abstract: This study re-frames learning disabilities (LD) through the emotion-laden talk of four Latina/o students with LD. The research questions included: 1) What are the emotion-laden talk of Latina/o students about being labeled with LD? 2) What are Latina/o students' emotion-laden talk of the idea of LD? I identified master narratives, the "pre-existent sociocultural forms of interpretation. They are meant to delineate and confine the local interpretation strategies and agency constellations in individual subjects as well as in social institutions," (Bamberg, 2004, p. 287) within the following literatures to inform my research questions and conceptual framework: a) historiography and interdisciplinary literature on LD; b) policy (i.e., Individuals with Disabilities Education Act (IDEA)), c) the academic and d) social and emotional dimensions of LD; and e) student voice research with students with LD. Interdisciplinary, critical ethnographic and qualitative research methods such as taking into account issues of power, etic and emic perspectives, in-depth interviewing, field notes were used. Total participants included: four students, three parents and three teachers. More specifically, descriptive coding, identification of emotion-laden talk, a thematic analysis, memoing and intersectional and cultural-historical developmental constructs were used to analyze students’ emotion-laden talk. Emotion-laden talk about being labeled with LD included the hegemony of smartness, disability microaggressions, on the trinity of LD: help + teachers + literacy troubles, on being bullied, embarrassment to ask for assistance from others and help as hope. The emotion-laden talk about the idea of LD included LD as double-edge sword, LDness as X, the meaning of LD as resource, trouble with information processing, speech, and silence, the salience of the intersection of disability, ethnicity and language and other markers of difference, struggles due to lack of understanding and LD myths. This study provides a discussion and implications for theory, research, policy, and practice. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

abstract: Sociopolitical involvement has been previously shown to be associated with experiences of discrimination. Lesbian, gay, and bisexual (LGB) racial/ethnic minorities have faced multiple levels of discrimination from the mainstream community, racial/ethnic minority communities, and LGB communities. However, not many studies have investigated the association between intersectional forms of discrimination and sociopolitical involvement. The present study examines differences in perceptions of racism in the LGB community, sociopolitical involvement in racial/ethnic communities, and sociopolitical involvement in LGB communities among LGB racial/ethnic minorities (N = 203, MAge = 27.25). The sample included 107 (52.7%) men and 96 (47.3%) women; 41 (20.2%) lesbians, 89 (43.8%) gay men, and 73 (36.0%) bisexuals; 47 (23.2%) African Americans, 50 (24.6%) Asian Americans, 64 (31.5%) Latinos/as, and 42 (20.7%) from another race/ethnicity or mixed race. This study also looks at the association between perceptions of racism in the LGB community and sociopolitical involvement in racial/ethnic communities and/or LGB communities. Asian American participants reported perceiving higher levels of racism in the LGB community than Latino/a participants. No other differences in perceptions of racism in the LGB community were found between sexual orientation or by racial/ethnic group. No differences between racial/ethnic group or sexual orientations were found in sociopolitical involvement in racial/ethnic or LGB communities. When controlling for sexual orientation, gender, and race/ethnicity, perceptions of racism in the LGB community predicted sociopolitical involvement in racial/ethnic and LGB communities. By exploring correlates of discrimination from an intersectional perspective, this study provides a better understanding of the experiences of LGB racial/ethnic minorities. / Dissertation/Thesis / Masters Thesis Counseling Psychology 2016

abstract: Through ideologies of gender identity, gender as performance, sexuality, and the transgressions thereof, this document serves as a memoir inside of a memoir. I made a pop concert dance piece through a western dance aesthetic with my thesis paper detailing the experience. What did that look like? Throughout this paper, I will explain my thought process, expectations, and experience through writing, which is a more challenging task for me. I am not an academic writer, but rather a rebel with a cause. My cause is to transgress the system in any way I’m able - through words, dance, and expression. As opposed to the artistic dance piece itself, this paper’s purpose is one of both selfish intent and catharsis. Given this, I approached my thesis paper with the same mindset used when developing my piece, in that I rebel fighting against the heteronormative standards that have run my life. I don’t fill this document with regurgitated theory. Moreover, this document morphed into a cathartic platform for me, a purging of counter-hegemonic principals and ideals. / Dissertation/Thesis / Masters Thesis Dance 2017

