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Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / This study examined how adult African American women experienced learning at two post-secondary institutions in the Midwest; a diverse, urban community college, and a predominantly white research university. The study also considered how barriers, challenges, responsibilities, and support systems impacted their learning experiences. Gender, race and age were variables of interest, and three theoretical lenses; Belenky, Clinchy, Goldberger and Tarule's Women's Ways of Knowing, McClusky's Theory of Margin/Adult Roles and Responsibilities, and Critical Race Theory were used to explore the participants' experience of learning. This topic was of interest due to the paucity of research conducted in the area of post-secondary institutions, with adult African American women in the Midwest. This study found that learners used active learning, linked their learning to their life experiences, encountered racism, experienced barriers; situational, institutional, dispositional, and information; utilized familial, instructor, peer and spiritual support systems, would benefit from career advising, and that career goal uncertainty was a common obstruction. The women participating in this research were determined, motivated and goal oriented, and served as role models for their children, sought education to improve their lives, and emphasized the importance of education to reach career and life goals.

Master of Arts / Department of Sociology, Anthropology, and Social Work / Dana M. Britton / Even after 28 years the AIDS epidemic continues to affect the American population and HIV/AIDS remains a social problem. Living with HIV affects every aspect of an individual’s life. It involves a personal negotiation at the onset of diagnosis, a social negotiation when one decides to disclose to others, and finally, a communal negotiation when individuals seek formal support via ASOs (AIDS service organizations), and/or informal support through family members and friends. The purpose of this research is to investigate these negotiations over the course of HIV infection, how these processes inform decisions to disclose, how stigma influences lived experiences, and the importance of the HIV community. The data come from eighteen HIV+ individuals, ten men and eight women, living in various locations throughout the Midwest. Drawing on the experiences of these men and women, I explore reactions after diagnosis, disclosure patterns, experiences of stigma, and the importance of the HIV community.

The Lund-Spathelf House is located at 1526 Pontiac Trail in Ann Arbor, Michigan. During a recent renovation, the owner sought information regarding the construction of the house by searching through numerous written records. Despite an extensive history of the land on which the house currently sits, neither a construction year nor general period of construction could be obtained. Therefore, four samples of oak (Quercus spp.) were extracted from floor boards throughout the house for dendrochronological dating. The four samples crossdated conclusively with each other both visually and statistically and were used to build a floating 126-year tree-ring chronology. We used COFECHA to statistically evaluate the absolute temporal placement of this chronology against a nearby regional chronology (MI005.CRN) from the Cranbrook Institute, Michigan. The Lund-Spathelf House chronology was anchored in time with the regional chronology from A.D. 1720 to 1845 with a correlation coefficient of 0.62 (p < 0.0001, t < 8.76, n = 126). All four oak samples provided conclusive cutting dates of A.D. 1845, indicating the year the Lund-Spathelf House was constructed.

This paper will propose a generative analysis of McDavid's dialect verb forms. The concepts of Chomsky and Halle as presented in SPE form the framework for this study.