Revivalism and fundamentalism were significant forces that greatly influenced the life and theology of North American Mennonites during the nineteenth and twentieth centuries. After World War II, the (Old) Mennonite Church began to make a significant shift away from fundamentalism. The Conservative Mennonite movement began in the 1950s in protest against the theological and sociological changes taking place in the Mennonite Church, particularly the loss of fundamentalist doctrines. This thesis traces the influences of fundamentalism as they were adopted early in the twentieth century by the Mennonite Church and came to fulfillment in the founding of the Conservative Mennonite movement. By looking at the history of the (Old) Mennonites in North America and the development of Protestant fundamentalism, this thesis provides a theological analysis of the influence of fundamentalism on the Conservative Mennonite movement.

Thesis (M.A.)--Associated Mennonite Biblical Seminary, 2004. / Abstract. Includes bibliographical references (leaves 85-89).

Thesis (M.A.)--Associated Mennonite Biblical Seminary, 2004. / Abstract. Includes bibliographical references (leaves 85-89).

Thesis (M.A.)--Associated Mennonite Biblical Seminary, 2004. / Abstract. Includes bibliographical references (leaves 85-89).

Thesis (M.A.)--Wichita State University, Dept. of Communication Studies. / "May 2006." Title from PDF title page (viewed on October 2, 2006). Includes bibliographic references (leaves 85-99).

Thesis (M.A.)--Wichita State University, Dept. of Communication Studies, 2006. / "May 2006." Leaf 103 blank. Includes bibliographical references (leaves 88-99).

Thesis (M.A.P.S.)--Associated Mennonite Biblical Seminaries, 1986. / Includes bibliographical references (leaves 82-84).

This multiple case study describes the relationships between literate practices of five self-identified Mennonite youth and their faith identities. It also examines other salient identity enactments for each participant and the relationships among salient identities. Specifically, this research addresses the question: How do Mennonite high school students who engage in leisure reading enact identities in their literate practices? Participants were in 11th grade at a Mennonite high school. Theoretically based on the social practice theory of identity, data sources included field notes from nine weeks of observations in English and Bible classes, interviews with each participant and the English and Bible teachers, written documents from both classes, and two verbal protocols for each participant with self-selected texts, one of which was faith-related. Multiple analytics were used to analyze the various data sources. Findings suggest that the relationship between faith identity performances and literate practices plays out in different ways for different youth based, in part, on the salience of the faith identity. / Literacy & Learners

This research is a quantitative content analysis and qualitative rhetorical analysis of U.S. Mennonite women’s rhetoric in two prominent Mennonite publications, The Gospel Herald and The Mennonite, between 1963 and 1977. During this time period 150,000 Mennonites considered themselves members of the church. The context of each paper was identified through content analysis Women who chose to submit articles to the church press faced enormous obstacles when promoting gender equality. Gender equality was a direct challenge to Mennonite’s traditional view of "divine order," which is a hierarchy of God, man, then woman. Due to the these obstacles Mennonite female authors who were supportive of gender equality took on a facilitating tone and a double identity persona comprised of both Mennonite and feminist. Mennonite women who supported a more traditional view of gender roles had an instructional tone and a "selfhate" persona. Invitational rhetorical theory helps to explain the rhetorical choices made my female rhetors during this time period. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, the Elliott School of Communication / Includes bibliographic references (leaves 85-99) / "May 2006."

Thesis--Pennsylvania State College. / Bibliography: p. 263-272.