acceptance of Parent's and / or Grandparent's Views. The Hindering Categories were: (1) Parental and / or Familial Expectations, (2) Media Influence / Societal Expectations, (3) Personal Conflict of Cultural Values and (4) Experiencing Racism. The categories were found to be reliable and valid through procedures such as exhaustiveness, independent raters, co-researcher's cross checking, participation rate and theoretical agreement. The resulting categories provide a list of comprehensive factors that can facilitate and hinder an individual's process towards developing a bicultural identity. The findings are discussed in relation to implications for counselling theory and practice, and future research.

This study discusses the influence of history on identity for those who are involved with the Vancouver Japanese Language School and Japanese Hall (also know as the VJLS). The historical significance of a recognized landmark such as the VJLS creates a unique atmosphere that allows the past to be very much part of the present. In addition to many types of commemoration, memory and imagination provide links to the past. The community at the VJLS was very diverse including both recent immigrants and those with family connections to the Internment of Japanese Canadians during World War II. As a result, the feeling of a connection to the past was discussed in many different ways. These discussions are used in this study to explore the question of what it means to be Japanese Canadian and to be Canadian. At the VJLS, the history of Japanese Canadians is shown to belong to all Canadians rather than just to a separate ethic group within Canada.