abstract: This study was designed to introduce specific activities/lessons to students in an online university gender and communication course. It was also designed to determine how participants made meaning of and felt about learning about intersectionality of gender and cultural identities, using arts-based data collection. Previous research on the symbolic nature of language, ground-breaking work on intersectionality, and work on arts-based research were instrumental frameworks in guiding this study. Participants were asked to create poems in response to their readings of class materials and vignettes about cultural identity issues that were provided to them. The researcher was able to determine how individuals from disparate cultural backgrounds made meaning of what they read and then how they articulated their feelings relative to learning about intersectionality, their experiences with arts-based data collection, and their perceptions of their futures application of the lessons learned. The poetic expression about those experiences provides a valuable initial base for future research with regard to more narrowly focused studies of gender intersected with identities associated with socioeconomic status, age, ableism, religious affiliation, and other cultural identities. / Dissertation/Thesis / Doctoral Dissertation Communication 2017

abstract: ABSTRACT This study examines the experiences of five women doctoral students in music education. The goal was to gain insight into the important experiences and concerns they encountered during their studies. While the literature on women in other fields indicates that socialization of women to the academy differs from that of their male counterparts, this concern has yet to be addressed in the field of music education. Participants, selected to show maximum variation in personal and professional characteristics, were women who had previously taught in K-12 settings and who were enrolled in or recently graduated from a doctoral program in music education in the United States. Data were collected primarily through in-depth interviews and photo elicitation, and were analyzed through both individual case and cross-case analyses. All of the women initially stated gender was not an issue that influenced their doctoral studies, but analysis showed that they had clearly internalized the socially constructed roles and expectations reflected in society, and that those roles and expectation did, indeed, impact their choices and behaviors prior to and during their doctoral studies. Three facets of gender were important, specifically socially constructed roles and expectations for women in both their families and in their doctoral studies, gender performativity related to the male-centered expectations in academia, and the importance of intersectionality. The participants’ doctoral experiences were contextualized not just by their gender, but also by their race/ethnicity, class, sexuality, religion, and age. Analysis supports other researchers’ findings that women doctoral students may have different experiences in their doctoral studies than their male counterparts. Recommendations for doctoral programs in music education and music teacher educators are provided. This study’s findings suggest further research is needed to investigate the impact of gender balance in doctoral cohort and faculty, amount of teaching experience prior to studies, and educational background or prior research experience on women’s doctoral experiences, as well as the roles of intersectionality and performativity for women in an academic context. / Dissertation/Thesis / Doctoral Dissertation Music Education 2017

Introdução: Na adolescência, existem muitas marcas prejudiciais ao desenvolvimento decorrentes dos processos deletérios de desgaste que os grupos populacionais mais subalternos vem sofrendo. Os escolares do ensino fundamental tornam-se, portanto, potenciais alvos para intervenções que possam prevenir ou amenizar esta realidade. As escolas são os loci privilegiados para encontrar este grupo social e, portanto, reconhecer e enfrentar as necessidades em saúde. Objetivo geral: Identificar as possibilidades das escolas no reconhecimento e enfrentamento das necessidades em saúde de sua população e a articulação com as demais instituições do território. Metodologia: estudo exploratório e descritivo, com abordagem qualitativa. Os dados foram coletados por meio de entrevistas semidiretivas com roteiro previamente testado, com os trabalhadores das escolas municipais e unidades de saúde de São Paulo e tratados com o programa de análise lexical ALCESTE. Resultados: inexiste uma sistematização para o reconhecimento das necessidades de saúde do escolar, as ações de enfrentamento estão voltadas a atender emergências e encaminhamentos aos serviços de saúde. As necessidades reconhecidas e enfrentadas referem-se à adaptação dos alunos com necessidades educacionais especiais em meio a outros alunos, que ocorrem nas salas de aula, e menos em outros momentos da presença dos escolares na instituição. A relação entre escola, o setor saúde e os demais encontra-se desarticulada. Conclui-se ser imperativo monitorar as necessidades em saúde e as vulnerabilidades dos escolares que permitem verificar que existe um grande campo de atuação interdisciplinar na saúde coletiva. / Introduction: In adolescence, there are many brands affects the development of deleterious processes resulting from wear which population groups have suffered more underlings. The schoolchildren become therefore potential targets for interventions that could prevent or ameliorate this situation. Schools are privileged loci to meet this social group and, therefore, recognize and address the health needs. General Objective: To identify the opportunities for schools to recognize and cope with the health needs of its population and coordination with other institutions in the territory. Methodology: exploratory and descriptive, qualitative approach. Data were collected through interviews with semi-direct route previously tested, with workers at local schools and health units in Sao Paulo and treated with ALCESTE lexical analysis program. Results: does not exist a systematic method to the recognition of the needs of school health, coping actions are intended to meet emergencies and referrals to health services. Needs recognized and addressed relate to the adjustment of students with special educational needs among other students, that occur in classrooms, and less at other times the presence of students at the institution. The relationship between school, the health sector and the other is disjointed. It is imperative to monitor the health needs and vulnerabilities of the school verifying that there is a large field of interdisciplinary work in public health.

