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- Creators: Arizona State University
Description
Throughout history composers have used music to depict their perception of the
refugee experience. This project expands upon this idea through the commission and
recording of four new works for saxophone. The compositions are Different Arks for solo
alto saxophone by John Secunde, Rubble/Resolve for alto saxophone and piano by Jared
Yackiw, Emerging Light for soprano saxophone and vibraphone by Alan Hankers, and
Unam aeternam for solo alto saxophone and stereo playback by Ashlee Busch. For each
work, this project provides performance guides, biographical contexts, program notes,
and recordings. I hope to encourage artists to discover and facilitate creative ways to
draw attention to migration around the world and contribute to the fight against racism
and xenophobia.
refugee experience. This project expands upon this idea through the commission and
recording of four new works for saxophone. The compositions are Different Arks for solo
alto saxophone by John Secunde, Rubble/Resolve for alto saxophone and piano by Jared
Yackiw, Emerging Light for soprano saxophone and vibraphone by Alan Hankers, and
Unam aeternam for solo alto saxophone and stereo playback by Ashlee Busch. For each
work, this project provides performance guides, biographical contexts, program notes,
and recordings. I hope to encourage artists to discover and facilitate creative ways to
draw attention to migration around the world and contribute to the fight against racism
and xenophobia.
ContributorsSacco, Christopher (Author) / Creviston, Christopher (Thesis advisor) / Feisst, Sabine (Committee member) / Micklich, Albie (Committee member) / Arizona State University (Publisher)
Created2020
Description
Immigrants and their U.S.-born children account for 26% of the American population as of 2020. Despite this large proportion, 14% of immigrants live below the federal poverty line compared to 12% of U.S.-born citizens. The immigrant population is vulnerable to food and housing insecurity and limited access to social services and medical care, on top of navigating the increasingly convoluted immigration system. Migrant women and children are especially at risk for systemic, poverty-related adversities. Periods of pregnancy and postpartum are particularly financially straining due to employment disruptions and additional expenses. Migrant mothers experience adverse health outcomes due to chronic stress, unstable living situations, integration barriers, and an unfavorable occupational environment during pregnancy. In addition to the postpartum needs of a new mother and her baby, these challenges may be barriers to maintaining breastfeeding. The unanticipated COVID-19 pandemic exasperated many existing systemic inequities and brought additional hardship. This study aims to investigate breastfeeding rates among immigrant mothers compared to U.S.-born mothers and other social disparities that affect health. While this study did not find a statistical difference between breastfeeding adherence and immigrant status during the COVID-19 pandemic, other risk factors relating to maternal-child health were identified. Immigrant families were more likely to experience job or income loss and a higher frequency of food insecurity compared to families with U.S.-born parents. The risks of being impoverished greatly reduce the incidence of breastfeeding, which can offer tremendous health benefits both to mother and baby. Most immigrants migrating to the U.S. are ethnic minorities who face additional societal disparities in culture, employment, economic stability, safety, and healthcare. The burden of social determinants of health that impact this population is not unique to adults. The moment a child is born into an immigrant family, particularly if they are also an ethnic minority, they inherit risk factors that can impact their entire lifespan. Ultimately, the risks associated with pregnancy and infant feeding are issues of social justice and health equity.
ContributorsFahmy, Gabriella (Author) / Whisner, Corrie (Thesis advisor) / Schuster, Roseanne (Thesis advisor) / Mayol-Kreiser, Sandra (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation explores how Sub-Saharan African women now resettled in the United States learn about sex. Prior to the colonization of Sub-Saharan Africa, extended family members such as paternal aunts and grandmothers were responsible for sexuality education for both men and women. Sexuality education often began at puberty and continued across the life span. This sexuality education covered menstruation, pregnancy, childbirth, child spacing and sexual pleasure. However, during colonization sexuality education was moved out of the hands of family members and community members and was now offered in schools. This school-based sexuality education was further disrupted by migration from Sub-Saharan Africa to the United States. Using a qualitative thematic analysis, I explore how sexuality education changed first with colonialism, through migration, and to resettlement in the United States. I then explore how, beginning with puberty, Sub-Saharan African refugee and immigrant women learn about menstruation and sex, and the role of social media in their sex lives. I highlight the role of consistent and comprehensive sexuality education of women in understanding and experiencing their menstruation. Additionally, I discuss how Sub-Saharan African women learn about sex and pleasure from both male and female peers. And finally, I illustrate how Sub-Saharan African women create culturally relevant and religiously specific online counterpublics to discuss and learn about sex. Understanding how Sub-Saharan African immigrant women learn about sex has implications for sexuality education policy in the United States and the role of pleasure in sexual and reproductive health.
ContributorsRoss, Janet Nalubega (Author) / Estrada, Emir (Thesis advisor) / Gaughan, Monica (Thesis advisor) / Villegas-Gold, Michelle (Committee member) / Walker, Shawn (Committee member) / Arizona State University (Publisher)
Created2022
Description
The United States is currently the world's largest reception and placement country of the nearly 22 million refugees worldwide. Of the numbers of refugees resettled, almost half of them are under the age of 18 and are arriving in American schools having experienced trauma, stress, and limited education during the conflict in their home country. Teacher experiences with refugee students can have a profound effect on the way refugee children feel they are received in the school community. Drawing on previous studies that emphasize the challenges that refugee students face, this thesis looks at the training that teachers receive that prepares them to work with refugee students in public schools in Maricopa County, Arizona. Through a review of the literature and data collected from teacher and former refugee student interviews, this research explores what teachers know and need to know to teach refugee students successfully. Innovative practices that teachers employ are also highlighted, and recommendations for further research, policy, and practice are provided.
