The purposes of this study were: (1) to present a picture of the home-management aspect of a selected group of Farm Security families, {2) to picture in more detail the clothing and dietary problems of these families, (3) to determine whether family life is satisfying to this selected group of Farm Security women, (4) to ascertain the stability of the family members, and (5) on the basis of these findings, to make suggestions for helping Farm Security families to more satisfactory living. / Master of Science

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 29, 2010). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): John R. Kaufman-McKivigan, Robert G. Barrows, Kevin C. Robbins. Includes vitae. Includes bibliographical references (leaves 145-151).

Indiana University-Purdue University Indianapolis (IUPUI) / The Kimblerlin Family, first white settlers of Scott County, Indiana is used as a focal point to study the impact of the Copperhead movement on southern Indiana during the Civil War. The author has been granted acces to dozens of family letters, to and from the battlefield, that have never been subjected to academic scrutiny. They provide a fascinating mirror that reflects cultural attitudes toward the War, and ultimately, the courage it took to stand firmly for the Union in Copperhead country. / This is the story of the Kimberlin Family that sent 33 fathers and sons, brothers and cousins to fight for the Union cause during the Civil War. Ten family members were killed, wounded, or died of battlefield disease, a 30 percent casualty rate that is unmatched in recorded Scott County history. Of the 134 known deaths of Scott County soldiers, ten were members of the Kimberlin clan. While we know that the Kimberlins suffered disproportionately, our only clues to their feelings about the war come from 40 letters to and from the battlefield that have survived to this day. Were they fighting to save the Union or to free the slaves? How did they express grief over the loss of a brother? Did they keep up with their business and the women at home? And what did they think about “secesh” neighbors in southern Indiana who tried to undermine the Union cause? The answers to these questions will help determine if the Kimberlins were unusual in their patriotism or simply acting as any Union family would in an area of the nation known as Copperhead Country

Ph. D.

The purpose of this qualitative study was to understand why women from Scott County, Tennessee, left home to attain the baccalaureate degree and returned home to live and/or work. More specifically, understanding (1) the educational aspirations, motivations, and discouragements prior to attending college; (2) the educational persistence, motivations, and discouragements while attending college; (3) and the reasons for returning to Scott County after attaining the baccalaureate degree. The population of this study included all females over the age of 25 who had a bachelor's degree, attended grades 1–12 in Scott County, Tennessee, and returned there to live. The primary form of data collection for the study was in-depth interviews. The interviews were arranged serially. This study also provided a forum for the participants to explain their experiences in their own voices. Data analysis occurred at the same time as the data collection. The open coding system developed into theoretical sampling, whereby the data was examined the emerging relationships and categories. From the data emerged 11 concepts that fit within the boundaries of the research questions and emerged from the collective responses. Participants were motivated to attend college by: (1) Hearing parents and grandparents speak regretfully about their own lack of education and (2) Having parents who viewed education as means of taking care of their daughters. The major deterrent was a lack of community support for higher education. Participants were motivated to persist at college by: (1) Parental influence (fear of displeasure); (2) Need for a job; (3) Developing or continuing a love of learning; (4) Developing self-awareness; (5) Raising self-esteem. Participants reasons for returning home were: (1) Family ties; (2) The need to payback educational assistance; and (3) Belief in life-long learning.