Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0582. Adviser: Carol Thomas Neely. Includes bibliographical references (leaves 176-198) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Telecommunication, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3651. Adviser: Julie R. Fox. Title from dissertation home page (viewed May 5, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1855. Adviser: Karen Kelsky. Includes bibliographical references (leaves 221-241) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 3166. Adviser: Ramona Faith Oswald. Includes bibliographical references (leaves 83-91) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Lehigh University, 2010. / Adviser: Seth Moglen.

Thesis (M.A.)--Rutgers University, 2009. / "Graduate Program in Women and Gender Studies." Includes bibliographical references (p. 90-96).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4247. Adviser: Lydia P. Buki. Includes bibliographical references (leaves 179-202) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Women's and Gender Studies." Includes bibliographical references (p. 280-297).

<p>RATHBONE, RITA J., Ed.D. Teacher Leadership, Power, and the Gendered Space of Teaching: Intersections and Discourses. (2015) Directed by Dr. Carl Lashley. 172 pp. Relying on critical feminist understandings of power, this study explores how the gendered expectations and intersectional identity of women teachers impacts their negotiation of power in the practice of teacher leadership and social justice advocacy. This study takes a critical stance towards the existing body of literature and challenges the current feminized and patriarchal understanding of teacher leadership. Using a collaborative autoethnographic approach, a group of practicing teacher leaders examined their lived experiences as teacher leaders. The participants reported experiencing gendered expectations in their teaching contexts of support/nurturing, passivity, collaboration, normative gender expression, and all-encompassing teacher identity. Practicing teacher leadership in this gendered environment was a balancing act that required the ability to be a ?chameleon.? The complexity of teaching and intricate nature of connections and networks allowed teachers to pick and choose a variety of strategies and resources with which to negotiate power. The study finds that much of the work of teacher leadership involved negotiating the interpersonal and cultural domains of power in order to develop coalitions of diverse stakeholders to resist the oppressive forces found in the structural and disciplinary domains. The teachers reported often having to ?play against? negative assumptions of their ability to be leaders based on race and gender. The study concludes that the scholarly understanding of the practice of teacher leadership must be redefined to include the social justice focus of much of its practice, the intricacy of teachers? networks, an understanding of power as multidirectional and multidimensional, the nuance of gendered norms found in teaching, and the unresolved paradoxes that teacher leaders face every day.

<p> Horror films, like any cultural product, are a result of their time and place in the world. The traditional reading of horror films focuses primarily on the negative treatment of women. However, there are some moments of resistance that allow for a strong female representation. As the horror film is a genre that targets primarily the youth market, some of these women step beyond the traditional cannon fodder and emerge as feminist role models. Over time the ways and means by which women stepped out of the shadows in the horror genre changed. These changes can in part be traced to the larger societal movements of their era, including Second and Third Wave Feminism. By looking at specific films and how they defined the horror genre over three decades, the impact of larger societal movements can be seen, as can the changing space of women within the genre. From the 1970s the films explored are: <i>The Texas Chainsaw Massacre</i> (Tobe Hooper, 1974), to <i>Carrie</i> (Brian DePalma, 1976), and <i>Alien</i> (Ridley Scott, 1979). From the 1980s the films used are: <i>Friday the 13th</i> (Sean S. Cunningham, 1980), <i>A Nightmare on Elm Street</i> (Wes Craven, 1984), and <i> Aliens</i> (James Cameron, 1986). The 1990s films examined are: <i> The Silence of the Lambs</i> (Jonathan Demme, 1991), <i>New Nightmare </i> (Wes Craven, 1994), and <i>Scream</i> (Wes Craven, 1996). Over the course of the decades and through these films this work demonstrates the historical links to how women are portrayed in the horror film, their relationship to the genre as a whole, and the feminist movements of the 1970s, 80s, and 90s. In tracing these moments of resistance this work illuminates why these characters have withstood the test of time and why audiences continue to flock to horror films.</p>