The thesis explores how some undocumented Latinx immigrants thrive and understand their personhood and security in the current “immigration crisis” in the U.S. Using ethnographic tools such as interviews and participant observation, I gathered undocumented Latinx immigrants’ narratives about living in Orlando, Florida. I concluded that American immigration policies use lack-of-freedom strategies to limit their experiences and rights as human beings, also as a means to deter future immigrants. Through the lens of undocumented Latinx immigrants’ stories, I analyze the relationship between freedom, power, and identity in the social hierarchy of privileges in the United States to understand how their experiences are negatively affected by intersectional issues. The COVID-19 pandemic was a breaking point that made more visible the structural inequality and vulnerability of undocumented migrants alongside other marginal populations. In this research, I expand an anthropological discussion to think through more just alternatives of life and humanizing immigration policies in the United States. I raise both anthropological and philosophical questions for addressing these social justice matters.

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Self-employment is a popular occupation line among immigrants living in Malmö. East African women are however observed to be particularly absent with this regard. This thesis aims to investigate how East African women perceive self-employment in a bid to understand why few of them are entrepreneurs in Malmö. To this effect, the thesis questions whether East African women experience any barriers with regards to getting self-employed in Malmö. The working of gender and ethnicity in shaping self-employment perceptions among these women is also questioned. Unstructured and semi-structured interviews are used to gather material from the field with Intersectionality Theory picked to make sense of these material. Gender, ethnicity and immigrant status are found to be enmeshed and working recursively in different societal levels to shape East African women perceptions and also bar them from getting self-employed in Malmö. It is concluded that there is need for responsible actors to acknowledge the qualitative difference of immigrants as entrepreneurial Intersectional experiences are dissimilar between immigrant groups. As such, this research recommends a comparative study between various immigrant groups in Malmö. Further, a study that demarcates the working of agency and structure when it comes to self-employment motivation among people in an Intersectionality is also recommended.Key Words: Self-employment, East African women, Malmö, Intersectionality

The purpose of this qualitative study was to identify the perceptions African American female principals hold regarding the challenges and opportunities they experienced when seeking and holding administrative positions in a K-12 public school setting. The interview protocol contained open-ended questions and was used to conduct semi-structured interviews with six participants. Findings indicated that when seeking the principalship, African American women inspired to become principals, obtained the required credentials through district-sponsored cohorts and university programs, were knowledgeable of the required skills, felt mentors and networking were most helpful in obtaining a principalship, and noted that as they served as principals, they took advantage of opportunities to serve their school community. They reported that as they sought and served as principals, stereotypes about African American women were unique challenges and their experiences, opportunities, and challenges were different than those of their peers. Implications from the study indicate school district leaders can encourage African American women to pursue the principalship by promoting positive relationships with other administrators and supervisors, developing mentorships, and promoting district-sponsored programs. District leaders must also maintain awareness and combat the stereotypes faced by African American women as they seek and hold administrative positions. / Doctor of Education / The purpose of this qualitative study was to identify the perceptions African American female principals hold regarding the challenges and opportunities they experienced when seeking and holding administrative positions in a K-12 public school setting. The target population was six African American female principals serving in elementary, middle, and high school settings with differing levels of administrative experience, diversity, and socioeconomic status. Semi-structured interviews were conducted with the purpose of uncovering and capturing the perspectives of African American female principals as they seek and serve in the principalship. The analysis of participants' experiences provides a lens district leaders can use to recognize the opportunities of African American female leadership and to address and dismantle the challenges African American female leaders face as they seek and serve in the principalship. Results of the data analysis showed the African American female principals perceived that district-sponsored licensure cohort programs and mentorships were the most helpful in obtaining a principalship and they took advantage of the opportunities as they served in the principalship. Negative stereotypes about African American women were a challenge and they perceived there were differences in seeking and holding the principalship in comparison to their peers. Findings from this study indicate more research is needed on the perspectives of African American female principals as they seek and serve in the principalship in K-12 public schools.

