Thesis (Ph D.)--Stanford University, 1982. / Description based on print version record. Includes bibliographical references (leaves 261-279).

Thesis (Ph. D.)--University of Wisconsin, Madison, 1999. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 338-350).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2003. / Includes bibliographical references (leaves 61-62).

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed Mar. 1, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 608-622).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2003. / Includes bibliographical references (leaves 61-62).

The focus of this study is the relationship among (1) attitudes toward sex-based differentiation in adult leisure activities and socialization of boys and girls, (2) attitudes toward housekeeping, and (3) combinations of marital, maternal employment, and head of household statuses among Negro, Anglo, and Mexican-American women in three age categories and from two socio-economic levels.

This thesis discusses Mexican immigration into Texas, and the communities in which the immigrants settled. The focus is on Dallas, with particular emphasis placed upon the women of Little Mexico, a specific barrio there. Sources include interviews with the subjects and their descendants, newspaper articles, journals, unpublished theses about Little Mexico, and books.

Are experiences with migration affecting culturally specific gendered practices, roles, attitudes, and ideologies of Mexican women and men? Which experiences reinforce patriarchy? Which experiences transform patriarchy? This thesis proposes that Mexican immigrant women will subscribe to and enact different gendered behaviors depending upon their perception of gendered gains. Various factors, such as time of arrival, previous experiences with negative machismos, and workforce participation affect how they construct gendered identities. The context where bargaining occurs-whether itwas the home, the community, or the workplace - inform women of what strategies they need implement in order to negotiate with patriarchy. This study employs two models, Deniz Kandiyoti's concept of the patriarchal bargain and Sylvya Walby' s theoretical position of patriarchy fomenting unique gender inequalities within different contexts, to process the different ways Mexican immigrant women perceive and perform gender. The author analyzed data collected from participant observation activities, focus groups, and interviews with women of Mexican descent living in new immigrant destinations. Mexican immigrant women's narratives of negotiations and transformations with male partners indicated equal adherence of traditional and nontraditional gendered behaviors in order to build satisfactory patriarchal bargains. In addition, data suggested that identity formation was the outcome of migratory influences; it also indicated that progressive ideas about gender were salient before migrating to the U.S .. Findings also suggested that reassured masculine identities, due to the stable work options open to Mexican immigrant males in this area, became a factor in the emergence and adherence of distinct gendered attitudes, beliefs, and perceptions by women in this study.

Doctor of Philosophy / Curriculum and Instruction Programs / Kay A. Taylor / This qualitative multiple participant case study examined Mexican American women‘s experiences at the intersection of race and gender in public high school. Mexican American women‘s experiences cannot be isolated and described independently in terms of either race or gender. The intersection of race and gender for Mexican American women has not been investigated fully. The few studies that include Mexican American females focus on dropouts and emphasize at risk factors such as gender, race, socioeconomic status, and language. Consequently, the gaps in the empirical literature are caused in part by the shortage of research on Mexican American women and the propensity toward examining Mexican American women from the deficit perspective. Critical Race Theory was the framework for the analysis and the interpretation in this study. The significant findings of this research support CRT, in that racism is prevalent and ordinary in the daily the lives of Mexican American females. The findings of the study included: First, racism is endemic and pervasive in public education. Second, colorblindness is the notion from which many educational entities operate. Third, the participants perceive social justice as the solution to ending all forms of racism and oppression. Finally, navigating the system is necessary to learn to be academically successful. The results contribute to the limited research on Mexican American women at the intersection of race and gender and the racism experienced in public high school to the overall CRT research in education, and in particular, to LatCrit research.

This case study presents the language life history of an American woman of Mexican descent. The informant describes the ways in which her two languages, English and Spanish, developed and have been used throughout her life. She narrates how living with two languages has affected her in each period of her life. The informant's language life history provides insight into the ways in which immigrants who come to the United States live and adapt to a new country, culture, and language. The informant's narrative is a testimony of a person divided between two languages and two cultures. The methods used to elaborate the informant's language life history were ethnographic interviewing, observing, and event/network analysis. This language life history will promote understanding of issues such as bilingualism and its relationship to immigration in the United States, language maintenance or loss, language shift, and language choice and use. In the area of Teaching English as a Second Language, teachers are constantly faced with the above issues in their teaching environment. A more thorough comprehension of the experiences of second language learners could improve the skills of those teaching English as a Second Language.