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Cette thèse cherche à comprendre l’appartenance des immigrant.e.s à l’intersection de la langue et de la religion. Elle explore comment les vécus des juif.ves de l’Afrique du Nord et de la Turquie diffèrent les uns des autres et ce que cela dit sur l’interculturalisme et le multiculturalisme au Canada. Elle examine comment les particularités sociétales de Montréal et de Toronto s’intègrent dans les processus de négociation de la différence et créent une relation complexe entre la langue et la religion. En outre, cette thèse cherche à comprendre comment les relations entre les participant.e.s et les groupes majoritaires et les relations inter et intra-juives se forment et se transforment au fil des négociations. L’analyse des récits de vie mettent en évidence le rôle central de la langue et de la religion dans la formation de l’identité du groupe, ainsi que dans la construction de multiples modèles de facettes d’inclusion et d’exclusion vécus par les participant.e.s. Je démontre comment l’identité juive des participant.e.s est fortement attachée à la langue, plutôt que seulement à la religion. Cela permet de donner un sens à l’importance continue de la religion à l’ère « post-laïque », en particulier à la manière dont la religion culturelle est apparue comme un déterminant important de la formation de frontières des immigrant.e.s chez les communautés que j’ai interrogées. Les données empiriques de cette étude ont été recueillies sur une période totale de neuf mois entre mai 2020 et février 2021. À partir des données basées sur des entrevues de récits de vie, mon analyse de la relation complexe entre langue et religion s’appuie sur les relations des participant.e.s avec la culture majoritaire, et les relations inter et intra-juives. Au Québec, je décris en détail comment les juif.ves de l’Afrique du Nord francophones de première génération ont été pris entre les Franco-Québécois et leurs coreligionnaires, les Ashkénazes anglophones et yiddishophones, ce qui a conduit à la reconnaissance de leur communauté dans la province. Il existe des différences générationnelles importantes dans les perspectives des participant.e.s qui m’ont été communiquées. Contrairement aux participant.e.s plus jeunes, je discute comment les juif.ves de l’Afrique du Nord de première génération ont développé un sentiment d’appartenance interculturelle à travers la langue au Québec. À Toronto, les relations des participant.e.s avec la culture majoritaire et les relations intra et interethniques entre elles sont explorées à travers une critique du multiculturalisme comme un moyen de saisir un portrait plus large et structurel du pluralisme canadien. Étant donné que les relations intercommunautaires ne correspondent pas les unes aux autres, je montre comment les juif.ves hispanophones marocain.e.s et turc.que.s ne ressentent pas le besoin de naviguer leur différence entre la majorité et les Ashkénazes anglophones ou yiddishophones, ce qui entraîne à son tour la lacune de reconnaissance de la communauté à Toronto. / This dissertation seeks to understand immigrant belonging at the intersection of language and religion. It explores how the lived experiences of North African and Turkish Jewish immigrants differ from one another and what that says about interculturalism and multiculturalism in Canada. It examines how societal particularities of Montréal and Toronto embed in the processes of negotiating the difference and create a complex relation between language and religion. It further looks at how relations between participants and the majority groups and inter and intra Jewish relations form and transform in these processes. The stories I relate in this thesis highlight the centrality of language and religion in shaping group identity, and the multifaceted patterns of inclusion and exclusion experienced by the interview participants.I show how the Jewish identity of the participants is heavily attached to language, rather than just religion. This makes it possible to make sense of the continuing salience of religion in the “post-secular” age, specifically, how cultural religion emerged as an important determinant of immigrant boundary making in the communities I interviewed. The empirical data for this study was gathered over a total of nine months between May 2020 and February 2021. Using life-story interview data, my analysis of the complex relationship between language and religion relies on interviewees’ relations with the majority culture, inter and intra Jewish relations. In Québec, I describe in detail how first-generation francophone North African Jews were caught between Franco-Québécois and their coreligionists, anglophone and Yiddish-speaking Ashkenazim, which in turn led to their community being recognized in the province. There are important generational differences in the perspectives that were shared with me. In contrast to younger participants, I discuss how first-generation North African Jews developed an intercultural sense of belonging through language in Québec. In Toronto, interviewees’ relations with the majority culture and intra and inter-ethnic relations amongst them are explored through a critique of multiculturalism as a way to grasp the larger, structural picture of Canadian pluralism. Since intercommunal relations do not map onto one another, I show how hispanophone Moroccan and Turkish Jews do not feel the need to navigate their difference between the majority and English or Yiddish-speaking Ashkenazim, which in turn result in the recognition gap of the community in Toronto.

