Thesis advisor: Lillie R. Albert / The purpose of this study was to identify and analyze the constructions of Black American masculinity in four commonly taught texts in the high school English curriculum: The Adventures of Huckleberry Finn (Twain, 1884), Their Eyes Were Watching God (Hurston, 1937), A Raisin in the Sun (Hansberry, 1959), and To Kill a Mockingbird (Lee, 1960). For this qualitative study design, critical content analysis, a theoretical approach that brings a critical lens to an analysis of a text or group of texts to explore the potential underlying messages within those texts, was deemed most useful. A modified version of Curry’s (2017) Black masculinity theory was applied to deconstruct representations of Black American masculinity and to examine whether such images are stereotypical to the extent that they reflect, destabilize, and reinforce gender-biased and racist depictions of Black American males. Employing Black masculinity theory emphasized the complexity of the Black male characters and sought to understand the marginalization of Black males as a function of their race and sex. Utilizing critical content analysis and Black masculinity theory to analyze the constructions of Black American masculinity in commonly taught texts revealed major and minor generative themes. A significant finding of this study was that several of the Black American male characters were flat figures and were not portrayed as complex, self-reflective beings. Rather, the characters under examination were constructed to fulfill the expectations and fears of those around them. In general, all of the males under examination were portrayed to reflect the deleterious global images of the Black American male. A second important finding was that for many of the Black male characters, their maleness exacerbated and nuanced the racism they faced. A valuable conclusion in light of these findings indicated that the portrayals of the Black American male characters are negatively stereotyped based on their gender and race. The findings of this study have a number of important implications for future practice. One implication is that being aware of the negative portrayals of Black American males in texts may assist practitioners and other stakeholders to diversify the types of texts taught by scrutinizing the characters portrayed in texts and to facilitate robust, complex in-class discussions about racially minoritized characters, especially Black American males. Another implication of this work is that it is important that educators engage students in discussions in which racist and gender-biased stereotypes of Black American male characters' masculinity are not sustained. A final implication of this study is that secondary school English teachers must begin to apply theories of masculinity to the study of texts. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Ph. D, Faculty of Science, University of Witwatersrand, 2011 / The aim of biological management for black rhinoceros (Diceros bicornis) conservation is to maximise meta-population growth rates to aid species recovery. This research investigated how adaptive resource use in response to seasonal variation in resource availability could affect maximum productive habitat capacity for this critically endangered species. Analysis was based on a population of rhinos which had shown excellent annual growth rates and low inter-calving intervals since re-introduction to Tswalu Kalahari Reserve in the Northern Cape of South Africa in 1995. Acacia haematoxylon, a semi-evergreen species, was identified as the key resource forming the majority of diet contents during the late dry season. Use of this species resulted in a low level of seasonal variation in dietary contents of energy and protein. During the data collection period, energy and protein gains of individual female rhinos were estimated to exceed maximum requirements for reproduction throughout the seasonal cycle. An experiment designed to test the compensatory growth response of A. haematoxylon found that clipping trees in a way that simulated rhino browsing stimulated an increased growth response in the following wet season. This response indicated potential for a facilitatory relationship in the short term. A large proportion of the available area at Tswalu was not used by black rhinos. Home range location and habitat type selection within home ranges during the dry season were positively associated with two shrubveld habitat types containing greater A. haematoxylon biomass than other habitat types. Results from all aspects of field data analysis emphasized the importance of A. haematoxylon as the key dry season resource for black rhino at Tswalu. Field data were used to develop a conceptual model of how seasonally adaptive resource use by black rhinos could determine maximum productive habitat capacity. The crux of the model was to estimate the highest population density at which female rhinos could attain maximum energetic gains for reproduction throughout the entire seasonal cycle. The most limiting period was the nutritional bottleneck during the late dry season. The rationale behind this approach was to enable females to maintain body condition and be capable of meeting nutritional requirements for reproduction throughout the year, thus minimizing inter-calving intervals and maximising population growth rates. Model projections indicated that female rhinos could not attain energy gains for reproduction throughout the dry season in certain habitat types due to low availability of A. haematoxylon. However, model outputs indicated potential for an increase in rhino density by approximately one third in the two favoured shrubveld habitat types, assuming that habitat conditions remained unchanged. Availability of semi-evergreen A. haematoxylon was identified as the key vegetation component determining maximum productive habitat capacity for black rhino at Tswalu. Monitoring available biomass of this species at the end of the dry season could provide a simple plant-based indicator of how close the population is to maximum productive habitat capacity. Managing rhino densities in fenced reserves elsewhere around spatial and temporal availability of key resources may assist in achieving black rhino conservation goals of maximising metapopulation growth rates. Joanne Aileen Shaw

