abstract: Type 2 diabetes mellitus (T2DM) is a chronic disease affecting more than ten percent of the U.S. adults. Approximately 50 percent of people with diabetes fail to achieve glycemic targets of A1C levels below seven percent. Poor glycemic control disproportionately affects minority populations such as Korean Americans (KAs). Successful diabetes self-management requires a comprehensive approach that takes into account depression, sleep, and acculturation to achieve good glycemic control. Therefore, the purposes of this study were to: 1) describe the levels of glycemic control, depressive symptoms, sleep quality and duration, and acculturation; 2) examine an association of depressive symptoms with glycemic control; 3) identify mediational roles of sleep quality and sleep duration of less than 6 hours between depressive symptoms and glycemic control; and 4) explore a moderation role of acculturation between depressive symptoms and glycemic control in KAs with T2DM. This is a cross-sectional, descriptive correlational study. A total of 119 first generation KAs with T2DM were recruited from Korean communities in Arizona. A1C levels, the Center for Epidemiological Studies Depression Scale, the Pittsburgh Sleep Quality Index, the Suinn-Lew Asian Self-Identity Acculturation scale, the International Physical Activity Questionnaire, and the Berlin Questionnaire were measured. Descriptive statistics, multiple regression analyses, path analyses, and the Sobel tests were conducted for data analyses of this study. Poor glycemic control (A1C ≥ 7 %), high depressive symptoms (CES-D ≥ 16), poor sleep quality (PSQI > 5), and short sleep duration (< 6 hours) were prevalent among KAs with T2DM. The mean score of acculturation (2.18) indicated low acculturation to Western culture. Depressive symptoms were revealed as a significant independent predictor of glycemic control. Physical activity was negatively associated with glycemic control, while cultural identity was positively related to glycemic control. Sleep quality and sleep duration of less than 6 hours did not mediate the relationship between depressive symptoms and glycemic control. Acculturation did not moderate the association between depressive symptoms and glycemic control. Diabetes self-management interventions of a comprehensive approach that considers depressive symptoms, sleep problems, and cultural differences in minority populations with T2DM are needed. / Dissertation/Thesis / Doctoral Dissertation Nursing and Healthcare Innovation 2017

The purposes of this study were to determine the childrearing expectations of the Korean—American immigrant parents as measured on the five subsets of the Parent As A Teacher Inventory (PAAT), and to identify the influential factors within the Korean-American immigrant parents as a function of sex of child, family size, sex of parent, age of parent, education, income level, language, cultural aspects, accessibility, length of residence, and racial discrimination (independent variables). PAAT and the Parent Identification Questionnaire (PIQ) were administered to 118 Korean-American immigrant parents, 53 fathers and 65 mothers in North Texas. All subjects had children ages three through five and were natives of Korea. A multiple regression analysis was used to determine which independent variables would be the best predictors of parent expectations using PAAT subset scores and the total score as dependent variables: Creativity, Frustration, Control, Play, and Teaching-Learning; and eleven independent variables.

This study compared three groups of adult learners in a church education environment in order to determine the effectiveness of using lecture/demonstration plus cooperative learning elements with or without group processing (LCL) as compared to the use of lecture/demonstration plus individualistic learning elements (LIL) with the Inductive Bible Study Method (IBSM) as the common subject for all groups. While group A experienced highly structured cooperative learning without having group processing, group B experienced highly structured cooperative learning with an emphasis on group processing. Group C served as a control group. This study took place with a total of five class hours. For measuring student cognitive achievement, the subjects were administered a written pretest and posttest in the form of a "use-of-IBSM measure." For measuring students' attitude toward Bible interpretation (as promoted by IBSM), the students responded to an "attitude-toward-Bible-interpretation measure" at pretest and posttest. For measuring students' affective reactions, the students responded to a posttest-only "students'-satisfaction-with-the-learning-experience measure". Students' attitude toward the philosophy behind IBSM was measured by using an "attitude-toward-IBSM" instrument at posttest. In addition, teachers and students were interviewed orally at posttest to ascertain their affective reactions to the instructional approach they experienced. Connections between demographic data and students' use and/or attitude toward ISBM, as well as their satisfaction with the learning experience and attitude toward cooperative versus individualistic instructional methodology were also explored. The data from the use-of IBSM as well as attutide-toward-Bible-interpretation measures were analyzed by analysis of covariance. Other posttest-only tests were analyzed by a priori comparisons. Three major findings of this study were: (1) LCL did not produce any significant impact on learners' use of IBSM, attitude toward IBSM, or satisfaction with the learning experiences compared to LIL; (2) Group processing did not enhance the achievement effects of the experimental group B when compared to other contrast groups; and (3) LCL promoted students' affective outcomes in the areas of consensus building and intragroup dynamics.