<p> Minority populations in the United States (U.S.) suffer an unequal burden of morbidity and mortality due to health disparities. The purpose of this descriptive cross-sectional study was to identify factors associated with disparities in self-rated health (SRH) among Asian and Hispanic immigrants. The acculturation theory and intersectionality framework were used to select predictors of SRH that included age, gender, ethnicity, socio-economic status, depressive symptoms, C-reactive protein (CRP) level, acculturation status, social position, and acculturative stress and discrimination events. A systematic review of the literature was completed and data from the 2009-2010 National Health and Nutrition Examination Survey and the 2002-2003 National Latino and Asian American Study were reviewed. This study found that acculturation status was associated with reporting disparities in SRH for both Asian and Hispanic immigrants. Limited English proficiency and being foreign-born was associated with worse SRH for Korean, Chinese, and Mexican immigrants, and in aggregate samples of Asian and Hispanic immigrants, compared to non-Hispanic Whites. Additionally, limited English proficiency was associated with worse SRH for Vietnamese immigrants. Among Mexican immigrants, higher levels of acculturation were associated with better SRH. Other key findings among Mexican immigrants were that depressive symptoms, increasing age, female gender, and elevated CRP were predictors of worse SRH compared to U.S.-born, non-Hispanic Whites. However, female gender and higher CRP were not predictors of worse SRH when level of acculturation was controlled for. For Chinese immigrants, acculturative stress was associated with worse SRH in an additive model while the interactions between social position and discrimination, and between gender, acculturative stress, and social position and education were predictive of worse SRH in multiplicative models. In summary, age, gender, ethnicity, socio-economic status, depressive symptoms, CRP, acculturation status, social position, and acculturative stress and discrimination were associated with disparities in SRH among two ethnic minorities in the U.S. These findings can be used to improve awareness and understanding of these immigrant populations who are vulnerable to poor health outcomes. Additionally, outcomes can assist in developing interventions to reduce the influence of social structures on health and to capture the true complexities of immigrants&rsquo; lives.</p>

<p> The purpose of this dissertation is to explore the identity development of mixed race Asian students, also known as Hapas, and the influence of college environments of their perceptions of self. More specifically, this study will use Narrative Inquiry to gain insight into the lives and experiences of 20 Hapa students at the University of Pennsylvania (Penn). In order to uncover the shared experience of Hapas on this college campus and to discern any specific activities or aspects of university life that contributed to their identity development while at Penn, I conducted 20 one-on-one interviews. I also conducted one focus group with 8 of the participants in order to observe the interactions between the students. This topic is relevant to student affairs administrators and faculty because of the rapidly changing demographics in the United States. Some projections estimate that by 2050, mixed race Asian people will represent the largest Asian constituency in the country, thus potentially changing the face of our campuses.</p>

<p> Community colleges are tasked with helping all students regardless of their academic background to receive a degree, certificate, or other form of education. Many of these students need support in learning the mathematical content necessary to take college-level courses. Since a large proportion of students in these developmental classes are students of color, and unlikely to be successful, developmental courses are not leveling the playing field of higher education. In-class computer-centered (ICCC) classes are a possible solution to this social justice issue because they provide students with flexible learning opportunities. Students can work independently on a schedule that matches their needs and can access the multiple learning tools embedded in the software in ways that make the most sense for their own learning. </p><p> Research on ICCC mathematics courses has primarily compared success rates with those of traditional lecture classes. These quantitative studies provided a limited view of student activity in an ICCC class and did not demonstrate how students were navigating these courses or the nature of their experiences. This study uses a qualitative research design to explore student actions and their experiences relative to their success. </p><p> In my analysis, I utilized Bandura&rsquo;s construct of agency, defined as the capacity to understand, predict and alter the course of one&rsquo;s life&rsquo;s events (Bandura, 2008). My framework also considers agency as a temporal phenomenon residing in the past, present, and future (Emirbayer &amp; Mische, 1998). Agency is operationalized temporally and by using four characteristics, intention, forethought, reflection, and reaction. </p><p> This study uses case study research design where students are interviewed and observed in an ICCC class. In it I illustrate the various forms of agency students bring and leverage in the ICCC mathematics classroom in their attempts to be successful. Findings indicate that the students who were successful were most adept at leveraging a variety of resources to help them work towards their goals. There is the assumption that students need flexibility and individualized learning in developmental courses; these needs are addressed by ICCC and are a way in which the ICCC format perfects the traditional lecture. However, this research demonstrates that the question of how to best help developmental students remains open.</p>

