No description available.

Throughout American history, African Americans have been negatively stereotyped and dehumanized (e.g., believed to be less evolutionarily evolved). Recent research shows that African Americans are also sometimes superhumanized, meaning that they are believed to possess physical qualities that are supernatural (e.g., able to withstand great pain; Waytz, Hoffman, & Trawalter, 2014). Both dehumanization and superhumanization suggest that African Americans are perceived to not be as human as White Americans. Two studies sought to investigate dehumanizing and superhumanizing attributions in the context of athletics. Specifically, I tested whether perceivers made different attributions of Black and White athletes’ physical prowess by attributing more negative (e.g., aggressive, animalistic) rather than positive (e.g., active, athletic) physical traits towards Black (vs. White) athletes, and whether these negative physical attributions implied more dehumanization and superhumanization when describing Black athletes in comparison to White athletes. In contrast to my hypotheses, I found that White athletes were perceived to be more representative of negative physical traits in comparison to Black athletes. Furthermore, greater attribution of negative physical traits was similarly associated with greater dehumanization for Black and White athletes. I explore possible reasons for these unexpected findings.

No description available.

This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Millions of people in South Africa watch television commercials on a daily basis. Advertising either shapes or reflects society. Either way, the relationship between diversity in advertising agencies and the diversity reflected in the work they produce is important in South Africa. This research is exploratory and qualitative. Four case studies were conducted which entailed four campaigns (two from each agency) and two clients (one per agency). There were ten commercial outputs from the four campaigns. Content analysis was conducted on the commercials with particular reference to the portrayal of age, gender and race. Creative team members from each of the four creative teams were interviewed, as well as other staff from agency and the clients. In total 27 in-depth interviews were conducted. Cross case analysis sought to identify relationships between creative team level diversity and multiculturalism in creative outputs, as well as emerging themes or explanatory factors. This revealed that creative teams’ race and gender diversity appeared to have an influence on the portrayal of race and gender in television commercials. Age in advertising agencies and agency creative outputs was consistently youthful across all four campaigns. Market segmentation and targeting using age, gender and race emerged as a contributory factor. Diversity in creative teams appeared to have an influence on the depiction of diversity in commercials, and larger more diverse teams emerged as a possible mechanism for targeting multicultural audiences. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Adolescent mental illness is a major concern in the Unites States. The adolescent stage is a critical developmental period of physical and mental changes, thus it is important to understand protective factors associated with positive wellbeing. The current study aimed to explore: (a) the associations among race, gender, ethnic identity, and depressive symptoms among eighth grade adolescents, (b) to what extent are there differences in degree of depressive symptoms among youth based on race and gender, and (c) to what extent a strong sense of ethnic identity serves as a protective factor against the development of depression among youth with different demographic characteristics. Data were collected from participants in the Maryland Adolescent In Context Study (MADICS) when they were in the 8th grade. Findings indicated that race and gender were not significantly associated with depression. Among the current sample identifying as a Black participant was not significantly predictive of symptoms of depression compared to students who identified as White. Girls and boys did not significantly experience depression symptoms differently based on items endorsed on the survey. Additionally, statistical significant interaction effects between race and gender with relation to symptoms of depression were not detected. Finally, youth in the sample who reported higher ethnic identity scores also reported more depression. Implications for school psychologist will be discussed.

