Open Elmoreb.Finaldissertationdeposit

Total Page:16

File Type:pdf, Size:1020Kb

Open Elmoreb.Finaldissertationdeposit The Pennsylvania State University The Graduate School IDENTITY NEGOTIATION AMONG BLACK ADMINISTRATORS AT PREDOMINANTLY WHITE INSTITUTIONS A Dissertation in Higher Education by Branden D. Elmore Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2020 ii The dissertation of Branden D. Elmore was reviewed and approved by the following: Alicia C. Dowd Professor of Education Director, Center for the Study of Higher Education Dissertation Advisor Chair of Committee LaWanda Ward Assistant Professor of Education (Higher Education) Uju Anya Assistant Professor of Education (Second Language Learning) Gail Boldt Professor of Education (Language and Literacy Education) Ronald Jackson, II Professor of Communication (University of Cincinnati) Special Member Leticia Oseguera Professor-in-Charge, Higher Education iii Abstract Higher education’s history of race-based exclusion and marginalization goes against the values of a new diverse and multicultural learning environment as imagined in a modern-day society (Hurtado et al. 1999; 2012). For Black administrators at Predominantly White Institutions (PWIs) that history has structurally positioned their identities as inferior to their White counterparts, both in and outside of the academy, by inscribing their identities as “othered” or “minoritized.” As identities are considered to be “the social positioning of self and others” (Bucholtz & Hall, 2005), the minoritized aspects of these identities are, therefore, connected to systems of racial oppression and discrimination that infiltrate the experience of Black administrators, faculty, staff and students alike. This qualitative study uses a narrative inquiry approach to interrogate the racialized experiences of Black administrators, which are unrecounted throughout literature and practice. In efforts to better understand the unique processes of identity negotiation that Black administrators engage for achieving modes of coherence, connectedness, and agency at PWIs, this study uses a lens of Critical Race Theory to provide the counternarrative of the minoritized administrator. Findings in the study reveal that Black administrators’ identities at PWIs are incongruent to the constructs of a space dominated by the presence of Whiteness, which is maintained through systems of racism and oppression. Therefore, the study offers insights for Black administrators who seek to successfully negotiate their identities in spaces that have historically positioned them as inferior. Key words: identity negotiation, higher education leadership, predominantly white institutions, critical race, counternarratives, Black administrators iv TABLE OF CONTENTS LIST OF FIGURES ................................................................................................................. v LIST OF TABLES ................................................................................................................... vi ACKNOWLEDGEMENTS ..................................................................................................... vii Chapter 1 Introduction ............................................................................................................ 1 Chapter 2 Literature Review ................................................................................................... 12 Chapter 3 Methods .................................................................................................................. 35 Chapter 4 Results and Findings .............................................................................................. 53 Chapter 5 Discussion and Conclusion .................................................................................... 109 References ................................................................................................................................ 132 Appendix A Recruitment Script .............................................................................................. 147 Appendix B Informed Consent ............................................................................................... 148 Appendix C Black Admnistrative Identity Autobiography .................................................... 150 Appendix D Semi-Structured Interview Guide ....................................................................... 152 Appendix E Observation Guide .............................................................................................. 154 v LIST OF FIGURES Figure 1-1: Participant Snapshot. ............................................................................................. 54 vi LIST OF TABLES Table 1-1: Results Summary. ................................................................................................... 64 vii Acknowledgements I dedicate this dissertation to my Aunt Kathy. You truly are the wind beneath my wings and even when the wind is still, I am constantly reminded that you are here. I would like to thank my family for loving me, my sisters who I love; I love you A.M.P. Also, 2-6 ANNNT! My nieces and nephews who are so little right now, I hope one day you will see that I would have quit before I started if it weren’t for you. To my friends who have supported me along the way and that have given me the strength to continue even when you had nothing left to give, thank you! I.II.I. To my beloved HBCU, the illustrious Fayetteville State University, my love for you will never fade. I will never forget where I came from and the experiences that shaped me into who I AM today (ATTITUDE Check?! BRONCO PRIDE!). To my McNair/Trio family, look what WE have done! I am so proud of us and I hope this serves as a source