Les relations entre l'Angleterre et l'Espagne constituent un aspect important de l'histoire de la seconde moitié du XVIe siècle européen. Poursuivant des buts concurrents sur les plans religieux et politique, ces deux puissances ne cessent de s'opposer et de s'éviter. Les représentations de l'Espagnol qui sont diffusées en Angleterre par les pamphlets, les gravures, les textes littéraires et les pièces de théâtre, semblent dans un premier temps refléter ces affrontements et nous font parvenir l'image d'un Espagnol violent et menteur, hérétique et cruel, conforme en tous points à ce qu'il est attendu du « natural enemy » qu'évoquait encore Cromwell en 1656, un siècle plus tard. Toutefois, si l'Angleterre et l'Espagne s'affrontent et se contournent, elles ne cessent également de se rencontrer tout au long de cette période : l’ennemi héréditaire est également un partenaire et un modèle privilégiés, tant sur le plan des alliances dynastiques que des relations commerciales et culturelles. Marie épouse Philippe II d’Espagne, Bartholomew Yong traduit La Diana de Montemayor, l'orange de Séville gagne les tables élisabéthaines et la langue castillane est admirée tandis que les manuels de navigation sont traduits avec empressement et révérence. / The relations existing between England and Spain are an important feature in the history of the second half of the XVIth century in Europe. Pursuing competing aims on political and religious levels, those two powers are engaged in constant confrontation, or prefer avoiding contact altogether. The images of the Spaniards that are circulated in England at the time, through pamphlets, engravings, literary texts and plays, seem at first to reflect this opposition as they offer a picture of the Spaniard characterized by violence and deception : he is cruel and heretical, just as may be expected of the “natural enemy” Cromwell referred to, a century later, in 1657. However, although the two countries do oppose each other, they have more in common than England cares to admit. The hereditary enemy is also a privileged partner the country turns to, both for marital alliances, trade, and cultural material. Mary weds Philip II of Spain, Bartholomew Young translates Montemayor’s La Diana, oranges from Seville are served to English tables and the Castillan tongue is admired while Spanish seafaring books are translated with urge and deference.

1 ABSTRACT The present thesis is focused on primary school pupil's understanging of gender issues. The aim of the thesis is to analyze and compare how pupils understand the gendre issues introduced in the theoretical part of the thesis. The theoretical part of the thesis defines the theoretical concepts of the gender issues - gender, stereotype, gender stereotypes, also related areas, constructivism, pedagogical constructivism and children's interpretations of the world. In this part of the thesis, there is also presented an overview of current research focused on the gender issues. The practical part consists in a qualitative analysis. The data are collected through individual in-depth interview with primary school pupils. The results of the analysis are compared with previous stuides focused on the gender issues.

This essay aims to examine how the disabled figure is represented in motion pictures and if these representations differ when the actors are disabled. It aims to shed some light on the social construction of normality and disability. The theoretical framework is that of stigma, social interaction and Crip Theory and the method we use is discourse analysis. The movies in which we examine this are as follow: Hur många lingon finns det i världen?, Hur många kramar finns det i världen?, Café de Flore and Le huitième jour. Our conclusion is that known stereotypes did not occur as much as limited course of action and the tendency to treat the disabled character as a group and not as individuals. Our result also indicates that the story of the disabled figure is not the one that is being told and how their humanity is something that has to be confirmed instead of being self-evident.

There is a lack of literature that has investigated the relationships between stereotype threat, impostor phenomenon, and other related constructs on career development, particularly for women in STEM. While various resources (National Science Foundation, 2013; Sax, Kanny, Jacobs, Whang, Weintraub, & Hroch, 2016; US Department of Labor, 2014) have highlighted the gender gap and “leaky pipeline” in STEM, it is important to further investigate and understand why these phenomena occur and continue to persist. In this study, I used a mixed methods approach which used a quantitative SEM analyses and qualitative interview to further examine the paths between chilly climate, impostor phenomenon, stereotype threat, science self-efficacy, fear of failure, fear of success, academic major satisfaction, and persistence in STEM in a sample of undergraduate females. Several hypotheses were formed in order to better understand the mediation effects of these variables upon one another. Stereotype threat was found to be endorsed at a lesser rate than anticipated, while impostor phenomenon was endorsed at a higher rate. Science self-efficacy was also found to play an important role in the predicted relationships among variables, relating to both academic major satisfaction and persistence. These quantitative results were supported by data gathered in qualitative interviews. Implications for research and practice around concerns of impostor phenomenon, stereotype threat, and fears of failure and success are discussed.