Toni Morrison has written of a literary phenomenon she terms "literary blackness"--the depiction of black characters and blackness in the works of white writers. This dissertation examines the reverse of Morrison's observation, the creation of a similar "literary whiteness" in works by black authors, and posits that black writers often create white characters who function as "majority Others" that enable the creation of round and believable black characters and reinforce differences between blacks and whites. / The first two chapters analyze the nature of the Primary/Other dichotomy as it is manifested in contemporary multicultural literature and supply information concerning the nature of recent scholarship in this field. These chapters also discuss the existence and functions of the majority Other and supply a catalogue of the most frequently recurring conceptions of the majority Other in works by black authors. / Chapters Two through Five address, respectively, selected works of James Baldwin, Alice Walker, and Toni Morrison, chosen because each of these writers brings a different conception of the Other to his or her work. While Baldwin often pits black and white in hostile confrontation, Walker accepts that black and white are not always the central issue for her work, and Morrison actually experiments with the removal of all racially coded language from her writing. / The conclusion examines ways in which the majority Other is both similar to and different from the minority Other, and suggests avenues for future critical exploration. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2826. / Major Professor: Douglas Fowler. / Thesis (Ph.D.)--The Florida State University, 1994.

Premise. The black quest for freedom is a noble and heroic journey comparable to that of the classical mythological gods and heroes as portrayed in Greek Mythology. / This study is based upon a firm conviction that there is a very strong similarity between the courage of the mythological hero as he appears in classical literature and the courage and spirit of the black personality that endures throughout the struggle from slavery to freedom. Through an analytical comparison of selected literary excerpts these similarities are isolated and identified within the respective cultures in the following manner: / First, through a synthesis of the classic pattern of the heroic journey described as the rites of passage through separation, initiation and return by Joseph Campbell in The Hero With a Thousand Faces with the odyssey of the black experience as portrayed by Alex Haley in Roots, the premise is established. / Second, the classical mythological community is compared to the southern plantation community through a consideration of the two authority figures--Zeus, ruler of Mount Olympus, and the master, ruler of the Big House: with some detail to Zeusmortal and master-slave mating, unusual birth circumstances, and the impassioned reactions of Hera and the plantation mistress. / Third, parallels are drawn from a comparison of some of the major themes and heroes of the two unique cultures, such as: survival--magic (Odysseus and Frederick Douglass), resurrection--escaping bondage (Dionysus, Perseus and Henry "Box" Brown), man receives fire--slaying illiteracy (Prometheus and Mary McLeod Bethune) and mythological monsters--Jim Crow (Heracles and Martin Luther King, Jr.) / Finally, a portrait of the mythic black hero, the personification of the black quest, is created as a composite figure of the many men, women, and children who--through the generations--dared to take a stand for the betterment of the human condition. The study concludes with a consideration of the boon--Quality Life--the black hero bestowed upon the populace and the apotheosis accorded this personality in American society. / Source: Dissertation Abstracts International, Volume: 44-12, Section: A, page: 3730. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to determine the extent to which the stated goals and purposes of the United Negro College Fund (UNCF) faculty development programs have been met as perceived by the recipients of the support and their chairpersons and/or academic deans. The study focused on the extent to which recipient, academic, and institutional outcomes were achieved through participation in the UNCF faculty development programs in the UNCF member institutions. The study also focused on those faculty members who were granted leave from UNCF colleges and universities during the 1979-1983 academic years to pursue graduate study under the UNCF faculty development programs, and their respective chairpersons and/or academic deans. / The data gathered from responses of faculty who received grants from UNCF faculty development programs from 1979 through 1983 and current chairpersons and academic deans were calculated to measure the proportion of respondents who perceived the achievability and achievement of academic, recipient and institutional development outcomes. / Since the implementation of the first UNCF faculty development program in 1959, millions of dollars have been appropriated by private foundations and other funding agencies for the purpose of strengthening the competencies of faculty and increasing the number of doctorates in member institutions. The most active faculty development programs sponsored by UNCF have been those which assisted college faculty to upgrade and update their knowledge of the academic specializations. Fellowships, research grants, faculty study grants and sabbatical leaves have been the typical mechanisms to achieve this purpose. / In view of the fact that the UNCF institutions are historically black, private colleges and universities, the study examined the academic and institutional change as a result of faculty development. Further, the research reports the percentage of degrees earned as a result of participation in the UNCF faculty development program, and the attrition rates of recipients after participation. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0581. / Thesis (Ph.D.)--The Florida State University, 1987.