of motivation to you as we continue to challenge the world through Dr. McNair’s legacy. My UC/Cincy family, I am ready to one day be back in the Nati! To my Mentors: Dr. Almeida; Dr. McNeill-Blue; Dr. Sherrice Allen; Mrs. Rasheedah Parsons; Jeff Womble; LaShanta McCorkle; Joe Ross; Prof Berry; Jeff Capel; Dr. Hyman; Dr. Aus; Ms. Niki; Valda Bronston; Stephanie Davis; Dr. Westmoreland; Dr. Banjo; Dr. Zoller; Dr. Bates; Doc Abercrumbie; Tamar; Ms. Benita; Dr. A. Green; Dr. Garces; Dr. P; Dr. Dinkins (that’s both of y’all because I can’t); Tambra; Aunti Teresa; Dr. King and Barry; and my forever Chancellor, Dr. James A. Anderson and Mrs. Nancy Anderson. The list goes on, but please charge it to my head and not my heart. My wonderful committee, thank you! Dr. Dowd, I so am happy to have shared this experience with you, looking forward to more years of scholarship as we continue to bend toward justice and equity. Dr. A, thank you for showing up and being you, unapologetically! viii Your presence at Penn State changed my life forever. Dr. Ward, I will forever owe you for the passion and dedication you bring to my work. Thank you for keeping me charged up and ready, always! Dr. Boldt, since day one I have always been able to count on you to keep it real. I am grateful to have your perspective and experience as a part of this dissertation. Dr. J, thank you for coming back for round two! You have shaped my life for the better and I am forever and always appreciative of your unwavering guidance and support. Special thanks to my participants in this study. Thank you for the work that you do! Thank you for standing in the face of adversity and taking it in stride. Thank you for sharing your experience with me and the world. You matter! Not just to me, but to all the Black and Brown faces that see themselves in you. Thank you for choosing to love us and thank you for choosing to love yourselves. “If it had not been for the wind in my face, I wouldn’t be able to fly at all.” -Arthur Ashe 1 Chapter One: Introduction The troublesome history of higher education completely contradicts the values of a new diverse and multicultural learning environment as imagined in a modern-day society (Hurtado et al. 1999; 2012). For Black1 administrators that history has structurally positioned their identities as inferior to their White counterparts, both in and outside of the academy inscribing their identities as “othered” or “minoritized.”2 As identities are considered to be “the social positioning of self and others” (Bucholtz & Hall, 2005), the minoritized aspects of these identities are, therefore, connected to systems of oppression and discrimination that infiltrate the experience of Black administrators, faculty, staff and students alike. This is especially true in institutions that appeal to the majority population (Powell, 1999). The instances of oppression and discrimination within are not isolated occurrences. The rapid increase of diverse populations into the academy has caused higher education institutions to respond with a sense of urgency to demands for making campus environments more equitable and inclusive (Black Liberation Collective, 2018). While the trend for hiring minority administrators is growing at a slow rate, increasing nationally by only three percent over a fifteen-year period, Black administrators still represent the highest number of minority administrative positions at seven percent (Bichsel & McChesney, 2017).3 Traditionally, because the White administrator identity has been characterized as dominant, those who hold the dominant identity are easily afforded the opportunity to rise from 1 The terms “Black” and “African American’ are used interchangeably throughout as appropriated in popular discourse. The terms have been identified by the U.S. Department of Education's National Center for Education
Recommended publications
  • Complete Arts, Culture & Libraries Committee Meeting
    Arts, Culture & Libraries Committee Meeting Record DRAFT Meeting Date: December 2, 2013 Convened: 3:10 p.m. Adjourned: 4:44 p.m. Members Present: Members Absent: Briefing Presenters Philip T. Kingston, Chair LaToya Jackson Monica R. Alonzo, Vice Chair Asst. Dir., Strategic Customer Services Jo Giudice Jerry R. Allen Director of Libraries Carolyn R. Davis Maria Munoz-Blanco Jennifer Staubach Gates Director, Office of Cultural Affairs Vonciel Jones Hill Staff Present: Joey Zapata, Maria Munoz-Blanco, Benjamin Espino, Jo Giudice, Eric Izuora Special Guests: AGENDA: 1. Approval of October 21, 2013 Minutes Presenter(s): Information Only: Action Taken/Committee Recommendation(s): A motion was made to approve the minutes of October 21, 2013 Motion made by: Vonciel Jones Hill Motion seconded by: Jennifer Staubach Gates Item passed unanimously: Item passed on a divided vote: Item failed unanimously: Item failed on a divided vote: 2. Next Step in Strategic Planning: Best Practices in Arts, Culture & Libraries Presenter(s): LaToya Jackson, Benjamin Espino Information Only: Action Taken/Committee Recommendation(s): Page 1 of 2 Arts, Culture & Libraries Meeting Record – December 2, 2013 The purpose of this briefing was to give the committee an overview of preliminary work from the Budgeting for Outcomes Culture, Arts, and Recreation and Educational Enhancements Team in preparation for the January Retreat. CM Gates requested that a map indicating the location of culture, arts, and recreation facilities be produced in time for the January Retreat. 3. Overview of Dallas Public Libraries Presenter(s): Jo Giudice Information Only: Action Taken/Committee Recommendation(s): The purpose of this briefing was to update the committee on the budget history, services, customer service rating, and trends for the Dallas Public Library(DPL).