Esta tese tem como objetivo contribuir para um melhor entendimento das relações entre humor e racismo no período que abrange da belle époque aos anos 1920 na cidade do Rio de Janeiro. Para tanto, mostramos que a ideologia do branqueamento influenciou de modo decisivo as representações dos negros e de seus descendentes nos textos, poesias satíricas e nas ilustrações impressas nas páginas das revistas humorísticas do período. A elite política e a intelligentsia brasileira, se debruçavam sobre a questão do problema negro, pois a nova sociedade republicana que surgia necessitava ser reconhecida como branca e fugir da cor preta branqueamento. Versavam entre os que viam a mestiçagem como a degeneração do povo brasileiro e os que entendiam que a mestiçagem seria a possibilidade de diluição da cor preta. A análise dessa sociedade, pelo riso, nos proporcionará uma leitura mais elucidativa, visto que esse possui um compromisso com o não normativo, não sério, o indizível. O humor buscou historicizar as representações dos conflitos políticos, econômicos, culturais e sociais motivados pelo contexto da belle époque carioca e as transformações por ela originadas, como as questões ligadas à nação, à identidade nacional e à política de branqueamento. A partir da investigação dos trabalhos de Antônio Torres, Emílio de Menezes e da revista humorística D. Quixote, de propriedade e direção de Manoel Bastos Tigre, foi possível apontar como os preconceitos sociais, culturais e raciais, não raro, entrelaçados inspiram a produção desses humoristas. De certa forma, esses trabalhos não somente propagaram, mas também perpetuaram os preconceitos no imaginário da sociedade brasileira. Nesse sentido, podemos dizer que o humor é, simultaneamente, parte e uma reflexão sobre a estrutura social que habita. / This thesis aims to contribute to a better understanding of the relations between humor and racism in the period that covers the belle époque to the years 1920 in the city of Rio de Janeiro. To this end, we show that the ideology of bleaching influenced decisively the representations of blacks and their descendants in the texts, satirical poetry and in the illustrations printed on the pages of the humorous journals of the period. The political elite and the brazilian intelligentsia were leaning on the issue of the \"black problem\", because the \"new republican society\" that emerged needed to be recognized as white and escape the black color bleaching. They were among those who saw the miscegenation as the degeneration of the brazilian people and those who understood that the miscegenation would be the possibility of \"dilution\" of the black color. The analysis of this society, by laughter, will provide us with a more elucidative reading, since it has a commitment to the \"non-normative\", \"not serious\", the \"unspeakable\". Humor sought to historicize the representations of political, economic, cultural and social conflicts motivated by the context of the carioca belle époque and the transformations it originated, such as the issues related to the nation, the national identity and the policy of bleaching. From the investigation of the works of Antônio Torres, Emílio de Menezes and the humorous magazine D. Quixote, owned and directed by Manoel Bastos Tigre, it was possible to point out how the prejudices social, cultural and racial, not rare, intertwined inspire the production of these humorists. In a certain way, these works have not only propagated, but also perpetuated prejudices in the imaginary of brazilian society. In this sense, we can say that humor is, simultaneously, part and a reflection on the social structure that inhabits.

The purpose of this study is to discover and analyse the gender stereotypes presented in a selection of books where the characters are gender neutral animals or figures, based on the fact that as a reader you cannot distinguish by the cover or the icon text if the characters are of the male or female sex. The books have been analysed with a qualitative image and text analysis from a gender perspective. The analysis has focused on highlighting the norms presented in the books with a focus on gender roles and the gender markers that can be linked to stereotypical behaviors of girls and boys respectively. The analyses show that the books contain both confirmatory and breaking representations of the characters in both text and image, regarding the prevailing gender stereotypes. / Syftet för denna studie är att upptäcka och analysera de könstereotyper som framställs i ett urval av böcker där karaktärerna är könsneutrala djur eller figurer, i den mån att man som läsare inte kan urskilja via omslaget eller ikonotexten om karaktärerna är av det manliga eller kvinnliga könet. Böckerna har analyserats med en kvalitativ bild och textanalys utifrån ett genusperspektiv. Analysen har fokuserat på att synliggöra de normer som framställs i böckerna med fokus på könsroller och de genusmarkörer som kan kopplas till stereotypa beteenden hos flickor respektive pojkar. Analyserna visar att böckerna innehåller både bekräftande och brytande framställningar hos karaktärerna i både text och bild, gällande de rådande könssterotyperna.