Thesis (Ph. D.)--Boston University Abstract: leaves 753-757. Vita. Includes bibliographical references (leaves 740-752). Microfilm. s / The purpose of this dissertation is to examine the treatment of Negro-white relations in Methodist curriculum materials for intermediate youth, published 1941-1960, to discover trends, emphases, and implications for editorial policy. This study is set in an historical, cultural, and theological context. The historical trend of Negro-white relations in American society is toward increasing justice, equality, and integration, with the Second World War and the 1954 Supreme Court decision as recent pivotal developments. Methodist history reveals a gradual evolution in the direction of full Negro quality and an interracial church, despite the continued existence of the Central Jurisdiction. These trends are confirmed by official Methodist pronouncements and representative Methodist opinion. The principles they reflect are firmly based on the implications of Methodist theology as interpreted by the Articles of Religion, Social Creed, and official statements of curriculum philosophy. In determining the extent to which the materials reflect this context, six basic questions are asked: Do the materials reflect or challenge prevailing racial attitudes, practices, and theories of society and church? Is race relations discussed primarily in general or specific terms? Are action suggestions intended for broad, universal application or focused on particular situations? Do pictures lead to identification with or rejection of the Negro? Are theological consideration peripheral or basic to the treatment of race? Are the lessons dealing with race concentrated or balanced in the various quarters of the church school year, periods of the twenty-year study, and types of materials? To answer these questions the materials are examined from five approaches. A descriptive analysis cites representative and significant references. A quantitative analysis notes in each publication the distribution of lessons dealing with race in the church school year. A summary analysis points up trends and emphases in the individual materials. A composite analysis outlines overall pattern and policy. And a comparative analysis determines differences among the three graded and five functional types of materials. Findings from these analyses produce certain conclusions. Intermediate editorial policy: 1. Is committed to racial justice, equality, and integration, and to the use of the materials to help eradicate discrimination. 2. Encourages discussion of the theories of race and prejudice in thought patterns paralleling those of society and the church. 3. Is more concerned about the race problem in society than about improving the racial situation in the church. 4. Reflects the growing attentions paid to the Methodist racial issues by the General Conference in increased emphasis on the improvement of race relations in the church. 5. Takes the General Conference position on race as its standard. 6. Offers little opportunity for influencing opinion in the church beyond the limit of official endorsement. 7. Tends to trat race in general rather than specific terms, stressing the theological principles of the fatherhood of God, brotherhood of man, and attitudes of Jesus much more heavily than criticisms of general problems. 8. When dealing with race in concrete terms, indicates relevance by majoring on issues close to the lives of intermediates and assigning action responsibility to persons most likely to be influenced by the materials. 9. Relies on the "white man's rank order of discriminations" in avoiding mention of Negro-white home visits and intermarriage. 10. Contradicts the usually relevant character of group graded materials and fellowship programs by heavy dependence on the general in preference to the specific. 11. Favors increased expression of appreciation for the Negro, but stresses passive over aggressive leaders as objects of identification. 12. Exhibits in story papers a pronounced tendency to stereotype the Negro in word and picture. 13. Stresses the role of the individual in effecting change in the racial situation, while largely ignoring the influence of organized social action, legislation, and planned policy. 14. Directs more action proposals to the South in times of crisis. 15. Exhibits in broadly graded materials a contradictory tendency in utilizing their potential influence: focusing action proposals on the South where the materials are widely used, byt placing much more emphasis on the need for change in society than in the church. 16. While favoring respect for and identification with the Negro in the use of pictures, appears hesitant to portray Negroes in integrated situations which would indirectly encourage interracial contacts, and also permits occasional portrayal of stereotypes and poorly-defines features. 17. Assigns considerable importance to the use of theological and biblical statements - particularly doctrines related to man - in support of racial attitudes. 18. Adheres closely to the standards set by the theological foundations of curriculum and the implications of Methodist theology. 19. Is responsive to the recent revival of theology in Methodism. 20. Provides for the treatment of race in an adequate share of intermediate lessons. 21. Is affected by the idealism of the postwar period and the tension and controversy precipitated by the Supreme Court decision. 22. Exhibits a readiness to deal with this controversial subject during seasons of high attendance and circulation - spring and winter. 23. Increasingly favors discussion of race during brotherhood month. 24. encourages increasing use of lessons focusing on Negro-white relations or related themes rather than incidental references in lessons mainly devoted to other topics. 25. Places the most emphasis on Negro-white relations in closely graded materials and story papers, and the least in broadly graded and fellowship programs. 26. Tends to try to influence the racial attitudes of pupils through the teacher, providing for a generally constructive and helpful approach to teaching about race in the helps, though with some shortcomings. 27. Exhibits increasing awareness of the relationship between worship and the development of wholesome racial attitude. 28. Reflects in the relative uniformity in the references to race of most of the materials the continuity of youth editorship over much of the twenty years and the sharing of writers by the periodicals. The following implications for editorial policy emerge when these conclusions are compared with the trends of history, the official Methodist position, and the implications of Methodist theology: 1. Accommodation to the cultural patterns of racial inequity should be eliminated. 2. The treatment of race should be made more specific. 3. A balance should be maintained between broad, universal action proposals and those more limited in focus. 4. More pictures should be used to encourage interracial contacts and identification with the Negro. 5. Theological and biblical considerations should be kept basic to the racial discussion. 6. The present frequency of lessons dealing with race should be continued. 7. A relatively even balance should be maintained in the distribution of the lessons dealing with race in the church school year. 8. Treatment of Negro-white relations should be more timely, incisive, and relevant. 9. The handling of the racial issue should be consistent in all types of materials. 10. More variety in approach is needed.

