The story of Dakota Commonplace follows Alice Hundley, her husband, Rob, and son, Bobby, into a world totally new and foreign to them. Alice finds herself isolated in a South Dakota farmhouse miles from the nearest neighbor, removed from her own past and from the concerns which occupy her few acquaintances. Her new experiences violate many of her preconceptions about how to be wife and mother, how to find her place in a community, how to learn, and what she can, with any certainty, know. / Rob, a social worker, has been hired by a Sioux Tribal Council to create an educational program for Indian young people. His initial enthusiasm and sense of possibility quickly diminish in the teeth of white resistance and what he perceives as Indian resignation and indifference. Alice, although hating her isolation and sense of uselessness, gradually become acclimated. She seeks the elusive history of the place and finds it in the conflicting experience of their landlord, Anker Thordahl, the descendent of Scandinavian settlers, and Dakota Indians Dorothy Renville and Jerry Flute and their families. / Over the period of four months, Alice and Rob move in different directions, complicating the strains that loneliness and too much interdependence have placed on their marriage. Rob, unable to admit to his own sense of failure, considers leaving at the very moment Alice is growing toward a deeply felt sense of place and an attachment to the people. Out of her isolation, Alice is brought to a greater personal strength that allows her to reject both inaction and superficial solutions. She takes her first steps toward individual and significant action. / Running parallel to the narrative set in 1969 is the journal or working notes kept by Alice Hundley who, in 1992, studies and reflects upon the area, its people and history. The journal's narrative compliments the progress of the 1969 narrative. The title, Dakota Commonplace, represents the use of fragments of material in Alice's journal or commonplace book and the experiences we all hold in common. / Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 3237. / Major Professor: Sheila Taylor. / Thesis (Ph.D.)--The Florida State University, 1993. / The story of Dakota Commonplace follows Alice Hundley, her husband, Rob, and son, Bobby, into a world totally new and foreign to them. Alice finds herself isolated in a South Dakota farmhouse miles from the nearest neighbor, removed from her own past and from the concerns which occupy her few acquaintances. Her new experiences violate many of her preconceptions about how to be wife and mother, how to find her place in a community, how to learn, and what she can, with any certainty, know. / Rob, a social worker, has been hired by a Sioux Tribal Council to create an educational program for Indian young people. His initial enthusiasm and sense of possibility quickly diminish in the teeth of white resistance and what he perceives as Indian resignation and indifference. Alice, although hating her isolation and sense of uselessness, gradually become acclimated. She seeks the elusive history of the place and finds it in the conflicting experience of their landlord, Anker Thordahl, the descendent of Scandinavian settlers, and Dakota Indians Dorothy Renville and Jerry Flute and their families. / Over the period of four months, Alice and Rob move in different directions, complicating the strains that loneliness and too much interdependence have placed on their marriage. Rob, unable to admit to his own sense of failure, considers leaving at the very moment Alice is growing toward a deeply felt sense of place and an attachment to the people. Out of her isolation, Alice is brought to a greater personal strength that allows her to reject both inaction and superficial solutions. She takes her first steps toward individual and significant action. / Running parallel to the narrative set in 1969 is the journal or working notes kept by Alice Hundley who, in 1992, studies and reflects upon the area, its people and history. The journal's narrative compliments the progress of the 1969 narrative. The title, Dakota Commonplace, represents the use of fragments of material in Alice's journal or commonplace book and the experiences we all hold in common.

This study compares rape crisis centers as feminist movement organizations and mainstream human service organizations which deal with rape survivors. It compares 25 rape crisis centers and 106 mainstream human service organizations on two criteria: (1) community education activities, intended targets and foci of messages; and (2) the breadth of interventive activities, intensiveness of staff contact and extensiveness of outreach efforts. The research design involves a secondary analysis of data collected by Martin et al. (1984) on needs of rape victims in Florida. Five types of organizations are studied: rape crisis centers, hospital emergency rooms, law enforcement agencies, prosecutors, and remaining human service organizations. Six dependent variables are examined. / Six major findings are as follows. First, rape crisis centers engage in more community education activities than do mainstream human service organizations. Second, rape crisis centers emphasize community education messages with a social change focus more than do mainstream human service organizations. Third, rape crisis centers do not reach professional groups more than potential victim groups in community education activities. Problems in measurement precluded a thorough comparison of organizations on intervention activities. However, a fourth finding is that rape crisis centers fail to differ from mainstream organizations on this variable. Fifth, rape crisis centers do not spend more time with rape survivors than do prosecutors and only slightly more than do law enforcement agencies although sixth, they see on an annual basis far more rape survivors than do mainstream human service organizations. / Conclusions are that rape crisis centers differ from mainstream human service organizations in several respects and resemble them in others. The evidence suggests that rape crisis centers may be educating mainstream organizations on rape issues while adopting certain messages and services from them as well. The future of rape crisis centers as feminist movement organizations is discussed. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0482. / Thesis (Ph.D.)--The Florida State University, 1987.