Cette étude vise à examiner les effets respectifs de l’anxiété et de la menace du stéréotype sur les performances des collégiens en mathématiques à travers deux expériences menées en milieu scolaire, dans les collèges d’Aix-en-Provence. L’hypothèse principale de cette thèse est que les stéréotypes sociaux liés au genre déclenchent l’anxiété qui elle-même influence les performances en mathématiques. L’intérêt de ce travail est de montrer que l’effet du mécanisme générateur de l’inhibition des performances en mathématiques repose sur l’interaction entre l’anxiété et la menace du stéréotype. L’influence de l’anxiété représente la variable médiatrice. La mise en perspective des deux expériences (intervention / non –intervention) a mis en évidence que les stéréotypes provoquent de l’anxiété chez les élèves et que cette anxiété affecte à son tour la performance. Cette recherche, dont les résultats mettent clairement en évidence l’intérêt d’une sensibilisation et d’une prise en compte des stéréotypes véhiculés en milieu scolaire, démontre qu’il existe des moyens de limiter l’impact des stéréotypes sociaux et de l’anxiété sur les performances scolaires. / This study aims at examining the respective effects of anxiety and stereotypes which threaten the performance of middle school students in mathematics, through two experiments in secondary schools of Aix-en-Provence. The principle hypothesis of this work is that social gender stereotypes trigger anxiety, which itself influences the performance in mathematics. The interest of this work is to show that the effect of generating mechanism of inhibition in mathematics performance is based on the interaction between the anxiety and the stereotype threat. Putting these two experiments in perspective (intervention/non-intervention) showed that stereotypes cause anxiety among students and that this anxiety, then, affects performance. This research, of which the results clearly demonstrate the interest of raising awareness and considering stereotypes conveyed in schools, indicate that there are ways to minimize the impact of social stereotypes and anxiety on school performance.