Midwifery is a word that, for many in this country, conjures up an image of superstitious old women delivering babies in primitive conditions of filth and ignorance. This strongly rooted and uniquely American idea owes its tenacious existence to the well-orchestrated campaign of the medical profession and state health officials, whose aim it was to eliminate the "midwife menace" within this century. Their goal was to make inroads for the more scientific and relatively new field of obstetrics. Through the mechanisms of the state, midwifery was successfully eradicated in three rational stages: education, regulation, and elimination. In phasing out midwifery, the state made incursions into a cultural tradition and permanently altered an ethnic institution. An important segment of women's (as well as southern and ethnic) history was forcibly ended, and one of the few long-respected, exclusively female roles of leadership was lost to American life. The existing literature on midwifery is predominantly statistical and anti-midwife (propaganda would not be too strong a word), gathered and publicized by the medical establishment in the early part of the century. Because of the underlying economic motives and the middle- and upper-class "professional" bias, the accuracy of this material is questionable. Neither does it address, in any depth, the role and personality of the old midwife from a cultural, historical perspective. This is the emphasis of this document, which includes a look at the process of state licensing and its effect on cultural institutions, original interviews with the few remaining Florida midwives or their daughters and granddaughters, and specific models from the licensing process in Florida, both past history and its present struggle to implement new midwifery legislation. / Source: Dissertation Abstracts International, Volume: 46-03, Section: A, page: 0816. / Thesis (Ph.D.)--The Florida State University, 1984.

This work is a study of the "Theatre of Being" as conceived and created by Frank Silvera. It investigates the structure, usage, and meanings of the concepts and associated ideas related thereto. The study involves the following: scrutiny of the basic ideologies supporting the ideas fundamental to Silvera's acting techniques and theories for his "Theatre of Being"; situations (social and racial) existing in the culture (USA) which sensitized and promoted Silvera to create and synthesize his ideas concerning portrayal of roles in the theatre, on television and the silver screen; analyses of other acting theories and their relations to Silvera's theory; analyses of major productions by Silvera in which the methodology and structure of his "Theatre of Being" were incorporated; and a preface offering a brief (historical) presentation of the general concept of "being," including discussions of existence and essence from the philosophical aspects of several philosophers and theologians. / Many of the persons associated with and under the tutelage of Frank Silvera in his "Theatre of Being" productions were contacted and their oral (interviews) expressions are included, along with other relevant, printed data existing on Silvera's theatrical ideas. / This work thus exposes Frank Silvera's acting theories and techniques as incorporated in the creation and actualization of his "Theatre of Being." The study delineates specific methods, and places in perspective Silvera's concepts and other theories related to acting. Also, comparing Silvera's concepts and philosophy with present works now appearing on the screen (notably "Ethnic Notions" and "Hollywood Shuffle"), one sees Silvera's work as a viable achievement deserving significant notice and appreciation. / Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3109. / Major Professor: Richard Hornby. / Thesis (Ph.D.)--The Florida State University, 1989.