Objectif : Cette recherche a pour objectif de documenter le traitement institutionnel des déviances adolescentes dans la justice des mineurs, au prisme du genre et des autres rapports de pouvoir. L'enquête vise en premier lieu à mettre au jour les scripts et attentes de genre véhiculés par les professionnel‑le‑s et à en décrire les conditions de production, reproduction et légitimation par les institutions de contrôle de la jeunesse. Au-delà des seules normes de genre, il s'agit de comprendre la manière dont différentes normes sociales liées notamment à la classe, à l'origine ethno-raciale ou à l'âge influent sur les procédures judiciaires et balisent les carrières institutionnelles des adolescent‑e‑s confronté‑e‑s à la justice.Méthode : Une enquête ethnographique d'une année a été menée au tribunal pour enfants de Créteil, et une enquête complémentaire a été réalisée durant deux mois au tribunal pour enfants de Paris. Ces investigations se sont principalement basées sur l'analyse qualitative et quantitative de dossiers judiciaires pénaux (n=133) et en assistance éducative (n=95), d'observations d'audiences, et d'entretiens (entretiens semi-directifs et focus groups) avec les acteur‑e‑s de la justice des mineurs. Résultats : L'étude des dossiers judiciaires indique l'existence d'un traitement différentiel des filles et des garçons. Cela se traduit notamment, au pénal, par un plus grand recours au soin et à des formes de contrôle para-pénales dans le cas des filles, et par une moindre prise en compte des vulnérabilités dans le cas des garçons. En assistance éducative, des schémas similaires sont à l’œuvre, mais de manière moins marquée. De plus, l'analyse approfondie des dossiers montre la perméabilité des actes de jugement à la position sociale (classe), à l'identité ethno-raciale et aux catégories d'âge. Conclusion : Cette thèse rend compte de la manière dont l'institution façonne les carrières des adolescent‑e‑s confronté‑e‑s à la justice, et aide ainsi à comprendre les mécanismes de production, reproduction ou légitimation institutionnelle des normes de genre. Il en ressort également que les normes véhiculées par l'institution renvoient à d'autres rapports de pouvoir en mesure d'influer sur les processus judiciaires, à l'instar des rapports de classe, race ou âge. Il est donc nécessaire de mettre en œuvre une approche sociologique intersectionnelle des actes d'État, et de procéder à un questionnement critique à l'égard de l'universalisme juridique tel que revendiqué par les institutions du contrôle social. / Goal: The present work aims at analyzing the institutional treatment of adolescent deviances within the juvenile justice system, based on approaches of gender and other power relations. Our main objectives are to highlight the gender-related scripts and expectations that occur in the justice system and to describe the context in which they have been produced, reproduced and legitimated by youth control institutions. Beyond gender norms, this work deepens the understanding of how multiple social norms (related to class, race and age) impact both judicial processes and institutional careers of teenagers (boys and girls) going through the justice system. Method: A one-year ethnographic survey was conducted in a French juvenile court in Créteil, complemented with a 2-month survey in the juvenile court of Paris. Judicial records in criminal (n=133) as well as civil (n=95) proceedings were analyzed, public hearings were attended and finally both semi-directive and focus group interviews with juvenile justice agents were carried out. Findings: The study of judicial records shows the existence of a differential treatment between boys and girls. In criminal proceedings, the sentencing of girls relies notably more on care and infrapenal control than the sentencing of boys, whose vulnerabilities weigh not as much. In civil proceedings, some similar patterns were observed, although not as pronounced. The in-depth analysis of records shows the permeability of sentencing to social norms linked to social position, racial identity and age categories. Conclusion: This research documents the way the judicial institution organizes the trajectory of teenagers facing the justice system, and helps to understand the mechanisms of institutional production, reproduction and legitimation of gender norms. The norms passed on by the institutions were found to be linked to other power relations, which, in turn, influence judicial processes, such as class, race or age relationships. Therefore, it is necessary to implement an intersectional sociological approach of the State’s actions and to criticize the legal universalism claimed by social control institutions.

