Texte remanié de: Proefschrift--Nijmegen, Pays-Bas--Katholieke Universiteit, 1991. / Notes bibliogr.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2000. / Includes bibliographical references (p. 227-252). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ed. D.)--National-Louis University. / Bibliography: leaves 150-154.

Thesis--University of Michigan. / Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1977. -- 21 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 127-130).

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves [112]-[115]).

This thesis explores the connections between scientific politics and maternal healthcare in Mexico between 1869 and 1936. In sum, I propose that scientific and elite debate about female biology was related to broader national concerns about race, gender, modernity and national identity. I therefore look at the production of scientific knowledge as a social project, and one that is not easily separated from political endeavors and nation-state formation. / text

Hiroshima Peace Memorial Museum, established in 1955, remains the primary site for recuperating and transforming memories of the atomic bombing into a message for global peace. Within the museum’s transcendental politics, American and European visitors are a key presence, evident in the site’s 1994 renovation adding historical context for the bombings, its design as a bilingual space using both Japanese and English, and in its refusal to criticize the United States for their use of the bomb. However, what remains excluded from this global view is a discussion of race, a critical dimension of U.S.-Japanese relations and Pacific Rim colonialism during and after World War II. This thesis utilizes scholarship on cultural memory and cultural trauma to interrogate how the museum has been constructed as a site of post-racial politics. In examining the mechanics of this space, this thesis focuses on the “objects” that the museum describes as “material witnesses,” to interrogate the historical links between Orientalism and cultural trauma. Through a theoretical development of my fieldwork in Hiroshima in 2011, analysis of the space, and relevant literature, I argue that the gaze of Western tourism is fundamental in the construction of Hiroshima as a global, peaceful, and post-racial experience for museum visitors. / text

This study examines the experiences of women rugby players to understand how gender informs their participation in a sport described as masculine. Considering how race, gender, and sexuality constitute women’s identities is important when answering the question of how women experience playing “masculine sports.” This project examines how race, specifically whiteness, and sexuality inform the gendered experiences of women athletes. Using interviews with women rugby players, I consider how women who play a sport characterized by masculinity describe their experiences as rugby players. I argue that reflecting on how race and sexuality constitute these athletes’ experiences illuminates the different ways in which the categories of masculinity and femininity are racially constructed, constantly in flux, and contested. / text

The history of the public school system in the United States is wrought with examples of marginalized groups and inequities (DuBois, 1989; Woodson, 1933). Public schools throughout the United States are still struggling to equitably meet the needs of all students. Students of color and students from marginalized groups continue to find the public school system difficult to successfully navigate and racially biased educational gaps are still prevalent. These struggles are compounded by the increasing percentages of students of color in our public schools today. Utilizing critical theory as the theoretical underpinning and qualitative interview methodologies, this study examined the perceptions five White principals held on race and racism. These five White school leaders were current elementary or middle school principals from a large racially diverse school district in the southern United States. The critical examination of these White school leader’s perceptions of race and racism yielded six themes: 1.) The White principals utilized deficit thinking. 2.) The White principals employed racial erasure and colorblindness. 3.) The White principals did not recognize Whiteness. 4.) The White principals did not understand systematic and institutional racism. 5.) The White principals were reluctant to address racial issues. 6.) The White principals demonstrated a nascent level of White racial identity. These findings invoked a need to better prepare our White public school leaders for the increasingly diverse student populations they serve. If White school leaders are to effectively address the racially biased outcomes in our public schools today they must develop a greater White racial identity. Formal training and instruction for White school leaders around race and racism is lacking and must be reconsidered and improved. Principal preparation programs in the United States must begin to weave discussions of race and racism into and throughout their programs to better address this profound knowledge gap. In order to effectively address racism and racial equity within our public school system White principals must stand up, recognize, and address race. / text