Ethnic Pride Research Articles

Portable Murals: Children’s Book Press and the Circulation of Latino Art

Harriet Rohmer (b. 1938) created an independent publishing organization, Children’s Book Press, in 1975 to challenge the whiteness of mainstream children’s literature and to give inner city children alternative narratives to foster ethnic awareness and pride. The first 10 books, published between 1975 and 1978, entitled “Fifth World Tales,” became key to the non-profit’s growth into a major publisher of equitable children’s literature. This article shows how these first 10 books, ostensibly built on indigenous folklore of the Americas, also drew inspiration from the Latino communities of San Francisco, California. Most obviously, all 10 books featured the art of Latina and Latino muralists based in San Francisco’s Mission District, at the height of a flourishing community mural movement. Few street murals survived the flux of urban change, such that these children’s books represent an alternate, physically accessible illustration of this arts community, not unlike portable murals. Less obviously, it also reveals how the narratives of these books stemmed from the work of teacher and co-adapter Mary Anchondo (b. 1937) and from the parents and children of a Head Start pre-school classroom, as well as from a larger Latino intellectual community invested in myth and folklore. This article traces the unusual origins of these first 10 books, their publication as a federally funded effort to desegregate public schools, and these books as art objects of a Latino arts renaissance in San Francisco’s Mission District.

Comics and in-Between Kids: Immigration-Themed Graphic Novels as a Resource for Second-Generation Adolescents

This paper describes the process of acculturation for immigrant adolescents using immigration-themed graphic novels. The author’s own experience as a third-culture child is offered as a starting point. The paper explains recent developments in acculturation theory. It uses vignettes from the graphic novels to show discrimination, ethnic bullying, and cultural self-definition. The article explains adolescents’ life-and-death need to belong in tension with a need to hold onto ethnic pride. It underscores that the painful process of working through cultural identifications is an important part of identity development and faith formation for adolescents.

The relation between ethnic classroom composition and adolescents’ ethnic pride

This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in a cross-sectional analysis, with ethnic pride peaking in classrooms with approximately 50% same-ethnicity classmates. In line with ODT, longitudinal analyses revealed ethnic pride decreased for students who moved away from a share of 50% same-ethnicity classmates. Contrary to ODT, however, ethnic pride also decreased for students who moved closer to this point of optimal distinctiveness.

Tehrani People’s Attitudes Toward Accented Persian: Impact of Gender, Age, and Education Level

ABSTRACTAs Cargile and Giles (1998) state, hearers of distinct accents might be subject to reaction to both linguistic and paralinguistic characteristics of their accented speech, which might give rise to positive/negative attitudes. This study examined Tehrani people‘s attitudes toward four varieties of Persian accented speech. The sample consisted of 188 informants, born and raised in Tehran; 84 were male and 104 female; also, 106 participants were in the age-range of 18-30, 60 in 31-45, and 22 in 45-65. 31 had a high-school diploma, 84 either had a BA degree or were studying toward one, and finally, 73 either had a graduate degree or were studying toward one. The informants completed a questionnaire, on which they evaluated five varieties: Tehrani, Azeri, Isfahani, and Gilaki. Each variety was evaluated on 10 scales: social status, education level, friendliness, generosity, trustworthiness, intelligence, selflessness, perseverance, art appreciation, and ethnic pride, on a Likert scale of 1-6, coupled with “please explain” sections. The individual items were the factor-analyzed, thus falling under three main factors of status, solidarity, and ethnic pride. Analysis of the data revealed a number of significant differences across the 3 factor groups for each variety. Additionally, the varieties differed significantly from each other on individual factor groups. Post-hoc analysis also revealed the impact of gender, age, education level on the ratings. Finally, the coding of open-ended answers identified personal experience, societal stereotyping, ethnically diverse friends, ethnic jokes, and ethnically associated jobs as the underlying reasons for the respective ratings.

Intergroup language attitudes and their sources: The case of Tehrani and Jonoub-Shahri Tehrani

The current study was aimed at investigating the language attitudes of Tehrani speakers (N = 188) toward an ingroup (Tehrani) and outgroup (JS Tehrani) variety. In doing so, a questionnaire of 10 scales was utilized. The 10 scales were later factor-analyzed into status, solidarity, and ethnic pride. Statistical analyses (i.e. ANOVA and Tukey) revealed that, firstly, each variety was rated differently across the 3 scales, and, on all three individual clusters, the two ingroup and outgroup varieties were judged differently. Whereas Tehrani was evaluated more favorably on status and ethnic pride scales, JS Tehrani was rated more positively on solidarity. The results were finally explained in light of the participants’ interview responses and sociocultural context of Tehran. The results of the present study might be useful in illustrating the under-explored area of language attitudes in Iran.

