<p>The US Black Panther Party for Self-Defense was an organization of the Black Power Movement, a cultural and a political nationalist movement central to the history of the African-American Freedom Struggle. The Black Panthers' anti-imperialist politics, militant visual style, grassroots strategies, and community programs appealed within and beyond the United States. Between 1967 and 1972, people of color struggling under class and ethnic oppression in six countries outside the United States formed Black Panther Parties inspired by the US Panthers. In the United Kingdom, West Indians, West Africans, and South Asians formed a Black Panther Movement in 1968 and in Israel, a group of Mizrahi (Arab) Jews founded a Black Panther Party in in Jerusalem in 1971. This dissertation examines these two movements with reference to the US Black Panthers in order to place local, national, and global histories in dialogue. </p><p>This study adopts a transnational framework that conceives of Black Power as a movement of global migrants. From 1948 to 1967, over two million people from Asia, Africa, and the Caribbean migrated to the UK and Israel. These migrants' overlapping experiences of displacement and class- and ethnic-based oppression led them to establish Black Panther groups in their new home countries in order to raise their political concerns under a collective banner. These people chose to become Black Panthers specifically because the US Black Panther Party offered a name and style that connected their global brothers and sisters to a range of grassroots strategies promoting interethnic solidarity and the collective advancement of black communities against the social structures that fostered racism. Through the examination of oral histories, photographs, letters, fliers, passport stamps, films, court cases, and surveillance files, this study focuses on how these global Panther activists represented themselves and their politics in the public sphere.</p><p>Both the British and Israeli Panther movements first organized in response to the city police's harassment of youth in their neighborhoods. Their respective critiques expanded from an opposition to police brutality to systemic goals of improving housing, education, welfare, and employment for blacks. Both of the nation-states in which these groups emerged relied upon the US for military stability and economic support during this period, such that the British and Israeli Panthers saw confrontations with their respective governments as acts of resistance to American Empire.</p><p>This dissertation, then, is at once a community study of two branches of a transnational social movement as well as a larger story. The broader narrative reveals how everyday people responded to the American Empire in the 1960s and 1970s, how the US Black Panthers translated black internationalist politics into urban neighborhoods, and how people outside the US constructed narratives about African-Americans as a way of making sense of racial formations at home. This work also demonstrates how foreign governments and media producers appropriated African-American history for a variety of in political purposes during this period. This examination enables a deeper understanding of the transnational black freedom struggle, as it centers the role that people of color outside the United States played in creating and sustaining Black Panther Movements that confronted American and British Empires from the grassroots.</p> / Dissertation

<p> This thesis addresses the connection between Black women's hair care preferences and formal and informal Afrocentric pedagogy. This issue is framed by the use of Afrocentric theory in compilation with Black Women's Standpoint theory and Symbolic Interactionism. Through the use of qualitative interviews this project seeks to highlight the many factors that go into the choices Black women make about how to wear their hair, including education, familial influence, media, and personal preference.</p>

<p> African Americans diagnosed with diabetes are less likely to self-manage diabetes-specific modifiable risk factors. As a result, utilization of healthcare services occurs at a greater rate than other racial groups, and thereby incurs higher than expected healthcare costs. This ethnographic study explored the elements of diabetes educational material African Americans in a large city in the southern part of the United States found most useful to facilitate self-management of their disease. Bandura's self-efficacy theory provided the theoretical framework. Research questions addressed the preferred educational content, layout of material, and methods for educational delivery and caregiver support. A purposive sample of 30 African Americans with diabetes who had engaged in diabetes education classes participated in this study. Data were collected through in-depth personal interviews, which were inductively coded and then categorized around emergent themes. A key finding of this study is that participants preferred group learning formats, but perceived educational material to be confusing and difficult to understand. They also expressed some preferences for the use of color, pictures, and presentation of graphical information that may provide the basis for a revision of educational materials. Interestingly, participants indicated a tendency to seek out church members rather than family for support. The positive social change implications of this study include recommendations to healthcare professionals to adopt educational curricula that reflect cultural nuances and needs of target populations in order to support better health outcomes for at-risk populations and cost efficiency improvements.</p>

