David Henry Hwang (1957- ) is a Chinese American playwright who uses political satirical set up to portray racial identity. Hwang’s parents are both Chinese-born; they immigrated to the United States before they met there and got married. In spite of the fact that Hwang – in a number of interviews – describes his Chinese American childhood as free of any racial issues, he is known in his works for his inquiry into identity and the concept of belonging. Hwang reveals his awareness of racial stereotypes in relation to the common perception of Asians and Asian Americans, and he admits experiencing racism when he first went to New York City. His plays usually centre on complex characters and depict their experiences with racism, imperialism, discrimination or generational differences, FOB (1980) and Yellow Face (2007) are outstanding examples. Asian characters that have been presented in theatre in Europe since the nineteenth century were played by white actors, like in The Queen of China Town (1899) by Joseph Jarrow and Madame Butterfly (1900) by David Belasco. As a result Asian American playwrights wrote a number of plays depicting discriminatory casting of characters, like David Hwang’s Yellow Face, premiered in Los Angeles in May, 2007, and Lloyd Suh’s Charles Francis Chan Jr.’s Exotic Oriental Murder Mystery (2015).
Relationship between Racial Ethnic Identity as a Determinant of Possible Selves and Goal Orientation of African Undergraduate Students in the United States (Published)
Many students often fall short of their goals despite their great aspirations to academic achievement. One of the factors to this impediment especially among the Africans increasingly arriving in the United States is segregation which impairs racial-ethnic identity evoking stigma. This minority group is however yet to be studied probably by sheer ignorance or because of their racial homogenization with African Americans. Indeed this conflation ignores the vast socio-cultural and historical differences. This paper examines the relationship between racial-ethnic identity as a determinant of possible selves and goal orientation of African undergraduate students in the United States. The paper thus intends to identify the manner in which racial-ethnicity shapes what goals the African students in the US set for themselves. A sample of 204 students was conveniently drawn from undergraduate programs in four schools (two from Alabama and two from Georgia) in the Southeast United States. The students comprised black African undergraduate students irrespective of their immigration statuses. Using goal orientation Patterns of Adaptive Learning Scales (PALS) and Racial- Ethnic Identity Assessment (REIA) data was collected after which was subjected to descriptive and multiple regression methods for analysis. The study found out that there is no relationship between racial ethnic identity and goal orientations.
Academic Goal Orientation and Possible Selves of African Undergraduate Students Living In the United States (Published)
There is a large gap in literature about the many Africans increasingly arriving in the United States (US) either by sheer ignorance or because of their racial homogenization with African Americans. Indeed, this conflation ignores the vast socio-cultural and historical differences in literature. This paper examines possible selves and goal orientations of African Undergraduate students in the United States. A study that adopted multiple regression was undertaken. The author sought to understand this relationship by collecting data in the Spring Semester of 2007 from undergraduate students registered in any of the semesters in the Spring semester, 2007 and the year 2006, and whose both parents were born in Africa. A significant relationship was found between students’ balanced possible selves and their mastery goal orientations. This suggested that students with more balanced possible selves had higher academic goal orientation. Additional analyses also indicated that there was a significant positive relationship between length of stay in the United States and possible selves which would be indicative of the students’ continued enculturation into an individualist society which in effect increases the number of balanced possible selves.