With a subpoena in one hand and a donor agreement in the other, what choice should an ethical archivist make? Since the legal battle over the Belfast Project—a collection of oral histories from Northern Irish paramilitaries about their involvement in the Troubles—at Boston College erupted in 2011, such a scenario has become a reality. With U.S. attorneys demanding access in the name of truth and justice, and historians advocating denial for the sake of scholarship and honor, the archival profession is facing some troubling legal and ethical issues. Regardless of the ultimate fate of the Belfast Project, the archival field will have to adapt to a new reality. This reality will have to consider the effects of the law and oral history practices on archives. Should archives be granted privilege recognized within the legal system? Should there be oversight for oral histories? Should archives offer privacy protections for third parties? How can the archival community address these issues? This thesis will use the Belfast Project to analyze legal and ethical issues facing archivists and explore what this means for the future of the profession. / text

This dissertation sought to better understand the K-12 school experiences of middle and upper income Blacks educated in predominantly White and integrated suburban school systems. Through the narratives of six (6) participants—four females and two males (split evenly between Generations Y and Z)—the study contributes toward knowledge on African American within-group differences and perspectives on K-12 school experiences. The theoretical frames of social location and trust were used to help guide this investigation. Through social location, I sought to understand the interconnectedness of one's race, class, and gender and how these locations impact school experiences. Through the theoretical frame of trust, I sought to understand "overall" participant confidence in the educational processes (academic and social) they underwent. While findings from this dissertation matched some of what is already well-documented on the K-12 school experiences of Black American students in general, by focusing on within-group differences relevant to class and generational grouping, key variances in experiences (not often reported) were revealed. For example, as the study was intergenerational in scope, there was a clear generational divide among study participants in terms of their views relating to how race impacted their K-12 school experiences. Despite the fact that most felt that their schools were not sensitive to their needs as African Americans, race seemed to be less of a concern with Gen Z'ers than with Gen Y'ers. More specifically, while participants from Generation Y were explicit in stating that race had an impact on their school experiences, Generation Z was hesitant to say that race influenced their experiences. Interestingly, as all participants dealt with racial stereotyping, the biggest perpetrators of such stereotypes were peers and not educators. The influence of socioeconomic class on school experiences was also significant as most participants felt that their economic status influenced their cross-cultural interactions. In addition, while the social location of gender was not heavily emphasized in this dissertation, there were variations in perspectives stratified across gender lines. Taken together, a major conclusion was that one's social location (inclusive of generational grouping) cannot be ignored when taking into account the academic experiences of African American students as a whole. Finally, this dissertation highlighted the overall confidence each participant had in the educational process they experienced (academically and socially). Although all encountered some tough circumstances directly related to their social location, everyone felt positive overall about their school experiences—perceiving the academic training they received and inter-ethnic social interactions, as an asset.

This thesis examines the role of racialized practices in the discourses and processes that alter place identity. Drawing on ethnography from the East Village of Buckhead, a once vibrant nightlife district in Atlanta, I examine how discourses of danger, colorblindness, and the race card have been employed to “whitewash” the discussions about the redevelopment of the Village. In effect, the business and civic elite of Atlanta (and Buckhead) deployed racialized conceptualizations of group identity. In particular, they utilized “public safety” discourses to influence the Atlanta city government to support the redevelopment effort. This led to the elimination of the establishments that attracted African American partygoers in large numbers. Using interviews with government agents, night club operators, and Buckhead civic and business leaders, combined with archival analysis of newspaper accounts, I implemented a hybrid content-discourse analysis to explore the ways in which the discourses of race and place concerning the East Village changed between 2000 and 2008.

Local food networks (LFNs) have engendered a great deal of debate in the food justice community; scholars and activists are dubious about the potential of LFNs to contribute to the subversion of the very hierarchies of privilege that created the need for the food justice movement. Using a case study of the Claremont, California area local food network, I operationalize a definition of LFNs, defining them by the people, activities, and exchanges involved in the local food network. I provide a grounded view of these three facets of the Claremont area local food network to analyze the extent to which the network both perpetuates and subverts hierarchies of privilege. About 40 ethnographic interviews with key players in the Claremont area local food network show that the network is a patchwork of identities, values, goals, methods, interactions, and outcomes. The subversion and perpetuation of hierarchies of privilege occur simultaneously in nearly every part of the local food network, and the network has potential to enhance the subversive aspects to work towards a larger political challenge.

Counseling Psychology has emphasized the importance of using multicultural and social justice frameworks in psychotherapy to avoid reenacting in session the privilege and oppression dynamics that exist in larger society. People of Color have historically underutilized psychotherapy services and have higher attrition rates when they do attend therapy, even though they have been more likely to face more sources of psychological distress (Kearney, Draper, & Baron, 2005; Sue & Sue, 2008). Additionally, White therapists have been over-represented in professional and training settings (Fouad & Arredondo, 2007; Hays & Chang, 2003). Add to that the fact that therapists have been trained in and practice psychotherapy theories developed primarily by White men and you have a system of counseling that works for some and not all. Thus, White therapists could be at risk for harming their clients of Color, and possibly their White clients as well, because of the utilization of these Euro-centrically biased ways of conceptualizing and treating clients (Mindrup, Spray, & Lamberghini-West, 2011). In this study, I examined the impact of therapist-reported White privilege attitudes on client-reported counseling outcomes and the therapeutic relationship. Participating therapists (N = 36) were recruited from a community mental health agency in the southeast and administered measures of White privilege attitudes, multicultural knowledge and awareness, and motivation to control prejudiced reactions. Outcome and therapeutic relationship data from clients of participating therapists, seen between fall 2012 and fall 2013 semesters, were provided by the agency. Therapist self-reported White privilege attitudes were not directly predictive of therapy outcomes and the therapeutic alliance. Therapists’ willingness to confront White privilege, White privilege remorse, and apprehension about addressing White privilege moderated the effects first session outcome scores and client gender had on number of sessions attended by clients. Client race/ethnicity was not directly predictive of therapy outcome scores or therapeutic alliance scores. However, client race/ethnicity varied significantly across therapists, suggesting that therapists were differentially effective. Results of this study indicate that therapist White privilege awareness has an effect on outcomes and the therapeutic alliance, although the relationship is complicated. Study limitations, strengths, and implication for future research are discussed.

