acase@tulane.edu / This dissertation explores medical schools as a key site for the production and distribution of the scientific race concept in the United States from the late colonial period up to the U.S. Civil War. Utilizing primary sources including medical student theses, lecture notes, and a variety of print sources, this project argues that medical students learned a distinct vision of the black body through medical pedagogy. In the northern colonies, medical schools created the template for exploiting enslaved bodies. Similarly, professors and their students helped construct a nascent white male professional identity, based upon attending medical schools, reading medical journals, and analyzing black bodies. During the antebellum period, the number of medical schools increased, and the relationship between medical and racial theory grew stronger. Medical and racial theory became entangled at three levels in medical education. First, medical professors discussed theories of the origin(s) of the human races in their classes. Second, medical and racial theories maintained a mutual relationship of influence in subjects including anatomy, disease transmission, and environmental health. Third, students approached African American patients in ways that reinforced their inferior social and supposed biological status, specifically in cases of dissection, experimentation, and plantation practice. Through life-threatening and non-therapeutic experiments, medical students treated African American patients as existing between animal test subjects and white humanity—a sort of medical chattel principle. Finally, during the antebellum period, the medical profession attempted to gain authority in American culture by staking a claim as biological arbiters over the meaning of blackness. / 1 / Christopher D. Willoughby

Thesis (Ph. D.)--Ohio State University, 1973. / Includes bibliographical references (leaves 112-118). Available online via OhioLINK's ETD Center.

Thesis (LL. M.)--Judge Advocate General's School, U.S. Army, 1957. / "May 1957." Typescript. Includes bibliographical references (leaf 117). Also issued in microfiche.

Thesis (M.S. in Financial Management)--Naval Postgraduate School, June 1990. / Thesis Advisor(s): Zambo, Leslie J. Second Reader: Eberling, Glenn D. "June 1990." Description based on signature page as viewed on October 21, 2009. DTIC Identifier(s): Computer programs, inventory control, cash management, trading, theses. Author(s) subject terms: Computerized point-of-sales, inventory control, cash management. Includes bibliographical references (p. 35). Also available online.

Thesis (Ph. D.)--University of Missouri-Columbia, 2006. / 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 (March 5, 2007) Vita. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1943. / Typescript. Title from title screen (viewed Mar. 29, 2007). Includes bibliographical references (leaves 97-110). Online version of the print original.

Thesis (B.A.) Magna Cum Laude --Butler University, 2009. / Includes bibliographical references (leaves 38-40).

Thesis (M.S. in)--Naval Postgraduate School, 2002. / Thesis advisor(s): William R. Gates, Mark E. Nissen. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2001. / Includes bibliographical references (p. 194-204). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / "December 2000." Includes bibliographical references (leaves 115-121). Available also in a digital version from Dissertation Abstracts.