Thesis (Ph.D.)--University of Wisconsin--Madison, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 344-367).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2002. / Includes abstract and vita. Includes bibliographical references (leaves 118-122).

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Thesis advisor: Peter Weiler / This dissertation examines the careers and cultural productions of West Indian artists and entertainers working in London between 1945 and 1965, a period of large-scale West Indian migration to Britain. It argues that these artists espoused a collective cultural politics that was both ethnically aware and actively integrationist. Their work emphasized the historic cultural ties between the "mother country" and the Caribbean colonies, but did so in an effort to challenge prevailing media depictions of New Commonwealth migration as an unwanted foreign deluge. As a result, these migrant artists were among the first to express the potential of Commonwealth multiculturalism in Britain. Unlike many post-war histories of British race relations that emphasize the marginalization of black artists from mainstream culture, this study will show how the first wave of post-war West Indian artists, like Edric and Pearl Connor, Cy Grant, Ronald Moody, and Lloyd and Barry Reckord, sought to reach out to a wider British audience. Although their careers and artistic expressions were shaped - and at times stifled - by British cultural institutions that exercised their own assumptions and priorities, they posed alternatives to racism in a nation painfully coming to terms with its imperial legacy and multicultural future. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: History.

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This thesis explains the origins of the 1936 Hull-Alfaro Treaty between Panama and the United States. It examines how Panamanian politics and Panama’s relationship with the United States changed over the decades leading up to this new treaty. The Panama Railway and then the Panama Canal placed Panama in a unique position within the growing American Empire as the isthmus linked the United States to the resources it needed to fuel its domestic industry and to markets for its manufactured goods. Recurrent political unrest and economic challenges within Panama forced the Panamanian government to attempt to renegotiate its relationship with the United States. This work analyzes the changes within Panamanian society, United States foreign relations, and world affairs that led to the 1936 treaty succeeding where other treaty negotiations had not. / Graduate / 0336 / skookum_1998@hotmail.com

This phenomenological study explored how West Indian professionals in South Florida perceive their career construction. The study used Savickas’s (2005) theory of career construction as its theoretical framework. Semi-structured interviews were conducted, transcribed, and analyzed for 15 West Indian professionals, who self-identified as West Indians and met all the criteria for this study. Interview data were analyzed using inductive, deductive, and comparative analyses. Five themes emerged from the inductive analysis of the data: (a) vocational influences, (b) adjustment challenges, (c) employment patterns, (d) career mobility patterns, and (d) career success perceptions. The theory of career construction guided the deductive analysis. The deductive analysis revealed that both extrinsic and intrinsic influences were equally influential in shaping the participants’ vocational personalities. The deductive analysis also revealed that the participants used three of the career adaptive dimensions: career concern, control, and confidence. Career concern manifested as planning for the future through educational attainment and performing meaningful work. Career control manifested as continuous learning and maintaining secondary careers. Career confidence manifested as self-efficacy expectations, beliefs about one’s ability to perform a behavior that produces desired outcomes. The participants’ life themes or challenges included navigating their identity, starting over, and adjusting to their environment. The comparative analysis revealed that all five themes from the inductive analysis were evident in each of the three tenets of Savickas’s (2005) career construction theory (i.e., vocational personality, career adaptability, and life themes). Career compromises emerged as coping behavior to facilitate the participants’ social and occupational integration. The findings of this study imply that the participants constructed their sense of self in relation to those around them and that their vocational behaviors tend to mobilize and reinforce a mixture of personality and ability. The findings also imply that the participants’ decision-making style and habitual pattern of decision making, may be embedded in their culturally norms, producing a specific cognitive style. Finally, the findings imply that the participants’ career adaptive dimensions were grounded in their attitudes, beliefs, and competencies and overall self-concept. Recommendations for further research are given.

