abstract: Non-Natives and Nativists is a relational analysis of contemporary multiethnic literatures in two countries formed by settler colonialism, the process of nation-building by which colonizers attempt to permanently invade Indigenous lands and develop their own beliefs and practices as governing principles. This dissertation focuses on narratives that establish and sustain settlers’ claims to belonging in the US and Australia and counter-narratives that problematize, subvert, and disavow such claims. The primary focus of my critique is on settler-authored works and the ways they engage with, perpetuate, and occasionally challenge normalized conditions of belonging in the US and Australia; however, every chapter discusses works by Indigenous writers or non-Indigenous writers of color that put forward alternative, overlapping, and often competing claims to belonging. Naming settler narrative strategies and juxtaposing them against those of Indigenous and arrivant populations is meant to unsettle the common sense logic of settler belonging. In other words, the specific features of settler colonialism promulgate and govern a range of devices and motifs through which settler storytellers in both nations respond to related desires, anxieties, and perceived crises. Narrative devices such as author-perpetrated identity hoax, settings imbued with uncanny hauntings, and plots driven by fear of invasion recur to the point of becoming recognizable tropes. Their perpetuation supports the notion that the logics underwriting settler colonialism persist beyond periods of initial colonization and historical frontier violence. These logics—elimination and possession—still shape present-day societies in settler nations, and literature is one of the primary vehicles by which they are operationalized. / Dissertation/Thesis / Doctoral Dissertation English 2019

The movement of evangelical multiethnic churches, which occurred in the late-1990s and into the early 2000s, sought racial justice by developing racially diverse congregations as their core distinction of Christian discipleship. These evangelical multiethnic churches are situated in a longer historical narrative of black-led, black-centered ecumenical leadership focused on a theological framework of racial reconciliation, cross-racial interpersonal friendships, and diverse cultural expressions. However, research of these churches reveal they actually perpetuate the very inequalities they seek to dismantle. White hegemony remains intact in these multicultural Christian communities through its maintenance of white dominant structures and cultural norms, even with black-led senior leadership. The problem this project seeks to address through the concept of “white followership” is the lack of experience and skills among white evangelicals particularly in multiethnic churches to yield normative power and institutional culture to another cultural expression and organizational power arrangement. Utilizing Dr. Patsy Baker Blackshear’s definition of an exemplary follower, this project will develop the construct of white followership and the particular behaviors and characteristics white congregants in a minority-led multiethnic congregation can adopt. While this project relies on research of evangelical multiethnic churches across the United States, the focal site in which the construct of white followership will initially be applied is The Sanctuary Covenant Church in Minneapolis, Minnesota, which is where I, a white female pastor, serve as its Associate Pastor. The methodological approach of this project is interdisciplinary, integrating history, anti-racism research, and white racial identity studies to elucidate the problem of white supremacy in the United States and the American church. The project relies heavily on: 1) sociological studies of religion, race, and power to enumerate the problem of white hegemony in evangelical multiethnic congregations, 2) theological and biblical studies to outline the imperative shift of power needed in white-dominated evangelical multiethnic churches; 3) business and leadership studies to introduce the concept of followership and enrich the construction of white followership; and 4) observing resistance among white congregants as change produces shifts in the status quo, adapting Critical Participatory Action Research (CPAR) and autoethnographic stories to measure change. White followership, in the scope of this project, focuses primarily on a pedagogical approach, institutional strategy, and overall ecumenical culture primarily expressed at The Sanctuary. It does not address more granular aspects of the communal worship experience, external evangelistic service, and community engagement and action, though those are important considerations as the applied work of white followership expands. Overall, the construct of white followership, while not exhaustive for the remedy of white hegemony in evangelical multiethnic churches, provides an innovative, malleable, and promising solution forward for white congregants to employ toward greater racial justice.

Youth consuming inadequate amounts of calcium are at risk of developing osteoporosis later in life. To better assess dietary calcium intakes and the efficacy of dietary intervention strategies to improve bone health among youth, it is important to develop calcium intake assessment tools that are reliable, accurate, and interactively engaging for a new generation of youth who have a higher computer literacy and are more technologically knowledgeable than preceding generations. The goal of this dissertation was to develop and evaluate an electronic food frequency questionnaire ( eFFQ) that measures calcium intake among 11-to 18-year-old Asian, Hispanic, and White youth. Enhancing this tool was the inclusion of 100 original digital color food photographs portraying the foods listed in the eFFQ. A formal evaluation study, as well as formative and summative evaluations of food photos and the eFFQ, was accomplished.