    [Show full text]
  • Cultural Policy of the City of Dallas
    CULTURAL POLICY OF THE CITY OF DALLAS November ____ , 2018 _________________ As recommended by the Cultural Affairs Commission of the City of Dallas Approved by the City Council of the City of Dallas by Council Resolution No. 18-________ on November _____ , 2018 DALLAS CULTURAL POLICY – October 26, 2018 DRAFT Table of Contents Section 1. Vision, Mission Statement, and Guiding Principles ........................................ 1 Section 2. Commitment to Cultural Equity ....................................................................... 3 Section 3. Procurement of Cultural Services ................................................................... 6 Section 4. Cultural Disciplines ......................................................................................... 9 Section 5. Cultural Support Programs ........................................................................... 12 Section 6. Cultural Venues ............................................................................................ 15 Section 7. Public Art Program ....................................................................................... 18 Section 8. Other OCA Programs in Support of the Cultural Ecosystem ........................ 23 Section 9. Cultural Venue Naming Policy ...................................................................... 24 Section 10. Miscellaneous Provisions ........................................................................... 29 DALLAS CULTURAL POLICY – October 26, 2018 DRAFT Section 1. Vision, Mission Statement, and
    [Show full text]
  • 1 a Descriptive Metasynthesis of Cultural Care Expressions, Beliefs
    1 A Descriptive Metasynthesis of Cultural Care Expressions, Beliefs, and Practices of African Americans Using the Ethnonursing Research Method Lyndsey Clark Alishia Harris Joan Maten Paula Simon Stock University of Michigan-Flint 2011 2 A Descriptive Metasynthesis of Cultural Care Expressions, Beliefs, and Practices of African Americans Using the Ethnonursing Research Method by Lyndsey Clark Alishia Harris Joan Maten Paula Simon Stock Thesis Submitted in partial fulfillment of the requirements for the Master of Science in Nursing University of Michigan-Flint 2011 Approved by: y -<=??- / / Thesis Chairperson, Hiba Wehbe-Alamah, PhD, RN, FNP-BC, CTN-A Date Thesis Co-Chairperson, Marilyn R. McFarland, PhD, RN, FNP-BC, CTN-A Date Thesis Co-Q^airperson, Margaret M. Andrews, PhD, RN, CTN, FAAN Date 3 TABLE OF CONTENTS PAGE Dedication ......................................................................................................................... 6 Acknowledgements ........................................................................................................... 7 Abstract.............................................................................................................................. 8 CHAPTER 1 Introduction .......................................................................................... 9 Domain of Inquiry ................................................................ 10 Purpose / Goal of Study ....................................................... 10 Rationale for the Study .......................................................
