Ph.D., Antioch University, 2025, Antioch Seattle: Counselor Education & Supervision

This qualitative hermeneutic phenomenological study explores the lived experiences of transracial adoptees of the global majority (BIPOC), focusing on their bicultural identity integration and its impact on mental health. During semi-structured interviews, nine participants shared their stories of navigating cultural and racial dynamics as adoptees in predominantly White adoptive families and communities. The findings revealed six core themes: (1) the Quest for Bicultural Identity Formation, (2) Cultural Integration and Adaptation, (3) Navigating Racial and Cultural Tensions, (4) the Role of Family in Cultural Integration, (5) the Importance of Community and Support Systems, and (6) Mental Health and Therapeutic Experiences, addressing the complex interplay of identity, mental health challenges, and the healing potential of culturally responsive therapy. This study underscores the need for increased cultural competency in adoptive parenting and mental health interventions to better support the unique experiences of transracial adoptees of the global majority. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).20

Committee: Stephanie Thorson-Olesen PhD (Committee Chair); Porshia Daniels PhD (Committee Member); Susan Branco PhD (Committee Member) Subjects: Counseling Education; Counseling Psychology; Mental Health; Minority and Ethnic Groups; Multicultural Education; Personal Relationships; Therapy

Master of Arts (MA), Bowling Green State University, 2014, Cross-Cultural, International Education

An increasing number of people are relocating to foreign countries due in part to the influence of globalization, internationalization, and enhanced vocational opportunities abroad. By 2025, the workforce is expected to be the first generation of workers anticipated to live overseas due to improved employment opportunities and ease of travel (HR Grapevine, 2013). This increase will affect the lives of a large number of adult workers who reside in an Asian context such as Japan. This qualitative collective case study includes interviews with eight foreign participants from what is commonly referred to as “Western” countries who have lived in Hokkaido, Japan for five or more years. This study describes the identity formation and/or development process of these participants, who range in age from thirty-one to seventy-seven years old, and the influence this cultural context has on their adult identity development. This research applied the prevalent Japanese discourse of Nihonjinron and the cultural belief of the binary of uchi and soto to determine how and to what extent foreigners are accepted into Japanese society and/or culture. In addition, acculturation theories such as Sam & Berry’s Acculturation Strategies and Benet-Martinez & Haritatos (2005) Bicultural Identity Integration (BII) were implemented to indicate the individual changes to the identity of each participant due to their time in Japan. The results of this research suggest that Japan pushes foreigners and outside elements away from its culture and society, but it also requires them to reinforce Japanese identity. This dynamic resulted in participants often feeling between Japanese culture and their own respective culture while some defended their culture of origin. Alternatively, other participants changed in order to interact with Japanese society and enjoy the benefits of living in Japan.

Committee: Christopher Frey Dr. (Advisor); Hyeyoung Bang Dr. (Committee Member); Sheri Wells-Jensen Dr. (Committee Member) Subjects: Adult Education; Aging; Asian Studies; Cultural Anthropology

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2011, Higher Education Administration

This qualitative study used focus groups to explore and understand the experiences of 13 self-identified Latina students who were attending a predominantly White university in the Midwest. The use of Chicana feminist theory and academic and social integration theory helped frame the study. Similarities and differences among Latinas, as well as an exploration of the intersections of gender, race, ethnicity, and culture in relation to the experiences of Latinas while attending college at a predominantly White university in the Midwest were highlighted. Through the exploration of their lived experiences, participants identified the factors and conditions affecting their experiences in college, how family and culture shaped their experiences, and how their perceptions of the campus environment shaped their experiences while in college. The results of this study suggest that maintaining close ties to family members, having a space on campus to practice and enjoy Latino culture, being resilient, and finding their niche in the campus environment through programs focused on underrepresented students were the keys to their persistence in college. Another major finding of this study, that requires further study, is the undesirable change in the relationship between Latina mothers and daughters as the daughter furthers her education. Many participants' close relationships with their mothers were instrumental to their enrolling in college yet tension arose between mother and daughter as the daughter progressed toward graduation.

Committee: Ellen Broido PhD (Committee Chair); Ruben Viramontez Anguiano PhD (Committee Member); Patricia Kubow PhD (Committee Member); Carolyn Palmer PhD (Committee Member) Subjects: Education; Ethnic Studies; Gender; Higher Education; Hispanic American Studies; Hispanic Americans