Esta dissertação tem como objetivo discutir de que forma a interseccionalidade dos marcadores sociais de gênero, raça, classe e geração/idade atravessam a relação das mulheres com o Projeto Mulheres da Paz, transcorrendo pelos percursos que as levaram até este projeto social, como definem e entendem o sentido de “ser uma mulher da paz” e a relação deste projeto nos processos de subjetivação. Por meio dos relatos das trajetórias de vida de 10 mulheres da paz, a interseccionalidade destes marcadores sociais e seus atravessamentos na relação das participantes da pesquisa com o Projeto Mulheres da Paz foi descrita e analisada. Conceitos do campo das relações de gênero e sua articulação às questões interseccionais foram fios condutores deste estudo. A partir desta pesquisa foi possível elencar e compreender a magnitude das marcas concebidas pela interseccionalidade do gênero, da classe, da raça e da geração/idade na história de vida dessas mulheres, incidindo na maneira com que produzem sentido à suas participações neste projeto social. Além disso, por intermédio desse engajamento no programa, relevantes elementos imbricaram transformações nos processos de subjetivação, tais como o fortalecimento das relações comunitárias e o empoderamento Fatores que possibilitaram às entrevistadas mudanças nas suas relações familiares, aprendizados sobre relações de gênero e acesso aos direitos e a participação nos espaços públicos de maneira a serem reconhecidas e valorizadas. Outra questão apontada com veemência foi o desafio posto às práticas de trabalho/pesquisa que se pautam no olhar interseccional, em que a operacionalidade deste conceito nos interroga diante de sua complexidade, ao mesmo tempo em que nos convoca a uma perspectiva afinada e valiosa de análise das relações sociais de poder. Por fim, foi percebido que o campo das políticas públicas para as mulheres (e não só) precisa estreitar laços com a discussão teórica e prática das interseccionalidades, como forma de romper com riscos que reproduzam violação de direitos, apostando em estratégias que acionem mudanças nos jogos de poder vigentes na nossa sociedade. / This paper aims to discuss how the intersectionality of social markers, such as gender, race, class and generation/age go through the relationship of women in the Projeto Mulheres da Paz - Women of Peace Project, in free translation - moving along the paths that led them to this social project, how do they define and understand the meaning of "being a woman of peace" and the relation of this social project in subjective processes. Through the narrative of life trajectories given by 10 women of peace, the intersectionality of these social markers and their crossings in relation to the study participants in the Women of Peace Project had been described and analyzed. Concepts from the field of gender relations and their articulation to intersectional issues were conductive wires for this study. From this research, it was possible to list and understand the magnitude of the marks designed by gender intersectionality, class, race and generation/age in the history of life of these women, focusing on the way they produce meaning in their participations in this social project Moreover, through the engagement in the program, other relevant elements intertwined transformations in subjectivity processes, such as the strengthening in community relations and empowerment; factors that had enabled changes in the interviewees‟ family relationships, learnings about gender relations and access to rights and participation in public spaces, in order to be recognized and valued. Another issue strongly pointed was the challenge put to the working practices/research which were based on intersectional look, in which the operationalization of the concept questions us on its complexity, at the same time that calls us to a more finely tuned and valuable perspective analysis of the social relations of power. Finally, it was realized that the field of public policies for women (and not only) have closer ties with the theoretical discussion and practice of intersectionality as a way to break away from risks that reproduce violation. Betting strategies that trigger changes in the power games existing in our society.

