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The purpose of this program of research was to determine the value of autonomy for ethnic minorities. Self-determination theory (SDT; Deci & Ryan, 2000) has argued that the need for autonomy is universal. Subsequently, it was expected that, across a broad range of ethnicities, autonomous internalization of cultural norms would be associated with well-being. Furthermore, how multicultural individuals integrate their identities was also anticipated to impact on their well-being and their daily functioning. The present thesis is comprised of four studies. Study 1 assessed ethnic minorities' internalization of their host and heritage cultures. The results indicated that autonomous internalization was associated with cultural competence and context specific well-being. Furthermore, coming from an egalitarian heritage culture was associated with greater cultural internalization. Cultural adaptation in both heritage and English-Canadian cultures combined to predict psychological well-being. Finally, the ability to integrate one's heritage and host cultural identities was associated with well-being. / Study 2 and 3 examined the impact of parental autonomy support on heritage culture internalization. Study 2 was comprised of a sample of ethnic minorities living in Canada. Regression analyses revealed that parental autonomy support was related to autonomous internalization of the heritage culture and to higher self- and peer-reported well-being. Study 3 used a sample of Chinese-Malaysian sojourners. The results of study 3 replicated study 2. Sojourners were more likely to have autonomously internalized their heritage culture when they had autonomy supportive parents. Parental autonomy support was also associated with increased well-being. / Study 4 used an event-contingent daily recording strategy to examine the relation of perceived evaluations of a multicultural person's heritage group to the nature and quality of their social interactions. Hierarchical linear modeling analyses revealed that the valence of the evaluation of one's heritage culture impacted on the characteristics of the interaction. Moderator analyses revealed that how a person conceptualized their multicultural identity and their level of public collective self-esteem influenced how reactive they were to how their heritage group was being evaluated. Together, these results demonstrate the significance of autonomy and cultural integration for minorities' well-being.

Thesis (Ph. D.)--McMaster University, 2005. / Supervisor: Petra Rethmann. Includes bibliographical references (leaves 282-294). Also available online.

In this critical inquiry, I look at how individuals who experience social, cultural and economic exclusion in postcolonial societies construct cultural identities and relationships with what they perceive as the dominant cultures of their countries through the process of schooling. Here, the term 'postcolonial' refers to events, places, and conditions that are situated after periods of colonization, and implicate individuals whose histories are linked to colonizers and colonized peoples. / This thesis discusses theoretical, political, philosophical and methodological issues around the design, implementation, interpretation and report of an ethnographic inquiry carried out in Brazil (Sao Paulo area) and southern France in 2004-2005. In this project, I organized focus groups of adolescents from marginalized communities in those two locations with the intention to generate critical dialogues about their experience of schooling and the dynamics between what they perceived as their cultural identity, their school's culture, and the culture of their countries. More than a mere survey of the accommodation and representation of 'minority' histories and peoples in France and Brazil, this study strives to explore and compare how the societal apparatuses of those two countries, with a particular emphasis on schooling, produce categories of cultural difference and inscribe them onto societal subjects. Thus, I carried out my inquiry with the belief that schooling is not simply a site of cultural transmission and reproduction, but also of cultural and identity production: a matrix that recreates, renegotiates, and institutionalizes hierarchical boundaries of difference that become actualized in students' subjectivities (Hall, 1999).

Thesis (MEd Religion Studies) -- University of South Australia, 1992

Thesis (M.A.)--York University, 2005. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 124-136). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19713

Thesis (M.A.)--Villanova University, 2009. / Sociology and Criminal Justice Dept. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 120-125).