Thesis (M.A.?) - - University of West Bohemia in Plzen, 2003. / Supervised by : Doc. Joan De Foreest, B.A., M.A. ; submitted : August 2003 Includes bibliographical references (p.80-81) and list of illustrations.

Thesis (M. A.)--University of Notre Dame, 2005. / Thesis directed by David Hachen for the Department of Sociology. "December 2005." Includes bibliographical references (leaves 39-41).

Thesis (M.A.)--William Jewel College.

This project examines how the oppression of African Americans, especially those in domestic service to white families, is reflected in literature. The two works The Help and To Kill a Mockingbird will be the main sources. I investigate issues of race and skin colour, as well as the depiction of the ‘black’ and‘ white’ races in America in literature. Yet I will also make use of writers on African American issues to evaluate the writings on the main works concerned. What I will try to establish is whether the two authors (Kathryn Stockett and Harper Lee) effectively give a voice to the less empowered African-American segment of US society (this question of empowerment will be addressed below). And most importantly, I attempt to understand how two white women from relatively privileged backgrounds can reach across the supposed racial divide and, through aesthetic expression. I contend that peaceful protest and the mobilization of the arts in all its forms raised awareness of the terrible wrongs suffered by African Americans in the timeframe concerned in this work – anawareness raised not just in the USA but also around the world - and led to a new situation in which discrimination is not only illegal, but also widely acknowledged as deeply wrong.

This dissertation exposes the pivotal nature of sixteenth- and seventeenth-century geographic discourses and practices --both European, indigenous and mestizo--in the articulation of strategies of power, resistance, and negotiation in the kingdoms of the New World. Focusing on the Descripción de la ciudad y provincia de Tlaxcala (1580-1585) by Diego Muñoz Camargo - a manuscript that is part of the relaciones geográficas de Indias corpus and contains a voluminous alphabetic text written in Spanish and a pictographic text of 156 images - this dissertation proposes to expand our understanding of the rhetorical resources and repertoire of sixteenth- and seventeenth-century writers in New Spain by studying the cultural innovations produced in the exchange, appropriation, and re-articulation of diverse written and pictographic traditions coming from both sides of the Atlantic. Focusing on geographic discourses -which take the form of prose geography, cartography, map making, land and itinerary measurements, symbols, simulacra, and Mesoamerican ideo-pictographic writing of geographic meaning or value - this dissertation discusses how these innovations are an integral part in the articulation of a Tlaxcalteca discourse of conquest and privilege that seeks to conceptualize and regulate notions of territoriality, movement, and network in the recently globalized world at the end of the sixteenth century.

Thesis (M.S.)--Boston University

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Anne M. Boylan, Dept. of History. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 1972. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

The purpose of the study was to explore the ethnic identity of Chinese American adolescents through the investigation of relationships between ethnic identity and selected demographic, sociocultural, and psychological characteristics. Data were obtained from 106 Chinese American youth between the ages of 14 and 21 through the use of two instruments designed for the study. Three dimensions of ethnic identity were measured by subscales of the Sinoethnic Identity Scale. Demographic, sociocultural, and psychological data were obtained from the Background Information Survey. The strongest ethnic identities were found in the traditional, or core, dimension which was comprised of fundamental values, customs, and traditions. Weaker ethnic identities were exhibited in the intermediate, or familial, dimension which was responsible for the transmission of the ethnic culture as well as the preparations for interfacing the larger society. It was suspected that this dimension held the greatest potential for intercultural and intragenerational conflicts for Chinese American adolescents. The neutral stance taken in the societal dimension suggested two divergent interpretations: students may be exhibiting ambivalent feelings toward their ethnic identities within the scheme of life, or students may have come to terms with the notion of bicultural identities. Step-wise multiple regression was used to analyze the data. School achievement emerged as the most significant variable in the traditional dimension, suggesting that a Chinese heritage may not ensure school success, but school success contributed to the definition of being Chinese. In the familial dimension it was found that the gender of the subject was the most important variable. Subjects appeared to be highly socialized into ethnically appropriate sex roles, although there were indications of disagreement with the actual practice of these roles. Church attendance was identified as the most significant variable of the societal dimension. Those who attended church exhibited stronger agreement with ethnically appropriate social behaviors and expressed preferences for social activities and relationships within the ethnic community. The findings indicated that ethnic identity was a multidimensional aspect in the lives of Chinese American youth. The three dimensions that comprised Chinese ethnic identity appeared to be differentially affected by demographic, sociocultural, and psychological phenomena. It was also speculated that there was a relationship between the acknowledgement and expression of ethnic identity and historical and contemporary social , economic, and political conditions of society. The range of intraethnic diversity expressed by Chinese American adolescents suggested the need for reexamination of assumptions and expectations currently held by educational personnel. Recommendations for future research which might lead to the provision of educational policies and practices appropriate to Chinese American youth, a more informed understanding of the Chinese experience in the United States, and a greater understanding of the impact of ethnic identity in the lives of minority youth were presented. / Graduation date: 1983

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Appendices are translation of Japanese articles. Typescript. Vita. Includes bibliographical references (leaves 366-381). Also available on the Internet.