<p> There are approximately 1.2 million people in the United Stated living with HIV/AIDS. At the end of 2012, 75.3% of persons living with HIV/AIDS (PLWHA) were males, with the majority of those being men who have sex with men. The rate of new HIV diagnoses among males is more than four times greater than the rate among females. Of new HIV diagnoses in 2013, approximately 67% were among Black/African American and Hispanic/Latino individuals. Though the total number of Black males living with HIV is notably higher, a greater proportion of Latino men are infected through sexual activity with other men. Unprotected anal intercourse (UAI) is the riskiest sexual activity for contracting HIV. The present study utilized hierarchical generalized linear modeling, with secondary data, to assess the multi-level effects of Latino cultural sexual beliefs regarding condom use across sexual encounters. Results suggest that Latino male sexual beliefs associated with sexual acquiescence moderated the influence of arousal on the likelihood of unprotected insertive anal intercourse and moderated the influence of relationship closeness on the likelihood of unprotected receptive anal intercourse (URAI). The study findings suggest that beliefs associated with sexual acquiescence also had a direct effect on the likelihood of URAI. The application of the study findings for counseling professionals include: 1) the proposed creation of an HIV-prevention counseling intervention that prioritizes the holistic sexuality of clients and 2) judiciously incorporating sexuality coursework in the formal training of counselors.</p>

abstract: ABSTRACT Moving beyond Form: Communicating Identity through Dance chronicles the journey of investigating my personal creative process in dance. This was a search for strategies to empower myself creatively, enabling me to move beyond the limitations of a prescribed form or style of dance and communicate ideas that were relevant to me. But on a deeper level, it was an exploration of my capacity to self-define through movement. The challenge led me to graduate school, international study with world-renowned choreographers and to the development of a holistic creative practice, Movement to Meaning. The aim of this creative practice is to express internal awareness through movement, thereby enabling the mover to dance from an internal reference point. In my research, I utilized Movement to Meaning to re-contextualize Sandia, a traditional-based dance that is indigenous to various Mande subgroups in West Africa. This project culminated in a choreographic presentation, Ten For Every Thousand, which was performed in October 2010 at the Nelson Fine Arts Center at Arizona State University in Tempe, Arizona. / Dissertation/Thesis / M.F.A. Dance 2010

abstract: In this study, I examined how African American students in a church youth group constructed ethnic and spiritual identities as they engaged with community literacy practices. Arizona's small, scattered population of African Americans is reflected within participants' multi-ethnic schools where they describe feelings of being almost invisible to school agents and peers. Listening to students, I came to deeply understand how they struggled with cultural isolation and racial discrimination. The growing tensions with state immigration reform only magnified those feelings as participants perceived the ban on ethnic studies to be another attempt to exclude them from school curriculums. By using utilizing four identity types, I gained greater insights into participants' negotiation of ethnicity and spirituality. Drawing from critical race theory, I utilized counter-storytelling to not only recapture participants' experiences with social injustice, but also to illustrate how the youth group empowers the students to become activists. Resisting the paralyzing effects of racial stereotypes, participants emerged as essayists, artists, orators, and spoken word poets. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

abstract: Employing qualitative methods and drawing from an intersectional framework which focuses on the multiple identities we all embody, this dissertation focuses on oppressions and resistance strategies employed by women of color in Xbox live, an online gaming community. Ethnographic observations and narrative interviewing reveal that women of color, as deviants within the space, face intersecting oppressions in gaming as in life outside the gaming world. They are linguistically profiled within the space based off of how they sound. They have responded with various strategies to combat the discrimination they experience. Some segregate themselves from the larger gaming population and many refuse to purchase games that depict women in a hyper-sexualized manner or that present people of color stereotypically. For others, the solution is to "sit-in" on games and disrupt game flow by 'player-killing' or engage in other 'griefing' activities. I analyze this behavior in the context of Black feminist consciousness and resistance and uncover that these methods are similar to women who employ resistance strategies for survival within the real world. / Dissertation/Thesis / Ph.D. Justice Studies 2011

