This study explores how participants respond to news coverage of the Trayvon Martin shooting based on their colorblind racial attitudes. The purpose of this study is to understand how people’s beliefs about the salience of race and racism, as well as how framing within news coverage, contributes to how people privately respond to racial events and their willingness to publicly express their views in discussions. Participants answered questions about their racial ideology, their views about the role of race in the Trayvon Martin shooting, and whether or not they were willing to express these views in a discussion after reading articles that either promotes an overtly colorblind view of the Trayvon Martin case, a race conscious view of the case, or only states the facts of the case (for the control condition). It was found that there were racial differences in how participants viewed the role of race in the Trayvon Martin shooting, even when controlling for racial ideology, and that beliefs in colorblind ideology impacted views of the Trayvon Martin case and willingness to discuss it, with participants with race conscious views that were shown an article that presented the case from a colorblind perspective reporting being less willing to discuss their views on the case compared to those shown an article that presented the case from a race conscious perspective.

Doctor Educationis / This study investigates how two groups of African pupils, namely the low and high performers in standard 9 mathematics classes in some high schools in Mangaung, construct meaning of their African cultural, individual African identity and performance in mathematics respectively. The observation underpinning this investigation is that social structural factors have not gained much attention in research as bases for explaining differentiated performance in mathematics, hence this study. To arrive at the findings mentioned below, the study used three quantitative instruments namely Mboya's Self-Description Inventory II (MSDI-II), Rotter's I-E scale and Tuekman's Mathematics Attitude Scale (MAS). Four hundred pupils who constituted the sample that responded to these questionnaires were controlled as to confounding variables like, gender, social class, exposure to mathematics and future aspirations relating to this subject. MSDI-II and Rotter's I-E Scale accessed data relating to signification of African individual identity while MAS and one of MSDI-Il's subscale, Maths Ability were 'triangulated' to access data relating to signification of performance in Mathematics. To triangulate findings on these two variables as well as to allow the sampled pupils' voices to be heard, discourse analysis was conducted on the open interviews with the two groups of low and high performing pupils in their respective schools. This qualitative approach also enabled the study to access information relating to signification of African Cultural Identity. No quantitative instrument was found suitable for this purpose. Although the study is careful not to make strong causal inferences between meaning construction (signification) and performance, the results show that (i) low performers are not sure about whether they are Africans or not since according to them African cultural identity implies an obsolete and primitive way of doing things. They are unable to identify with this. High performers see African Cultural Identity as involving lived experiences which challenge them to transform their despised status as Africans (ii) Low performers are not as positive as high performers about Africanness (individual identity) and (iii) they are also not positively inclined towards mathematics and their own ability to perform well therein, while high performers are very positive as they see doing well in mathematics as an act of struggle that would enable them to improve their social standing and that of other Africans. On the basis of the above the study is able to conclude that low performers construct meaning of the mentioned factors in agreement with the dominant discourses that see Africanness as being primitive, incompetent and unable to adequately comprehend the intricacies of modem day subjects like mathematics. High performers on the other hand tend to contest this negative definitions about what it means to be an African (identity, culture and performance in mathematics). They are thus positioned within counter-hegemonic ideology and discourses in as far as their meaning construction is concerned. Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable the low performers (and/or pupils at risk of failing) to adopt positive meaning making strategies of high performers. These strategies may be accompanied by enhanced positive feelings about self and what one is capable of, which may in tum also impact positively on performance in mathematics, in particular. The research further argues that this goal may be achieved through curriculum enrichment, guidance, counselling and teaching, couched in the framework of African Renaissance. Therefore further research needs to be conducted that will elaborate clearly (i) what the implications of African Renaissance are on education, teaching, learning and mathematics curriculum in particular, (ii) what are the most effective means of transferring high performers' strategies of meaning construction to the low performers in the context of African Renaissance and (iii) how to strengthen and further sustain the positive meaning making strategies among high performers. Recommendations relating to curriculum enrichment in the context of Curriculum 2005 and Outcomes Based Counselling are also made as well as suggestions for future relevant research based on the concepts generated in this research.

