To date, the scholarship covering the Black Codes has centered on these laws' role as the predecessor of Jim Crow. Little study has been given to the laws as a whole--the one encompassing work being Theodore Wilson's Black Codes of the South. Other studies have examined the Black Codes' effect on specific states; however, no specific study has been done on the Black Codes of Kentucky and Tennessee nor has any study been made of these laws' relation to the antebellum Slave Code. This project therefore will represent an attempt to show that the Black Codes of Tennessee and Kentucky bear a direct relation to those states' antebellum Slave Code. The Black Codes of Tennessee and Kentucky were in many instances revised Slave Codes. Often this revision entailed only the removal of the word slave. In other instances, laws applying to free blacks remained on the law books following Reconstruction since they did not apply specifically to slaves and the federal government did not demand their repeal. Both states attempted to pass additional laws which applied to solely freedmen following the Civil War; however, due to Tennessee's position as a former Confederate state, its efforts were thwarted. These aspirations show Kentucky and Tennessee's desire to maintain the antebellum status quo and do not represent the beginning of Jim Crow law. This project will rest mainly on sources from the 1865-1866 period, primarily codes Tennessee and Kentucky's General Assemblies passed during these years. It will also include Slave Codes passed between 1800 and 1860 which were either revised or still in effect during the Black Code era, 1865 to 1866. Whenever secondary sources are used it will be the intent of the author to utilize the primary quotations from within those texts. Finally, it will be seen that the Black Codes of Kentucky and Tennessee owe their form as well as their function to the Slave Code. Likewise it will be clearly seen that the Black Codes were an attempt by Southern legislatures to hold on to the social and racial hierarchy of the antebellum South.

This project is based on an ethnography of Trifecta Tech (pseudonym) a major high-tech firm on the West coast of the U.S. Although a growing group of organizational theorists started investigating high-tech firms’ organizational model and management mechanisms, they are still limited by their neglect of two latest trends in the high-tech industry: the rejuvenation of the workforce through disproportionally recruiting young college-educated men and the masculinization of the organizational culture. Drawing on 46 in-depth interviews and 11 months of participant observation, this study argues that these two latest dynamics result in some significant organizational processes that have not been examined before, including the gamification of the workplace; the promotion of “playful” organizational culture that attempts to blur boundaries between work and off-work activities; and the reinforcement of masculinized racial hierarchy to facilitate managers’ division of labor.

abstract: Since the 1990s, stop and frisk activities have been a cornerstone of the New York Police Department (NYPD). The manner in which the NYPD has carried out stop, question, and frisks (SQFs), however, has been a focal point of discussion, resulting in public outrage and two major lawsuits. Recently, the Federal District Court Judge ruled that the NYPD was engaging in unconstitutional stop-and-frisk practices that targeted predominately Black and Latino New Yorkers. Questions surrounding the NYPD’s SQF practices have almost exclusively focused on racial and ethnic disproportionality in the rate of stops without necessarily considering what transpired during the stop. This study will fill that void by examining the prevalence and nature of use of force during those stops, along with testing the minority threat hypothesis. By combining micro-level measures from the NYPD’s 2012 “Stop, Question, and Frisk” database with macro-level variables collected from the United States Census Bureau, the current study examines police use of force in the context of SQF activities. The results should help judges, policy makers, police officers, and scholars understand the nature of police use of force in the context of SQFs. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2015

Racial disparities in educational achievement have been a persistent phenomenon in the United States. This inequity has been described as educational "opportunity gaps", "education debts", and "achievement gaps". Education debt refers to the year after year amassed racial and ethnic achievement gaps that result in a debt for most minoritized groups in comparison to White and Asian students. Despite the repeated significance of focusing on education inequalities concerning race and ethnicity, there is a paucity of research that examines the interrelatedness of school climate and academic achievement specifically with respect to racial and ethnic differences. The ecology of human development framework provides a complex lens to better understand the students' experiences in the environment of the school. For this quantitative, correlational, cross-sectional study descriptive statistics and structural equation modeling (SEM) were applied to answer the research questions about the extent that high school students' perceptions of school climate predicted their self-reported grades, whether they differed as a function of students' race and ethnicity, and whether the magnitude between race/ethnicity groups was substantial. Overall, evidence was found for the unceasing and persisting education debt for minoritized groups regarding their grades, but also in connection to the influence of school aspects on their academic achievement. For Black and American Indian/Alaska Native students the results indicated an intensification of the education debt through the considerably lower impact of school climate characteristics on grades than for White and Asian. For Mixed, Latin@, and Other the debt appeared to be unchanging due to similarly small impacts as for White and Asian, yet, not lessening due to their lower grades.

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This dissertation examines the processes and outcomes of the United States’ refugee resettlement policy. Specifically, I ask: how are refugees selected? How are refugees processed abroad? And how are refugees incorporated once they arrive? Drawing on statistical analysis of previously unreleased government data, 150 interviews, and nineteen months of ethnographic fieldwork across the transnational chain of resettlement, this study examines the logics of practice and patterned interactions—among refugees, civil society, and state agencies—that shape outcomes of resettlement. The predominant framework to understand resettlement posits a relatively straightforward reintegration of refugees into national citizenship regimes. In contrast, this dissertation demonstrates how constructions of refugees as “ideal beneficiaries” produced through meso-level social processes shape the distribution of scarce humanitarian resources and the experiences of refugees. I also show that refugees respond to these constructions in complex ways, sometimes internalizing them and sometimes challenging them, thereby creating social dynamics and subjectivities not accounted for by the predominant framework. I develop the above argument across three empirical chapters, each examining a distinct stage of resettlement: selection, processing, and reception. To explain how refugees are selected, I draw attention to a transnational social system of constructing “clean cases.” These are cases that can be identified and processed in stable and predictable ways to meet US admission demands under complex constraints. This system concentrates spaces around a relatively small number of groups, undermining humanitarian ideals of distributional equality. Examining social dynamics of processing, I find that frontline practitioners in Uganda grapple with refugees’ expectations of attaining resettlement and the reality of limited spaces and long, uncertain wait times. Practitioners respond by creating physical barriers and administrative procedures that force refugees to wait and be patient. These findings challenge straightforward notions of resettlement as “solution,” showing instead that processing involves coercion and compounds traumatic waiting. Lastly, at sites of reception, I find that local actors have rescaled federal resettlement policy, but that policies diverge across Atlanta and Pittsburgh because of their distinct histories. I term these local policies “urban incorporation regimes,” and show how they valorize different aspects of refugees’ identity, leading to place-based modes of identification.

In a relatively short period of time American higher education has witnessed the development of numerous black studies programs and departments. These new academic endeavors have been instrumental in producing structural changes in the institutions of higher education. Recently higher education has attempted to assess the progress of black studies programs and departments within their structures. This has been done with some attempt to assess the past of black studies as well as project the future of black studies within higher education. Due to the hurried developmental process of black studies programs, which led to the establishment of black studies on campuses which were not prepared for such an innovation, several problems have arisen. The purposes of this thesis are (1) to study the precipitating events which led to a change in the academic structure of higher education (black studies); (2) to examine the developmental process of black studies; (3) to make some predictions about the future of black studies in higher education. The case study method was used to examine four contrasting types of educational institutions in the state of Oregon: Reed College, Linfield College, Portland State University, and the University of Oregon. Two are small, two rather large; two are in a large metropolitan area, two in smaller cities; two are public, two are private. The findings indicate that although stages in the developmental process were similar on the campuses, local conditions are important in explaining the distinctive types of black studies programs on each campus.