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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

A Phenomenological Study of Transgender Youth With Disabilities High School Experiences

Ingram, Angela 11 January 2019 (has links)
The purpose of this study was to gain an in-depth understanding of the lived experiences of transgender youth with disabilties in high school. Utilizing in-depth phenomenological interviews and photography, this study sought to gain insights into how the lived experiences and intersections of transgender and disability identity impact high school experiences. The collection of interview data and photography allowed for a deeper understanding of the essence of the phenomenon under study. The aim was to understand the ways in which the complexities of ‘transgender’ and ‘disability’ identities impact high school experiences. The analysis of the data lead to six key themes including: gender as fluid, society and identity, conflation of identities, mental health, changes in school and difference as strength. This dissertation offers a more complete picture of the needs and barriers transgender youth with disabilities face to inform future research and practice. Results from this study extend the current research and provide a deeper understanding of the needs and challenges of transgendered youth with disabilities. Findings from this study also support implications for how educators work with transgender youth with disabilities and how schools can be more inclusive in meeting their needs.
12

Strengths in Intersecting Identities: The Experience of Being Black and a Sexual and Gender Minority

Cheperka, Ryan Anne 01 December 2012 (has links)
There has been a lack of inclusion of LGBTQ people of color within the psychological literature. It is important to attend to a number of diverse demographic variables in order to begin to understand a particular group's experience. The unique intersection of demographic variables or identities shapes a person's experience. Thus, the current study was designed to understand the experiences of those who are not typically represented within the literature. Specifically targeted were individuals who had some African American background and were both sexual and gender minorities. The focus of the current study was on life experiences and strengths due to researchers historically focusing on disadvantages of minority groups. This study was a qualitative investigation conducted in order to identify the strengths and influencing factors of strengths of those with multiple minority statuses. Twelve individuals that were at least in part African American and a sexual and gender (or gender identity) minority were interviewed in person. During the interview process participants discussed some of the challenges they faced, the support systems they had, and the various strengths they demonstrated throughout their lives. A grounded theory approach was utilized to analyze the data. The core phenomenon of this study, referred to as the storyline, revolved around participants' development and utilization of strengths, which included the working through various challenges and accessing support within their contexts. Consistent with past research, the development of strengths was impacted by sociocultural/societal factors, community, religion/spirituality, interpersonal relationships, life events, and intrapersonal concerns. Unique strengths included participants' tendency toward intrapersonal growth, perseverance, connections with others, activation of inner coping strategies, and activism.
13

LOTS OF AWFUL THINGS: INTERSECTIONS OF QUEERNESS AND CANCER THROUGH AUTOETHNOGRAPHY

Potter, Joshua Loren 01 August 2016 (has links)
Using autoethnography, this dissertation explores the relationship between my experiences through the treatment of papillary thyroid carcinoma and crip-queer theory. This dissertation seeks to bridge queer theory, disability studies, and medical discourse through personal experience. Additionally, by employing autoethnography, this study creates nuanced narratives of living with chronic illness at the intersections of disability and queerness. In Chapter One I provide a rationale and provide a cursory explanation of crip-queer theory. In my second chapter I employ Robert McRuer’s notion of the origin story to chart the development of crip-queer theory by looking to the similar activist histories of disability and sexuality within the United States. In Chapter Three I examine my solo performance Orphan Annie Eyes: Overcoming Narratives of Cancer and Loss, arguing that the performance challenges common narrative tropes surrounding disability. In my fourth chapter I use autoethnography to explore my experiences going through cancer treatment. Finally, my fifth chapter explores the implications of this dissertation and seeks to identify future research studies using crip-queer theory.
14

Teaching at the Intersection of Disability, Race, and Gender: Theorizing the Disability Studies Classroom