Ethnic identity negotiation among Sami youth living in a majority Sami community in Norway

ABSTRACTBackground: This study was part of the international research project “Circumpolar Indigenous Pathways to Adulthood” (CIPA).Objectives: To explore ethnic identity negotiation, an unexplored theme, among indigenous North Sami youth living in a majority Sami community context in Arctic Norway.Methods: A qualitative design was followed using open-ended, in-depth interviews conducted in 2010 with 22 Sami adolescents aged 13–19 years, all reporting Sami self-identification. Grounded theory, narrative analysis, theories of ethnic identity and ecological perspectives on resilience were applied in order to identify the themes.Findings: All 22 youth reported being open about either their Sami background (86%) and/or ethnic pride (55%). Ethnic pride was reported more often among females (68%) than males (27%). However, a minority of youth (14%) with multi-ethnic parentage, poor Sami language skills, not having been born or raised in the community and with a lack of reindeer husbandry affiliation experienced exclusion by community members as not being affirmed as Sami, and therefore reported stressors like anger, resignation, rejection of their Sami origins and poor well-being. Sami language was most often considered as important for communication (73%), but was also associated with the perception of what it meant to be a Sami (32%) and “traditions” (23%).Conclusion: Ethnic pride seemed to be strong among youth in this majority Sami context. Denial of recognition by one’s own ethnic group did not negatively influence ethnic pride or openness about ones’ ethnic background, but was related to youth experience of intra-ethnic discrimination and poorer well-being. As Sami language was found to be a strong ethnic identity marker, effective language programmes for Norwegian-speaking Sami and newcomers should be provided. Language skills and competence would serve as an inclusive factor and improve students’ well-being and health. Raising awareness about the diversity of Sami identity negotiations among adolescents in teacher training and schools in general should be addressed.

Significance of Prenuptial Rituals as Ethnic Definitional Ceremonies among Immigrants

This article adopts the paradigm that claims the non-disappearance of the ritual and ritual changes in modern and postmodern society. A wedding is an event in which a group of people speaks to itself and about itself. Images of the social structure and cultural content, of couplehood, family and personal and group identity surface through this cultural act. Weddings and their customs thus comprise a window through which the social values of a group can be observed, be it a modern or a traditional society. The anthropological study of the prenuptial rituals of immigrants from Georgia to Israel, and my experience with the ethnic pride of the celebrators, most of them young, lead me to conclude that these rituals serve as collective ethnic definitional ceremonies for them, where crossing between ethnicity, culture and identity takes place. The new ritual tradition in Israel fulfills an important role in the identity of the youths of this community and in the solidarity of the Georgian family and community. Tradition was processed anew and interpreted through the renewed ritual patterns, and became intertwined with modernity. A process of syncretism was thus created.