Cuidado à população adulta em situação de rua em Lajeado, RS. Essa é a temática que orienta a pesquisa, que tem como objetivo central compreender como as pessoas adultas, em situação de rua, percebem e acolhem as estratégias de cuidado disponibilizadas pelo sistema de Proteção Social na cidade de Lajeado. Para embasar os objetivos da pesquisa, foram criados quatro capítulos conceituais para fundamentar teoricamente a proposta: A praça, o enredo, a história; Paulo, Joaquim e Márcio: quem são eles que compõem a história; Política da Assistência Social; Onde fica a praça? Onde se passa a história? Um pouco sobre Lajeado. Esta é uma pesquisa de abordagem qualitativa, que utilizou como metodologia grupos focais com a população em situação de rua de Lajeado. As falas disparadas nos encontros foram avaliadas pela análise de conteúdo proposta por Bardin (2011). Após as transcrições, os conteúdos foram distribuídos em quatro categorias: Vida com Droga, Droga com Vida (versa sobre as relações estabelecidas com o uso de álcool e outras drogas em suas vivências nas ruas); Entre o real e o ideal(izado) (aborda a rede de serviços disponível na cidade, do mesmo modo que avaliam como necessário); Trabalho: o abre e fecha (discute formas de inclusão e exclusão que atravessam o mercado de trabalho); Quem (des) cuida de quem? (analisa as relações de cuidado que vivenciam na rua, que perpassam movimentos de acolhida e violência). Ao longo do processo de escrita do trabalho, foram realizados encontros com a proposta de discutir a construção da história. Nestes foram apresentados os resultados aos sujeitos participantes e, ainda, ocorreram práticas de cuidado como roda de conversa, lanche coletivo, risadas, etc. / Care to people on the street in Lajeado, RS. This is the theme that guides the research, which was aimed at understanding how the adults people on the street realize and embrace the strategies of care provided by the social protection system in the city of Lajeado. To support the objectives of the research, four conceptual chapters were created to theoretically support the proposal: The square, the plot, the story; Paulo, Joaquim and Márcio: who are they that make up the story; Politics of Social Assistance; Where is the square? Where does the story take place? About Lajeado. This is a qualitative study which used as methodology focal groups on the streets people of Lajeado. The statements triggered in the meetings were evaluated by content analysis proposed by Bardin (2011). After the transcripts, the contents were divided into four categories: Life on Drugs, Drugs with Life (it deals with the established relations with the use of alcohol and other drugs in their experiences on the streets); Between the real and the ideal (ized) (it addresses the network services available in the city, as well as evaluating as necessary); Work: opens and closes (discusses ways of inclusion and exclusion that cross the labor market); Who (un) takes care of whom? (It analyzes the care relationships they experience between them, or in their relations on the street, as well as how they perceive the care provided by the city services). At the end of the research and writing process, a meeting was held with the aim to discuss the construction of the story. The results were presented to the participating people and care practices also ocurred as conversation circle, collective snack, laughter, etc.

abstract: The majority of Black D/deaf female students who enter college do not obtain college degrees; as many of them drop out of college citing irreconcilable differences with faculty, staff and peers (Barnartt, 2006; Williamson, 2007). Although, many of these inequities are being addressed in current scholarship, traditionally social scientists have analyzed issues of race, gender, class, sexuality or disability by isolating each factor and treating them as if they are independent of each other (Thornton Dill & Zambrana, 2009). This qualitative dissertation study investigates the everyday lives of Black D/deaf female students on a college campus. The study is based on data gathered during four focus group interviews with twenty-two total participants and fifteen individual semi-structured interviews. Interviews were videotaped and conducted in either spoken English or sign language depending on the preference of the participant. Interviews conducted in sign language were then interpreted to spoken English by the researcher, and subsequently transcribed. The study sought to explore identity and individual agency, microaggressions and marginality on campus, and self-determination. Analysis focused critically on the women's understanding of their intersecting identities, their perception of their college experience and their persistence in college. The data revealed a seemingly "invisible" space that women occupied either because of their deafness, race, gender or social class status. Even though the women felt that that they were able to "successfully" navigate space for themselves on their college campus, many experienced more difficulty than their peers who were White, male or hearing. The women developed strategies to negotiate being part of both the deaf and hearing worlds while on their college campus. However, they frequently felt excluded from the Black hearing culture or the White deaf culture. / Dissertation/Thesis / Ph.D. Justice Studies 2012