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Chinese-Americans as school administ...

Pu-Folkes, Florence Hershell.

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Chinese-Americans as school administrators: Socialization, assimilation, and ethnic identity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Chinese-Americans as school administrators: Socialization, assimilation, and ethnic identity./
作者:	Pu-Folkes, Florence Hershell.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	291 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2634.
Contained By:	Dissertation Abstracts International53-08A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9237767

Chinese-Americans as school administrators: Socialization, assimilation, and ethnic identity.
Pu-Folkes, Florence Hershell.

Chinese-Americans as school administrators: Socialization, assimilation, and ethnic identity. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 291 p.

Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2634.

Thesis (Ph.D.)--New York University, 1992.

My purpose in this study was to explore the experiences of Chinese-Americans as public school administrators. The underlying assumption was that the participants' perceptions of their assimilation and ethic identity experience were related to how they defined their roles as public school administrators. To understand the complexity of adjustment to another culture and how each individual functioned within that culture from the perspective of the participants, a qualitative research approach was employed.Subjects--Topical Terms:

2122799
Educational administration.

Chinese-Americans as school administrators: Socialization, assimilation, and ethnic identity.
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245 1 0 $a Chinese-Americans as school administrators: Socialization, assimilation, and ethnic identity.
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300 $a 291 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2634.
500 $a Chairman: Donald Johnson.
502 $a Thesis (Ph.D.)--New York University, 1992.
520 $a My purpose in this study was to explore the experiences of Chinese-Americans as public school administrators. The underlying assumption was that the participants' perceptions of their assimilation and ethic identity experience were related to how they defined their roles as public school administrators. To understand the complexity of adjustment to another culture and how each individual functioned within that culture from the perspective of the participants, a qualitative research approach was employed.
520 $a The seven participants represented first-, second-, and third-generation Chinese-Americans who had more than 4 years of experience as public school administrators at three levels of school organization in the northeastern urban areas of the United States. At least four open-ended, in-depth interviews were conducted with each participant.
520 $a The findings revealed that in the assimilation process there was both functional and symbolic adaptation. Unlike empirical studies conducted by Kitano and Daniels (1988) and Hurh et al. (1979), which have shown the time variable to be the crucial factor in understanding assimilation and ethic identity, this study revealed that assimilation was related more to intrinsic motivational factors that were value-based and largely unconsciously determined. These values also shaped the adjustment and coping strategies of the participants in their work environment.
520 $a A related finding indicated that while the participants revealed a desire to identify with Anerican values as an ideal objective, none achieved the stage of assimilation where there was, in Gordon's (1964) terms, unprejudiced acceptance by the host culture. Instead, assimilation assumed the form that Endo (1980) identified as a dialectical culture synthesis where a new form of Chinese-American group culture appeared to be evolving as the participants selectively synthesized elements from both the traditional Chinese culture and the dominant American culture. This process, in effect, was indicative of the participants' efforts to achieve what Festinger (1959) described as cognitive consistency, in creative and dynamic ways that assisted them to succeed optimally in American society. In this study, the participants revealed an emerging consciousness of themselves as significant contributors who were making a difference in American public school administration.
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