The Jewish Oregon Story, 1950–2010 by Ellen Eisenberg

OHQ vol. 118, no. 2 288 economic peer groups — and distant from the establishment politics of elite Jewish politicians — at important junctures patricians and immigrants drew together in what might be called a progressive Jewish politics. As the chapter 5 title suggests, “A Western Exception” documents why, unlike other western cities such as San Francisco, a strong anti-Zionist movement never emerged in Portland. Eisenberg points to the crucial role of Rabbi Stephen Wise, who served in Portland only briefly but left a deep imprint on communal sensibilities. The final chapter of the book explores Portland Jews’ relationship to the city’s racial minorities — Nikkei and African-Americans — arguing that “although Jewish Oregonians had a history of expressing support for civil rights in the abstract, negotiating local issues . . . continued to present challenges” (p. 215). Eisenberg’s vibrant prose draws in readers, and her authorial voice is not only persuasive but also evinces sympathy to her subjects. NATAN M. MEIR Portland State University THE JEWISH OREGON STORY, 1950–2010 by Ellen Eisenberg Oregon State University Press, Corvallis, 2016. Illustrations, notes, bibliography, index. 336 pages. $24.95, paper. This detailed study of Jewish life and activities in Oregon focuses primarily on their experiences as an ethnic community in Portland where the vast majority of Jews in the state reside. The narrative takes the Jewish story from that of a small, fairly isolated group to its present position as an active and recognized force in Oregon society. Ellen Eisenberg traces how the community developed its local history and identity as a selfconscious social group in Portland. She gives particular attention to how women shifted their personal identities and actions from domestic to public spheres. Then she uses Jewish women’s ties to the non–sectarian League of Women Voters to demonstrate their shift to embracing the changes in the roles of middle-class American women during the past six decades. In Portland, the analysis posits two broad themes as changing the local social situation. First, it shows how the rising Black Power movement and calls for Black Nationalism pushed Jews and other liberals away from the broad national civil rights movement in the late 1960s. At the same time, but not necessarily related to that shift, an increase in young, collegeeducated Jews moved into the Pacific Northwest . This brought more secular people into the community, and by 2000, only one third of the Jews claimed to have any religious affiliation while nearly half of the community reported having only a cultural ethnic identity. This influx of outsiders nudged the staid, established ethnic leaders to shift their goals and tactics gradually in order to incorporate the newcomers. These two trends occurred while urban renewal destroyed most of the historic South Portland Jewish neighborhood. This forced the residents of that area to move into two other parts of the city, as they resettled in communities on the southwest and northwest sides of the city. As the renewal razed the long-established neighborhood, its citizens worked to gather and memorialize its history through reminiscences and interviews with long-time residents. The author uses much of this material to show how physical disruption of the traditional ethnic neighborhood and the increasing social changes brought a new acceptance of Jews in Portland. The author describes one phase in the story as looking outward and joining local reforms such as school desegregation, civic work with the League of Women Voters, and membership in formerly exclusively nonJewish clubs. Eisenberg then demonstrates that the 1967 Six Day War abruptly ended this move toward community involvement as the Israeli victory brought a wave of ethnic pride. The narrative notes that this event “came to represent a watershed in American Jewish history; in its wake Israel came to occupy the center of what it meant to be an American Jew” (p. 170). This brought a renewed interest in international ethnic matters, particularly the treatment of Soviet Jewry and 289 Reviews efforts to encourage and support immigration, which attracted many largely secular eastern European Jews less interested in religion than in social and economic opportunity to Portland. Throughout the narrative the author analyzes the Oregon Jewish experience clearly, and her data...

영주귀국 사할린 한인의 한국어 교사 경험에 관한 연구

The purpose of this study is to look into the live ordeals of 4 Korean language teachers who have lived as the witnesses of the history of Hangeul education in Sakhalin of Russia. The experiences of Korean language teachers gained from this study were looked at in two parts: The first part consisted of the life of Korean teachers before the closing down of Chosun schools in 1963, and the second part consisted of the life of teachers who taught their mothers tongue which they attained in their twilight years after the year 1988. The life of Korean teachers before closing down of Chosun schools was arranged into “my parents are my first Hangeul teachers”, “plowing the field of Korean education on frozen soil”, “Korean education which lost without the chance of blooming”. As for the life of teachers who attained their mother tongue in their twilight years after 1988, they were composed of “the echoing sound of reading Hangeul after 25 years”, “the struggle for the competence strengthening of the teachers of the mother tongue”, “advocating ethnic pride through Korean education.” The experiences of Korean teachers in this study made it possible to escape from the paternalistic views of studies previously done on Sakhalin Koreans.

The American Reception and Settlement of Hungarian Refugees in 1956–1957

In the wake of the Hungarian Revolution of 1956, close to two hundred thousand Hungarians crossed into Austria. About thirty thousand of these refugees were allowed to enter the United States. Their common experience of living under totalitarian communism and participating or being a witness to the exhilarating thirteen days of the revolution and their sudden, previously unplanned, departure from the homeland gave them a collective identity that was different from the one shared by the people of previous waves of Hungarian influx to the United States. The high educational level of the refugees attained before and after their arrival made their absorption into the mainstream relatively easy. The integration process was facilitated by the shaping of a positive image of the 1956 refugees by the US government and the media. The reestablishment of the communist system in post-1956 Hungary contributed to the perception that, for the refugees in the United States, there was no hope for return to the homeland. This assumption strengthened the attitudes of those who wished to embrace the American melting pot model. Many of the 1956-ers in the United Sates, however, were also comfortable with the notion of ethnic pride and believed in the shaping of a dual national identity.

Italian American Ethnic Identity Persistence: A Qualitative Study

ABSTRACTThis study explores the persistence of ethnic identity among second- and fourth-generation Italian American emerging adults. In particular, the relational and college influences affecting its development were examined. The findings indicate that a distinct Italian American ethnic identity persists in this population, although it evolves with distance from the immigrant generation. We found that Italian American identity is relationally dynamic and shaped by many factors, most notably, family ethnic socialization, peer relationships, college experiences, ethnic pride, exposure to Italian culture, and life transitions. These findings extend our understanding of the cyclical nature of ethnic identity development within a specific ethnic group and the unique cultural forces shaping the identity of Italian Americans.

HIV Risk-Reduction Prevention Interventions Targeting African American Adolescent Women.

African American young women are overwhelmingly disproportionately burdened by HIV/AIDS in the United States today. The purpose of the current systematic review was to identify the characteristics of efficacious HIV risk-reduction prevention interventions targeting African American adolescent women in order to inform future intervention development and expansion. We searched PubMed, PsychInfo, and ProQuest databases for journal articles and dissertations published between 2000 and 2015 reporting the impacts of HIV risk-reduction prevention interventions in the U.S. targeting African American adolescent women under age 25. Twenty articles assessing the efficacy of 12 interventions were eligible for inclusion. Selected interventions represented a total of 5,556 African American adolescent women and primarily drew from self-efficacy and self-empowerment-based theoretical frameworks. One intervention targeted girls under age 13; eight included participants ages 13-17; ten targeted adolescents aged 18-24 years; and five interventions included women over age 24 among their participants. Most interventions consisted of in-person knowledge and skills-based group or individual sessions led by trained African American female health professionals. Three were delivered via personal electronic devices. All programs intervened directly at the individual-level; some additionally targeted mothers, friends, or sexual partners. Overall, efficacious interventions among this population promote gender and ethnic pride, HIV risk-reduction self-efficacy, and skills building. They target multiple socio-ecological levels and tailor content to the specific age range, developmental period, and baseline behavioral characteristics of participants. However, demonstrated sustainability of program impacts to date are limited and should be addressed for program enhancements and expansions.

Cultural Assets and Substance Use Among Hispanic Adolescents.

Research on cultural factors and substance use among Hispanic adolescents has focused primarily on acculturation, while specific core Hispanic values and attributes have received minimal attention. The objective of the current study was to examine the relationship between traditional Hispanic cultural assets and substance use among adolescents. A purposive sample of 225 Hispanic adolescents (47% male) aged 13 to 16 years were recruited from community venues (e.g., park, school, mall) in a predominately Hispanic neighborhood. Participants completed a survey to assess cultural factors (familism, simpatía, respeto, and ethnic pride) and substance use in the past 3 months (alcohol and drug). Point-biserial correlations revealed significant associations of alcohol and drug use with greater familism (family connectedness), simpatía (interpersonal relationship harmony), and respeto (respect). Two stepwise binary logistic regressions were performed to evaluate the independent association between the cultural factors and substance use. The interaction of gender with each cultural factor was examined in both analyses. Simpatía emerged as the only cultural factor independently associated with alcohol use. Greater simpatía was related to abstention from alcohol. Both simpatía and familism independently correlated with drug use. Stronger endorsements of simpatía and familism were associated with absence from drug use. Interactions between cultural factors and gender were not observed. Simpatía emerged as the strongest cultural asset that may confer protection against substance use. If replicated, our results suggest substance prevention programs targeting Hispanic adolescents may benefit from the inclusion of cultural assets in the intervention paradigm.

Encuentro: Feasibility, Acceptability, and Outcomes of a Culturally Tailored Teen-Parent Health Promotion Program.

The growth of the Latino youth population, combined with the reality that many Latino adolescents live in environments characterized by social disparities, reveals a compelling need to address health inequalities affecting Latinos through effective health promotion programs designed by and for this population. This article presents findings from a pilot study of Encuentro, a health promotion program for young Latino teens and their parents. Developed by a community-university partnership, Encuentro aims to bolster internal assets, familial and cultural supports for young teens' positive development, and healthy sexual decision making and behaviors. Encuentro was pilot tested with 49 Latino families at 3 community sites in Minneapolis/St. Paul. Families were assigned to a program group or a control group. Pilot study findings confirm program feasibility and acceptability. Compared to the control group, program group youth reported substantially more involvement in activities celebrating Latino culture, and greater communication with their parents about sexual health topics. Parents in the program group reported greater ethnic pride, engaging in more activities to share Latino values and traditions with their teens, greater communication with their teens about sexual health topics, and increased parental monitoring than did parents in the control group. Findings demonstrate the potential of the Encuentro program.

Cultural Orientation Trajectories and Substance Use: Findings From a Longitudinal Study of Mexican-Origin Youth.

