Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 112-129). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 182-205). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 135-141). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71612.

The purpose of this study was to explore the lived experience of health promotion for a group of young adult African American men with invisible disabilities. This hermeneutic phenomenological study used a non-experimental, descriptive design. The purposive sample consisted of 11 young adult, English-speaking, non-institutionalized, African American men with invisible disability between the ages of 25 and 39 years of age living in the Central Texas metropolitan area. This study's research questions were answered using audio-taped, one-on-one qualitative interviews along with detailed fieldnotes. Participants were interviewed twice at a mutually decided upon location to ensure the privacy and comfort of participants. For these young men, an essential component of health promotion involved the reestablishment and reorganization of their bodies in the world while adjusting to living with disability. For them, the essential structure of health promotion was comprised of the following themes: Reconciling Perspectives of the Self, Embracing the Current Body, and Reorienting the Body in the World. Their lived experience of health promotion was reflected in the following themes: Risking the Body to Preserve the Self, Accepting the Evolving Body, and Seeking the Body's Redemption. For this group of young adult African American men, their health promotion experience required risking the body, putting the needs of the self before the needs of the body, and then accepting and valuing the resulting condition of the body. / text

The increased racial and ethnic diversity in the U.S. has resulted in a greater number of minority children in the classroom. Misunderstanding of cultural differences of racial/ethnic minority groups can lead to a misdiagnosis of learning difficulties or a referral to be tested for special education services. The inappropriate placement of racial/ethnic minority students into special education programs has contributed to the trend of disproportionality -- the disproportionate representation of certain minority student populations in special education. The concerns of disproportionality, debated for more than forty years, are presented from two perspectives -- the view that disproportionality is no problem and the opposing view that the negative implications of disproportionality are dangerous. Although there is little disagreement on how to define disproportionality and outline the statistics, the research on determining the cause of disproportionality is more controversial. A range of issues, a few of which include race, culture, and disability definitions, can contribute to the problem of disproportionality. By taking into account social and environmental factors that influence school readiness of ethnic minority students as a likely source of disproportionality, the recommendation of access to early childhood opportunities such as Head Start or other preschool programs has been suggested as one solution to help decrease the disproportionality trend. A review of current research and identification of key issues for further study on the effect of pre-Kindergarten (pre-K) educational services on disproportionality is one way to confront the issue of disproportionality and thereby help our nation's commitment of educational equity for all children. / text

This study explores how Asian Americans’ educational aspirations are different from other racial groups as well as uncovers differences among Asian American subgroups. This study developed a hypothesized model on the formation of educational aspiration. Among factors affecting educational aspirations that were derived from the literature review, students’ academic effort and performance, students’ perceived academic self-efficacy, and support received from students’ significant others were hypothesized to have direct effects on students’ educational aspirations. In addition, students’ perceived self-efficacy and academic effort were hypothesized to have indirect effects on students’ educational aspirations through students’ academic performance. Students’ demographic and socio-economic characteristics were controlled to examine if they had any direct and indirect effects on educational aspirations. In order to test validity of the hypothesized model on educational aspiration, this study adopted structural education modeling (SEM) to analyze the High School Longitudinal Study of 2009 (HSLS:09). As a result, the hypothesized model was confirmed because of its adequate model fit. In addition, this study found that Asian American students’ educational aspirations were different from other racial groups. First, neither academic effort nor performance affects Asian Americans’ educational aspirations whereas both affect aspirations significantly in the entire sample. Second, there was a positive effect of academic self-efficacy on Asian Americans’ educational aspirations whereas efficacy did not affect aspirations in the entire sample. Third, there was a positive effect of support with college information from significant others on Asian Americans’ aspirations, which was not statistically significant in the results of the entire sample. This indicates that Asian American students’ educational aspirations are more influenced by subjective or perceived factors such as academic self-efficacy and support with college information received from significant others, rather than objective indicators such as academic performance and academic effort. Moreover, there are differences in aspirations by Asian American ethnic subgroups even after controlling for other variables. Compared to Filipino Americans, all other four Asian American subgroups show significantly higher educational aspirations. The findings of this study help to understand how high school students’ educational aspirations are formed in general by examining the conceptual model with the entire data. In addition, the findings help to fill the gap in the literature about debunking the model minority myth about Asian American students by proving that they are heterogeneous. / text

