Ethnic-racial socialization (ERS) is a culturally relevant parenting practice commonly used within African American families to teach children about their cultural heritage and prepare them for discrimination experiences. There is an abundance of literature exploring ERS within the adolescent and young adult developmental stages, however few studies have investigated ERS during early childhood. A further understudied area is the relation between ERS and other socialization strategies that African American parents use to raise well-adjusted children. As such, guided by Garcia Coll's eco-cultural framework, the purpose of this study was to investigate ERS and other socialization strategies, identified in the five domains of socialization, used among rural, low-income African American parents of three-year-olds. First, frequencies of ERS were conducted to determine the amount of ERS that these African American parents use with their young children. Results indicated that nearly half of the mothers (47.7%) reported using some ERS. Next, latent profile analysis was used to identify profiles of ERS, as well as profiles of all five domains of socialization. Results indicated two profiles for ERS (Unengaged and Early Engagers) and two profiles for the five domains of socialization (Non-Race Specific Socialization and Multifaceted Socialization). Mothers in the Unengaged profile were characterized by low scores on all three ERS dimensions (cultural socialization, preparation for bias and promotion of mistrust), while mothers in the Early Engagers profile were characterized by more ERS than those in the Unengaged, specifically focusing on cultural socialization and preparation for bias. Compared to those in the Early Engagers profile, mothers in the Unengaged profile were more likely to report not having enough money, greater gender role stereotyping, and more social support. For the socialization profiles, mothers in the Non-Race Specific Socialization profile were characterized by socialization variables similar to the sample mean, while the mothers in the Multifaceted Socialization profile were characterized by utilizing more ERS, engaging in more family activities and discipline strategies, and displaying less sensitivity than the mothers in the Non-Race Specific Socialization profile. Compared to those in the Multifaceted Socialization profile, mothers in the Non-Race Specific Socialization profile indicated not having enough money, greater gender role stereotyping, and fewer discrimination experiences. Findings for this study suggest that African American mothers are using ERS with their young children, and they incorporate ERS along with other important socialization strategies. Implications for researchers and clinicians were addressed. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the Doctor of Philosophy. / Spring Semester 2017. / March 24, 2017. / African American families, Ethnic-racial Socialization, Parenting, Socialization / Includes bibliographical references. / Melinda Gonzales-Backen, Professor Directing Dissertation; Eric Stewart, University Representative; Lenore McWey, Committee Member; Ming Cui, Committee Member.

This study examines variation in the cultural stereotypes African American women encounter at a historically Black university and at a predominantly White university and the possible differences in the stereotypes' effect. Prior research reveals a variety of “controlling images” of African American women in the society at large and at predominantly white universities in particular. A separate literature on HBCUs indicates many advantages for African Americans, such as philosophies that mirror the values in the black community, the high number of black faculty and administrators who cater to the academic needs of the black student population, and the large black student representation on campus that ensures that black students are not a numerical minority. An unexamined potential advantage is that racialized stereotypes about black women may be less pervasive or, if they exist, they may be less pernicious and emotionally damaging than on predominantly-white campuses. I interviewed 46 women on two campuses, one an HBCU and the other a PWI. The purpose of this project is to develop a deeper understanding of Black women's experiences in the college setting and to add to scholarly knowledge about the advantages or disadvantages for black women of attending these two different types of institution. Negative stereotypes of black women have old roots, but they still appear in modern-day public discourse. I examine six stereotypical images of black women: the angry black woman, the strong black woman, the bossy black woman, the Jezebel black woman, the ghetto black woman, and the respectable black woman. These images have nuanced descriptions that categorize black women by their race, gender, and social class yet are adaptations of the historical stereotypes of black women as the Mammy, the Jezebel, and the Sapphire. This study has important policy implications. It can help us understand how stereotypes undermine black women’s efforts to advance. It also can shed light on the effectiveness of HBCUs compared to PWIs for black women’s experience of college life. Such insights may have boarder implications about improving black women’s chances of getting the most out of their education and preparing them for careers. Interviews revealed that women on both campuses encountered multiple stereotypes and that the HBCU was no more effective at protecting women from these encounters than was the PWI. In regard to black women’s experiences, the “angry black woman,” the “strong black woman,” and the “bossy black woman” stereotype were the most pervasive on both campuses. Differences were found in how elaborated the stories were about the stereotypes on one campus or the other. For example, women at the PWI reported more vivid experiences of being stereotyped as ghetto black women while women at the HBCU reported more stories about being labelled as Jezebels. I conclude by describing how this research contributes to intersectionality theory. / A Dissertation submitted to the Department of Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / July 2, 2018. / black women, college, historically black colleges, intersectionality, predominantly white instutitions, stereotypes / Includes bibliographical references. / Irene Padavic, Professor Directing Dissertation; Tamara Bertrand Jones, University Representative; John Reynolds, Committee Member; Kathryn Tillman, Committee Member.