MA (English) / Department of English / See the abstract below

The present thesis analyzes the tendencies of the contemporary Mozambican narrative prose (novel). Taking into account the fact that Mozambican literature is an emerging and post-colonial one, the analysis is focused on the issue of how a literature participates in the process of consolidation of the national/cultural identity of this country. This thesis studies three important subjects of the Mozambican narrative prose: language (parting from the work of Mia Couto), history (based on the works by Ungulani Ba Ka Khosa, João Paulo Borges Coelho and Lília Momplé) and tradition (examining two novels by Paulina Chiziane). Key-words: Mozambique, Post-colonial, 20th century Mozambican Literature Language, History, Tradition, Mozabicanity

Diploma thesis analyses non-governmental organizations which provide social and other services to newcomers (people with the experience of migration), it focuses mainly on those projects and activities intended for women or equal opportunities. Main part of the thesis is qualitative research based on in-depth thematic interviews and content analysis of relevant documents. The thesis aims to find out how the category of gender is defined, filled and accentuated especially in mentioned projects as well as in the activities of social workers and other workersof these non-governmental organizations. Regardingthat thesisalsoexamines how are the newcomers constructed and how are they represented by (interviewed) non- governmental organizations and by social workers. Thesis also examines if (and if yes then how) are the power relations manifested in the social worker-client relationship. Key words: non-governmental organization, non-governmental sector, migration, integration, social work, gender, feminist research, post-colonial feminist analysis

In this essay, I investigate how the historic and current economic structures operating in Appalachia from the 1920s to the 2010s are represented in two contemporary Southern Appalachian novels – Serena (2008) by Ron Rash and Flight Behavior (2012) by Barbara Kingsolver. Through the lens of postcolonial theory, I show how Serena represents Appalachia as functioning under the colonial model outlined by Robert Blauner and Helen Mathews Lewis in 1978. Then, still under the theory of postcolonialism, I explore how Kingsolver’s work depicts regional identity in response to a post-colonial environment and the ever-expanding global economy.

This thesis focus on the UN-led peacekeeping mission in Mali (MINUSMA) and how the United Nations Security Council (UNSC) has undertaken this in its resolutions. The importance to study this subject and statebuilding efforts, such as MINUSMA, is due to that a failed statebuilding may result in potential international consequences. This is the case in Mali where terror- and criminal organizations now roam free in large parts of the country where these organizations may plan their operations, including international terror attacks. Therefore, this study will research how the UNSC has positioned itself regarding the potential explanations to the outcomes of statebuilding, the statebuilder´s dilemma, and dividing structures. To conduct the analysis of the resolutions, a qualitative document analysis has been conducted. For understanding the context in Mali and the aftermath of the resolutions, secondary data analysis has been used. The conclusions for this thesis are that the UNSC has taken a middle way in the context of the statebuilder´s dilemma and dividing structures, but that the UNSC also shows a great loyalty towards the Malian state and not vice versa as the dilemma debates. The objective is to shine a light on the UN peacekeeping missions in an attempt to influence how they are carried out since improvement is needed.

Hispanics will become the majority ethnic group in the U.S. by 2060. The social and business cultural changes affected by these demographics are inevitable and will require leadership from academic and business communities in order to ensure clear direction for the future. Gender research in managerial and professional positions mostly includes White women and typically excludes those of other racial, ethnic, and cultural backgrounds. The research problem was that there is little known about the lived experiences of Hispanic women business executives. The purpose of this phenomenological study was to explore the self-perceptions of leadership effectiveness of Hispanic women business executives. A conceptual lens informed by the concepts of intersectionality, bicultural competence, and emotional intelligence guided this study. Purposive sampling was used to obtain 12 participants for face-to-face interviews. Research questions focused on self-perceptions of leadership style, the ways they enact leadership, and their contributions to organizational effectiveness. Interpretative phenomenological analysis was used to analyze the data and member checking helped assure trustworthiness of interpretations. The findings revealed that the participants acquired effective leadership skills through their diverse contact with other people and cultures. The potential positive social change impact includes a contribution to existing literature by increasing scholars' and business-peoples' understanding of this group's lived experiences; creating more leadership opportunities for Hispanic women; identifying areas for self-development, thereby improving leadership and decision making; and clarifying expectations for young Hispanic women considering executive leadership as a career path.

America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were interviewed. The interviews were transcribed and interrogated via inductive analysis. Findings in this study show that the system and community forces that impeded academic achievement were in similar to those of Ogbu's findings. However, contrary to this theory, the participants in this study did not report any discrimination. The participants dropped out due to academic difficulties, early parenthood, and a lack of parental support. Hispanics' perspectives are needed if administrators and other stakeholders are to develop and apply ethnically skilled policies and performances that could be effective in accommodating Hispanics' educational needs. Reducing Hispanics' high school dropout rates will benefit taxpayers by providing substantial economic return. Guided by these findings, the school board will be equipped to support their educators, which in return could produce quality academic performance among Hispanic students.

The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs.