This thesis explores how young children perform their social identities in relation to social class, gender and ethnicity in primary school. In doing so, this study contributes to a growing body of literature that recognises the complexity and intersecting nature of children’s social identities, and views children as actively performing their social identities within discursively shaped contexts. The study operationalizes intersectionality as a sensitising concept for understanding the particular ways in which social class, gender and ethnicity are performed differently in different contexts, and for conceptualising the categories of social class, gender and ethnicity as constitutive of and irreducible to each other. An eight-month long ethnography was conducted in an urban Scottish primary school with young children (aged five to seven). Data were generated mainly from participant observation in the classroom, lunch hall, playground and other spaces of the school, interviews with children and staff, and from gathering a range of texts and documents (e.g. legislation and school displays). The findings of the study show that social class, gender and ethnicity intersect in the complex ways in which children perform their social identities. Particular identities are foregrounded in specific moments and situations (Valentine, 2007), yet the performing of social identities is not reducible to either social class or gender or ethnicity alone. In addition, age, sexuality and interpersonal relationships (e.g. dynamics of ‘best friends’, conflicts between dyadic and triadic groups, family relationships) all intersect within children’s social identities in particular moments. Thus, social identities need to be understood as deeply contextual, relational, and mutually constitutive. Emotions play a significant role for how social identities are invested with meanings and values and produce complex dynamics of belonging and being different. The study highlights the importance of the educational setting, the policy and legislation context and wider social inequalities for shaping the discourses within which children perform their social identities. Tensions and ambiguities – e.g. between ‘diversity’ and ‘inequality’ – in the relevant policies and legislations fail to address the different underlying dimensions of social justice in relation to social class, gender and ethnicity, and these tensions are reflected in staff’s discourses and practices, resulting in the foregrounding of certain aspects of diversity and the silencing of others. This study also highlights how through performing social identities in certain ways, wider social inequalities become manifest. Children are aware of and contribute to powerful discourses of social stereotypes and inequalities. Children also engage in the ‘politics of belonging’ (Yuval-Davis, 2011) by constructing dynamics of ‘us’ and ‘them’, engaging in processes of ‘othering’, and drawing boundaries around certain forms of belonging. The findings of this study emphasise the need for both a reflective practice in educational settings, as well as for policies and legislations to acknowledge and address the complex, intersecting nature of children’s social identities and the multiple dimensions of social justice.

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My project explores the ways in which racial equity is addressed in a predominantly white school, through a study of Washfield High School in Seattle, WA. Through semi-structured interviews with three administrators, six teachers and two alumni, I examine themes including the prominence of blackness, segregation, curricular strategies, differential expectations across races, campus efforts and leadership. Through this study, I focus on the role that predominantly white schools have in increasing racial equity in education.

Master of Arts / Department of English / Gregory J. Eiselein / The presence and persistence of ethnicity in Sri Lanka has led scholars such as Jayadeva Uyangoda to describe Sri Lanka as an “ethnocracy” and is identified as one of the major challenges for attempts to reconcile communities after a 26-year-long civil war that ended in 2009. The emphasis on ethnicity, however, often makes it difficult for scholars to examine the discontinuities that have shaped the emergence of ethnicity as the most significant social category in the country. This thesis addresses this lacuna by providing a careful re-reading of the conditions under which ethnicity became the focus of both politics and epistemology at the turn of the 20th century in colonial Ceylon. Michel Foucault’s conceptualization of governmentality enables this examination by demonstrating how ethnicity became the terrain on which political rationalities and governmental technologies were deployed in order to shift how populations were constructed as the focus of colonial governance between 1901 and 1911. Colonial political rationalities are explored through an examination of the debate that emerged in the Census reports of P. Arunachalam (1902) and E.B. Denham (1912) over whether Ceylon is constituted by many nationalities or by one nationality—the Sinhalese—and many races. The emergence of this debate also coincided with the Crewe-McCallum Reforms of 1912 which aimed to reform the colonial state in response to the demands of the local population. Like the debate between Arunachalam and Denham, what is at stake in the reforms of 1912 is the question of whether the Island is constituted by many racial populations or a single population. The terms of these debates over ethnicity that took place over a century ago, continue to shape the tenor of Sri Lanka’s post-war political landscape and therefore provides a pathway for understanding how Sri Lanka’s post-war challenges are imbricated in the dilemmas of inhabiting its colonial present(s).

Två utsatta grupper i dagens Sverige, som ideligen faller offer för nedlåtande fördomar, är invandrare och individer som lider av psykisk ohälsa. Syftet var att undersöka huruvida manipulation av en misshandlande gärningspersons etnicitet och psykiska hälsotillstånd kunde ge skilda resultat med avseende på bedömningen av brottets allvarlighetsgrad, straffvärde, medkänsla för gärningsmannen samt förståelse för den begångna handlingen. Deltagare var 151 studenter i åldrarna 20-64 år, varav 103 kvinnor, från en högskola i Sverige. Fyra olika vinjetter användes. För att undersöka eventuell samvariation korrelationstestades de beroende variablerna samt kontrollvariablerna. Olika 2 x 2 ANCOVA-analyser för oberoende mätningar gjordes. Resultatet motsade hypoteserna och visade inga signifikanta medelvärdesskillnader mellan vinjetterna, samt innebar inga mätbara fördomar; människors bedömning av gärningspersonen och handlingen tycks inte påverkas av dennes etnicitet och psykiska hälsotillstånd. Resultaten diskuterades och visade på en positiv trend, där människor med olika bakgrund värderas allt mer jämlikt iSverige.

Philosophiae Doctor - PhD / This study aimed to examine the structural changes affecting the duration of unemployment across households in South Africa. It made use of existing datasets from the Labour Force Survey produced by Statistics South Africa, covering a period of six years (2011-2016). Relations among demographic and household variables were explored to determine how they related to unemployment duration. On the basis of the relations identified, a predictive analysis of unemployment duration was attempted using two-level modelling. The results suggest a significant difference in the duration of unemployment, according to the individual socio-demographic characteristics and the household moderating variables. More specifically, the greatest share percentage of both men and women experiencing long-term unemployment were found within the age group 25-34 years. The study also found that the percentage share of Non-White population groups experiencing longer duration of unemployment was more than for the White population group. Another variable found to have great influence on the duration of unemployment was the individual’s previous work experience. Going beyond the individual’s socio-demographic characteristics to consider household variables. It was found that unemployed workers living in households headed by a female are more vulnerable to longer unemployment duration. The study found individuals living in smaller households displaying longer unemployment duration. Also, it was found that individuals living in less endowed households (households where no one or few people were in gainful employment) were more vulnerable to experiencing longer unemployment spells. The study concluded with some recommendations for employment policy and follow-up research.

This masters thesis analyses how Iraqi national identity is constructed before and after 2003. It explores what relation the national identity has to Sunni-Arab ethnicity. The study is qualitative and uses social constructivism as a methodological outline. Qualitative interviews are done with six Iraqi-Arab-Sunnis living in Sweden. Diaspora is not an analytical scope. The theoretical framework consists of Benedict Anderson’s theory about nations and nationalism where imagined communities is a key concept. Furthermore, Thomas Hylland Eriksen’s theory about ethnicity and nationalism where social identification is a central concept. Drawn conclusions are that Iraqi nationalism, partly constructed by Sunni hegemony, is the main identification and what the community is imagined from. Sunni ethnicity is mostly rejected, and a Sunni community barely exists. Unlike previous research which argues that Sunnis have redefined themselves through Sunni ethnicity. Iraqi nationalism is constructed against the anomaly which is other nations Iran and the US. It is also constructed by idealizing and remembering the past from a nationalistic perspective. It is constructed as kinship, as equal and with pride. However, the Sunni hegemony implies that Iraqi nationalism is not equal but privileges Sunni ethnicity. Sunni ethnicity is barely visible, but mostly post 2003 through victimhood. Sunni ethnicity was under communicated before 2003 but is over communicated after 2003, especially amongst national institutions. An exclusion of Sunni ethnicity occurs amongst national institutions post 2003.

Student Number : 0407524W - MA research report - School of Social Sciences - Faculty of Humanities / Sex differentials in infant and child mortality have been reported in many studies. These studies posit that generally the male child has better survival advantage over than the female child. However, none of these studies have examined the role of ethnicity in understanding these differentials. The question then is, to which extent does sex differences in child mortality exist in a society with patrilineal and matrilineal structures. Using Ghana Demographic and Health Survey of 2003 (GDHS, 2003), the study examines the intensity of these differentials by employing indirect method of estimation, and bivariate and multiple regression models, while giving detailed consideration to the differences in biological and behavioural/environmental perspectives as regards child health and nutritional care. It is found that among all the four major ethnic groups in the country, including the matrilineal societies, the male child has higher survival advantage than the female counterpart. The study therefore concludes that ethnicity, be it matrilineal or patrilineal, does not make any difference in sex differentials in child mortality.

The primary aim of the research attempted to investigate whether ethnic differences in self-image existed amongst White and African females. It further investigated whether specific factors such as family, peer relations and psychosocial factors (specifically perceptions regarding the media) have had a positive or negative influence on weight. Additionally it explored whether black females may still perceive a fuller figure as being more acceptable or whether changes have occurred within past and/or present ideologies. The study used both qualitative and quantitative analysis. In order to establish whether ethnicity was significantly different from BMI, BSQ, SATAQ-3, t-tests (non-parametric one-way ANOVA comparisons) were performed. Ethnicity was not significantly different in relation to the dependent variables BSQ; overall SATAQ-3 scores and its dimensions; and affirmation, belonging and commitment of the MEIM. However significant differences were found between BMI, the overall MEIM and its subscale ethnic identity. Low and high scores of the MEIM revealed no differences across all measurement instruments used within the study, demonstrating no effect upon BSQ or the SATAQ-3 and its subscales. However there was a significant difference found between ethnic groups with regard to BMI. Fisher’s –z was used to conduct comparisons between the correlations established using Pearson’s Rank Coefficient Correlations. The results indicated that significant relationships did exist between the BSQ, specific subscales of the SATAQ-3, and BMI. Results obtained from Fisher’s-z revealed significant differences on the BSQ and SATAQ-3 (including its subscales) correlations. Multiple Regression was conducted to establish whether BMI, MEIM and SATAQ-3 have had an impact upon the outcome of BSQ. The comparisons revealed that BMI and sociocultural factors may have an impact upon the perceptions of body shape and size. Major themes identified within the qualitative analysis were culture, inherited concepts, media, family, friends and parental (mother) influences amongst others. The results revealed that White females may experience greater body dissatisfaction. African females had stated that their body concept is influenced by ethnicity, while White females communicated media and stereotyped images of white females as being the source of pressure to loose weight.

Thesis advisor: Lauri Johnson / Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.