Since the 1950s, men and women, mainly Rastafari from the West Indies, have moved as repatriates to Shashamane, Ethiopia. This is a spiritually and ideologically oriented journey to the promised land of Ethiopia (Africa) and to the land granted by His Imperial Majesty Emperor Haile Selassie I. Although migration across regions of the global south is less common than migration from the global south to north, this move is even more distinct because it is not primarily motivated by economic concerns. This thesis - the first in-depth ethnographic study of the repatriate population - focuses on the conceptual and pragmatic ways in which repatriates and their Ethiopian-born children “rehome” this area of Shashamane that is now called Jamaica Safar (or village in the Amharic language). There is a simultaneous Rasta identification of themselves as Ethiopians and as His Majesty’s people, which is often contested in legal and civic spheres, with a West Indian social inscription of Shashamane. These dynamics have emerged from a Rastafari re-invention of personhood that was fostered in West Indian Creole society. These ideas converge in a central concern with the inalienability of the land grant that is shared by repatriates, their children and Rastafari outside Ethiopia as well. Accordingly, the repatriate population of Shashamane becomes the centre of international social and economic networks. The children born on this land thus demonstrate the success of their parents’ repatriation. They are the ones who will ensure the Rastafari presence there in perpetuity.

This thesis explores the implications of cultural resources for educational attainment and socioeconomic progression among Caribbeans in Britain - one of Britain's most disadvantaged [social] ethnic groups - since the 1940s. More specifically, it offers, first, a review of Caribbeans’ experiences in education and socioeconomic domains in Britain, as have been researched throughout the decades since the World Wars, and explores, second, how cultural resources through which Caribbeans understand their social world and mediate their experiences therein impact upon their educational attainment and socioeconomic progression. Cultural resources, as implied in studies undertaken by DeGraaf (1986; 1989; 2000) in the Netherlands, are acquired in settings such as the family and schools in which individuals are socialised, i.e., learn their culture and how to live in their social world. These settings are held to be influenced by cultural and societal factors that are interrelated and are, in effect, sociocultural (Wertsch, 1994; 1995). Such settings are posited in this thesis as vital to understanding Caribbeans’ educational and socioeconomic outcomes. This is demonstrated through adopting a sociocultural approach from which analyses was undertaken into the experiences of ten families of three generations and ten individuals - all of Caribbean descent - who participated in a quasi-ethnographic inquiry that formed the empirical part of the study. The participants had a range of educational, cultural, and socioeconomic backgrounds, which characterised a purposive sample that they formed. Their accounts of their experiences, which were the source from which inferences about their educational attainment, socioeconomic progression, and cultural resources are made, were elicited through ethnographic interviews, participant observations, and researcher’s diaries, and are presented in this thesis as family case study analyses and sociocultural settings analyses. The inquiry revealed that the participants across the whole sample were socialised in a key set of sociocultural settings that were identified in their accounts of their experiences as family, community, religion, education, and occupation. In-depth interrogation of patterns in their lived experiences in these settings revealed that their socialisation processes were diverse and, consequently, reflected in diversity in their acquisition and usage of a common set of cultural resources that were discovered and, through analyses, reified as familial influence, community orientation, religiosity, familiarity with formal education processes, and occupational aspiration. Diversity in their acquisition and usage of these resources in the various settings reflected in diverse patterns of educational and socioeconomic outcomes across the three generations. However, two distinct patterns are herein defined and discussed as a ‘trajectory of advancement’ and a ‘trajectory of urgency’. The former characterises the outcomes of participants who had attained educationally and progressed in socioeconomic terms across generations in their family, and the latter characterises the outcomes of participants who had not attained educationally and remained disadvantaged in socioeconomic terms across generations in their family. These findings are tentative, but they suggest, nonetheless, that cultural resources are salient in shaping Caribbeans’ educational and socioeconomic outcomes. Such findings are significant in that they interrupt the ways that Caribbeans’ experiences and outcomes in education and socioeconomic domains have been understood historically and, at the same time, offer the sociocultural approach as another way from which to understand these experiences and outcomes. In addition, the sociocultural approach from which these finding are derived and the concept of cultural resources are introduced, in this thesis, in an understanding of patterns of educational and socioeconomic outcomes that persist across generations. This understanding, it is herein suggested, is crucial to any debate surrounding persistently low achievement in education and socioeconomic domains among social groups - particularly among groups such as Caribbeans that are disadvantaged in education and socioeconomic domains.