abstract: The primary aim of this dissertation is to make a substantial contribution to the better understanding of the identity formations of Black Caribbean migrant women in Britain. The dissertation outlines a theory of Black female subject formation in Britain. This theory proposes that the process of subject formation in these women is an interrupted one. It further suggests that interruptions are likely to occur at four crucial points in the development of their identities. These four points are: 1) the immigrant identity; 2) the Caribbean identity; 3) “the Jamaican” identity; and 4) the Black British identity. In order to understand the racial and gendered dynamics of identity formation in these women, I hypothesized that the structure of institutional racism in Britain has taken the form of a “double wall” or a “double portcullis”, which much be scaled by these “immigrants”. My research, based on interviews with 15 Black professional women who identify with a Caribbean ancestry, confirmed very strongly the existence of this double portcullis. It further supported the hypothesis that the above points of identity transition were also points of possible interruption. My research also revealed that through a variety of social movements, cultural and political mobilizations, it has been possible to get over the negative stereotypes of the immigrant identity, the Caribbean identity, “the Jamaican” identity and to succeed getting over the first or the Black British wall of the double portcullis. For me, the most interesting findings of my research, are the continuing difficulties that the women I interviewed have faced in attempting to climb over the second portcullis to achieve the Black English identity. The dissertation concludes with some suggestions about the future of this “unfinished” Black British identity and its prospects for easier access to the Black English identity, and thus to “life success”. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2019

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During the Great Migration (1916-1970) of African Americans to the North, Philadelphia’s police department, journalists, and city officials used news media to disseminate crime narratives laced with statistics and racial stereotypes of “black invasions,” “urban neighborhood jungles,” “roving black gangs,” and the “culture of poverty” to convince the white middle-class to resist desegregation and support tough on crime policing in the inner city from 1958 to the present-day. However, African Americans experienced double victimization from the proliferation of these crime narratives. Police and journalists used crime narratives to justify the racially-biased policing tactics of hyper-surveillance, daily patrols, excessive force, and incarceration against black and poor residents. Over time, city officials developed a system of racial capitalism in which City Council financially divested from social welfare programs, invested in the police department, and promoted a tough on crime policing program that generated wealth for Philadelphia’s tax base and attempted to halt white flight from the city. My evidence consists of newspapers, archived news reel, municipal court dockets, census records, oral histories, interviews, police investigation reports, housing project pamphlets, and maps to demonstrate that a consequence of tough on crime policing was hyper-surveillance, the use of excessive force, and neglect by officers in the most disadvantaged areas of the city: poor, segregated, and black-inhabited housing projects and neighborhoods. Nevertheless, by looking through the lens of Philadelphia specifically, I emphasize that the budgetary strategy of a city government spending more money on policing and corrections than social welfare programs is ineffective and a form of racial capitalism which relies on criminal scapegoating, continues the cycle of poverty-induced crime, inflates rates of incarceration and police brutality, and marginalizes poor people of color. / History

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The collection of Victorian-themed wearables and accessories of  "No Person Detected" serves as an innovative solution to the issues surrounding biometric technology and the invasion of privacy. This wearable technology was designed to counteract the involuntary recording of an individual's unique biometric data through the use of body cameras and CCTV, which can be accessed by law enforcement and marketing companies. The technology represents a democratization of design ideas and collaboration that allows individuals to create adversarial fashion and provides a level of biometric protection. This thesis explores the potential of technological innovation and collaboration to result in a more privacy-conscious society, one where individuals can take control of their personal data and protect themselves against the dangers of biometric tracking. The convergence of fashion, technology, and design has the potential to revolutionize how we approach privacy in a digital age, and "No Person Detected" represents an exciting step towards that future. / Master of Fine Arts / As technology becomes a larger component of our daily lives, our digital footprint continues to expand, leaving behind sensitive identifying information. From this data, law enforcement agencies such as the FBI and ICE derive insights and conclusions about our lives. Due to unreliable data, facial recognition technology (FRT) has demonstrated implicit bias, particularly toward racialized bodies. This highlights the need for public education and responsible online behavior and raises questions about the privacy and security of personal data. At the intersection of fashion, history, and technology, "No Person Detected" aims to fight against the involuntary collection of biometric data in an adversarial way. With the proliferation of FRT and the accumulation of personal data from a variety of sources, it is crucial that both businesses and individuals establish transparent policies to protect user data. This thesis highlights both the historical context of racism in policing and the significance of privacy in the digital age.

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This dissertation investigates the role of familial racial socialization and formal education in black college students' racial ideologies. I argue that the ascendance of claims that America has become a colorblind, post-racial society necessitates a scholarly consideration of the sources that promote and sustain these empirically unsubstantiated notions. The mass media, through its coverage of highly visible examples of successful people of color, accomplishes some of this work. However, I contend that familial racial socialization and the high school U.S. history course, through its coverage of African American history, are two additional sources of racial messages that assist in promoting colorblindness and post-racialism. While researchers have identified parents as an important source of racial socialization, my interviews revealed that other family members, such as grandparents, siblings, and aunts, also played a significant role in students' racial socialization. Further, while students' racial socialization existed along a continuum of acknowledgment of contemporary racial oppression, the substance of what their parents and family members conveyed to them was generally of one of two types, critical or colorblind. Approximately half of the students in my sample received colorblind racial socialization, an important finding that contrasts with much of the literature on racial socialization. Additionally, high school U.S. history, through its coverage of African American history, interacted with students' familial racial socialization to help shape their racial ideologies beyond high school. Once these students matriculated at college they did not necessarily reproduce the racial ideologies into which they were socialized. Rather, depending on the nature of their racial socialization from family and the high school U.S. history course, I found that students were more or less likely to diverge ideologically from the racial interpretive framework developed prior to and during high school. The primary factor that motivated this process was whether students chose to take college coursework that exposed them to more critical interpretations of race and racism. A secondary factor was the substance of the racial ideologies of those in their peer group.