Current scholarship in literacy education underscores the inefficacy of standardized education in public schools, particularly for minority students. At the same time, a longstanding lack of understanding between the various culture groups that live in the United States often results in minority groups that are either stereotyped, misunderstood, or viewed as Other. Both of these issues can be traced to the literature that students read in school, which focuses on "classic" literature—often synonymous with "white" literature—that excludes minority narratives. While minorities struggle more with "academic literacy" (the ability to read and write in an active, reflective manner), there is also a pressing need to educate all students in "cultural literacy," or a knowledge of and appreciation for difference in worldview, culture, and opinion. One possible solution is a more effective implementation of multiethnic young adult literature in the classroom. Careful consideration of specific cultural texts can help minority students connect positively with literature, increasing student engagement with academics. Providing educators, librarians, and parents with a framework for selecting literature that begins to address this issue is a critical first step in empowering minority students with emotional and intellectual development as well as providing mainstream students with alternative perspectives that establish common ground, develop social awareness, and reduce stereotyping across groups. This thesis examines literacy and education studies to develop criteria and rationales for selecting books that appeal not only to minorities, but to readers from outside those groups. These criteria provide useful guidelines for educators and librarians in selecting multicultural novels for young adults that (1) act as "mirrors" of relatability to boost self-esteem and foster a love of reading in minority youth, and (2) provide "windows" into other cultures that promote greater cross-cultural respect and understanding. After setting up a theoretical framework that lays out the challenges and benefits to this approach as well as criteria for selecting these novels, this paper provides analyses of several books that meet these criteria as well as a booklist of additional titles. Addressing these issues within the context of young adult literature is crucial to the development of self-assertive, productive adults who value themselves and the different individuals that they interact with on a daily basis; on the other hand, failure to address these issues early perpetuates a cycle of marginalization and distrust that is difficult to break in the adult world.

The purpose of this phenomenological study was to explore how individuals from different multiracial/multiethnic groups experience and process the phenomenon of parental racial ethnic socialization (RES). Critical multiracial race theory, critical race theory, and bioecological systems theory offered a conceptual framework to how RES is often presented and processed. This study was guided by two research questions: (1) What are the experiences of RES among multiracial individuals? and (2) How do multiracial individuals process the parental racial ethnic socialization they were offered? Nine qualitative, one-on-one, semistructured interviews were conducted with individuals from three different multiracial/multiethnic groups. Results revealed that experiences of RES varied along with how participants processed RES. Three subthemes and one theme emerged related to the RES experiences of participants. For some participants lack of conversations were evident in their RES, which meant that conversations surrounding multiraciality and other racialized topics were not present. Other participants disclosed the subtheme of preparedness as part of their RES experience, while others mentioned the importance of environment to their RES experience. Additionally, the theme of changes over time arose, demonstrating how different life events can impact RES experiences. As for how multiracial/multiethnic individuals process RES experiences, the main theme of identity arose with three subthemes. Participants felt that the lack of awareness/knowledge parents had about potential multiracial experiences left them feeling confused about how to navigate their multiple heritages.

Yes / Objectives: To determine the impact of adherence to spectacle wear on visual acuity (VA) and developing literacy following vision screening at age 4–5 years. Design: Longitudinal study nested within the Born in Bradford birth cohort. Setting and participants: Observation of 944 children: 432 had failed vision screening and were referred (treatment group) and 512 randomly selected (comparison group) who had passed (<0.20 logarithm of the minimum angle of resolution (logMAR) in both eyes). Spectacle wear was observed in school for 2 years following screening and classified as adherent (wearing spectacles at each assessment) or non-adherent. Main outcome measures: Annual measures of VA using a crowded logMAR test. Literacy was measured by Woodcock Reading Mastery Tests-Revised subtest: letter identification. Results: The VA of all children improved with increasing age, −0.009 log units per month (95% CI −0.011 to −0.007) (worse eye). The VA of the adherent group improved significantly more than the comparison group, by an additional −0.008 log units per month (95% CI −0.009 to −0.007) (worse eye) and −0.004 log units per month (95% CI −0.005 to −0.003) in the better eye. Literacy was associated with the VA, letter identification (ID) reduced by −0.9 (95% CI −1.15 to −0.64) for every one line (0.10 logMAR) fall in VA (better eye). This association remained after adjustment for socioeconomic and demographic factors (−0.33, 95% CI −0.54 to −0.12). The adherent group consistently demonstrated higher letter-ID scores compared with the non-adherent group, with the greatest effect size (0.11) in year 3. Conclusions: Early literacy is associated with the level of VA; children who adhere to spectacle wear improve their VA and also have the potential to improve literacy. Our results suggest failure to adhere to spectacle wear has implications for the child’s vision and education. / AB is funded by a National Institute for Health Research Post- Doctoral Fellowship Award (PDF-2013-06-050). The Born in Bradford study presents independent research commissioned by the National Institute for Health Research Collaboration for Applied Health Research and Care (NIHR CLAHRC) and the Programme Grants for Applied Research funding scheme (RP-PG-0407-10044).