    [Show full text]
  • The Extant of National and Regional Identity on Albanian Students
    Bowling Green State University ScholarWorks@BGSU Graduate Communication Association Conference GCA Conference 2015 Mar 27th, 1:00 PM - 1:55 PM The Identity and Identity: The Extant of National and Regional Identity on Albanian Students Nina Gjoçi Bowling Green State University Follow this and additional works at: https://scholarworks.bgsu.edu/gca_conf Gjoçi, Nina, "The Identity and Identity: The Extant of National and Regional Identity on Albanian Students" (2015). Graduate Communication Association Conference. 4. https://scholarworks.bgsu.edu/gca_conf/GCA2015/Session3/4 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Graduate Communication Association Conference by an authorized administrator of ScholarWorks@BGSU. Iden%ty and iden%ty The Identity and identity: The extant of national and regional identity on Albanian students Nina Gjoçi PhD Student/School of Media and Communication Bowling Green State University February 27, 2015 Works-in-Progress Submission to: The 4th Annual Graduate Student Research Conference: “Identities, Social Movements, and Social Justice in a Globalized World” March 26-27, 2015 )1 Iden%ty and iden%ty The Identity and identity: the extant of national and regional identity on Albanian students. This study explores how the perceived cultural identity as a social and individual concept impacts the effectiveness of communication among Albanian students in Albania, Kosova, and the FRY of Macedonia. The new democracies in South East Europe and European Union integration aspiration have raised the sensitivity toward culture and identity in every aspect of social life. This new process of building, rebuilding, changing, and shaping new democratic institutions requires at the same time new ways to communicate and negotiate.
    [Show full text]
  • Examining the Relationship Between Chinese International Students’ Acculturation
    Examining the Relationship between Chinese International Students’ Acculturation, Ethnic Identity, Language Proficiency, and Their Attitudes toward Seeking Professional Counseling Services by Jiaqi Li, M.Ed. A Dissertation In COUNSELOR EDUCATION Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Dr. Aretha Marbley, Chair Dr. Loretta Bradley Dr. William Lan Dr. Dominick Casadonte Interim Dean of the Graduate School December 2013 Copyright 2013, Jiaqi Li Texas Tech University, Jiaqi Li, December, 2013 Acknowledgments The doctoral dissertation is a time consuming and arduous task. I express my deep gratitude to Dr. Aretha Marbley, my committee chairperson, for her support, guidance, and encouragement during the dissertation process. I also offer my thanks to Dr. Loretta Bradley for her insight and meticulous edits of this manuscript. I wish to thank Dr. William Lan for lending his statistical expertise to this research. I would like to extend my gratitude to Dr. Charles Crews and Dr. Janet Froeschle for the opportunity to study under you and work with you as a research assistant. Thanks to pastor Robert Sea and friends at Lubbock Chinese Church. This would not have been possible without your prayers and encouragement. Thanks to my mother. I cannot make it without your love and support. ii Texas Tech University, Jiaqi Li, December, 2013 TABLE OF CONTENTS ACKNOWLEDGMENTS ...........................................................................................................
    [Show full text]
  • Interpreters' Identities
    TranscUlturAl, vol.1, 2(2009), 93-116 93 http://ejournals.library.ualberta.ca/index.php/TC Interpreters’ Identities: An Exploratory Study of Vietnamese Interpreters in Vietnam Dr. Elisabeth Le, University of Alberta Dr. Nathan Ménard, University of Montreal Dr. Nguyen Van Nhan, University of Ha Noi Throughout history, interpreters have suffered from the suspicion attached to their perceived multiple cultural belongings (Kaufman): how could they possibly be faithful to their cultural group and serve their master dutifully when they are demonstrating their belonging to another culture (i.e. in translating into the language of that other culture)? Paradoxically, the knowledge of several languages may have been prestigious, but only if put to the benefit of oneself and not of others. Thus, it is the position of intermediary (and not the knowledge of different languages) that is the essential cause of this mistrust. Considering our necessarily limited knowledge of foreign languages and the multiplication of contacts between cultures, interpreters have always been necessary; and despite the “international” status that one or two languages may enjoy or develop, this need is not likely to disappear. Unfortunately, the uneasiness towards interpreters remains; one way to dispel the suspicion brought by their intermediary position is for interpreters to “disappear”. To make sure that they do not “betray their masters”, interpreters have been instructed to become “invisible”. To see, or check, how this is done, many interpreting studies have focused on the message transmitted by interpreters, i.e. what and how interpreters translate, what they add or delete and how. When speaking with interpreters, it is amazing to hear how a number of them in the same breath proclaim their allegiance to “invisibility” (as they have been duly instructed) and describe various ways in which they are visible in their professional practice.