<p>Children of post-1965 Asian immigrants experience a different mode of social incorporation than other people of color. They achieve marked socioeconomic advancement but racism and discrimination continue to haunt them. Sociologists suggest that the group falls between whites and African Americans in the American racial stratification system. However, scholars know little about how this intermediate position shapes the group's modes of social incorporation and identities. I seek to answer this question by examining the lived experiences of grown children of Korean immigrants. For this research, I draw upon 69 in-depth interviews with upwardly mobile, 1.5- and 2nd-generation Korean Americans. I focus my analysis on four distinctive but related aspects of their lives: parental socialization, neighborhood contexts, occupational standing, and racial identity. Utilizing the grounded theory and the critical discourse analyses, I found that the group experiences neither full inclusion into nor exclusion from the white mainstream, but undergoes divergent adaptational experiences due to multiple factors. First, in their upbringing, Asian ethnic advantages and racial marginality did not shape parental expectations for children's success in a uniform way; their influences differ by the parents' class backgrounds. Second, the community contexts where my informants grew up diversify their perception of race relations, leading them to have divergent ideas of social incorporation. The ethnic communities function to refract the influence of the larger society's racial categorization on the informants, rather than insulating them. Third, the Korean informants' upward mobility in the mainstream labor market does not guarantee full assimilation; their occupations partially determine the extent of incorporation. Korean informants in Asian-clustered occupations are more likely than those in Asian-underrepresented occupations to experience social inclusion while accepting the racialized image of Asians. Finally, my Korean informants do not have homogeneous racial identities; they are diversified by gender and occupational standings. Male respondents and those in Asian-clustered occupations tend to have white-like identities. Also, the majority of my informants have an ambivalent racial identity that denies that they are an "oppressed" minority while endorsing the idea that they are non-white, which reflects their intermediate racial position. By identifying multiple factors in the construction of Asian Americans as racialized subjects, the findings illustrate the distinctive racialization pattern of Asian Americans, a pattern that is qualitatively different from other racial and ethnic groups. Additionally the research confirms the ongoing significance of race in the life chances of Korean Americans.</p> / Dissertation

This thesis aims to understand the sociocultural aspects of the practice of consanguinity and the implications for healthcare. Consanguinity refers to intra-familial marriage and is commonly used to refer to cousin marriage. While consanguinity remains a global phenomenon, in the recent past, it has mostly been associated with non-Western populations, and has become a taboo in Western culture. Consanguinity is linked with negative health outcomes, mostly due to genetic disorders, although the extent of this link remains debatable. In the UK, consanguinity is linked mostly with the Pakistani community, which also have an overrepresentation of children with genetic disorders. In Luton, local health reports have suggested that consanguinity in the large Pakistani community plays a role in increased infant deaths. This makes Luton and the local Pakistani community, ideally placed for understanding the practice of consanguinity and the implications for healthcare. This thesis is conceptually grounded within a constructionist approach to understanding consanguinity with a critical analysis based on theories of discourse and power and knowledge. A qualitative research design was employed using an instrumental case study approach which focused on understanding consanguinity through Luton’s Pakistani community. Three main sample groups were selected, members of the Pakistani community who are not married to their cousins and are defined as lay members in this research, members of the Pakistani community in consanguineous marriages, and local service providers (primary and secondary care).

