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In nineteenth-century Cuba, patriarchy operated at all levels of society. Cuban elites prescribed the place of slaves and that of women. The idealized familial ordering, or the notion that elites benevolently governed society as a father did his family, provided a ready model for the maintenance of order. The male, father-figure occupied the highest position in the societal hierarchy, the female, mother-figure served as his "helpmate," and the children obeyed. Elites' children included their actual children as well as lower orders of Cuban whites, and blacks, both enslaved and free, child and adult. This work examines how patriarchy functioned outside the confines of the family unit by scrutinizing the theoretical foundation on which nineteenth-century Cuban patriarchy rested, and investigating how patriarchy functioned as a method of social control for elite and non-elite women, as well as the enslaved women of Cuba. Through an examination of family, marriage, divorce, public charity, and education, this study provides insight into the Caribbean's longest lasting slave society. Over the last twenty years, scholars have increasingly recognized the important role of gender in the study of slavery in the Americas. However, gendered analysis of nineteenth-century Cuban slave society has yet to attract the same level of scholarly inquiry as have other Latin American nations. Based on a variety of archival and printed primary sources, my study illuminates how gender provides an important lens of analysis for nineteenth-century Cuban society. My project uses gender to examine nineteenth-century Cuban history in order to explore how patriarchy functioned in the lives of both white women and women of color. Moreover, it analyzes the social constructions of gender within the context of race and class. The study of gender implies a relational concept. Gender’s social construction, for both men and women, means it cannot be studied in a female vacuum. The work focuses on women, although in order to understand them better I also examine the place of men. Notions of discourse and power provide insight into the social constructions of gender and further the analysis of women who have long been held at society’s margins. / PhD

This thesis is both an empirical history of white women in Queensland colonialism and a theoretical history of colonialism and imperialism in the late nineteenth century. It is a feminist history which seeks to fill the gap in our understanding of white women and 'race' in the contact zone in Queensland in the nineteenth century. At this level the thesis restores historical agency to women and reveals women's history as a powerful alternative to traditional colonial histories. It also positions this Queensland history within a global discourse of critical imperial histories that has emerged over the past decade, seeking to understand how British imperialism and Queensland colonialism shaped and informed each other in a two way process. The central themes of the thesis are 'race' and gender. I examine the ways in which white women deploy imperial ideologies of 'race' in the contact zone to position themselves as white women. 'Race' and gender are explored through the ways in which white women negotiated, in their writing, their relationships with Indigenous people and Pacific Islanders on the frontier and in the contact zone. The white women whose texts are examined in this thesis engaged with 'race' difference in their autobiographical accounts and these accounts, on many levels, allow us to rethink colonial history. I argue that colonialism is paradoxical and that white women experienced this colonial paradox in their daily lives and negotiated it in their writing. The white women whose writing is studied here were decent people with good intentions. They were simultaneously humanitarians (to differing degrees) and colonists. They were dependant for their livelihoods upon a violent colonisation and yet they were sympathetic to the Aboriginal people they interacted with. Often they were silenced in their opinions on the violence they witnessed. Writing was a means of navigating these contradictions. White women were in a relatively powerless position in the contact zone and there was little they could do to mitigate the violence that they saw. The tensions that resulted from living in the colonial paradox on frontiers and in the contact zone, of being a colonists and humanitarians, and of living in an uncontrollable existential situation is expressed in the writing of these women. This history offers us a more holistic understanding of the complexity of colonialism in Australia.

Abstract: This dissertation explores how cultural meanings around race, class, and gender shape concealed handgun licensing in Texas. This project utilizes in-depth interviews with 36 concealed handgun license holders and field observations at licensing courses and gun ranges to understand why people get a license, what their gun carrying practices are, and how they imagine criminal threat and self-defense. Through my analysis of interviews, I find that masculinity is central to how men become gun users and why they want to obtain a concealed handgun license. Women explain their desire for a CHL as rooted in feelings of empowerment. While traditional conceptions of “fear of crime” are not a motivating factor for most of the license holders I interviewed, I find that CHL holders feel vulnerable to potential crime because they assume that criminals are armed. These interviews also suggest that perceptions of criminality are highly racialized, as predominantly black spaces are marked as threatening. As I argue, part of the appeal of concealed handgun licenses is that they signify to those who have them that they are the embodiment of personal responsibility. / text

Many scholars in the field believe that identities are fluid without question. Butler’s “fluidity of identities,” for instance, describes the numerous variations in gender identities that denaturalize gender, but not consider its racial dimensions (179). Butler analyzes drag performance as a model to show how gender identities are fluid, suggesting agency and social mobility in everyday life. But what is most striking to me about fluidity of identities is the assumption that everyone has fluid identities with scarcely any regard for how racialized stereotypes fix identities (Hall 1997, 258). Fixity is the repetition of colonial power over racialized subjects rendering them without agency and access (Bhabha 94). Fixity uses stereotyping, which is a process of constructing “composite images” about groups of people, and that hold certain identities within “symbolic boundaries” (Brantlinger 306). As a result, this dissertation challenges the universality in a fluidity of identities by examining three case studies in Caribbean racialized gender identities, often thought to be fluid because of multi-ethnicity, but discriminate against, and erase blackness or “Africanness,” in race theories of “whitening” (blanquemiento), “darkening” (negreado), color-casting, and colonial stereotypes of “miscegenation” throughout Latin America and the Caribbean. Through performance analyses of three black and "miscegenated" Anglophone Caribbean performers Denise “Saucy Wow” Belfon in Trinidad carnival crossdressing, Carlene “The Dancehall Queen” Smith in Jamaican dancehall transvestism, and Staceyann Chin in American performance poetry with racialized “androgyny,” I examine the figures of Creole, La Mulata, Dougla and “half-Chiney” by these women in their performance genres in order to investigate whether identities are as fluid as Butler suggests, and to chart their fixities. Focusing on fluidity alone risks denying inequalities and the lack of social mobility restricting access to marginalized people. Belfon, Smith and Chin manipulate racialized “drag” by simultaneously crossing race and gender in masquerade traditions of Trinidad carnival, Jamaican dancehall, and in the orality and embodiment in American performance poetry in performances I call black liminal displacements, defined as self-stereotyping and self-caricaturing. However fluid racialized gender identities may appear to be, I argue that racialized gender identities are not definitively fluid because racial stereotypes fix identities. / text