    [Show full text]
  • Cultural Identity Silencing of Native American Identity in Education: a Descriptive Phenomenological Investigation Katheryne Leigh [email protected]
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 4-19-2018 Cultural Identity Silencing of Native American Identity in Education: A Descriptive Phenomenological Investigation Katheryne Leigh [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Bilingual, Multilingual, and Multicultural Education Commons, Counselor Education Commons, and the Indigenous Studies Commons Recommended Citation Leigh, Katheryne, "Cultural Identity Silencing of Native American Identity in Education: A Descriptive Phenomenological Investigation" (2018). Dissertations. 734. https://irl.umsl.edu/dissertation/734 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running head: CULTURAL IDENTITY SILENCING i Cultural Identity Silencing of Native American Identity in Education: A Descriptive Phenomenological Investigation Katheryne T. Leigh Certificate of Advanced Study, School Counseling, University at Buffalo, 2013 M.Ed., School Counseling, University at Buffalo, 2012 B.S., Animal Science, Delaware Valley University, 2010 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education with an emphasis in Counseling May 2018 Advisory Committee Mark Pope, Ph.D. Chairperson Brian Hutchison, Ph.D. Matthew Davis, Ph.D. Wendy Saul, Ph.D. Copyright, Katheryne T. Leigh 2018 CULTURAL IDENTITY SILENCING ii Abstract Native American Nations have been subjected to colonialism for centuries the impact of which led to further traumatic events and disparities.
    [Show full text]
  • Proquest Dissertations
    The production and consumption of the commodity community: Playing, working and making it in the local music scene Item Type text; Dissertation-Reproduction (electronic) Authors Burkhardt, Paul Edward Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 03:24:52 Link to Item http://hdl.handle.net/10150/288991 INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directty from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, v«Me others may be from any ^pe of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these wOl be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, b^inning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book.
    [Show full text]
  • Nevermericans?": How Communication Issues Shape the Perceptions of Self and the Perceptions of American Identity Among the International Students
    Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 6-5-2012 "Nevermericans?": How Communication Issues Shape the Perceptions of Self and the Perceptions of American Identity Among the International Students Lyudmyla Pustelnyk Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the International and Intercultural Communication Commons Recommended Citation Pustelnyk, Lyudmyla, ""Nevermericans?": How Communication Issues Shape the Perceptions of Self and the Perceptions of American Identity Among the International Students" (2012). Master's Theses. 72. https://scholarworks.wmich.edu/masters_theses/72 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. LS 'NEVERMERICANS?": HOW COMMUNICATION ISSUES SHAPE THE PERCEPTIONS OF SELF AND THE PERCEPTIONS OF AMERICAN IDENTITY AMONG THE PNTERNATIONAL STUDENTS by Lyudmyla Pustelnyk A Thesis Submitted to the Faculty ofThe Graduate College in partial fulfillment of the requirements for the Degree ofMaster ofArts School ofCommunication Advisor: Jennifer Machiorlatti, Ph.D. Western Michigan University Kalamazoo, Michigan June 2012 THE GRADUATE COLLEGE WESTERN MICHIGAN UNIVERSITY KALAMAZOO, MICHIGAN Date June 5, 2012 WE HEREBY APPROVE THE THESIS SUBMITTED BY Lyuda Pustelnyk ENTITLED "Nevermericans?": How Communication Issues Shape the Perceptions of Self and the Perceptions of American IdentityAmong International Students AS PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE Master of Arts DEGREE OF Communication (Department) Communication (Program) Kayany Thesis Committee Member APPROVED (^~y^si^\[)\ Date )\]{\i "ML Dean of The Graduate College "NEVERMERICANS?": HOW COMMUNICATION ISSUES SHAPE THE PERCEPTIONS OF SELF AND THE PERCEPTIONS OF AMERICAN IDENTITY AMONG THE INTERNATIONAL STUDENTS Lyudmyla Pustelnyk, M.A.
