Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item The Role of Cross-cultural Experiences and Ethnic Identity in Transracial Adoptees' Self-esteem(2015) Stephenson, Jocylynn Briann; Leslie, Leigh A; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Research into mental health outcomes of minority transracial adoptees has been fueled by debate over white parents' ability to prepare minority children for experiences of individual and institutional racism. However, studies show transracial adoptees do not differ from others in self-esteem, one criterion used to gauge mental health. Among minorities, ethnic identity is correlated with self-esteem, but studies show that transracially adopted adolescents often face ambiguous ethnic identity. Cross-cultural experiences have proven to increase ethnic identity in minorities, but little research has been done on their effect among transracial adoptees. The current study explored whether cross-cultural experiences bolster self-esteem in minority transracial adoptees through mediation of adoptees' ethnic identity. One-hundred-three transracially adopted minority adolescents completed online self-report surveys. Results indicated a significant negative link between cross-cultural experiences and ethnic identity and a moderately significant negative link between cross-cultural experiences and self-esteem in this population. Findings and possible explanations are discussed.Item Globalization and Ethnic Identity in the Art of Theresa Hak Kyung Cha, Yong Soon Min, and Nikki S. Lee(2012) Choi, Yookyoung; Shannon, Joshua A.; Art History and Archaeology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation offers a comparative study of the work of three Korean American women artists: Theresa Hak Kyung Cha (1951-1982), Yong Soon Min (1953-), and Nikki S. Lee (1970-). While the works by these three artists have garnered some critical attention, they have never been the subject of in-depth art historical research. Embracing the artistic media of photography, film, and video in their work these three artists express a common concern about their identities as simultaneously Koreans, Americans, and women. By looking at these artists' work together, this dissertation explores how the three artists negotiate their hybrid cultural identities in a globalized contemporary America. This dissertation also examines the role of photography, film, and video as their major artistic media following the art practice of the 1970s' Conceptualism. Cha's subtle and allusive film and video installation, Exilée (1980), for example, features images associated with the colonial history of her home country along with images and text about trans-pacific passage. Min's work from the 1990s includes photographs of writing on her own body, and images referring to historical events in both Korea and the United States. In her performative series of photographs entitled Projects (1997-2001), Lee disguises herself as a member of various social and cultural groups, trying to assimilate into them. Together, the three artists offer an intensive comparative case study of the ways in which hybrid cultural identity can be figured in the contemporary world. Focusing on the interpretive analysis of selected art works, the dissertation will show the unique intensity of the visual arts as a tool to communicate concepts of cultural identities, while also bringing needed specificity to the theoretical debates on the issues of cultural and ethnic identities.Item Body Image and Social Anxiety: Integration, Comparison, and Extension of Bioecological Models(2012) Klingaman, Elizabeth Ann; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Women entering their first year of college are at risk of developing both pathological body image and social anxiety. The bioecological framework of human development (Bronfenbrenner, 1977) was used to guide the selection and synthesis of three relevant models linking the following outcomes to various predictors relevant to first-year-to-college women: social physique anxiety as a subcomponent of body image concerns, and fear of negative evaluation as a subcomponent of social anxiety. While several differences were found between Asian, Black, and White racial groups, the new bioecological model fit well across all racial groups, explaining between 52% and 57% of the variance in social physique anxiety, and from 40% and 47% of the variance in fear of negative evaluation. For all racial groups, social physique anxiety mediated the relation between self-esteem and fear of negative evaluation. Self-esteem was not supported as a moderator of the relation between body mass index and social physique anxiety. Results suggest the importance of assessing social physique anxiety among college women, as well as studying the bioecological model longitudinally. Further results and implications are discussed for theory, research, and practice.Item Internalized Racism and Ethnic Identity in Chicana/o and Latina/o College Students(2007-08-01) Hipolito-Delgado, Carlos Porfirio; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study sought to investigate if perceived racism and internalized racism are predictors of ethnic identity development in Chicana/o and Latina/o college students. This study also aimed to identify factors that serve as predictors of internalized racism. Finally, this study sought to identify if differences exist between those who self identify as Chicana/o, Latina/o, Hispanic, hyphenated American, or by nationality in terms of ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency. Chicana/o and Latina/o undergraduates who were members of ethnic student organizations were asked to complete an online survey that asked about their ethnic identity, U.S. acculturation, English language competence, Spanish language competence, internalized racism, and perceived racism. A sample of 500 undergraduate students was obtained. Using multiple linear regression this study found: that internalized racism was negatively related to ethnic identity; that Spanish language competence, perceived racism, and English language competence were all positively related to ethnic identity; that U.S. cultural identity and perceived racism were both positively related to internalized racism; and that perceived racism in the media was negatively related to internalized racism. Using Multivariate Analysis of Variance a statistically significant difference in ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency was found between those who identify as Chicana/o, Latina/o, Hispanic, hyphenated American, and those who identify by nationality. The findings of this study point to the negative effects of perceived racism and internalized racism. Moreover, these results indicate the importance of culturally affirmative therapy and educational practices when working with Chicanas/os and Latinas/os. This study also highlights the heterogeneity of the Chicana/o and Latina/o community. Additional research is needed to further understand the heterogeneity of the Chicana/o and Latina/o community.