ContributorsHenderson, Joanna (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Arzubiaga, Angela (Thesis advisor) / Androff, David (Committee member) / Arizona State University (Publisher)
Created2017
Description
Approximately 89 million Americans will be age 65 and older by 2050 in the United States. This older adult population is especially vulnerable to loneliness as a result of numerous age-related risk factors including loss of social support and declining health. In addition to these common risk factors, refugee older adults may face increased loneliness as a consequence of war-related trauma, loss, and marginalized cultural values in their host country. Despite their heightened vulnerabilities to loneliness, the experiences of refugee older adults remain understudied.
This is the first study aimed at understanding the loneliness experiences of community-dwelling Hmong older adults, an ethnic group resettled in the United States as refugees over 40 years ago. A constructivist grounded theory method guided by an intersectionality framework was used to address three aims: 1) to understand the concept of loneliness among community-dwelling Hmong older adults, 2) to explore the premigration, displacement, and postmigration experiences of loneliness among community-dwelling Hmong older adults, and 3) to examine how community-dwelling Hmong older adults cope with loneliness. Semi-structured individual interviews were conducted with 17 Hmong older adults age 65 and older residing in Sacramento and Fresno, California. Analysis of the data was an iterative process between coding the data, generating focused codes, and connecting the categories to establish a conceptual pattern.
Participants conceptualized loneliness as a negative experience represented through physical and emotional expressions and intensity, which were influenced by an intersectional identity. Factors that influenced their experiences of loneliness in the premigration, displacement, and postmigration phase were discussed as trust, loss, aging-related issues, isolation, sense of community, access to cultural community, instability, violence, and cultural adjustments. Their narratives offered several coping mechanisms including religious and spiritual beliefs, social support, wandering, activity engagement, and control and avoidance. These findings informed a conceptual model of loneliness that incorporated an intersectional identity, influencing factors, and coping mechanisms. Overall, the results provide nuanced cultural meanings and insight into the loneliness experiences of Hmong older adults. Implications for social work research, practice, and policy suggests the need for greater culturally- and linguistically-competent services informed by Hmong older adults.
This is the first study aimed at understanding the loneliness experiences of community-dwelling Hmong older adults, an ethnic group resettled in the United States as refugees over 40 years ago. A constructivist grounded theory method guided by an intersectionality framework was used to address three aims: 1) to understand the concept of loneliness among community-dwelling Hmong older adults, 2) to explore the premigration, displacement, and postmigration experiences of loneliness among community-dwelling Hmong older adults, and 3) to examine how community-dwelling Hmong older adults cope with loneliness. Semi-structured individual interviews were conducted with 17 Hmong older adults age 65 and older residing in Sacramento and Fresno, California. Analysis of the data was an iterative process between coding the data, generating focused codes, and connecting the categories to establish a conceptual pattern.
Participants conceptualized loneliness as a negative experience represented through physical and emotional expressions and intensity, which were influenced by an intersectional identity. Factors that influenced their experiences of loneliness in the premigration, displacement, and postmigration phase were discussed as trust, loss, aging-related issues, isolation, sense of community, access to cultural community, instability, violence, and cultural adjustments. Their narratives offered several coping mechanisms including religious and spiritual beliefs, social support, wandering, activity engagement, and control and avoidance. These findings informed a conceptual model of loneliness that incorporated an intersectional identity, influencing factors, and coping mechanisms. Overall, the results provide nuanced cultural meanings and insight into the loneliness experiences of Hmong older adults. Implications for social work research, practice, and policy suggests the need for greater culturally- and linguistically-competent services informed by Hmong older adults.
ContributorsVang, Cindy (Author) / Jackson, Kelly F (Thesis advisor) / Lee, Serge (Committee member) / Lopez, Kristina (Committee member) / Arizona State University (Publisher)
Created2019
Description
In 2001, a refugee group of unaccompanied minors known as the Lost Boys of Sudan began arriving in the United States. Their early years were met with extensive media coverage and scores of well-meaning volunteers in scattered resettlement locations across the country. Their story was told in television news reports, documentary films, and published memoirs. Updates regularly appeared in newsprint media. Scholars have criticized public depictions of refugees as frequently de-politicized, devoid of historical context, and often depicting voiceless masses of humanity rather than individuals with skills and histories (Malkki 1996, Harrell-Bond and Voutira 2007). These representations matter because they are both shaped by and shape what is possible in public discourse and everyday relations. This dissertation research creates an intersection where public representation and everyday practices meet. Through participant observation as a volunteer at a refugee community center in Phoenix, Arizona, this research explores the emotions, social roles and relations that underpin community formation, and investigates the narratives, representations, and performances that local Lost Boys and their publics engage in. I take the assertion that "refugee issues are one privileged site for the study of humanitarian interventions through which 'the international community' constitutes itself " (Malkki 1996: 378) and consider formation of local 'communities of feeling' (Riches and Dawson 1996) in order to offer a critique of humanitarianism as mobilized and enacted around the Lost Boys.
ContributorsAlexander, Melinda (Author) / McHugh, Kevin (Thesis advisor) / Catlaw, Thomas (Committee member) / Lukinbeal, Christopher (Committee member) / Menjivar, Cecilia (Committee member) / Arizona State University (Publisher)
Created2014