    [Show full text]
  • National Cultural Policy Iceland
    Ministry of Education, Science and Culture National Cultural Policy Iceland Reykjavík 2013 National Cultural Policy Published by: Ministry of Education, Science and Culture, Iceland 2013 Responsible editor: Ásta Magnúsdóttir Design and layout: Svavar Pétur Eysteinsson Photographs: p. 2, Árni Magnússon Institute for Icelandic Studies, Jóhanna Guðrún Ólafs- dóttir; p. 5, Ingvar Högni Ragnarsson; p. 6, Iceland Dance Company, Golli; pp. 10 to 11, Ice- land Symphony Orchestra; pp. 24 to 25, Zena White; p. 30, Ingvar Högni Ragnarsson. Edited by: Guðni Tómasson and Þorgeir Ólafsson ISBN: 978-9935-436-13-9 Printing: Háskólaprent Introduction On 6 March 2013, the Althing passed a resolution mandating the Minister of Education, Science and Culture to implement a policy on the arts and the cultural heritage – the National Cultural Policy. This is the first time a specific public policy is drawn up in this domain. The policy document describes government’s involvement in matters relating to the arts and the cultural heritage. The terminology used should be viewed in light of this demarcation, considering that the policy does not address issues relating to particular artistic disciplines or individual cultural heritage stakeholders. The policy is intended as an aid for government and lawmakers in future debates, in policy-making in specified areas and in decision-making. The National Cultural Policy has been drawn up in the hope that it will serve as an incentive for the large number of people and institutions active on the Icelandic cultural scene to focus on quality and look to future in their decision-making and planning. It should prove useful to politicians and government officials, employees at cultural institutions, researchers, committees responsible for the allocation of funds, artists and artists’ associations, media employees and anyone taking part in cultural life.
    [Show full text]
  • Download The
    Defining and Negotiating Identity and Belonging: Ethnic Name Change and Maintenance among First-Generation Chinese Immigrants by Wenting Liao M.A., East China Normal University, 1998 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Counselling Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2011 © Wenting Liao, 2011 Abstract The purpose of this grounded theory study was to examine the little researched sociopsychological process behind ethnic name change and maintenance in cross-cultural transitions, including precipitating contexts, events, interpretations and motivations that led to the decision to change or maintain ethnic names, the internal and external experiences pertinent to ethnic name change and maintenance, the patterns and strategies to cope with acculturative stress and perceived barriers in respect to changing and maintaining ethnic names, and the impacts of ethnic name change and maintenance on immigrants‟ lives. In order to answer these research questions, ten participants comprising first-generation Chinese immigrants from Mainland China, Taiwan and Hong Kong, including two males and eight females ranging in age between 19 and 45, were interviewed. The findings showed that although many ethnic Chinese felt compelled to adopt western names as a way of adapting to the host society due to feelings of insecurity over their ethnic identities, ethnic name change may not guarantee success in acculturation. In contrast, one‟s self-efficacy was much more essential in delivering desired outcomes and coping with acculturative stress. However, ethnic name change likely exerts certain influences on one‟s life by affecting the perceptions of an individual by themselves and by others.
    [Show full text]
  • Black Women's Liberatory Pedagogies: Resistance, Transformation
    BLACK WOMEN’S LIBERATORY PEDAGOGIES RESISTANCE, TRANSFORMATION, AND HEALING WITHIN AND BEYOND THE ACADEMY EDITED BY OLIVIA N. PERLOW, DURENE I. WHEELER, SHARON L. BETHEA, AND BARBARA M. SCOTT Black Women’s Liberatory Pedagogies Olivia N. Perlow • Durene I. Wheeler Sharon L. Bethea • BarBara M. Scott Editors Black Women’s Liberatory Pedagogies Resistance, Transformation, and Healing Within and Beyond the Academy Editors Olivia N. Perlow Durene I. Wheeler Northeastern Illinois University Northeastern Illinois University Chicago, Illinois, USA Chicago, Illinois, USA Sharon L. Bethea BarBara M. Scott Northeastern Illinois University Northeastern Illinois University Chicago, Illinois, USA Chicago, Illinois, USA ISBN 978-3-319-65788-2 ISBN 978-3-319-65789-9 (eBook) https://doi.org/10.1007/978-3-319-65789-9 Library of Congress Control Number: 2017957620 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication.
    [Show full text]