In this essay, I investigate how the historic and current economic structures operating in Appalachia from the 1920s to the 2010s are represented in two contemporary Southern Appalachian novels – Serena (2008) by Ron Rash and Flight Behavior (2012) by Barbara Kingsolver. Through the lens of postcolonial theory, I show how Serena represents Appalachia as functioning under the colonial model outlined by Robert Blauner and Helen Mathews Lewis in 1978. Then, still under the theory of postcolonialism, I explore how Kingsolver’s work depicts regional identity in response to a post-colonial environment and the ever-expanding global economy.

Hispanics will become the majority ethnic group in the U.S. by 2060. The social and business cultural changes affected by these demographics are inevitable and will require leadership from academic and business communities in order to ensure clear direction for the future. Gender research in managerial and professional positions mostly includes White women and typically excludes those of other racial, ethnic, and cultural backgrounds. The research problem was that there is little known about the lived experiences of Hispanic women business executives. The purpose of this phenomenological study was to explore the self-perceptions of leadership effectiveness of Hispanic women business executives. A conceptual lens informed by the concepts of intersectionality, bicultural competence, and emotional intelligence guided this study. Purposive sampling was used to obtain 12 participants for face-to-face interviews. Research questions focused on self-perceptions of leadership style, the ways they enact leadership, and their contributions to organizational effectiveness. Interpretative phenomenological analysis was used to analyze the data and member checking helped assure trustworthiness of interpretations. The findings revealed that the participants acquired effective leadership skills through their diverse contact with other people and cultures. The potential positive social change impact includes a contribution to existing literature by increasing scholars' and business-peoples' understanding of this group's lived experiences; creating more leadership opportunities for Hispanic women; identifying areas for self-development, thereby improving leadership and decision making; and clarifying expectations for young Hispanic women considering executive leadership as a career path.

America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were interviewed. The interviews were transcribed and interrogated via inductive analysis. Findings in this study show that the system and community forces that impeded academic achievement were in similar to those of Ogbu's findings. However, contrary to this theory, the participants in this study did not report any discrimination. The participants dropped out due to academic difficulties, early parenthood, and a lack of parental support. Hispanics' perspectives are needed if administrators and other stakeholders are to develop and apply ethnically skilled policies and performances that could be effective in accommodating Hispanics' educational needs. Reducing Hispanics' high school dropout rates will benefit taxpayers by providing substantial economic return. Guided by these findings, the school board will be equipped to support their educators, which in return could produce quality academic performance among Hispanic students.

The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs.

Écrivant une histoire totale de la Première armée française entre le débarquement en Provence, le 15 août 1944, et la capitulation allemande le 8 mai 1945, cette recherche a pour ambition de penser ensemble ses dimensions guerrières, diplomatiques et politiques, mais aussi coloniales, sociales et culturelles. Reconstituée en Afrique du Nord à partir des Français libres et des conscrits colonisés et européens de l’armée d’armistice en Afrique, renforcée en métropole par des combattants de la résistance intérieure, puis par des appelés, cette armée présente une forte hétérogénéité. Lui est pourtant confié un triple rôle, diplomatique, politique et militaire. Instrument de reconquête de la grandeur nationale quatre ans après la défaite, il lui incombe non seulement de faire la preuve, sur le champ de bataille, de la capacité du pays à se libérer lui-même, mais aussi de le hisser au rang des puissances victorieuses. Elle doit aussi, en intégrant des milliers de combattants venus de la Résistance, agir comme le symbole de l’unité retrouvée de la nation. Enfin, héritière de l’armée de la défaite et de l’armée de Vichy discréditées, elle doit faire face aux aspirations de rénovation que réclame la société française de la Libération. En mai 1945, ces défis ne sont que partiellement relevés. Certes, sur le champ de bataille, l’armée française est sans conteste victorieuse, ce qui permet à la France d’arracher à ses alliés une zone d’occupation en Allemagne, bien que ses succès militaires soient ternis par les crimes commis par ses soldats en territoire ennemi. Dans l’épreuve commune du feu, les fractures politico-militaires sont certes atténuées, mais l’union forgée ne résiste pas à la sortie de guerre et l’armée de l’après-guerre est faiblement renouvelée. De plus, en l’absence de mobilisation générale en métropole, colonisés et Européens ont payé de loin le plus lourd tribut, alors que la réponse du Gouvernement provisoire aux revendications nationalistes dans l’empire est un échec manifeste. Ainsi, en 1945, le lien entre la nation et son armée, mais aussi entre la métropole et l’empire, loin de s’être renoué, s’est encore distendu. / By writing a complete history of the First French Army from the Provence landing on August 15, 1944, to the German surrender on May 8, 1945, this dissertation aims to connect the military, diplomatic and political dimensions of this campaign with its colonial, social and cultural aspects. Born in North Africa from the fusion between the Free French and the so called ‘’Armée d’Afrique”, reinforced in metropolitan France with volunteers coming from the Resistance and with conscripts, it was an extremely heterogeneous army. Nevertheless it had to fulfill a challenging set of diplomatic, political and military objectives: to restore the national grandeur four years after the defeat and to get France a seat at the table with other victorious nations, to implement a national unity program and to deal with the aspirations for change coming from French society.In May 1945, these challenges had only been partially overcome. Even if its successes were tarnished by incidents of rape and looting, the French army was victorious on the battlefront and France obtained control of an occupation zone in Germany. Political and military tensions among soldiers decreased while they were fighting a common enemy. But peace brought these tensions back. The Post-War army was only marginally renewed. And as general mobilization was never decreed in metropolitan France, natives and Europeans born in the empire paid the harshest price to deliver the mother country as contestation of the colonial order increased. In 1945, the gap between the nation and its army, and between metropolitan France and its empire was wider than ever.