Multiracial individuals undergo challenging life experiences as they develop their identity. The existing research on multiracial individuals primarily focused on specific periods of life or sampled particular multiracial mixtures. Instead, this thesis attempts to consolidate the preceding research to provide a comprehensive and encompassing analysis of identity development for multiracial individuals in reference to life stages: childhood, adolescence, and adulthood. By compiling research to address multiracial individuals’ identity formation, mixed-race individuals can learn about the benefits of identifying with multiple races as well as the dangers posed by society and its perceptions of racial classifications. This thesis also acted as a personal memoir analyzing significant life experiences of an Asian /White individual growing up in the United States.

<p>This dissertation examines the conflict in Eastern Anatolia in the early 20th century and the memory politics around it. It shows how discourses of victimhood have been engines of grievance that power the politics of fear, hatred and competing, exclusionary claims to statehood and territory by Turks, Armenians, and Kurds. Grounded in extensive archival research in American, British, Turkish, and Armenian historical repositories, I trace how discourses of communal victimhood were generated around the traumatic ordeals in the two decades that preceded the Armenian genocide of 1915-6, carried out by the Young Turk government. The dissertation pays special attention to the nature of political tension and debate among Armenians on the eve of the genocide as well as rethinking the events and later interpretations of the iconic Armenian uprising in the Ottoman city of Van in 1915. The analysis here goes beyond deterministic, escalationist and teleological perspectives on the antecedents of the Armenian genocide; instead, it highlights political agency and enabling structures of the war, offering a new perspective on the tragic violence of Eastern Anatolia in the early 20th century.</p> / Dissertation

<p>La disertación no define un campo disciplinario, ni una construcción formal, ni una metodología que intente llegar a una verdad racional. Se desobedece la linealidad epistémica occidental y el enfoque en un tema específico. El manuscrito opta por navegar a través de rutas relacionales en conversación desde, con y entre varios saberes y experiencias personales, tribales y comunitarias. Localizamos el andar decolonial en un territorio expandido donde incorporamos una geo-­‐‑política trazada en la continuidad que ofrece la ancestralidad lingüística y cultural entre maya, seminole y loko, esta última conectada a la lengua madre arahuaca que se extiende desde la región amazónica del este de Los Andes, norte de Argentina y Paraguay desde 9000 A.C.</p><p>Al hilvanar experiencias y saberes otros, se establecen conexiones y rupturas más cercanas a los que entendimos como cosmos-­‐‑existencia y cosmoconvivencia en los imaginarios indígenas, afro y US latinxs. La disertación no podrá abarcar todas las rutas y encrucijadas que propician la decolonialidad del imaginario erótico kairibe, pero transito caminos sacbes desde donde los trazos de la memoria y la experiencia sanan la opresión colonial y nutren el andar del espíritu por los saberes inscritos en los relatos de creación indígenas y afro caribe, la oralidad de las lenguas maya yucateca y loko, la expresión de varixs creadores decoloniales, y las conversaciones e intercambios sociales con algunos de los miembros del proyecto decolonial.</p><p>A partir de la propuesta metodológica de Linda Tuhiwai Smith, en la cual se afirma que las metodologías indígenas son el resultado de la elaboración de un tejido, este manuscrito entrelaza una plataforma crítica, una encrucijada de saberes donde confluyen la variabilidad de los proyectos metodológicos propuesto por Tuhiwai Smith (1999), el pensamiento fronterizo de Gloria Anzaldúa (1987), la corpo-­‐‑política de Frantz Fanon (1987), la poética relacional de Edouard Glissant (1997), las pedagogía sagrada de Jacqui Alexander (2005), el desprendimiento, delinking de Walter D. Mignolo (2007), el poder erótico de Audre Lorde (1986), la transmodernidad de Enrique Dussel (2005) y la geopolítica del pensar propuesta por Catherine Walsh (2007).</p><p>Desde esta encrucijada de saberes, la disertación navega el racismo cognitivo eurocentrado, al mismo tiempo que efectúa el desligue epistémico y creativo hacia locaciones otras donde las experiencias y aprendizajes, conectados a las memorias ancestrales de lxs abuelxs, propician la decolonización del imaginario erótico kairibeafroxeri.</p> / Dissertation