This study draws on social problems literature about rhetoric in claims-making and social movement literature about credibility in framing to understand the construction of YouTube abuse and relationships between member role in the community and their frames/the reception of those frames. I also draw on feminist, non-feminist, and postfeminist literature to understand how YouTubers incorporate feminism into their claims about why YouTube abuse is wrong. Here feminism refers to understandings of sexual harassment as stemming from gender inequality, and non-feminist understandings of sexual harassment refer to individualized and degendered violations of rights and power imbalances. Postfeminist literature informs this study in understanding how a feminist issue has been disassociated with gender inequality and individualized. Drawing on this literature, I conducted a content analysis of YouTube videos and the comment sections on these YouTube video webpages to address how the community members responded to the sexual harassment problem. First, how do the YouTubers describe the problem? Second, what explanations for why the behavior is wrong, do the YouTubers use? Options include portraying the issue using a more feminist frame of "gender equality," a post-feminist frame of gender-neutral "consent," or a gender-neutral frame of "power imbalance." Lastly, are there relationships between the YouTubers' position in the community and/or gender, their responses, and positive and negative comments left on the videos? Analysis supports that YouTubers did not connect the issue to feminism and that YouTubers' positions in the community relate to how they politicized the abuse and how much commentator support they received. / Master of Science

Thesis (M.A.) - Carleton University, 2005. / Includes bibliographical references (p. 68-74). Also available in electronic format on the Internet.

Thesis (MCRP)--Morgan State University, 2004. / "UMI Number: 1420566"--Prelim. p. Includes bibliographical references.

Thesis (Ph. D.)--Catholic University of America, 1945. / "Selected bibliography": p. 253-260.

Thesis (Ph. D.)--Brown University, May 2003. / "UMI Number: 3087270"--Prelim. p. Includes bibliographical references.

Thesis (MCRP)--Morgan State University, 2004. / "UMI Number: 1420566"--P. before T.p. Includes bibliographical references.

Thesis (Ph.D.)--Brown University, May 2003. / "UMI Number: 3087270"--P. before T.p. Includes bibliographical references.

My purpose in this work is to examine the major social problems with which the playwrights of the decade between 1930 and 1940 have dealt.

The purpose of this thesis is to discover the extent of Edith Wharton's use of social problems in her novels.

This thesis is a social psychological approach to youth empowerment and social change in urban African contexts. Over a period of 22 months, 39 young people from Dar es Salaam and Soweto participated in a community‐based initiative called Shooting Horizons. The aim of the project was to engage young people in a process of critical consciousness and social action to represent themselves and their communities through their own words and images using Photovoice methodology. Six Photovoice workshops, involving a total of 23 young women and 16 young men, took place in multiple sites, two youth centres in Dar es Salaam and one in Soweto. The data was collected through multiple methods, including a series of 37 photo‐stories, 6 focus groups on development and social change, a record of daily discussion groups, and 1 focus group and 10 individual interviews post‐project. Emerging from the narrative positions of the participants, the project affirms the different directions for living envisaged by young people and promotes alternatives to the stigmatization of young people and their communities by the grand discourses and practices of development. Through a social psychological lens, I explore the impact that stigmatizing representations of development have on individual and social identities in order to make sense of the contradictions and ambiguities that it presents for enacting social change. I argue that a community empowerment framework, supported by an agenda of resistance to the exclusionary discourses and practices of development, can overcome some of the complex mechanisms of power that lead to oppressive social stratifications. The analysis observes the politics of knowledge and recognition in constructing social identities and building social capital to open up spaces for alternatives within the limitations of these particular contexts. The findings of this study consistently refer to how ‘difference’ is imbued in the narratives of young people and the need to address the gendered and racialized beliefs that contribute to participants’ internalized and victimising perspectives and that constrain processes of social change. Recommendations include practical, concrete, and innovative methods for urban African youth to engage in initiatives that suit their own development interests within a social psychological approach to empowerment that redefines community as a space of inbetweens, a citizenry of people sharing common interests and different agendas.