This thesis examines the educational exclusion of Dalits in Nepal. It analyses the extent to which the hierarchical caste system and educational policies and practices create exclusionary pressures upon Dalits. This analysis is based on the data obtained from literature and documents, autobiographical exploration and the ethnographic fieldwork conducted at Basipur village and Gauripur School in a Tarai District of Nepal. This thesis is an attempt to listen to Dalit voices and experiences about educational exclusion as a part of the process of including the excluded. This representation of Dalit agency is richly contextualised within the changing political, cultural and socioeconomic context of Nepal. The thesis seeks to challenge and contest the pathological stereotypes of Dalits. It contributes to the literature concerned with understanding culturally specific issues of educational inclusion and exclusion in Nepal. This thesis analyses how schooling in Nepal has reproduced structural inequality and discrimination. Such exclusionary practices have been exacerbated by ambivalent policy texts. Indeed, the increased support for private schooling has maintained Dalits’ exclusion from education and society. On the other hand, public schooling has also played a significant role in challenging the hierarchical caste structure and discriminatory discourses within society. Through developing a ‘schooled identity’, Dalit children build relationships with non-Dalit children. Such relationships have the potential to challenge and contest discriminatory ideologies for both Dalit and non-Dalit children. This thesis suggests that developing inclusion involves a process of understanding and changing exclusionary and discriminatory power relations. This process of change involves a continuous political and social struggle.

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That negative racial prejudice is learned, that the learning process begins at an early age, and that the behavior can be influenced and changed are generally accepted tenets of modern behavioral science. The present study has attempted to evaluate the effect of the Head Start Child Development Program on the evolution of race prejudice in the disadvantaged preschooler.A sample of 20 Head Start children, ages 4-6s were compared with 20 children of the same age range deriving 10 each from an all black and an all-white low income day care center.Attention was given to an equal male-female distribution in all four groups. Participants were further matched socio-economically to the extent possible.All 40 participants responded to a series of questions, following an exercise involving the placement of a family of white dolls and a family of black dolls in a doll house. The testing situation remained essentially unstructured, to the extent possible, in an effort to elicit spontaneous responses.In all cases, familiarity had been previously established with the writer.Responses were to questions and exercises designed to illuminate on a tendency to physically integrate or segregate (as reflected by actual placement of the dolls in situations of black-black, white-white, or black-white interactions, beyond calculated chance expectation), and to determine relative levels of awareness of color differences in terms of the concept of race and, finally, any preferences for one color over the other.A systematized method for quantifying the results in terms of these factors was subsequently developed.Salient findings indicated that although involvement in the Head Start program had a generally positive effect on the child participants in terms of diminishing racially prejudiced types of behaviors, ultimately the elimination of such behavior will require equality and integration in the total environment.

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This thesis examines religiosity in the U.S. military and at the U.S. Naval Academy. More specifically, this qualitative study briefly explores whether belief in and practice of religion affects the overall adjustment and experience of midshipmen at the U.S. Naval Academy. Data were collected through focus groups with first and second class midshipmen (seniors and juniors, respectively) in the Classes of 2006 and 2007. Content coding revealed current issues of tolerance, acceptance, diversity, and understanding between midshipmen with differing religious beliefs and the in-group/out-group phenomenon that occurs between the religious majority and minority of the institution. Research into minority and diversity issues are compared to focus group data about minority versus majority religious groups and beliefs. Focus group respondents did not uncover or suggest any serious or egregious affronts to religious tolerance. However, there is anecdotal evidence that biases and prejudices remain especially with regard to atypical or unusual groups. Respondents spoke of racism, homophobia, and specifically, intolerance towards religious minorities. The message of tolerance has not penetrated some emotional reactions and there exists undertones of intolerance regarding certain diversity issues. Recommendations include individual and group counseling and development of a structured diversity and acceptance education curriculum. / US Navy (USN) author.

This study was an attempt to determine if subjects differing in anxiety, motivation and stress evidence differential weight discrimination performance. The judged difference in weight discrimination will be affected by a preceding series of discriminations.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

1 Abstract - Discrimination against Roma in Czech Republic? The purpose of my thesis is to analyse the issue of discrimination against the Roma people in the Czech Republic, particularly from the perspective of the state - whether the Roma ethnic group in our country is indeed discriminated against and how the state copes with this possible racial discrimination. This theme became more important in connection with the riots in Šluknov in 2011. The thesis is divided into four main chapters. Chapter One deals with the history of Roma-related legal acts promulgated in our lands. It covers the history from the arrival of the Roma in our lands, the promulgation of legal acts during the Austro-Hungarian Monarchy and Czechoslovakia, until the effort of the Communist Party to assimilate them. Chapter Two is focused on the discrimination against Roma in education. In this chapter I analyse the judgment of the Grand Chamber of the European Court of Human Rights on the case D. H. and others vs. Czech Republic. On this judgement, the court held that there was discrimination against the Roma concerning their access to education and violation of the European Convention on Human Rights and its protocols by the Czech Republic. After an evaluation of this judgement I propose some measures which could lead to the elimination...

Thesis (M.S.)--Boston University