Peters, Margaret 23 July 2021 (has links)
Given the critiques by many Black, Indigenous, and People of Colour (BIPOC) scholars who argue that Disability Studies is really White Disability Studies, this dissertation explores the challenges of teaching critical Disability Studies at the undergraduate level. At the heart of the challenge of teaching Disability Studies is the conflict between disability scholars, some of whom argue against politics of desirability, pointing to the disabling/debilitating processes that make rights-based analyses inadequate. While Canadian university institutions use discourses of Diversity, Equity, and Inclusion, and claim to follow state recommendations for accessibility and reconciliation, universities themselves still often are disabling. Indigenous and Black students, facility, and staff still experience inaccessible study and work spaces, including carceral logics that represent Indigenous and Black knowledges as inherently intellectually inferior. I argue that these logics are not separate from ableist practices that limit disabled participation in university spaces; disability must be examined through an intersectional—and explicitly race-based—lens. Using Critical Discourse Analysis (CDA), this dissertation takes on the problem of teaching Disability Studies in two parts: the first part gives a more theoretical examination of the conflicts within Disability Studies, the problems of accessibility/reconciliation according to university Teaching and Learning websites, and the accessibility issue of anti-Blackness in university. The second part aims to give a more pragmatic and practical examination of the same issues, pointing to a failure-based self-reflexive classroom, and giving two mock assignments for educators and students to consider their place in ableist white supremacist institutions.
15

You Could Be That Kind of Girl

Franco, Tea Ariel 24 May 2022 (has links)
No description available.
16

Tillräckligt kvalificerad? : Ett intersektionellt perspektiv på arbetsgivares kvalifikationskrav i kunskapssamhället

Hallqvist, Linn January 2016 (has links)
This thesis aims to highlight the problems with statutory employment protection available to workers when the employer imposes new qualification requirements in connection with the reorganization. The purpose of this thesis is also that from an intersectional perspective, examine the societal implications employers for new skill requirements, in the knowledge society. The methods used to fulfill the purpose of the essay is legal dogmatic. This has been applied in order to determine what is the law in relation to the new qualification requirements at the reorganization of the business. Furthermore has a sociological analysis applied to study the social implications employers new qualification requirements may be. This analysis has assumed an intersectional perspective of power. The conclusions that emerged through the essay indicates the law of today primarily protects workers with formal qualifications as university education or vocational training. Informal qualifications in terms of experience and length of employment is not as highly valued. Furthermore, it has been concluded that the strongest protection for workers in today's labor is itself being an active part in providing themselves with the skills and knowledge their current job seems to require. The impact of the new formal proficiency requirements may in society from an intersectional perspective are that it shapes new classes in society by those who lack the required qualifications tend to be marginalized from the labor market. Hardened seems the workers suffer who established themselves in the labor market at a time when traditional production professions and other less skilled occupations did not require training. Employers new qualification requirements may thus negative effects on many older workers but also other workers who lack the education and workers with different ethnicity. Changed qualification requirements may thus be justification for structural discrimination. Partly by qualification requirements in itself makes some people do not achieve the requirements, but also to the legislation today formally fair and neutral, which means that it does not take into account substantive injustice and people's different conditions to acclimatize to the new labor market qualification requirements.
17

An examination of senior black, Asian and minority ethnic women and men's identity work following episodes of identity salience at work

Atewologun, Adedoyin January 2011 (has links)
This study addresses methodological critiques of ethnicity research in organisations by combining intersectionality and identity work frameworks. Additionally, it extends intersectionality beyond its traditional focus on multiple disadvantage and demonstrates contextual sensitivity to ethnicity. Taking an individual constructivist stance, I examined ethnicity and its intersection with gender and seniority through an identity work lens. The research question was: How do senior black, Asian and minority ethnic women and men make meaning of episodes that raise the salience of their intersecting identities at work? The study investigated how 24 senior black, Asian and minority ethnic (BME) women and men constructed an understanding of their multiple-identified selves in response to affirming, contradictory or ambiguous identity-heightening work experiences. Respondents kept journals about episodes that raised the salience of their intersecting identities. Then, in interviews, they described the sense they made of the episodes and their responses to them. Following a template-based analysis of 101 accounts, a typology emerged of Accommodating, Refuting, Reconciling, Affirming and Exploratory identity work modes, describing senior BME individuals’ identity construction in response to identity-heightening episodes. I introduce ‘intersectional identity work’ to illustrate how individual (e.g. cognitive effort to reconcile a paradox), relational (e.g. a sense of responsibility and affinity for subordinate minority colleagues) and contextual (e.g. visibility resulting from demographic distribution in one’s immediate environment) factors influence intersecting senior, ethnic and gender constructions at work. Integrating intersectional and identity work perspectives to examine ethnicity demonstrates the dynamic interplay of multiple identity dimensions during meaning-making, the range of modes adopted and the intensity of effort expended by senior BME women and men during personal meaning-making. This approach makes a methodological contribution to ethnicity and intersectionality research. It also makes an empirical contribution to UK ethnicity and identity work research through the suggestive model of identity work modes and rich insight into senior BME individuals’ experiences at the juxtaposition of disadvantage and privilege.
18