Racism is a serious barrier to achieving employment equity in Canada. The intersectional nature of oppression creates a situation where, based on various characteristics including gender, place of birth, and ethnic group membership, individuals experience employment related racism differently from one another. This intersectionality indicates that policies that may protect one marginalized group may not protect all groups equally. Through an examination of current employment equity research and reports, an overview of employment equity and human rights legislation in Canada, and an analysis of data collected in three interviews with Black men living in Victoria, British Columbia, a series of recommendations are made for employers, allies, and policy changes. This research illuminates the inequity of employment experiences in Canada, and provides suggestions for next steps forward from members of a population currently underserved by existing employment equity measures. / Graduate / 0733 / 0631 / 0630 / jmetz@uvic.ca

Bei der vorliegenden Arbeit handelt es sich um experimentelle Untersuchungen zu funktionellen Aspekten der neurovaskulären Einheit im Tiermodell. Mittels Licht,- Fluoreszenz- und der Elektronenmikroskopie sowie diverser immunhistochemischer Nachweisverfahren konnten wir verschiedene Populationen der neurovaskulären Einheit näher charakterisieren. So konnten wir nachweisen, dass im Hirnparenchym eine Population CD11c-positiver, dendritischer Zellen existiert, welche im gesunden Gehirn hauptsächlich an Prädilektionsstellen für Entmarkungsherde im Rahmen der Multiplen Sklerose vorkommt. Weiterhin zeigten wir im Tiermodell, dass die über Diphterietoxin vermittelte Oligodendrozytendepletion mit einer Demyelinisierung der Axone im Gehirn einhergeht, wobei die Freisetzung und Drainage der Antigene in zervikale Lymphknoten keine gegen das Gehirn gerichtete Autoimmunität auslöst. Ebenso untersuchten wir den Beitrag endothelialer Tight junctions zur Bluthirnschrankenstörung im Modell der fokalen Ischämie an der Ratte. Hierbei waren wir in der Lage nachzuweisen, dass entgegengesetzt zur herrschenden Lehrmeinung diese nicht verantwortlich für die erhöhte Gefäßpermeabilität im Rahmen des Schlaganfalls im Tiermodell zu sein scheint. Vielmehr konnten wir mit Hilfe der Elektronenmikroskopie einen neuen Mechanismus aufzeigen. Diese Ergebnisse liefern neue Erkenntnisse bezüglich der Interaktion der verschiedenen Populationen der neurovaskulären Einheit und können somit zur Entwicklung neuer Modelle verschiedener Pathologien des Zentralnervensystems beitragen.

abstract: This paper is seeking to use exploratory factor analysis to construct a numeric representation of Hill Collin's matrix of domination. According to Hill Collins, the Current American matrix of domination, or the interlocking systems of oppression, includes race, gender, class, sexual orientation, religion, immigration status, disability, and age. The study uses exploratory factor analysis to construct a matrix of domination scale. The study launched an on-line survey (n=448) that was circulated through the social network Facebook to collect data. Factor analysis revealed that the constructed matrix of domination represents an accurate description of the current social hierarchy in the United States. Also, the constructed matrix of domination was an accurate predictor of the probability of experiencing domestic abuse according to the current available statistics. / Dissertation/Thesis / M.A. Social Justice and Human Rights 2011

This study contains qualitative portraits based on the stories of three white university professors who are nominated by their students as white allies. Through the thick description of setting and context, white privilege is named as the researcher's experience and that of each of the participants. The researcher examines ways in which each participant strives to disrupt racism. Using a lens of critical theory applied through critical pedagogy and critical whiteness philosophies, the researcher highlights the following themes as they emerge: education, exposure, empathy, and engagement. This study contributes to the literature by providing examples of white professors challenging racism in a university setting.

Doctor of Education / Department of Educational Leadership / Kakali Bhattacharya / There is minimal scholarship related to modern Osage perspectives in the field of education. Yet, the pursuit of cultural healing relies on self-representation to move Osages toward a higher degree of self-determination, and calls for voices within the community who share zones of cultural and professional intersectionality. Using Red Pedagogy (Grande, 2008) and traditional Osage ribbon work (Dennison, 2012, 2013) as a framework, this critical Indigenous autoethnographic inquiry works to advance conversations about settler-colonial entanglements in education from the perspective of an Indigenous (Osage)-White educator and educational leadership doctoral student. This inquiry uses writing as both field and method (Richardson & St. Pierre, 2005) to explore Osage perspectives related to topics of Transformational Indigenous Praxis (Pewewardy, 2017), White privilege (McIntosh, 2003) as a pale-skinned American Indian, American Indian mascots (Pewewardy, 2000) from educational leadership perspectives (NPBEA, 2015; Waters & Cameron, 2007), and ecologically informed consciousness (Cajete, 1994).