Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 107-110).

Diversity has become an essential component in companies. As businesses and industries attempt to appeal to a wider demographic of employees while trying to serve diverse markets, they are also seeking to be representatives of such markets. Internal diversity is essential from a business standpoint. Diverse perspectives and backgrounds are proven to result in advantages for businesses which ultimately increase revenues and profits. The purpose of this study was to address the limited understanding of how White women and women of color navigate the dominant environment in the investment management industry. White men traditionally hold the power in this environment and, as such, are not typically subjected to the same obstacles. The purposely selected sample consisted of seven participants of a program whose mission was to develop women and people-of-color investment managers into more successful investment managers. The research methods included participant interviews and content analysis of documents about the program. Data collections methods included audio-recorded interviews and content analysis of documents about the program. The data were coded and analyzed, first by research question, and then findings were organized into three analytical categories based on the study’s framework. The research revealed two main tensions surrounding being authentic while seeking to raise money from White-male investors and that participants’ gender identity was perceived as an important part of their identity as investment managers. Participants’ capacity to handle these tensions grew after completing the program and they learned to present themselves in an authentic way. Recommendations are offered for educators and women investment managers, and for further research, including: (1) authenticity should be focused on and a key tenet of future programs, (2) having separate cohorts or learning paths for different experience levels, (3) emphasize in person training in order to build relationships with each other and with White-male investors/facilitators, (4) be authentic and run experiments based on being authentic to gauge success, (5) focus on building relationships, (6) think of White males as potential allies instead of adversaries, (7) study authenticity further, (8) expand pool of participants in future studies, (9) integrating future studies into the formal program evaluation, (10) study women professionals in the rest of the investment industry, (11) study White-male investors, and (12) study how subordinate White-males in the industry are treated.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Russell Cooper and Li Gan. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 200-203). Also available for download via the World Wide Web; free to University of Oregon users.

The purpose of this work is to illuminate how white male hegemony over women and minorities is inscribed through the process of film representation. A critical interrogation of six film texts produced over the last decade yields pertinent examples of how the process of hegemonic negotiation works to maintain power for the ever changing modes of postindustrial masculinity. Through the process of crisis and recuperation the central male characters in these films forge new, more acceptable attributes of masculinity that allow them to retain their centrality in the narrative.

Most science teachers in public schools across the nation are young, White women entering classrooms that are increasingly racially and culturally diverse. While the science classroom is becoming increasingly diverse, science careers continue to be exclusive of students of color, women, and English language learners. Assessments, as pedagogical practices, are the most impactful gatekeepers in determining the successes or failures of all students in science. Therefore, teacher-designed formative assessments serve to construct or damage student science identity. It is important to better understand how teacher-designed assessments represent science teacher identity so that we can better understand how they influence student science identity. In the following research study, I examine the narratives shared by four early-career teachers around their development of science teacher identity and navigation around developing formative assessment practices in their classrooms. In this work, I use a reflective practice lens to examine how science teacher identities are co-constructed during completion of a preservice performance assessment and during one induction year and how those identities inform the ways that teachers set goals for assessment. Through the interpretation of data sources including interviews, observation notes, portfolio assessments, and inquiry groups, I present the experiences, identities, and values in setting goals for assessments that four early-career science teachers shared. Across these data sources, I draw attention to findings around a) the language and positioning that the participants shared as they grew into their roles as science teachers; b) the ways that participant identities informed their goals for assessments and student learning, and c) the ways that teacher-designed formative assessments represented the identities of four early-career middle and secondary school teachers. I conclude with implications for teacher education strategies for building responsive and reflective assessment practices, for teacher education support for science teacher identity construction, and future research around identity in teacher education portfolio assessments.

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Thesis (D.Ph.) (Communication Arts)--University of Wisconsin-Madison, 2006. / Includes bibliographical references (p. 263-277). Also available on the Internet.

Thesis (D.Ph.) (Communication Arts)--University of Wisconsin-Madison, 2006. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 263-277).

Thesis (Ph.D.(Practical theology)--University of Pretoria, 2009. / Includes bibliographical references (leaves 147-156).