Cultural adaptation may influence Latino youth substance use (SU) development, yet few longitudinal studies have examined cultural change over time and adolescent SU outcomes. Using longitudinal data collected annually across ages 10-16 from 674 Mexican-origin youth (50% female), the authors characterized cultural adaptation patterns for language use (English and Spanish use), values (American values and familism values), and identity (ethnic pride), and examined whether these cultural adaptation patterns were associated with differential SU risk. Youth with increasing bilingualism and high/stable family values had lower SU risk compared to youth who primarily spoke English and endorsed decreasing family values, respectively. Ethnic pride trajectories were not associated with SU. Findings highlight the importance of considering cultural change related to Latino youth SU.

The fifty-two hand blocks re-framed: the rehabilitation of a vernacular martial art

From the late 1980s, a cluster of related African-American vernacular fighting styles became a focus of contention among martial artists. Over the next twenty years, evidence drawn from popular culture, social science, and sport validated the existence of vernacular styles such as Jailhouse Rock and the 52s. This paper examines the recent ‘re-framing’ of the 52s as a heritage art, a uniquely African-American expression for cultivating health, fitness, and ethnic pride, as well as the development of a structured, culturally-based curriculum which began in order to ensure its embodied preservation.

Americanization Now and Then: The “Nation of Immigrants” in the Early Twentieth and Twenty-First Centuries

Whereas in 1915 Theodore Roosevelt could proclaim with great conviction that there was no room in the United States for hyphenated Americans, today it is common for Americans to identify precisely as hyphenated Americans, proud of their ethnic heritage. And whilst in 2015 the debate on undocumented immigration is perceived to have reached crisis point, the US continues to project itself as a “nation of immigrants.” These reversals and contradictions in American political discourse are scrutinized here in a historical survey of the Americanization movement of a hundred years ago and the concept of the “nation of immigrants” that originated with John F. Kennedy in the Cold War sixty years later. In the analysis of primary and key historiographical sources on twentieth-century American immigration, a change from ethnic shame to ethnic pride is tracked down, revealing both the long-term effects of Americanization as a programme of social engineering and the ongoing ideological work that the “nation of immigrants” slogan performs for American national identity.

The Double Consciousness in The Color Purple

The Color Purple was written by the famous author Alice Walker. In the novel the author Alice Walker creates several characters to illustrate the black people’s struggle in the white-dominated mainstream society. This paper focuses on the main characters in The Color Purple to explore their own identities and arouse the sense of their ethnic pride, and also attempts to answers how to overcome such distressed “duality” of black soul and how to get the fullness of the soul in the modern society.

Factors Influencing Enrollment in Higher Education: A Comparison of First and Second Generation Hispanic Students

This study concentrated on first and second-generation Hispanic students’ perception of higher education, parental support, degree of enculturation, and motivation having a direct correlation to students’ pursuit of a post-secondary education. The information may have an impact on enrollment and retention in institutions of higher learning. The quantitative survey, Factors Influencing Hispanic Student Retention (FIHSR), was administered and analyzed to find differences between the studies subgroups: perceptions of higher education, parental support, degree of enculturation, and motivation among Hispanic students. The study found no significant difference in three of the four subgroups, perceptions of higher education, parental support, and degree of enculturation. Data analysis suggests Hispanic students feel a strong sense of ethnic pride. The final subgroup, motivation among Hispanic students, found a significant difference among collected data suggesting there may be a decrease in motivation as the degree of generation increases. Recommendations, for further study, may include a larger population sample, increased degree of generations, survey students from other Hispanic Serving Institutions, and conduct a comparison with non-Hispanic Serving Institutions within the state of Texas.

The Impact of Bilingual Literacy and Education Level on Ethnic Pride from the Conflict Theoretical Perspective: A Case Study of Chinese Korean Minority Students in Yanbian

AbstractThis article focuses on the impact of Korean minority students’ bilingual proficiency, multi-dimensional knowledge and educational stage on their ethnic pride. Analysis of data collected from 693 Chinese Korean minority high school and university students tests three hypotheses from the conflict theoretical perspective: (1) Korean minority students’ bilingual proficiency positively impacts on their ethnic pride, (2) their multi-dimensional knowledge impacts on their ethnic pride positively but differently, (3) from high school to university, their ethnic pride is strengthened as they are further exposed to the bilingual education programme. The analysis indicates that bilingual proficiency and minority knowledge positively contribute to students’ ethnic pride, but their diaspora knowledge and educational level have negative impacts on their ethnic pride. The Korean minority's pragmatic pursuit of upward mobility and the increasing conflicts it causes over time could contextually explain why their ...