The film is about three young Korean-American adults who have adapted to American society while retaining certain aspects of Korean culture in their lives. To expose their intermingled behaviors and concepts, the film combines the observational format of a documentary with an information style employing family photos, home movie recordings, and interviews with the three subjects and their families. An accompanying production report describes the research process, pre-production, production, and post-production.

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The purpose of this study was to explore possible relationships between the acculturation level and culturally responsive teaching practices among Korean American mathematics teachers in K-12 schools. In addition, this study aimed to see how Korean American mathematics teachers applied culturally responsive teaching in their culturally diverse classrooms. This research further examined a possible difference in applying culturally responsive teaching among Korean American mathematics teachers from urban schools and from suburban schools. A total of 30 Korean American mathematics teachers with more than 3 years of experience in teaching mathematics in K-12 schools participated in the study. This study used mixed methods: quantitative research methods were used to explore participants’ responses on three surveys, focused on their cultural experiences, teaching expertise, and culturally relevant pedagogy, and a subset of 10 participants participated in in-depth interviews for the qualitative research component. For quantitative research, the Suinn-Lew Asian Self-Identity Acculturation Scale (Suinn et al., 1992) was used for the acculturation level of participants, the Attitudes Towards Mathematics Inventory (Tapia, 1996) was used for general attitudes towards mathematics among participants. In addition, the Culturally Responsive Teacher Self-Efficacy Scale (Siwatuet et al., 2015) was used to evaluate how familiar participants were with culturally responsive teaching. Interviews were designed based on four elements suggested by Ellis (2019): supporting deep learning, valuing and engaging identity, sharing authority, and applying mathematics. Results in this study indicated that school environment was a more important factor than acculturation level when it came to culturally responsive teaching. Furthermore, all the participants still held beliefs in Korean subculture (known as “education fever”) prioritizing test-driven performance among students as an important factor in their teaching strategies regardless of acculturation level. Perceptions of most appropriate mathematical support for students’ learning varied; more acculturated participants expressed that family support for mathematics was most important for students, while less acculturated participants shared that outside classroom support including private academies was best. Participants from urban schools felt more pressure from school administration about test-driven performance of students, while those from suburban schools expressed that the major issue for teaching and learning was the language barrier between teachers and students. After moving to the United States, participants realized how they went through the acculturation process in their lives, but did not believe that it affected many of their teaching strategies. Most immigrant participants still held strong beliefs in Korean subculture in education, and even those who were born and raised in the United States knew what Korean subculture in education was, and how it affected their teaching strategies in one way or another. However, the acculturation process was believed to be contextual and differed depending on who participants frequently interacted with, and the school environment where they taught students largely determined their teaching strategies.

The Korean Independence Movement was a four decades long endeavor from 1905 to 1945 by Koreans to liberate Korea from Japanese colonization. Korean immigrants in America played a vital role in the movement. They contributed money, organized patriotic activities in their communities to raise awareness and issued appeals for support to the U.S. government. Throughout the years, and from generation to generation, Korean immigrants remained loyal to Korea's cause for liberation. This study discusses how this intense patriotic involvement to their homeland affected Koreans immigrants' experiences in America, namely, how such intense overseas nationalism shaped their Americanization process. Korean immigrants have told about their experiences in the form of memoirs, short narratives, interviews and speeches. These provide many first-person perspectives from which to understand Korean immigrants' changing senses of community, patriotism and acculturation. Many of these sources have come available in the last twenty years, but academic scholars have left these source largely untouched. Historians of Korean immigrant history often discuss the political components of the K.I.M. Although recognizing the importance of the Korean Independence Movement to Korean immigrants, scholars have, nonetheless, said very little as to how this movement affected them socially. This study examines how America influenced historical developments culturally by shaping the attitudes of Korea's most politically active nationalists--the Korean immigrants in America. Furthermore, this study argues that Koreans in America utilized the K.I.M. for much more than Korean independence and that their motives evolved throughout the decades. The early immigrants used the K.I.M. as a means to establish a Korean community and establish social networks while the later activists, particularly after 1919, used their demonstrations to broadcast their distinct Asian identity as well as their assimilation and loyalty to America. More simply put, Korean patriotism and Korean immigrant "Americanization," are intimately connected.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 2001. / Includes copies of the questionnaires in Korean. Includes bibliographical references (leaves 228-234).