L’enseignement de l’histoire de l’Islam des Arabes tel qu’il est conçu dans les manuels scolaires d’histoire en France, entre 1948 et 2008, a-t-il pu constituer une image de l’Autre stéréotypée ? L’histoire véhiculée dans ces manuels présentent-ils une conception de l’altérité déformée et figée ? Cette recherche se base sur l’un des éléments les plus durables, constants et universels dans le système scolaire : le manuel scolaire. Véritable objet de représentation culturelle (Choppin, 1980), il est un outil multiple et ses responsabilités sont nombreuses. Résultat du difficile processus de transposition didactique, amenant l’objet culturel de référence à l’objet enseigné, il est source de savoirs, de connaissances et de représentations pour l’élève. Il est aussi le vecteur des compétences jugées nécessaires par la société et des valeurs de cohésion sociale et culturelle qu’elle veut pour ces futurs citoyens (programmes scolaires). Il est également le reflet de l’état des connaissances d’une époque et de la vision de son histoire. À partir de ces différentes demandes, des choix de contenus sont alors opérés, de manière autonome, par les auteurs de manuel scolaire. Outil influent donc, le livre scolaire est aussi support pour l’enseignant surtout lorsqu’il maîtrise peu le sujet. Bien qu’il soit complexe de connaître quelles utilisations les enseignants en font dans leur classe, ces derniers présentent à la lecture une vision de l’Autre (pas toujours étranger) parfois alter et parfois alien. La recherche sur les manuels scolaires est donc un terrain d’exploration idéal pour comprendre comment l’histoire de l’Islam et des Arabes est enseignée dans les manuels scolaires et ses conséquences sur la conception de l’Autre, à travers sa relation avec l’Un. À travers un corpus de deux-cent-vingt-deux manuels scolaires d’histoire, édités entre 1948 et 2008, quatre-vingts photos, plus d’une centaine d’extraits et une dizaine de cartes ont été sélectionnés.Inscrire l’analyse des manuels scolaires dans le champs de l’histoire culturelle permet de faire émerger la dimension sociale de ce sujet, c'est-à-dire « l'ensemble des représentations collectives propres à une société » (Ory, 1987). L’analyse culturelle des représentations de l’Islam et des Arabes s’inspire alors à la fois des études sur la constitution de l’altérité et sur les manuels scolaires. En liant « étroitement l’étude des textes, celle des objets matériels et des usages qu’ils engendrent dans la société » (Chartier, 1992), une combinaison d’analyses (quantitative et qualitative) ainsi que des critères de stéréotypie ont été établis pour examiner ces manuels et répondre à nos questionnements de départ. Les relations entre la France et l’Islam sont très anciennes, semées de controverses, de tourmentes, de passions et de partages. Elles sont le résultat d’expériences historiques propres à ce rapport si particulier et transmettent une mémoire forte, présentant à la fois des incompréhensions, réciproques, et des idéaux. Ce qui sépare a plus tendance à faire recette que ce qui rapproche mais se pourrait-il que ces incompréhensions proviennent de manuels scolaires enclin à produire une image stéréotypée de l’Autre afin de renforcer les croyances dans un conflit entre deux mondes ? De nombreuses études (Nasr, 2001 ; Mc Andrew & Oueslati, 2010 ; Costa-Lascoux & Choppin, 2011) et des rapports (Sellier, 2007 ; l’UNESCO, 2005 ; la HALDE, 2007) mettent en avant l’importance du rôle des manuels scolaires dans la reproduction des clichés, la persistance des stéréotypes et parfois du racisme sous des formes plus subtiles.Toutes ces dimensions entremêlées donnent à cette étude une vision originale et intéressante et apportent un regard différent sur la représentation de l’altérité. / The teaching of the history of Islam of the Arabs as it was conceived in history textbooks in France, between 1948 and 2008, could it constitute an image of the Other one stereotyped ? Does the story conveyed in these textbooks present a distorted and frozen conception of the otherness ? This research is based on one of the most enduring, consistent and universal elements in the school system : the textbook. True object of cultural representation (Choppin, 1980), it is a multiple tool and its responsibilities are numerous. Result of the difficult process of didactic transposition, bringing the cultural object of reference to the taught object, it is source of knowledges, understandings and representations for the pupil. It is also the vector of skills deemed necessary by society and values ​​of social and cultural cohesion that it wants for these future citizens (school programs). It is also a reflection of the state of knowledge of an era and the vision of its history. From these various requests, content choices are then made, autonomously, by textbook authors. Influential tool thus, the textbook is also support for the teacher especially when he has little knowledge over the subject. Although it is complex to know which uses the teachers make it in their classrooms, the latter present to the reading a vision of the Other (not always foreigner) sometimes alter and sometimes alien. Textbook research is therefore an ideal field for exploring how the history of Islam and Arabs is taught in textbooks and its implications for the conception of the Other, through its relationship with the One. Through a corpus of two-hundred and twenty two history textbooks, published between 1948 and 2008, eighty photos, more than a hundred extracts and about ten maps were selected.To include the analysis of textbooks in the field of cultural history makes it possible to bring out the social dimension of this subject, that is to say "the set of collective representations specific to a society" (Ory, 1987). The cultural analysis of representations of Islam and Arabs is then inspired by both studies on the constitution of otherness and textbooks. By linking "closely the study of texts, that of material objects and the uses they engender in society" (Chartier, 1992), a combination of analyzes (quantitative and qualitative) as well as criteria of stereotypy have been established to review these manuals and answer our initial questions.Relations between France and Islam are very old, full of controversy, torment, passions and sharing. They are the result of historical experiences peculiar to this particular relationship and transmit a strong memory, presenting at the same time misunderstandings, reciprocal, and ideals. What separates is more likely to be successful than what brings people together, but could it be that these misunderstandings come from textbooks prone to producing a stereotypical image of the Other in order to reinforce beliefs in a conflict between two worlds?All these intertwined dimensions give this study an original and interesting vision and bring a different perspective on the representation of otherness.

