Thesis (D. Miss.)--Western Seminary, Portland, OR, 2002. / Abstract. Includes bibliographical references (leaves 228-232).

This study identified some of the ways that multiethnic women describe their ethnic identities, how they perceive ethnic-specific gender identities and what they think are appropriate norms for, and effective outcomes of, communicative behavior. Twelve multiethnic women described their ethnic identity names or labels, and ethnic-specific gender identities; they also recalled a recent situation in which inappropriate ethnic-relevant conversational behaviors occurred. These multiethnic women were found to share an average of nearly six situations in which ethnic identity is most important; the most frequently reported situation being constantly. They significantly differed in respect to the names or labels, and descriptors they used to define and describe their multiethnic identities. The 12 respondents unanimously stated that there are different expectations for women and men within the ethnicities that they identified as components of their multiethnicity. The most frequently cited situation in which it is most important for them to intensify their gender identity is during celebratory occasions and at home or with family. 10 of the total 12 respondents perceive that their gender identity is shared by a large number of other people. Recently recalled conversations indicate that work and employment-related individuals specifically discussing ethnicity, most frequently used inappropriate communicative behaviors. The most frequently reported situation in which they intensify their multiethnic identities is while being with other ethnic ingroup members, though 75% of them indicated that their particular definition of their ethnic identity was shared by only a small number of other people. Nearly 70% responded that they very often--on a daily or weekly basis--experience others' violation of rules for competent communication. The most frequently cited recommendations they made for others to be more competent communicators were: 1) get informed/take some ethnicity classes, and don't be so harsh; 2) give individuals credit for being unique and diverse; 3) be polite/respectful; 4) recognize and refrain from stereotyping; 5) don't be prejudiced and change feelings/perceptions about ethnicized individuals & groups; 6) don't assume, approach individuals directly and don't discriminate. / Graduation date: 1994

Sustained academic and popular interest in the Holocaust depends largely on the ability of educators to communicate its universality. At Holocaust memorials around the world, educators make strategic rhetorical choices in pursuit of this imperative. However, as communicators present narratives, documentation, and visual rhetoric at memorials, they filter each message through a unique cultural lens. This unavoidable human tendency raises questions concerning the degree to which culture shapes Holocaust narratives. Given that Holocaust memorials may offer pivot insights into modern and future genocides, cultural influences on Holocaust rhetoric seem worthy of renewed evaluation. Burke's dramatistic pentad provides a valuable tool with which a scholar can evaluate the rhetoric at Holocaust memorials. The pentad preserves unique facets of the communication acts, enabling a rhetor to identify differences between the memorials, while providing a universally applicable framework through which to view the memorials. This pentadic analysis reveals that Holocaust memorials address many of the same universal questions. The answers to these questions, however, depend on the culture surrounding the memorial. Such a finding seems to indicate that a global event such as the Holocaust will stimulate the same questions in citizens across a variety of cultures, but that citizens will reach different conclusions about the event based on the influences of their culture.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2003. / Includes bibliographical references (leaves 118-122).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Robert Marion and Gwendolyn Webb-Johnson. Vita. Includes bibliographical references. Also available from UMI.

Thesis (D. Miss.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 225-236).

Thesis (M.A.)--Eastern Illinois University. / Includes bibliographical references (leaves 53-58).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Kenneth B. Matheny, committee chair; Frances McCarty, Y. Barry Chung, Jeff Ashby, committee members. Description based on contents viewed Feb. 16, 2010. Includes bibliographical references.

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