Thesis (Ph. D.)--University of Adelaide, Faculty of Health Sciences, School of Psychology, 2006. / "December 2005." This thesis draws on previously published research by the author. Includes bibliographical references (leaves 194-211). Also available in print version.

A cursory review of the extant literature on race, ethnicity and youth culture reveals a burgeoning amount of social science research that investigates the ethnic identities of minority groups. Yet to date, we still know very little about the corresponding cultural identities of the ethnic majority and who they are in these times of global change and economic disharmony. This thesis aims to address this imbalance by exploring the meaning of white ethnicity in young people's lives. It draws upon historical, subcultural and ethnographic methods of data collection to ask the question, how do white youth 'do' whiteness in the present English post-imperial moment. By making lucid the 'practice' of whiteness, the thesis Must, ates the varied and contingent enactment of white identities by young people. It is argued that a new appraisal of white, Anglo-ethnicities is presently required if young people are to be sufficiently equipped for dealing with the 'new times' of contemporary multi-ethnic Britain. The thesis implodes the monolithic assumption of whiteness as a hermetically sealed ethnic category to investigate the complex, multiple and fragmented experiences entailed when exhibiting white cultural identities. Moreover, the evidence suggests that a failure to connect with white ethnicities may only serve to bolster youthful allegiances to a xenophobic white, English nationalism. Instead, the research calls for a critical engagement with white, English ethnicities in order to splice the social immediacy of whiteness, racism and nationalism in young people's lives. In this respect the study aims to explore the possibilities available for a positive white, youthful identity unencumbered by the burden of racism and nationalism. As such, the thesis explores the 'making' and 'unmaking' of whiteness and considers the possibilities for new white ethnicities in the West Midlands and Tyneside conurbation of England.

This thesis analyzes attitudes about race in Brazil in three research sites conducted in 2008 and 2009. The first research site was Salvador, Bahia where I asked a total of twelve students and professors their opinions about the importance of discussing race relations in Brazil and their views on Affirmative Action. These participants were mostly white middle-class students and professors. The second site was in the periferia of Zona Sul in the neighborhood of Capelinha, São Paulo. I interviewed four residents about the importance of race in Brazil. Here, the residents were mostly non-white, from various states in the north and northeast, and were working class. The last research site was Cooperifa, which is a spoken word movement located near Capelinha in Zona Sul. I found that non-white periferia residents subscribed to the same racial attitudes as the middle-class white participants when discussing the importance of race as a social phenomenon. In turn, I found that Cooperifa participants perceived white privilege as a social phenomenon that needs to be challenged. This thesis examines the links across these three sites and draws from theories of whiteness to understand them. / text

Britain enjoys a rich historical tradition of popular protest and collective action. Due to their public and publicized nature, sporting events have been recognized increasingly as venues in which broader cultural and political meanings are enacted and debated in the postwar period. This project examines how social anxieties about immigration, unemployment, and government repression were represented and contested through violence and eventually racist aggression at football matches. From 1968 to the mid-1970s, violence among fans and with police became expected on a weekly basis within and outside British football stadiums as new forms of spectator allegiance and sports consumption emerged. British football became a contested cultural and institutional site of racisms, violence, masculinities, and national mythologies. Rather than examining football per se, the principal aim of this project is to investigate how this distinct cultural milieu became a site for the British government to enact violence against working-class citizens by manipulating moral anxieties, physical environments, police tactics, and legal prosecution. Whereas many British sociologists have focused on the motivation of crowd behavior and the group dynamics among supporter gangs, this paper looks at the response of the state, local police authorities, and the Home Office and Department of Environment. Politicians concerned with British sport helped to create oppositional, aggressive and disciplinary environments that promoted mutually reciprocating violent environments. Beginning in the late 1970s, spectators not only participated in violence, but also racial abuse, in stadium environments. Several fans protested the emergence of successful black footballers, who came to represent conflicts about immigration, job and housing competition, and race riots in postwar Britain. The environment became a cultural location that several groups recognized as a platform for the contestation and manipulation of racial and class conflict: it garnered activism from the neo-fascist National Front, spawned several anti-racist organizations, captured the attention of the Home Office responsible for public order, and garnered extensive national press coverage. Consequently, the football environment not only mirrored social and political hostilities, but produced them as well.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Rose Folson.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 3, 2008) Includes bibliographical references.

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education and Human Development, 2005. / Includes bibliographical references.

Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 92-94).

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 186-191). Also available on the World Wide Web.