The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China

Persistent Link:
http://hdl.handle.net/10150/620697
Title:
The Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in China
Author:
Cao, Naichuan
Issue Date:
2016
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.
Abstract:
This paper explored the process of identity formation among the Hui national minority, particularly focusing on Hui students who live and study within the majority group. Given that Hui's tradition derived from its mixed blood is often misinterpreted by others in interactions with outgroup members, it is necessary to explore Hui students' opinions of their ethnicity in public school, the way that they construct their ethnic identity, and how identity varies among Hui students and thus affects their academic performance. Results showed that in the group of Hui students who reported their GPA, ethnic identity and self-esteem negatively predicted GPA. Self-esteem failed to act as a moderator in the prediction of GPA, but it did mediate the prediction of their aspiration for higher education. Differences between ethnic identity only existed between Hui students in central and northwest of China. Additional analysis and information from interviews showed that Hui students do have experiences in which they are misinterpreted by other groups, and Hui ethnicity does affect their life.
Type:
text; Electronic Thesis
Keywords:
Ethnic Identity; Intergroup Relations; Educational Psychology; Academic Performance
Degree Name:
M.Ed.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Burross, Heidi Legg

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Impact of Ethnic Identity on Educational Constraints: A Dilemma for Diaspora Hui University Students in Chinaen_US
dc.creatorCao, Naichuanen
dc.contributor.authorCao, Naichuanen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © 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.en
dc.description.abstractThis paper explored the process of identity formation among the Hui national minority, particularly focusing on Hui students who live and study within the majority group. Given that Hui's tradition derived from its mixed blood is often misinterpreted by others in interactions with outgroup members, it is necessary to explore Hui students' opinions of their ethnicity in public school, the way that they construct their ethnic identity, and how identity varies among Hui students and thus affects their academic performance. Results showed that in the group of Hui students who reported their GPA, ethnic identity and self-esteem negatively predicted GPA. Self-esteem failed to act as a moderator in the prediction of GPA, but it did mediate the prediction of their aspiration for higher education. Differences between ethnic identity only existed between Hui students in central and northwest of China. Additional analysis and information from interviews showed that Hui students do have experiences in which they are misinterpreted by other groups, and Hui ethnicity does affect their life.en
dc.typetexten
dc.typeElectronic Thesisen
dc.subjectEthnic Identityen
dc.subjectIntergroup Relationsen
dc.subjectEducational Psychologyen
dc.subjectAcademic Performanceen
thesis.degree.nameM.Ed.en
thesis.degree.levelmastersen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorBurross, Heidi Leggen
dc.contributor.committeememberDonnerstein, Deborah Levineen
dc.contributor.committeememberNicholas, Sheilah E.en
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