Thesis (Ph.D.)--Boston University. / The Custom of the Country: Alistair Cooke and Race in America is a selected, annotated edition of 142 installments of Alistair Cooke's BBC broadcast, Letter from America, on race and the struggle for civil rights in the United States. Alistair Cooke (1908-2004), English-born American journalist, produced a variety of works over a seventy-year career, almost all about American politics, society, and culture. Besides writing numerous books, he was for 25 years American correspondent for the Manchester Guardian newspaper (later The Guardian). From 1946 to 2004 he wrote and recorded a weekly 2,100-word commentary, Letter from America, broadcast to the United Kingdom and British Commonwealth - a total of 2,869 broadcasts. Over the decades, the relation of white and black was a frequent concern of Letter from America. The Custom of the Country records events from Harry Truman's efforts to advance civil rights, through the Brown v. Board of Education decision, battles over segregation and passage of civil rights laws, the assassination of Martin Luther King Jr., the riots of the 1960s, school busing and Affirmative Action, up to and beyond the O.J. Simpson case. The letters include profiles of such figures as Joe Louis, George Wallace, Lyndon Johnson, Duke Ellington, Marian Anderson, J. William Fulbright, and Jesse Jackson. They explore changes in the language of race and in black and white society. The texts also reveal the process of change (and lack of change) in the views of one immigrant over more than half a century. The Custom of the Country is an accurate edition of scripts as near as possible to the words as Cooke wrote and spoke them. The edition, spanning the years 1946-2003, was compiled from manuscripts and transcripts in the Alistair Cooke collection at the Howard Gotlieb Archival Research Center at Boston University, and at the BBC Written Archives Centre in Reading, England. Available versions were consulted and compared in the preparation of the text. In addition to the introduction, which contains specific references to the texts, footnotes report key variant readings, along with historical and biographical background, as well as extensive cross-referencing of topics and events.

Thesis (Ed.M.)--Boston University

Thesis (M.S.)--Boston University / This study is an exploratory study to examine settlement house directors' perceptions of discrimination against Negroes in their communities and the actions their agencies were taking to decrease discrimination. The study thus fell into two broad areas. The first part of the study explored the directors' perceptions of the discrimination against Negroes in their communities in housing, education, employment and other areas . This part of the study was based on the assumption that discrimination did exist in some form and did not try to examine or describe that discrimination objectively. The study was rather focused upon the directors' own perceptions of discrimination. The study did not attempt to explore the directors' own prejudices or discriminatory practices, for this would have required an evaluative study of attitudes and a different research design and different techniques from those used in the study. [TRUNCATED]

The thesis brings together two important themes within Geography and Development Studies. First, post-colonial analyses of social identity and difference; secondly, the relationship between social identity and the 'new' historiography of South Africa. These themes raise important intellectual and practical questions central to rethinking the relationship between the developed and underdeveloped worlds. During the apartheid era political and cultural relations between core and periphery were (are) integral to the fragmentation of South African society and space. Apartheid discourse constantly manipulated social and cultural differences and divisions. These divisions were epitomised by the enforced racial and ethnic partition associated with the Bantustans. By focusing on one Bantustan, namely Bophuthatswana, the thesis shows that complex identities and interests also emerged within these territories. Under the guise of independence various marginal groups sought power and influence through vigorous efforts to create and promote a new national identity. A range of issues are used to identify and emphasise the intersection of two major discourses, ethno-nationalism and modernisation. These serve to illustrate the complex interplay of local and regional characteristics alongside more general processes associated with the changing nature of apartheid. By reference to the creation of the national capital, Mmabatho, the thesis demonstrates the shortcomings and contradictions of this nation-building exercise and of the modernist discourses on which it was based.

This study examined the effects of framing on participant interest and retention of diversity-related material. In this study, 204 students from undergraduate psychology courses across two universities read a vignette about Kenneth and Mamie Clark. The vignette was presented in the context of one of four frames that either highlighted or did not highlight their minority status and/or their status as leaders in their field. After reading the vignette, students responded to 13 items measuring recall of the material figures and 11 items assessing their interest in these figures. Participants also responded to the Scale of Ethnocultural Empathy (SEE), Modern Racism Scale (MRS), and Color-Blind Racial Attitudes Scale (CoBRAS). The data found in the present study provided varying levels of support for the hypotheses. The effects were stronger for Illinois participants, which may be due to the larger sample size collected and/or the greater diversity of the school population. These results bring to light an interesting potential area of future research that could eventually impact school curricula. It is possible that a better understanding of effective methods for engaging students in discussions of diversity may be around the corner. Participant race, gender, location, and major all had varying degrees of an effect on the results, indicating that, like many other topics in psychology, understanding how people react to diversity discussions is not simply black and white.

This study examined perceptions toward Affirmative Action beneficiaries among non-racists, aversive racists, and blatant racists, and the effects of evaluating a mediocre Black employee on subsequent attitudes toward Affirmative Action. Using a novel procedure for categorizing participants into one of these three racism groups, which utilized both implicit and explicit measures of racism, undergraduate students (n = 127) rated the job performance of a White or Black attorney in a positive or mediocre performance condition and provided their attitudes toward Affirmative Action. Although differential evaluations of job performance were not affected by racism type, a significant three-way interaction (employee race X performance condition X racism type) for attitudes toward Affirmative Action was found. Aversive racists, compared to non-racists and blatant racists had lower attitudes toward Affirmative Action after evaluating the mediocre Black attorney and more positive attitudes after evaluating the strongly performing Black attorney. This finding supports Gaertner and Dovidio's (2000) proposition that aversive racists have fragile pro-Black attitudes that may easily erode when presented with stereotype-confirming exemplars.