The purpose of this study is to explore how racial and gender discrimination is reproduced in concrete workplace settings even when anti-discrimination policies are present, and to understand the various reactions utilized by those who commonly experience it. I have selected a particular medical center, henceforth referred to by a pseudonym, “The Bliley Medical Center” as my case study. In order to examine the gaps between the normative component instituted to regulate human behavior and the behavioral component in a workplace setting, I will employ critical race theory and feminist theories of intersectionality. The works of critics such as Delgado and Stefancic, Patricia Williams, and Patricia Hill Collins, among others, foreground the utility of storytelling as a means to 1) understand the gaps between formal policies and organizational behavior, 2) call attention to the experiential knowledge and evidence that is traditionally excluded in discrimination cases, and (3) to explain how formal anti-discrimination policies can actually be used to legitimize discrimination. Based on the results of this case study, we can conclude that an alternative interactionist, critical race, and intersectional approach is especially needed in terms of calling attention to traditionally ignored social processes that aid in the reproduction of workplace inequality in concrete workplace settings, thus expanding the current workplace discrimination scholarship. / Master of Science

The value of diversity in the Science, Technology, Engineering, and Math (STEM) fields has long been a leading topic of discussion among campus administrators and government officials. However, the number of African American women in STEM, and the engineering field in particular, has seen little growth over the past twenty years. To change this trend, there must be enhanced efforts to provide an environment and resources to support the retention of these women, and mentoring can play a key role. To gain a better understanding of the mentoring needs of these women, this research investigates the mentoring experiences of 16 current senior African American female engineering students. What is clear is that African American women have a unique set of experiences based on the multiple sets of identity groups that they claim membership in. Intersectionality emphasizes the implications of the multiplication of these identities and how that multiplication impacts experiences. This research, addresses the intersection by exploring faculty mentoring relationships, with particular focus on the implications of having a matched (same race and gender) or an unmatched mentor. Current research is inconsistent on the benefits of each type. Using phenomenography, this investigation of the various aspects of mentoring relationships that are salient to 16 African American women in engineering uncovered seven categories of mentoring: Guide, Proactive Supporter, Reactive Listener, Nurturer, Just in Time, Caring, and Role Model. Variation across these mentoring categories were reflected in the mentoring aspects that participants perceived. This set of interpersonal (listen, invested, and shared experience) and professional (development, opportunity, advice, and example) aspects depicted a set of mentoring types that varied in comprehensiveness. Additionally, variation in the race and gender of each mentor across each category suggested some trends surrounding the mentor characteristics that most frequently provided certain aspects. However, all of the categories that emerged were perceived to be effective. It is desired that the results of this research will impact the ways in which faculty understand the needs of African American women in engineering. / Ph. D.

Many international graduate students serve as teaching assistants at US universities. As teaching assistants, they carry out significant responsibilities such as leading lab sessions, grading student work, holding office hours, and proctoring exams. When these international teaching assistants (ITAs) cross national boundaries to teach at US universities, they may experience significant differences in the educational cultures. Teaching in a new educational culture offers ITAs both challenges and opportunities for growth. To better understand the experiences of this population within engineering, data were collected from seven engineering ITAs using a multiple-case study approach with each ITA representing a case. Data were collected in the form of weekly reflections and in-person interviews at the beginning, middle, and end of the semester, at an R1 university representative of national averages in terms of international graduate student population in the US. The participant pool represented diversity in the form of nationality, gender, prior teaching experience with the same course, and engineering discipline. Data were analyzed using both a priori codes and inductive coding emerging from the data, with particular attention given to experiences specific to engineering. Based on data analysis, codebooks were developed that operationalize ITAs' experiences and navigational strategies in the context of engineering. While illuminating the intersections of ITAs' teaching experiences with their international and GTA identities, the results point to the complexity and variations in participants' experiences based on various social and contextual factors such as gender, cultural background, prior exposure to the English language, prior engagement with the course material, and interaction with the teaching team. The results point to several contributions, and implications for engineering departments and universities, faculty, and ITAs to better engage ITAs in the process of undergraduate engineering education. In terms of contributions, this study uses intersectionality, a critical framework, which accounts for the complexity of engineering ITAs' experiences to provide systematic accounts of their experiences and navigational strategies while illuminating the nuances related to social, cultural, and disciplinary identities. Implications for the engineering departments and universities include creating an educational environment that values the cultural and linguistic diversity brought by ITAs, and collaborating with ITAs to organize training programs that help ITAs strengthen their communication, workload management, and intercultural skills; those for faculty include helping ITAs manage their teaching and research requirements by allowing for flexibility in ITAs' schedules, and treating ITAs as budding colleagues by using ITAs' existing pedagogical knowledge and scaffolding them when needed; those for ITAs include resisting the institutional pressure to "fit" into the US educational norms by using the pedagogical and cultural knowledge they bring from their home countries to better support student learning, and develop students' intercultural skills; and those for undergraduate students include engaging with ITAs to learn the engineering course content and simultaneously develop intercultural competence. / Ph. D.