The relationship between four philanthropic organizations (Slater, General Education Board, Jeanes and Rosenwald Funds) and education for Blacks were examined during an 11 month study. Two questions of interest arose: (1) What programs were created? (2) What were the effects of those programs on Black schools in Florida? Personal interviews, archival search and documentary analysis and consideration of other primary and secondary sources of information were used to explore these interests. / The overall aim of the programs was to stimulate public interest in the development of an efficient system of education for Blacks in Florida by cooperating with the established educational authorities. Although the donation of money carries with it a subtle form of direction or control, the aim of the foundations was to suggest and encourage rather than to interfere or dictate. To prevent the total collapse of public education for Blacks in Florida the intent of the foundations was to cooperate with Southern leaders in working out a program framed on the basis of local conditions and consideration. / To ascertain the impact of these organizations on Black schools in Florida it was important to find (1) persons who worked in the Florida school system during the years of this study (1920-47) and who had some knowledge of the working of the organizations and their relations to Black schools; (2) persons who were Jeanes Supervisors; (3) persons who worked with the State Agent for Black Schools in Florida. / In examining the development of education among Blacks in Florida, the foundation laid by philanthropic organizations and concerned individuals has not yet been fully recognized. This study will demonstrate the importance of their contributions to education for Blacks. / Source: Dissertation Abstracts International, Volume: 49-09, Section: A, page: 2777. / Major Professor: John P. Lunstrum. / Thesis (Ed.D.)--The Florida State University, 1988.

Contemporary text books do not address the subject of lighting for the black actor. Because we are living in a multicultural society, the need to address this topic is becoming more essential. The topic was addressed in 1951 by W. Dury Cox, Jr., in a study done at Tennessee State University, an Historically Black College/University (HBCU). The contributions of theatre educators at HBCUs have been significant, but there is little documentation. Therefore, this study first discusses the historical growth of black theatre at Tennessee State University from its founding until the work of W. Dury Cox, Jr. / Using Cox's work as a basis, the study examines the significance and validity of his work. Through questionnaires sent to 273 theatre venues, data was gathered regarding the venue itself, the number of and skin tones of black actors at the venue, the desire for information on the topic, and suggestions for solving problems of lighting for the black actor. / An empirical study using a range of dark-complexioned subjects was completed. The subjects were lit with several colors of light. A panel judged the effect of this light on various skin tones. The results were compared with the predictions made by Cox. An objective measurement of the skin tones was made with a chromaticity meter. These measurements were compared with chromaticity data generated from gel media equivalent to those used by Cox. Computer plots of these data showed that the work of Cox was indeed significant, accurate and an important tool for developing strategies for lighting dark-complexioned black actors in today's theatres. / Some of the conclusions include the importance of determining the undertones in the complexion; the discovery of the usefulness of Roscolux 02 gel; the general appreciation of pink and lavender gels; the need for interactive discussion of the topic within the profession; and the need to train the eye to note the subtleties of skin undertones. / Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 0931. / Major Professor: John A. Degen. / Thesis (Ph.D.)--The Florida State University, 1996.

Thesis advisor: Lauri Johnson / This qualitative case study sought to understand perceptions of educators’ of color on the role of race in student discipline in a Massachusetts Public School District. Research has supported the racial disproportionality in school discipline for decades. Understanding the perceptions of educators of color regarding such disproportionality are evaluated with attention to Critical Race Theory (CRT). Such perceptions were uncovered through interviews during which members shared their personal backgrounds and experiences. Data collection also included a review of discipline data reported to the Department of Elementary and Secondary Education (DESE). My analysis focused on the role of teacher diversity and educator subjectivity in the discipline of students of color. Findings evidenced that educators of color believe in the importance of educator-student relationships and underscored that educators of color viewed their race as a valuable asset in their work with students involved in disciplinary actions. The results of this study indicated that by virtue of their race and cultural experiences, educators of color provide strong and influential role models for students. Recommendations include recording, disaggregating, and analyzing student discipline data with a focus on race and supporting the current effort to increase the number of culturally proficient educators of color in the District. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.