Indiana University-Purdue University Indianapolis (IUPUI) / Many persons with cirrhosis and eventually end stage liver disease (ESLD) are unable to meet the eligibility criteria for becoming a candidate for a liver transplant (LT). Currently, approximately 17,000 persons in the United States (U.S.) need a LT to survive, though only about 8,000 LT’s are performed each year; a LT is the only option for survival. The genesis of ESLD is most typically attributed to alcohol abuse, chronic hepatitis B or C, non-alcoholic fatty liver disease, autoimmune hepatitis, biliary atresia (new-born liver disease), or metabolic disorders. The etiology of adult LT recipients in 2017 for the U.S. were non-alcoholic fatty liver disease (31%) and alcoholic liver disease (25.1%). This study is guided by the Critical Social and Stress Coping Theories to assist in exploring potential health disparities prevalent in LT recipients. The aim of this study is to explore the psychological and demographic characteristics of 1297 LT recipients between 2010-2020 in an Indiana transplant center and identify potential disparities impacting 10-year survival rates. This exploratory, cross-sectional secondary analysis found that race/ethnicity, histories of mental illness, substance use/abuse, social support networks, education, marital status, and insurance sources held no statistical significance for 10-year survival rates. To date the screening process for each of those demographics appears to be effective and efficient. A Cox regression analysis revealed having a history of criminality significantly impacts 10-year survival rates. To address these findings the consideration for increased support and follow-up for patients with a history of criminality may positively impact 10-year survival rates.

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This study explored the implementation of a district-wide initiative to diversify advanced courses at two high schools in a northeastern suburban town. The focus of this exploration was Advanced Placement® courses. This study utilized convergent mixed methods multiple case study design. The data sources were interviews/focus groups, surveys, and enrollment data. The enrollment data contained Advanced Placement®, honors, and general education registrations from the 2015-2021 school years. The enrollment patterns were reported using odds ratios from multinomial logistic regressions. There was a statistically significant likelihood that Black boys were less likely than their peers to be enrolled in honors and Advanced Placement® courses than their peers at both schools. I examined the initiative through the lens of the racialization of the organizational routine of enrollment. The enrollment routine was routinized through the repetition of the process. It was racialized through the practices carried out by staff that produced racialized results. Institutional, curricular, and belief work were explored in the study. The institutional work did not produce the desired outcomes. Black boys’ honors enrollment data improved at one school site, but their Advanced Placement® enrollment data worsened. The study closes with implications and recommendations. / Policy, Organizational and Leadership Studies

This thesis proceeds from the Toni Morrison's novel Sula and it mainly concentrates on a mutual relationship between an individual and society as reflected in the book. It consists of two main parts. The first one describes some aspects of the African-American history; the second one focuses on the individual characters in Sula and analyzes the Bottom society, charted against principles of US society in general. Individuality as the basic point of this thesis is shown as the moving element in the development of the society that also gives the direction of that development. Relationship between an individual and society is considered dialectic - on one hand, particular individuals participate in the development of the society, destroy stereotypes and violate dogmas; on the other hand, these people are often subdued and limited for the sake of the proper functioning of the society. Primary basis of this work is an assumption of the necessity of individual driving elements in the society for its (social) ceaseless development and subjectivism as the basic point of view on human existence. Key words: human being, gender, race, society, subjectivism, womanism.

African American women are significantly underrepresented in the role of community college presidents in the United States. Insufficient research has been conducted related to the reason behind the underrepresentation of African American female community college presidents in this nation, warranting an investigation that led to this study. The purpose of this qualitative study was to explore the lived experiences of 7 current and former African American women who are, or have held, the community college presidency role to gain an in depth understanding as to why, from their perspective, an underrepresentation of African American female community college presidents exists in the United States. Critical race theory is the theoretical foundation that guided this phenomenological qualitative study. Semistructured interviews were conducted to collect data. The data were interpreted using phenomenological analysis. This study found that African American female community college presidents identified several barriers that lead to their underrepresentation. Race and gender were the most influential factors noted. Gender bias was evident in that women are not expected to hold the presidency position. The respondents noted that the U.S. society still has elements of white supremacy where people of color are not trusted with certain leadership positions. These sources of bias have limited access to the college presidency, leading to their lack of representation in the role. The findings of this study can assist leaders and policymakers in formulating and implementing appropriate strategies and policies to end or minimize the disparities of Black women leading US community colleges.