Negotiating Intersectionality: Women in the Civil Rights Movement and the Zapatista National Liberation Front

Azerad, Jessica 01 January 2017 (has links)
This thesis set out to determine the interaction between gender and social movement participation. In other words, it is answering the questions: how are women able to interact social movements and how do social movements enable women to be full participants in their struggle? It uses an intersectional framework to examine two social movements: the Black Civil Rights Movements that took place in the U.S. in the 1950s and 1960s, and the Zapatista National Liberation Front (EZLN) that began in Chiapas, Mexico in the 1980s and works to this day. For the Civil Rights Movement, it finds that the major organizations did not enact any policies or make any structural changes to incorporate women more fully into the Movement. Furthermore, women that wanted leadership roles in the Movement often had to forge their own by means of grassroots organizing and local women-led political action groups. For the EZLN, it finds that the organization gave women both leadership positions and military titles, passed the Women's Revolutionary Law that codified women's rights within the organization and the community, and lastly created autonomous municipal governance structures to enforce women's rights.
19

She just did: a narrative case study of black women student leaders at a predominantly white midwestern institution

Lander, Teara Flagg January 1900 (has links)
Doctor of Education / Department of Educational Leadership / Kakali Bhattacharya / The purpose of this narrative case study was to explore the lived experiences of four Black undergraduate collegiate women leaders in higher education in their third and fourth years of study in a predominantly White Midwestern institution. This qualitative study was conducted with purposeful and criterion-based sampling. The participants selected needed to be at least a student leader in a registered student organization at one time during their collegiate career. Narrative inquiry was used to explore the participants’ racialized, gendered, and leadership identity development prior to college and throughout the course of their collegiate careers. The participants’ narratives were organized using Bildungsroman format, or as a coming of age story. Findings indicate that although the participants identified as Black women and Black women student leaders, their racialized identity was much more salient than their gendered identity. Therefore, outside of biological markers like menstruating and becoming mothers, they were not able to articulate the development of their intersectional identity. Findings also show the participants had a certain amount of self-confidence and critical self-awareness that allowed them to succeed even when faced with racialized and gendered discrimination as individuals and within their roles as student leaders. Such obstacles contributed to their ability to just do when faced with challenges regardless of the difficulty level of the challenge. The study raises implications about the multitude of support systems that Black women and girls have upon entering college. Another implication is the amount of invisible labor that Black women as collegiate leaders do in order to support their fellow peers. Finally, this study raises implications about the deficit narratives that depict Black women’s and girls’ stories within education. Thus, this study presented a counternarrative to the traditional, negative, and stereotypical narratives that are untrue and detrimental to the racialized, gendered, and leadership development of Black women and girls within and beyond the education system.
20

Everyday Lived-Experiences and the Domain of the Sexual As Explored By Four Physically Disabled Women

Volion, Ashley Maria 14 May 2010 (has links)
This thesis is an exploratory study of the everyday lives of four women with various physical disabilities and how these women came to view themselves as sexual beings. Using an intersectional analysis and in-depth interviews, it examines these women's perceptions of expectations of normalcy in regard to life style, body image, and sexual practices, especially the expectations of their able-bodied family members and friends. It also explores how these disabled women deal with the stigmas they encounter in their everyday lives. Special attention is focused on how disabled people are often viewed as asexual or without sexual desires. By contrast, this thesis highlights the sexual agency of the disabled and includes policy implications that entail new ways of defining sexual practices, as well as the need for sex education for the disabled.

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