The purpose of this paper is to analyze twelve contemporary fiction books dealing with Negro-white relationships and to draw tentative conclusions as to their influence for better understanding between the white Southerner and the Negro. The danger of unchecked prejudice and discrimination cannot be minimized or ignored in the South today. On the contrary there is a desperate urgency, a frantic need for abatement of the seemingly headlong plunge toward the chasm created by the 1954 and 1955 Supreme Court decisions in the public school segregation cases. / Typescript. / "August, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references (leaves 46-48).

No description available.

Thesis advisor: Eve E. Spangler / Thesis advisor: C. Shawn C. McGuffey / My dissertation, “Race, Religion, and Class at the Intersection of High-Skilled Immigration,” takes a comprehensive approach to understanding the contemporary contexts of U.S. immigration underlined by Islamophobia and neo-liberal conditions of the U.S. economy. Methodologically, the data for my dissertation comes from the lived experiences of first-generation South-Asian Muslim immigrants arriving as young adults in search of their American dream, pursuing their graduate education in the fields of liberal arts, and science and technology, finding job prospects as high-skilled labor, growing into families, and emerging as American citizens. I study their acculturation and integration experiences, using two distinct groups of high-skilled migrants, i.e., short-term (international students) and long-term (permanent-residents), for which I conducted a total of 68 life-history interviews across the two categories. These ethno-racial and religiously othered identities located at the confluence of their Asian American and South Asian identities, model minority stereotypes, and racialized Muslim constructs present a unique window in examining the social and cultural processes of high-skilled immigration underlined by the political contexts of the War on Terror (WOT) era, and the recent Muslim ban. I study these intersectional identities using the case of Pakistani migrants, who continue to be the largest Muslim immigrant group by national origins in the U.S. Moreover, they also have higher skill levels than the native population (MPI 2015), making the non-white, Pakistani Muslim immigrant experience in the U.S. ideal for the study of high-skilled immigration.The first chapter, titled “Double Consciousness: How Pakistani Graduate Students Navigate Their Contested Identities in American Universities,” contributes to the knowledge of contemporary contexts of Islamophobia. It presents a global and transnational frame to DuBoisian theories of double consciousness, illustrating how Pakistani graduate students perceive their religious and national identities as threatening within the Western political constructs of Islamic terrorism. They experience a sense of twoness as they pursue their academic lives in the United States. While they see their religion as an extension of their cultural selves, they battle with the social constructions of terrorism imposed on their Muslim and Pakistani identities by the American political rhetoric on WOT. Thus, continuously challenging the stereotypes surrounding their contested identities as global Muslim migrants. The research has been published alongside educational policy practitioners and academics in a Springer publication titled International Students from Asia: The Two-Way Street of Learning and Living Globalization. The second chapter, titled “Gendered acculturation: Pakistani international graduate students navigating U.S. culture,” is a publication in the Journal of South Asian and Middle Eastern Studies and presents new ways of thinking about the acculturation of non-white migrants as a gendered process. I demonstrate that the interplay of their intersectional identities underlines their acculturative strategies. Moreover, their gender identity emerges as a master status, shaping how they interact with different aspects of American culture distinct from their home cultural settings. The third article, titled “From 9/11 to Travel Bans: The Contemporary Ethno-Racial, High-Skilled Muslim American experience,” focused on the experiences of long-term immigrants, examines how South Asian Muslim Americans come to terms with the outburst of Islamophobia surrounding their ethno-racial and religious identities. The study theoretically contributes to understanding the intersectional relationships of upwardly mobile classed, gendered, and racialized immigrant identities that conflate the issues of race and religion. Bringing together racialization theory, intersectionality theory, and the concept of master status, I demonstrate how high-skilled Muslim immigrants present their understandings of the Islamophobic contexts of the American mainstream. I show that while their religious identity serves as a master status to their racialized experiences, the intersectional dimensions of their complex identities are crucial to how they experience overt and covert forms of Islamophobia in their personal and professional lives. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.