<p> From 1880-1920 the United States struggled to incorporate former slaves into the citizenship of the nation. Constitutional amendments legislated freedom for African Americans, but custom dictated otherwise. White people equated power and wealth with whiteness. Conversely, blackness suggested poverty and lack of opportunity. Straddling the Color Line is a multi-city examination of influential and prominent African Americans who lived with one foot in each world, black and white, but who in reality belonged to neither. These influential men lived lives that mirrored Victorian white gentlemen. In many cases they enjoyed all the same privileges as their white counterparts. At other times they were forced into uncomfortable alliances with less affluent African Americans who looked to them for support, protection and guidance, but with whom they had no commonalities except perhaps the color of their skin. </p><p> This dissertation argues two main points. One is that members of the black elite had far more social and political power than previously understood. Some members of the black elite did not depend on white patronage or paternalism to achieve success. Some influential white men developed symbiotic relationships across the color line with these elite African American men and they treated each other with mutual affection and respect. </p><p> The second point is that the nadir in race relations occurred at different times in different cities. In the three cities studied, the nadir appeared first in Charleston, then New Orleans and finally in Cleveland. Although there were setbacks in progress toward equality, many blacks initially saw the setbacks as temporary regressions. Most members of the elite were unwilling to concede that racism was endemic before the onset of the Twentieth Century. In Cleveland, the appearance of significant racial oppression was not evident until after the World War I and resulted from the Great Migration. Immigrants from the Deep South migrated to the North seeking opportunity and freedom. They discovered that in recreating the communities of their homeland, they also created conditions that allowed racism to flourish. </p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2945. Adviser: Peter A. Davis. Includes bibliographical references (leaves 247-263) Available on microfilm from Pro Quest Information and Learning.

Thesis (D.A.)--Illinois State University, 1982. / Title from title page screen, viewed April 7, 2005. Dissertation Committee: Joseph Grabill (chair), Mark Plummer, Charles Gray, Earl Reitan, Hibbert R. Roberts. Includes bibliographical references (leaves 115-121) and abstract. Also available in print.

Thesis (M.A.)--University of Louisville, 2003. / Department of History. Vita. "December 2003." Includes bibliographical references (leaves 178-182).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 306-318).

Thesis (Ph.D.)--Indiana University, Dept. of History, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0307. Adviser: Joan Hoff. "Title from dissertation home page (viewed Jan. 24, 2007)."

Thesis (D.A.)--Illinois State University, 1994. / Title from title page screen, viewed April 4, 2006. Dissertation Committee: Lawrence W. McBride (chair), M. Paul Holsinger, Mark A. Plummer, Jo Ann Rayfield, Joseph A. Braun, Jr. Includes bibliographical references (leaves 155-166) and abstract. Also available in print.

Thesis (Ph.D.)--University of Wisconsin--Madison, 2006. / Includes bibliographical references (p. 265-291). Also available on the Internet.

No description available.

<p> This dissertation explores the concerns and discussions about lessons of Irish identity for the children of Irish immigrants in mid to late nineteenth-century New York and New England. The author argues that there were recurrent efforts to maintain Irish identity by ensuring the young would understand their Irish and Catholic heritage and that adults often based this identity on the themes of Irish nationalism. Yet Irish-Americans understood that they had to demonstrate Irish loyalty to the United States, so they attempted to blend Irish and American identities in their progeny, articulating an early vision of cultural pluralism for American society. This research contributes to understandings of the invention of ethnicity and ethnic endurance in the United States and how immigrants use conceptions of the meaning of "American" with their national backgrounds as they create identities for their descendants. This dissertation also illuminates the importance of children and ideas about childhood to the development of ethnicity in the United States. But it also has broader meanings for the ways in which religion, ethnicity, and nationality affect the transition of immigrant progeny from the world of their parents to that of the United States and how the children of immigrants eventually become American ethnic groups.</p>