What explains minority-state urban conflict across Europe? When, how and why do some localities seem more prone to turn the political expression of grievance into a blood sport, while others avoid this fate altogether, even when faced with similar internal and external conditions? To answer these questions, my argument challenges existing interpretations of minority-state relations based on "national models" of integration, cultural variables and minority inequality. Instead, I find that it is the entrenchment of local political elites and their strategic foundational social alliances with minority populations that ultimately condition the likelihood of violent confrontation and the ways in which it is managed at the local level. / Government

This dissertation investigates the works of two Black female writers: Flora Nwapa(African and Nigerian) and Zora Neale Hurston (African American). Although theycome from different geographical regions, both writers use the same rchetypal patterns to create strong female protagonists. By characterizing protagonists in their novels from an African religious cultural perspective, both authors dismantle the stereotypical images of how black women are typically portrayed in fiction. Using Jung's theory of the collective unconscious and archetypal criticism the study finds that both authors create black female protagonists who are wise, resilient, decisive, courageous, independent, and risk-taking; the women who, through their self-discovery journeys, are neither defined by nor in oppositional relationships with the males in their lives. The study compares how the qualities of two archetypal goddesses, Uhamiri of the Igbo cosmology and Oya of the Yoruba cosmology, are personified through the personalities of the two female protagonists in Nwapa's Efuru and Hurston's Their Eyes Were Watching God, respectively. Using strong mythical females as templates, this research explores the ways in which the authors have defined their female characters, thus providing an alternative strategy for defining and analyzing black female characters in fiction. The study asserts that literary interpretation of Africana women should include the cultural realities associated with the African religious framework in order to capture the full essence of their humanity. In addition, African feminist thought, unlike Western feminist theory, provides a more realistic model of discourse on Africana women's selfidentity. Examining Africana women from these perspectives, as opposed to analyzing them based on European standards, is an effective method of discrediting stereotypical images that continue to plague the portrayal of black women in fiction. When black women in fiction are explored from this vantage point, the literary work sends a message of cultural authenticity and preservation that elevates Africana women, expanding their functions and positions in society beyond traditional roles.

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Despite Canada’s official policy of multiculturalism, until recently, the perspectives of the country’s lesser-known, marginalized writers have not been usually taken into consideration in mainstream discussions on the nature of Canadian identity and its socio cultural mosaic. Specifically, minority life writing narratives had generally received little critical attention in Canada. This paper aims to fill this slowly-decreasing gap through the exploration of two texts whose female writers negotiate their distinct ethnic and national selves within the cultural dominant of Canada. The essay compares Apolonja Kojder’s Polish-Canadian memoir, Marynia, Don’t Cry, to Rita Joe’s Mi’kmaq-Canadian autobiography, Song of Rita Joe. The analysis of these texts sets the Polish and Aboriginal communities into conversation, and yields a discussion on the nature of cultural, national, linguistic and female identity. It argues that identity is political, relational and always in process. Since much of the personal narrative writers’ identity struggle in an alien land and language often unravels as a translation of the self into another world, the two personal narratives add nuance to our understanding of the contradictions found in institutional policies. The study creates awareness of the literary and discursive strategies by which writers of disadvantaged communities challenge and subvert cultural oppression, identity misconstructions, and the exclusion of ethnic and women’s histories from within mainstream society. However, through the textual hybridization of cultures, languages, histories and life experiences, Kojder’s and Joe’s intention is to facilitate understanding across groups, create respect for diversity, propel social participation and induce socio political transformation. This paper means to shed light on the Canadian experience in its unique variations, and to add to life writing studies on ethnic and national individuals’ personal encounters with and within the Canadian socio- cultural and political milieu.