This creative project has been a poetic attempt to deal with the inner experience of black culture. Many schools of thought have been explored in relating the peculiar plight and circumstances that surround the black man in American society today. This study follows the conditions and thoughts of the black man during slavery up until the present day in America. The topics explored are: On Slavery, On The Ghetto, On Equality, On The Believers, On Black Education And Miseducation, and On Black Beauty.Much of the poetry and interpretations in this creative project speaks directly to black people. However, a large proportion speaks directly to white people; hopefully it will stir both race's social imagination to right the critical racial problems that plague the United States.

The “urban” mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of mathematics in the school curriculum—both drawing attention to and reifying an “achievement gap” between White (and Asian) and non-White students (Martin, 2009c, 2010). Keeping in mind the Mathematics for all rhetoric as it affects the academic and life success of students (Martin, 2003), this cultural polarization in the mathematics classroom provides a rich site for exploring pedagogical practices that might improve mathematics achievement and persistence for all students. As a middle-class White man, I am a teacher in such a divided situation; I have spent the past 7 years working with almost entirely Black 9th graders as a mathematics classroom teacher in an urban high school. In this study, I employ a critical postmodern theoretical perspective (Stinson, 2009; Stinson & Bullock, 2012) toward an autoethnography (e.g., Ellis & Bochner, 2000) of my experiences as a teacher in this particular educational environment. Using writing as a “method of inquiry” (Richardson, 2000), with an emphasis on two particular intersections of critical race theory (e.g., Tate, 1997) and poststructural theory (e.g., St. Pierre, 2011)—the role of storytelling and the concept of “race” as metanarrative—I examine, theorize, and (re)tell of my life and teaching experiences. My aim is to provide assistance of sorts for a new teacher in a similar situation; the kind of educator—middle class and White—who, according to projections, will more times than not be filling the role of teacher in the urban mathematics classroom. The goal of this study is twofold: (a) to gain and share theoretical and practical insight into my teacher identity and pedagogical practices, and (b) to provide potential insight for and assistance to other mathematics teachers who may see themselves in the (re)telling of my stories.

The purpose of this study is to examine the relationship between stereotype confirmation concerns (SCC) and fear of negative evaluation (FNE). It is hypothesized that SCC will predict FNE, and that this effect will be moderated by race, such that SCC and FNE will be stronger among African Americans than among European Americans. A sample of 53 Caucasians and 41 African Americans were diagnosed with social anxiety. A hierarchical multiple regression was run to predict FNE with SCC, race, and the product of the two. The final model explained 27.9% of the variance in participants’ FNE. Race significantly moderated the effects of SCC on FNE; SCC had a stronger effect on FNE for Caucasian (b = .380, p < .01) than for African Americans (b = .140, p < .05). This study shows that it may be helpful in treatment of social anxiety to address stereotype confirmation concerns and to discuss social situations during which negative stereotypes become salient.

This thesis is a study of the gender/sexuality construction in the Winnipeg Beach resort area in the period between 1900 and 1965. I argue that the resort functioned as a venue for the conduct of heterosexual relations in the 20th century and saw the transition between three distinctive systems of courtship during that period. These systems of courtship shaped the social and physical space of the resort area creating three distinctive periods at Winnipeg Beach: the first period lasted from 1900 to approximately 1915; the second from 1915 to the mid 1950s; and the third from the 1950s on. I also argue that the Canadian Pacific Railway company played a distinctive role in the Winnipeg Beach environment by actively promoting the area as a heterosexual contact point. This thesis relies heavily on oral interviews to illustrate how people constructed the Winnipeg Beach environment during the 20th century.

"Race" has been used to identify difference among people of different origins. In early twentieth century Canada, a British ideal for civilization dominated and it was into this archetype that new immigrants were thrust. The remarkable progress of this society, heralded by western expansion, can be seen in the Grand Trunk Pacific Railway. Prince Rupert was created as the western terminus of the GTPR and was designed to fulfil the needs of a rapidly expanding Canadian frontier. Prince Rupert was a wholly planned community and firmly embedded in the dominant mores and norms of a British Canada. Prince Rupert, however, was not settled solely by people of British descent. Many continental Europeans, "Asians", and Native persons contributed to the emergence of this new city. "Race" was a common tool to differentiate peoples and define their experience of one another. The dominant British discourse excluded many of the new settlers. Interestingly, what was meant by "White" should not be conflated with British, because the boundary of "white" shifted to encompass continental Europeans if threatened by and obviously non-"white" other. Similarly, other groups s hould not be considered homogenous and treated as having had a shared common experience in Canada. Exploring how these diverse peoples co-existed in Prince Rupert means shifting the focus away from individual experiences and instead putting the emphasis on the process of racialization. Simply put, racialisation is the act of racialising people -- determining who they are based on race as a system of classifying human difference. It is a process because it involves the transmission of ideas over time and in a specific place; engaging people on many different fronts. This thesis will utilise the idea of "sites", ephemeral moments, and places -- real or perceived -- where exchanges took place regarding ideas concerning race. These sites are physical, spatial, economic, cultural, social and ideological. How the process of racialisation developed over time will be demonstrated by the use of sites in Prince Rupert British Columbia. / Graduate

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The central aim of the current thesis was to examine how facial expression and racial identity information affect face processing involving different races, and this was addressed by studying several types of face processing tasks including face recognition, emotion perception/recognition, face perception and attention to faces. In particular, the effect of facial expression on the differential processing of own and other race faces (the so-called the own-race bias) was examined from two perspectives, examining the effect both at the level of perceptual expertise favouring the processing of own-race faces and in-group bias influencing face processing in terms of a self-enhancing dimension. Results from the face recognition study indicated a possible similarity between familiar/unfamiliar and own-race/other-race face processing. Studies on facial expression perception and memory showed that there was no indication of in-group bias in face perception and memory, although a common finding throughout was that different race faces were often associated with different types of facial expressions. The most consistent finding across all studies was that the effect of the own-race bias was more evident amongst European participants. Finally, results from the face attention study showed that there were no signs of preferential visual attention to own-race faces. The results from the current research provided further evidence to the growing body of knowledge regarding the effects of the own-race bias. Based on this knowledge, for future studies it is suggested that a better understanding of the mechanisms underlying the own-race bias would help advance this interesting and ever-evolving area of research further.