The criminal Black male stereotype, cemented in early American literature, has been perpetuated in movies, TV shows, and now on mainstream radio. For this study, Billboard song lyrics were analyzed for three main themes—violence, misogyny, and drugs/alcohol. Billboard song rankings are based on digital download sales, radio airplay, and Internet streaming. The researcher found that the songs played on hip hop and rap genre radio stations con-tained lyrics that strongly correlated with the three themes. The researcher also examined whether a relationship existed between artist’s race and lyrics about violence, misogyny, and drugs/alcohol. Black artists comprised 48% of the artists studied; compared to White artists’ lyrics, Black artists’ lyrics contained the majority of instances of each theme. The Federal Communications Commission does not restrict vulgar lyrical content played on hip hop and rap radio stations. In addition, according to studies of media influence on the social perceptions of racial groups and history of the Black male’s role in entertainment, the mainstream radio industry selects Black artists whose lyri-cal themes show a prevalence of violence, misogyny, and drugs/alcohol.

Each year thousands of children are removed from their homes and placed in foster care where they lose connections with their family, community, and friends. Coakley (2007) points out that children of color are overly represented within the child welfare system, and there is a lack of research on Black fathers and their involvement when their children become a part of the system. Studies have suggested that most families that encounter the child welfare system have adult males who are actively involved with their families, however, child welfare workers do not engage these men (Coady, Hoy, & Cameron, 2013). The purpose of this study was to examine the lived experiences of Black fathers who were previously involved in the child welfare system. Semi-structured interviews were completed with four Black fathers who were previously involved with the child welfare system. Five major themes emerged during the process of data analysis that illuminated the fathers’ experiences and gave meaning to their stories, including case worker attitude, services overload, intergenerational child welfare involvement, feelings of helplessness and willingness to comply. There were also several sub-themes for three of the larger themes. The findings are discussed in light of current literature about father involvement in child welfare, and Black fathers in particular. Implications of the findings are discussed for the field of family therapy, future research and practice. It is my hope that the information obtained from this study will help inform current practices within child welfare and the field of marriage and family therapy to more effectively engage Black fathers in the child welfare system.

This research effort is based on the life and development process which the author has experienced and is currently experiencing. This effort for all intents and purposes, is an individual self-study. "Critical Incidents" have been utilized to develop a sense of understanding for the reader. In reading this paper, one can see that at times negative social and cultural situations would cause the author an unusually high level of inner stress, which was not always apparent to the outside world.

This study focuses on the rhetoric of racial politics and the ideology of exclusion it produces. This study analyzes the political rhetoric constructed by David Duke, white supremacist, disavowed neo-Nazi, Ku Klux Klan member, and former Louisiana State Representative. The topics of affirmative action, reverse discrimination, immigration, and welfare were chosen for analysis. Using ideological criticism, this study reveals the role Duke pays in America's increasingly exclusionary political environment. Specifically, this study uses the concepts employed by Louisa Martin Rojo in exploring the rhetorical process of demonization which is used to turn someone or something into an enemy. The process needed to demonize an enemy involves two rhetorical strategies: division and rejection. Division establishes the opposing categories in the conflict, manifesting itself as an arguments between "us verses them" or "good verses evil." Rejection further demonizes the enemy by rhetorically marginalizing, segregating, or creating a negative image about them. Through his rhetoric, Duke strives to provoke feelings of resentment by utilizing demonization to reject and divide whites from minorities. In his rhetoric, Duke excludes people of color from society by portraying affirmative action as minority special privilege, reverse discrimination as white exclusion, welfare as a bastion of illegitimacy, and immigration as the downfall of American culture. Attempting to exclude minorities from society, Duke moves beyond Rojo's concept of demonization and uses scapegoating to blame minorities for America's social ills. By using people of color as a scapegoat, Duke effectively excludes them from participating in the debate over social concerns.

This thesis explores the role of translation in the production and manipulation of identities in the contemporary Americas as exemplified in the work of Guillermo Gómez-Peña. Underscoring the instrumentality of borders vis-à-vis dominant constructions of identity and in connection with questions of language, race, and citizenship, I argue that translation not only functions as an agent of hegemonic superiority and oppression, but also as a locus of plurivocity and hybridization. Drawing from the concepts “continuous variation” (Deleuze and Guattari [1987] 2004), “coloniality of power” (Mignolo 2000), and “hybridization” (García-Canclini 1995), I discuss the connection of translation with three main topics: monolingualism, globalization, and racial hybridity. First, I discuss the influence that the dominant ideology of the nation-state has exerted on the way translation has been conceptualized since translation studies emerged as a field. Then I turn to colonial legacies in the Americas and the role of translation in situations of language hegemony as shaped by forces of assimilation and diversification. Finally, I look at translation as a crucial agent for the production and legitimization of Latin American identity throughout the nineteenth and twentieth centuries. Viewing translation as a performative and transformative activity, I critique a number of contemporary approaches to translation and I point to new understandings of translation as a cluster concept (Tymoczko 2007) in order to expand translation theory and practice beyond Western paradigms.