abstract: ABSTRACT This dissertation focuses on Anne Moody's use of the autobiographical genre as an extension of her political activism. Noting consistent values and conventions that govern the writing of political activists, this study asserts that Moody's narrative is best situated in the genre of political autobiography--a term coined by Angela Davis. Using Margo V. Perkins' text as a base to define autobiography as activism, this dissertation illustrates the consistent values that characterize Moody's narrative as political autobiography, resistance literature, and ultimately Black Power literature. Building on the works of Joanne Braxton, Patricia Hill Collins, Angela Davis, Elizabeth Fox-Genovese, bell hooks, Margo V. Perkins, Assata Shakur, and Johnny Stover, this project demonstrates the use of Moody's autobiography as a collective form of resistance that is reflective of autobiography as activism. To frame its argument, this study theorizes how one comes into revolutionary consciousness, demonstrating the move toward activism as a process. Drawing on Sidonie Smith and Julia Watson's autobiographical theory that the "narrated I" is distinguished from the "narrating I," this study asserts, as Francoise Lionnet suggests, that the "narrating I" is the vehicle to deliver recollections relevant to the autobiographer's agenda. This study emphasizes that the early version of the self Moody creates is consciously linked to her role as a future activist, ultimately demonstrating her political evolution through the emphatic linking of the personal and political. Most importantly, this dissertation demonstrates that Moody's text represents a continuity--an autobiographical bridge--between representations of the Christian nonviolent civil rights movement and the Black Power movement of the late 1960's. This study argues that Moody's autobiography is ideologically poised at the intersection of civil rights and Black Power; therefore, it serves as both a civil rights autobiography and a Black Power autobiography. Coming of Age in Mississippi offers a unique contribution to the genre of Black Power autobiography for the way it facilitates unprecedented insight into the transition from non-violent civil rights ideology to revolutionary consciousness. / Dissertation/Thesis / Ph.D. English 2011

Contained in this thesis is an annotated edition of the correspondence between the African-American leaders W.E.B. Du Bois and Booker T. Washington. Du Bois and Washington would go on to become rivals, their philosophies of education and racial uplift diverging from one another. Du Bois favored vocal protest and higher education, while Washington preferred a gradual approach of vocational education and economic advancement. However, this correspondence sees them attempting, albeit unsuccessfully, to work together. Covering the decade between 1894 and 1904, the letters touch on a variety of political, social, and educational topics at a crucial time for race relations in America. The differences between the two men that would lead to their split - age, regional origin, education, philosophy - are seen in the correspondence, but so too is a spirit of cooperation. These themes are explored in an introductory essay, while other more specific contextual details are provided in the footnotes accompanying the letters. The many individuals mentioned by Du Bois and Washington are annotated, allowing the reader a fuller understanding of the social world of black activism at the turn of the twentieth century. Narrative material is provided to help bridge the gap between letters, and a timeline detailing the relationship between the two men is also included. While some of these letters have been published before, their presentation as part of an annotated correspondence allows for a greater understanding of this primary source material.

abstract: Historically, African American students have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). If African American students continue to be underrepresented in STEM fields, they will not have access to valuable and high-paying sectors of the economy. Despite the number of African Americans in these fields being disproportionately low, there are still individuals that persist and complete science degrees. The aim of this study was to investigate African American students who excel in science at Arizona State University and examine the barriers and affordances that they encounter on their journey toward graduation. Qualitative research methods were used to address the research question of the study. My methodology included creating a case study to investigate the experiences of eight African American undergraduate college students at Arizona State University. These four male and four female students were excelling sophomores, juniors, or seniors who were majoring in a science field. Two of the males came from lower socioeconomic status (SES) backgrounds, while two of the males were from higher SES backgrounds. The same applied to the four female participants. My research utilized surveys, semistructured interviews, and student observations to collect data that was analyzed and coded to determine common themes and elements that exist between the students. As a result of the data collection opportunities, peer support and financial support were identified as barriers, while, parental support, financial support, peer support, and teacher support were identified as affordances. In analyzing the data, the results indicated that for the student subjects in this study, sex and SES did not have any relationship with the barriers and affordances experienced. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012