In this thesis, I investigate how music and food intersect. I juxtapose two musicians whose relationship with music and food is integral to their world-view and social activism: the swamp-funk/blues guitarist and gumbo-cooker, Bill “Sauce Boss” Wharton and vegan rapper, running coach, and “fit hop” artist, Stic.man of Dead Prez. I examine each artist’s relationship to music and food via five themes: 1) Content – consisting of the aspects of music and food that are physical “texts” or “objects,” including lyrics, form, instruments, ingredients, and utensils; 2) Communication – symbolic representation of ideas or identities (ethnic, gender, regional or otherwise), especially through metaphor; 3) Process – music and food as performance; 4) Space and place; and 5) Consumption/embodiment, especially in relation to health and wellness. Independent of one another, studies of food culture or music are well-established areas of scholarly interest. As Edmundo Murray notes, “Reflection on the relation between music and food has weak roots. The literature on food culture is abundant and growing almost daily. At least the same can be said of texts about music. However, books about food and music represent a surprisingly untapped field.” This thesis addresses the intersection of these two unique cultural domains. / A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music. / Spring Semester 2018. / April 10, 2018. / Datil, Food, Gumbo, Music, Veganism, Water / Includes bibliographical references. / Frank Gunderson, Professor Directing Thesis; Margaret Jackson, Committee Member; Tanya M. Peres, Committee Member.

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Thesis advisor: Michael Malec / This essay is based upon the results of an exploratory research project that explores the ways in which twenty-four (24) individuals, who self-identify as African Americans, define community and use those definitions to inform their perceptions and discussions about civic engagement, responsibility, and community memberships, key themes in the decline of community cultural critique. The research focuses on these themes because they are at the heart of the decline of civil society – individuals are becoming atomistic, alienated, and disengaged from social and interpersonal relationships with family members, neighbors and friends. This psychological and physical distancing leads to a lack of participation in community life and institutions and the loss of social and cultural capital. The structural-functionalist and systemic analyses, upon which much of the decline of civil society social commentary is based, incorrectly assume a linear continuum of human and societal development. When in fact social, political, and economic development actually occur at different stages and at times simultaneously. There is a false dichotomy between the macrolevel theories of urban-rural, folk-peasant, organic-mechanical, and instrumental-expressive models often used to explain and, or predict the nature of conditions under which social relationships and institutional dynamics occur. These macrolevel theories appear to ignore or at least minimize the significance of microlevel interactions. Microlevel interactions are formal, informal social and civic transactions that routinely occur in nearly every type of situation or setting. Virtually everyone who participates in society is a member of multiple communities, what is referred to in this study as circles of communities. These multiple communities offer researchers the opportunity to investigate why and how people place themselves in spatial, social, ideological, and experiential relationship or proximity to other community members and institutions. They are also where we are able to locate community despite the pace of change and transformation in contemporary society. The articulation of the decline of civil society as a social problem continues to privilege those with power and influence in American society. Academics, politicians, writers and editors, religious leaders, radio and talk show hosts and many others have been able to gain credibility, implement policies and impose normative standards for civic engagement. These standards are often used to identify insiders and outsiders in society. This research adds the voices of those who have been excluded from the discussion and recognizes them as experts both in terms of their own experiences and important contributors to the current body of social commentary and observations about community and associational living in modern America. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

Digitized by Kansas Correctional Industries

Thesis (Ed.M.)--Boston University

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, 1980. / Vita. / Bibliography : leaves 265-269. / by Julianne Marie Malveaux. / Ph.D.

This dissertation examines sound, and its embodied articulation through music and movement, as I consider pivotal ways in which race has been constructed through the history of blackface minstrelsy in the United States. I contend that the racialized sounds developed out of early blackface performance have both persisted and shifted throughout the history of American popular music, even after the disappearance of the blackface mask. I have neologized the concept of Blacksound to denote the racially coded sonic scripts that have developed out of the history of blackface performance. Blacksound refers to the histories and movements of the African American bodies, both real and imagined, on which its performance is based. The concept also suggests the scripting, manipulation, and absorption of these sonic performances by both black and non-black bodies as vehicles for imagining and self-expression, understood in relation to how ideals of citizenship vis-a-vis whiteness developed along the emerging color line throughout the long nineteenth century. Because Blacksound emerges out of the contexts of chattel slavery and minstrelsy, its commodified nature is always central to understanding how it sonically functions within the construction of identity in U.S. history. I examine how the masked receding of the sonic and corporeal tropes of blackface into Blacksound became the basis of contemporary popular sound and central to constructions of civic and racial identity in the United States. This approach is primarily developed through a comparative analysis of sheet music, imagery, and primary and secondary accounts of blackface performance rituals throughout the long nineteenth century.

The study assessed the level of AIDS knowledge in Black families with adolescent children, and identified the cognitive-behavioral skills associated with such knowledge. The assessment focused upon general AIDS knowledge, and knowledge of transmission and prevention. Subjects are 129 male and female household heads, currently residing in an inner-city public housing project. The housing project is located in Harlem, an urban community within New York City. Subjects were recruited through the use of flyers and periodic announcements within the housing complex. An AIDS knowledge and Attitude Schedule was used to measure the level of AIDS knowledge in three areas, general knowledge, knowledge of AIDS transmission and knowledge of prevention. The Frequency of Self-Reinforcement Questionnaire was used to measure the extent to which respondents used self-reinforcement. The Problem-Solving Inventory was used to measure how individuals perceived themselves to have reacted to problems faced on a daily basis. The Simple Rathus Assertiveness Schedule was used to measure the assertiveness. The respondents manifested misconceptions about how AIDS is transmitted and prevented. The respondents were less knowledgeable about AIDS when compared with a national sample of Black Americans. General AIDS knowledge and knowledge of transmission are correlated with assertiveness. Knowledge of AIDS transmission is correlated with perceived problem-solving ability. Respondent's perceived comfort in discussing AIDS and sex with their children is correlated with perceived problem-solving ability.