O número de publicações que se dirigem a grupos mais específicos da sociedade tem crescido de modo significativo ao longo dos últimos anos. Títulos voltados a grupos como os evangélicos ou deficientes físicos, antes inexistentes ou restritos aos guetos, tornaram-se uma realidade e são distribuídos em todo o Brasil. É nesse contexto que se inserem as revistas Raça Brasil e Junior, concebidas para atender, respectivamente, a negros e homossexuais, grupos cujo estereótipo contempla, em nossa sociedade, características e comportamentos comumente avaliados de maneira negativa. A hipótese que se investiga, neste trabalho, é a de que as revistas que se voltam a grupos desprestigiados pela sociedade busquem, por meio de seu discurso, projetar imagens positivas deles, de modo que passem a ser vistos favoravelmente por seu público leitor. A fim de averiguar a validade desta hipótese, foi utilizada a abordagem triangular de van Dijk (2006), segundo a qual a produção de sentido só pode ser concebida conforme a tríade discurso cognição sociedade seja observada. Além disso, como categorias de análise do corpus, o qual se constitui de textos extraídos de ambas as revistas, foram utilizadas as noções de nomeação, qualificação, narração, argumentação e qualificação, que compõem o processo de transformação (Charaudeau, 2009). Por meio das análises, chegou-se à conclusão de que as imagens projetadas pelas revistas, de modo geral, polemizam com as imagens estereotípicas desfavoráveis que são associadas às duas minorias, sendo que a divergência entre as imagens ocorre por meio de diversos expedientes linguístico-discursivos. Isso significa que ambas as revistas, em certa medida, dão continuidade ao projeto de construção de uma autoestima minoritária que caracterizava as publicações alternativas que lhes precederam. Concluiu-se, ademais, que os estereótipos negativos de negros e homossexuais funcionam como balizas que moldam de forma significativa os discursos de ambas as revistas. / The number of publications aimed at more restrict groups of society has risen significantly over the last years. Magazines targeting groups such as the Protestants or the handicapped, which were either inexistent or restricted to ghettos in the past, have become a reality and are distributed all over Brazil. The magazines Raça Brasil and Junior are part of this new reality. They aim respectively at the blacks and the homosexuals, which are groups whose stereotypes comprise, in our society, a range of negatively-evaluated characteristics and conducts. The hypothesis that is looked into in this work is that the magazines that are aimed at socially devalued groups seek, by means of their discourse, to convey positive images of those groups, so as to have their readership see them favorably. In order to achieve such a goal, van Dijks (2006) triangular approach was used. As seen by this author, sense production can only be conceived of if the triad discourse cognition society is taken into consideration. Besides that, in order to analyze the corpus, which is formed by texts from both of the magazines, Charaudeaus (2009) concept of transformation was used. This process is the result of the co-occurrence of the processes of nomination, qualification, narration, argumentation, and modalization. The analysis led to the conclusion that the images conveyed by the magazines, as a rule, tend to clash with the unfavorable stereotypical images that are generally associated to both of the minorities, being the construction of a positive images grounded on the use various linguistic-discursive procedures. This means that the magazines, up to a certain extent, carry out the same project of self-esteem construction as older alternative publications that were aimed at the homosexuals and blacks in the past. It was also concluded that the negative stereotypes of African-Brazilians and homosexuals work as important parameters for shaping the discourse of both of the magazines.

Thesis advisor: Karen Arnold / Despite an increasing number of Asian American women earning the advanced degrees necessary to qualify them for senior administrative positions such as dean, vice president, provost and president, this group remains severely underrepresented in the upper administrative ranks in American higher education. The purpose of this qualitative study was to determine if mentoring relationships, which research has shown to be vital to the success of other women administrators of color, would prove important to Asian American women administrators at critical career junctures. Eleven Asian American senior women administrators from four different ethnic backgrounds were interviewed. Two theoretical frameworks were used to interpret the data: relational cultural theory to analyze each interview from the participant's point of view, and; critical race theory to review the data from the institutional perspective. Many of the women experienced factors reported by other women administrators of color: a culture dominated by White men; sexism and racism; feelings of isolation, and; gender-typed family concerns. Most of the women also faced the model minority stereotype of being perceived as passive, yet analysis of their interviews revealed that they did not behave passively. Also contrary to what research has shown to be the experience of other women administrators of color, several reported more instances of sexism than racism. The majority of the women had White male mentors, which is consistent with the literature. For the women who had both male and female mentors, several experienced more career than psychosocial mentoring from their male mentors, a pattern opposite what is typical for other women administrators of color. No clear patterns emerged with regard to how the women utilized their mentors at critical career junctures. The interviews revealed that the women in this study were distinctly different from each other, which disputes the assumption that all Asian American women are similar. This study challenges how these women are currently perceived, and institutions must re-examine their current policies and practices to better support this population. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Higher Education Administration.