Stigma /Stigmata: Misa de Mujer is a five act monodrama which deals with a woman's transformation from a life of compulsive searching for love and acceptance to a life of sovereign self determination. / The monodrama consists of dialogue, prose poetry, and free verse. Dramatic monologue predominates the drama, being the vehicle of expression for the various voices which make up the woman's multi-voiced self: Chorus (representing the social and religious voices, Self (representing the spiritual and creative voice), and She (representing the moral and socially controlled voice). Another voice in the play, that of Maggie, speaks in dialogue and represents the voice of one at the verge of dissolution. Whether prose poetry or free verse, the poems are meant to present metaphors for the struggle and transformation in the woman's life. While the narrative comes to a close in Act V with the healing and unification of the various parts of the SELF/SHE-MAGGIE, the drama is left deliberately open ended so that SHE-MAGGIE's future is not decided in the formulaic "happily ever after" ending. / An introduction explains the philosophical undergirding of the drama and stylistic devices used in the text. / Reading notes explain portmanteau and hypenated words used in the poems. Where applicable, references to scripture, literary works, or background material are documented. / The author offers the monodrama as a work among the ongoing contributions to women's literature. Carol Christ in Diving Deep and Surfacing states that$\rm \vskip5pt without\ \lbrack women's\rbrack\ stories\ there\ is\ no\ articulation\ of\ experience.\cr\vskip.1pt Without\ stories\ a\ woman\ is\ lost\ when\ she\ comes\ to\ make\ important\cr\vskip.1pt decisions\ in\ her\ life.\ She\ does\ not\ learn\ to\ value\ her\ struggles,\ to\cr\vskip.1pt celebrate\ her\ strengths,\ to\ comprehend\ her\ pain.\ Without\ stories\ she\cr\vskip.1pt cannot\ understand\ herself.\ Without\ stories\ she\ is\ alienated\ from\cr\vskip.1pt those\ deeper\ experiences\ of self\ and\ the\ world\ that\ have\ been\ called\cr\vskip.1pt spiritual\ or\ religious.\ She\ is\ closed\ in\ silence.(1)\cr\vskip5pt$ / The play is a documentary of struggle and celebration through which alienation and silence are overcome. It offers the possibility that women can become sovereign and create genuine lives. / Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2687. / Thesis (Ph.D.)--The Florida State University, 1995.

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Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3385849."

While focusing on the professional lives of women faculty, little of the scholarship addresses how faculty women mobilize or how and with whom they create networks in order to work in academe. It is the extraordinary dimension of women who collectively act on and in academe and society in which I am interested. Through an exploratory comparative case study, I seek to understand the relationships and activism of faculty women in order to shed light on what women are doing to address issues of equity and discrimination and on how women succeed. I will use semi-structured individual interviews and document and observational analyses from two Research I feminist faculty grassroots organizations to provide a deeper understanding of how particular feminist faculty organize in a climate that is entrenched in the patriarchy. From this study, I hope to show that feminism and activism can have a meaningful place in the academy. Moreover, I hope to provide examples of what academic feminism looks like. Finally, I hope that this study will make significant recommendations for those in higher education to assist in eroding the patriarchal systems embedded in academe.

There is a need for the continued exploration of gender inequities within substance abuse treatment centers that affect service delivery, and recovery among incarcerated African-American women. As a result of incarceration, these populations of African-American women are forced into recovery and are less likely to sustain their abstinence and relapse which increases their risk of Human Immunodeficiency Virus (HIV) upon release. This phenomenon of exploration also addressed how these women perceived their susceptibility of risk to HIV and Acquired Immune Deficiency Syndrome (AIDS) infection. In addition, there are various factors as well as programmatic barriers that existed which pose as barriers to women who seek treatment for substance abuse. Eliason (2006) reported that African-American women have decreased recovery rates in substance abuse treatment due to gender inequities and culturally insensitive interventions. This study explored the factors that contribute to the manner in which African-American women seek and complete substance abuse treatment services as well as address service delivery, relapse, and overall perception of HIV risk among 20 incarcerated African-American women who are were over the age of 18 and self identified as having used an illegal drug such as crack/cocaine, marijuana, methamphetamines, and heroin. Each participant was carefully screened and selected to ensure meeting the criteria for participation in the study. Finally, the significance of the findings is discussed along with the implications for Social Work Policy, Planning, and Administration.

This dissertation examines a series of specific problems affecting England's queens regnant, which arose because of their gender. As queens regnant fulfilled the office of king, we shall refer to them as female kings, and examine their careers within the context of English kingship. The analysis offered here combines gender analysis with political history to explain how female kings were able to perform a male gendered role. The introduction surveys secondary literature concerned with European kingship and queenship, and gender studies of European women, to create an historical context within which to examine female rule in English history. While this dissertation does not include an original study of the career of Elizabeth I (1558-1603), the introduction demonstrates how gender analysis has transformed current understanding of Elizabeth I's efforts to rule a male dominant state, and seeks to apply this methodology to England's other female rulers: the empress Matilda, "Lady of the English" (1141-1148), Mary I (1553-1558), Anne (1702-1714), and Victoria (1837-1901). The main issue tying these various chapters together is the construction of female sovereignty through time. The changing social and legal status of women over the course of English history affected the strategies by which all these women attempted to mitigate social antagonisms and legal restraints to female rule, a historical problem peculiar to England's female kings. In the second chapter, the empress Matilda's efforts to create a singular identity outside the bonds of marriage are identified for the first time, while in the third chapter, Mary I's efforts to create a viable model of female rulership in her anomalous position as a single woman are explored. The fourth chapter examines the marriage of Queen Anne and her husband, Prince George of Denmark, and suggests how precedent and personality contributed to the further evolution of female kingship. The final chapter revisits Queen Victoria's Bedchamber Crisis of 1939, and suggests how gender affected the outcome of a curious and misunderstood political crisis, offering a unique example of the further evolution of female kingship in British political history.