Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type


Degree Name

Doctor of Education (Ed.D.)


Graduate School

First Advisor

Augustine Garcia

First Committee Member

Juanita Curtis

Second Committee Member

Fe Maria Hufana

Third Committee Member

John C. Phillips

Fourth Committee Member

Ezekiel Ramirez


This study to determine whether there was a relationship between the language orientation of Chinese-American primary-grade children in the San Francisco Unified School District and their racial/ethnic attitude. Generally, Chinese-Americans are monolingual Chinese speakers (MCS), monolingual English speakers (BECS). These three linguistic groups of Chineses-American children were compared in this study to determine the existence of a language orientation-racial/ethnic attitude relationship. A review of the literature shows that 1) language, thought, and perception are interrelated, 2) racial attitudes are significant factors in American society, 3) attitudes and behavior are interrelated, and 4) children develop racial/ethnic attitudes at an early age. The problem incorporates each of these areas, while focusing on the dependent variable of racial/ethnic attitude.



Included in

Education Commons