Congenital anomalies are a leading cause of infant death and disability and their incidence varies between ethnic groups in the UK. Rates of infant death are highest in children of Pakistani origin, and congenital anomalies are the most common cause of death in children younger than 12 in this ethnic group. We investigated the incidence of congenital anomalies in a large multiethnic birth cohort to identify the causes of the excess of congenital anomalies in this community. Methods: We obtained questionnaire data from the mothers of children with one or more anomalies from the Born in Bradford study, a prospective birth cohort study of 13 776 babies and their families in which recruitment was undertaken between 2007 and 2011. Details of anomalies were prospectively reported to the study and we cross checked these details against medical records. We linked data for anomalies to maternal questionnaire and clinical data gathered as part of the Born in Bradford study. We calculated univariate and multivariate risk ratios (RRs) with 95% CIs for various maternal risk factors. Findings: Of 11 396 babies for whom questionnaire data were available, 386 (3%) had a congenital anomaly. Rates for congenital anomaly were 305·74 per 10 000 livebirths, compared with a national rate of 165·90 per 10 000. The risk was greater for mothers of Pakistani origin than for those of white British origin (univariate RR 1·96, 95% CI 1·56–2·46). Overall, 2013 (18%) babies were the offspring of first-cousin unions. These babies were mainly of Pakistani origin—1922 (37%) of 5127 babies of Pakistani origin had parents in first-cousin unions. Consanguinity was associated with a doubling of risk for congenital anomaly (multivariate RR 2·19, 95% CI 1·67–2·85); we noted no association with increasing deprivation. 31% of all anomalies in children of Pakistani origin could be attributed to consanguinity. We noted a similar increase in risk for mothers of white British origin older than 34 years (multivariate RR 1·83, 95% CI 1·14–3·00). Maternal education to degree level was protective (0·53, 95% CI 0·38–0·75), irrespective of ethnic origin. Interpretation: Consanguinity is a major risk factor for congenital anomaly. The risk remains even after adjustment for deprivation, and accounts for almost a third of anomalies in babies of Pakistani origin. High levels of educational attainment are associated with reduced risk in all ethnic groups. Our findings will be valuable in health promotion and public health, and to those commissioning antenatal, paediatric, and clinical genetic services. Sensitive advice about the risks should be provided to communities at increased risk, and to couples in consanguineous unions, to assist in reproductive decision making. Funding: National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care programme.

Achieving and maintaining maximal peak bone mass is critical to the prevention of osteoporosis. Adequate calcium intake during youth is a major aspect of proper bone mass development. Because of the importance of calcium, a food frequency questionnaire (FFQ) that estimates calcium intake of 10- to 18-year-old Asian, Hispanic, and white youth living in the western United States was developed. This new FFQ was shown to accurately and reliably estimate calcium intake of these youth. Accuracy among Hispanics, however, was low and requires further evaluation. A second study examined intake of calcium, milk, and non-milk beverages of Hispanic and non-Hispanic white children aged 10 to 11 years and 15 to 18 years living in Utah. Milk fat percentage and source of beverage procurement were considered. Studies assessing the intake of calcium, calcium-rich foods, and foods that may interfere with calcium intake of youth in the United States were reviewed.

La ligne directrice de notre recherche est de questionner l'évidence d'une distinction disciplinaire entre la sociologie et l'histoire. Vue l'étendue du sujet, nous avons adopté une posture exploratoire en suivant deux pistes. La première consiste à interroger un critère de distinction courant et selon lequel la sociologie serait davantage explicative alors que l'histoire serait essentiellement descriptive. À la lumière d'une mise en débat des positions de Durkheim et Weber pour la sociologie et de celles de l'histoire traditionnelle et des Annales pour l'histoire, nous avons noté une tendance à la diversité des conceptions disciplinaires qui semblent confirmée par certains travaux de recherche des auteurs discutés. Constatant un décalage entre les discours de définition disciplinaire et les recherches à proprement parler, la seconde piste d'exploration s'attarde à l'analyse des disciplines à l'oeuvre. À travers une sélection de trois études d'histoire et trois études de sociologie, nous avons cherché à identifier ce qui pourrait être considéré comme des fondements d'une distinction disciplinaire. Loin de fournir une ligne de démarcation claire, les oeuvres analysées semblent plutôt indiquer que l'histoire et la sociologie participent à une pratique analytique commune guidée par un processus d'interrogation complexe. Nous avançons que l'analyse des distinctions disciplinaires devrait se poursuivre par la recherche de postures interrogatives propres à chacune de l'histoire et de la sociologie. / The guideline of our research is to question the obviousness of a disciplinary dictinction between sociology and history. The subject being too broad, we have adopted an explorative approach wich follows two main tracks. The first one questions a common way of distinguishing sociology from history according to the idea that the first would be mainly explanatory while the latter would be essentially descriptive. We have confronted Durkheim's and Weber's main ideas about sociology, and brought together the debate around history which took place in France between the "histoire traditionnelle" and the "Annales" school. In doing so, we have noted a variety of ways of conceiving each discipline and that seems to be corroborated by some of these author's research work. We have also noticed a gap between disciplinary definitions and the academic research as such. Therefore, the second track of our exploration was the analysis of the "disciplines at work". By selecting three studies in history and three others in sociology, we have tried to identify some elements on wich a disciplinary distinction can be based. Far from revealing a clear boundary, the studies seemed rather to show that history and sociology take part in a common analytical practice guided by a complex process of inquiry. In that sense, we argue that the analysis of the disciplinary distinctions should carry on by a search for inquiry stances that may be specific to each of history and sociology.

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