O presente trabalho busca investigar de que maneira os livros de Sociologia do Programa Nacional do Livro Didático (2015) abordam a temática étnico-racial no que concerne à população negra brasileira. Através do suporte estabelecido pelas políticas de ações afirmativas na área da Educação e da legislação em vigor – artigo 26-A da LDB – a pesquisa pretende verificar de que forma as Ciências Sociais têm elaborado estudos e compreensões referentes à questão racial na confecção do material didático destinado ao Ensino Médio. Nesse sentido, a pesquisa parte do respectivo problema: os livros didáticos limitam-se a apresentar o “lugar de negro” na literatura sociológica e na sociedade brasileira, ou permitem ir além e evidenciam o “negro como lugar” na Sociologia, sujeito político e integrante da nação brasileira? A posicionalidade do intelectual negro integra a produção de conhecimentos sociológicos, sobretudo no que se refere aos estudos das relações étnico-raciais? A partir de conceitos/categorias engendradas através do referencial teórico sustentado por autores negros da Sociologia – Guerreiro Ramos e Clóvis Moura –, constituímos o caminho metodológico da Análise Crítica do Discurso, pois permite investigar junto ao material empírico em que medida a “práxis negra” se apresenta como ferramenta pedagógica na produção de conhecimento sociológico destinada aos jovens e adultos do Ensino Médio. A concepção crítica de ideologia de John B. Thompson também nos inspira metodologicamente, pois auxilia-nos a verificar as relações de poder e dominação que podem aparecer nos livros didáticos, caracterizando ideologia como o “sentido a serviço do poder”, e propondo uma análise crítica para desmascarar esse sentido. No contexto/delimitação deste trabalho, trata-se de sentidos que possam reforçar e (re)produzir os padrões institucionalizados que subordinam historicamente a população negra brasileira, razão que nos levou a construir essa Análise Crítica do Discurso à luz de uma Sociologia da “práxis negra”. / The present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.

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Orientador: Maria de Fátima Salum Moreira / Banca: Marília Pinto de Carvalho / Banca: Elisabeth da Silva Gelli / Resumo: Esta dissertação de mestrado é vinculada à linha de pesquisa "Processos Formativos, Diferença e Valores", do Programa de Pós-Graduação em Educação da FCT - UNESP, em Presidente Prudente. A pesquisa faz parte do projeto coordenado pela orientadora, o qual é centrado nos estudos sobre o currículo e as formas de organização escolar, destacando-se os modos como se encontram relacionados à construção das identidades e diferenças de gênero, sexualidade, classe, raça e geração de seus agentes. Entende-se que esses diversos aspectos da vida humana são produto e produtores da dinâmica sociocultural que estrutura as relações escolares. Particularmente, a pesquisa teve por objeto analisar o que falavam garotos e garotas pobres e/ou negro(a)s acerca da discriminação, do tratamento desigual e das práticas de exclusão vivenciadas na escola. O estudo foi realizado em uma escola pública do município de Presidente Prudente (SP), com aluno(a)s de uma quarta série do Ciclo I do Ensino Fundamental, problematizando-se as relações sociais que ocorrem no ambiente escolar, conforme distinguidas pelo olhar das crianças. Na escolha das crianças para compor o grupo de entrevistadas, incluí principalmente aquelas que eram marginalizadas e discriminadas. Trata-se de investigar e interpretar como as crianças percebem as práticas de diferenciação e de discriminação de classe e raciais vivenciadas na escola. Que tipo de acomodações e/ou reações são observadas, em suas práticas? Que associações elas fazem entre desempenho escolar, sexo, raça e pobreza? Utilizando como referências conceituais e metodológicas as abordagens culturais e sociológicas e a pesquisa qualitativa de cunho etnográfico, lançou-se mão de relatos, questionários, observações e entrevistas. Como resultado, podemos apontar que as discriminações... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study is part of the research "Educational Processes, Difference and Values" from the Post Graduation in Education Program from the FCT - UNESP, Presidente Prudente/SP - Brazil. The research is part of the project coordinated by the advisor and it is focused in the studies about curriculum and paths of school organization, considering the way different factors interact such as identity construction, gender, sexuality, race and social class. It is also considered the many different aspects of human life as result and agents of the social and cultural dynamics that are the structure of school relations. As a main goal it was analyzed the opinion of boys and girls that were African descendents or came from lower social levels about race discrimination, unfair treatment and excluding practices that are constantly experienced in the school environment. The study took place in a public school in the city of Presidente Prudente (SP), involving students from the fourth grade of the elementary school cycle, focusing on the problems found in that environment through the children's eyes - investigating and interpreting how they perceive the differentiation and discrimination they are constantly target of. To make the selection on the children interviewed were considered the ones that were discriminated somehow and were at the margin of the society. The study raises questions on what kind of behavior they have facing the differentiation and discrimination and what associations are made between school achievement, sex, race and poverty? It takes as reference the conceptual and methodological approaches to the social and cultural, a qualitative ethnical research, interviews, questionnaires and observation. The results shown indicates what is said and felt by the children and the challenges they face regarding... (Complete abstract click electronic access below) / Mestre

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