Motivated by student survivors of sexual violence at the ‘University of Nike,’ this dissertation claims the denial of trauma is a central motor to the temporal operation of racialized patriarchy and its philonikian, or ‘victory-loving,’ notions of masculinity. I bear witness to this ‘temporality of denial’ in the institutional responses of the University of Oregon and UO-alum Phil Knight’s Nike corporation to the group sexual assault of Jane Doe by three university men’s basketball players. I also think through philosophies of overcoming this ancient operation of patriarchy in contemporary times. Simone de Beauvoir suggests that patriarchy provides tempting avenues to flee our freedom of becoming who we are by denying the ambiguity of our human subjectivity. Instead, human potential is funneled into hierarchical gendered destinies derived from ancient perceived binaries of natural, embodied sex difference prescribing masculine material, political, and ontological domination. Rape, war, and conquest are central to this logic, a logic racialized in the Modern era of European colonization. Recent trauma-informed feminist psychology suggests that denial is a psychological mechanism that has efficiently abetted patriarchal oppression throughout history. I suggest Plato, the ‘father’ of the contemporary Academy, may have recognized this in his philosophy. To overcome centuries of masculine bias in interpretation, I undertake a close feminist translation of the war veteran Socrates’ pursuit of the virtue ‘andreia’ (ἀνδρεία), both ‘manliness’ and ‘courage’ in the Greek, through several dialogues contextualized within their dramatic placement in the history of the Peloponnesian War. Socrates’ pursuit of ‘andreia’ includes a critique of the denials of philonikian ‘manliness’ and a hunt for an alternative philosophical understanding. I suggest this wisdom-loving ‘andreia’ is articulated as a gender-critical vision of the strength and courage of love to recollect and rebirth oneself in the aftermath of trauma. Finally, I return to Beauvoir’s feminist philosophy of freedom and its temporality of repetition to further distinguish the ‘forgetting’ of denial from the ‘forgetting’ involved in trauma’s overcoming. The latter requires we collectively sacrifice the destinies of patriarchal ontology as we continue to build a world in which victims of trauma might not only survive, but meaningfully live.

According to science teacher educators, science teachers often struggle to embrace and implement multicultural teaching practices due to limited awareness of the biases, assumptions, and oppressive structures that hinder the success of Students of Color in science classrooms. At its core, teachers lack this awareness due to incomplete understanding of the ways identity markers, such as race, gender, and socioeconomic status, work together to shape one’s coming into, understanding of, and success in the sciences. To this end, this case study features four science teachers of diverse backgrounds who engaged in a book club structured to support their understanding of their intersectionality and their identity development. These four science teachers met as a science department to engage with the text Black Feminist Thought (BFT) (Collins, 2009) and other critical texts over a six-month period at a New York City, charter high school. The findings revealed the ways racial stereotypes, propagated by many factors ― including images of scientists, relationships with teachers, and expectations of peers and family ― influenced their coming into and understanding of science. Additionally, the findings show the ways teachers discovered their intersectionality —particularly the interplay of their race and gender— influenced their approaches to teaching science. As teachers learned about the multidimensionality of their positional identities, they became aware of discriminatory structures of power that disadvantage their Black female science students and reported implementing more student-centered pedagogical practices. Altogether, this study offers a professional development model for building critical consciousness with inservice secondary science teachers.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-08-22T11:15:34Z No. of bitstreams: 1 2016 - Claudielle Pav?o da Silva.pdf: 1879524 bytes, checksum: 7068eac1d68329d01ea403b54d653cac (MD5) / Made available in DSpace on 2017-08-22T11:15:34Z (GMT). No. of bitstreams: 1 2016 - Claudielle Pav?o da Silva.pdf: 1879524 bytes, checksum: 7068eac1d68329d01ea403b54d653cac (MD5) Previous issue date: 2016-04-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research analises the strategies and experiences built by prostitutes and transvestites at the final years of Zona do Mangue, Known Rio de Janeiro area of prostitution, between de sixties and seventies os twentieth century. This place was marked by a repressive attitude from the government, especially the police, that used to watch it as place featured by criminal activities and occupied by people that belongs to the so called ?dangerous classes?. Beyond this stereotyped version from de institutions of that period, the aim was to present the agency of people who lived this historic process from perspectives that take into account the gender, class and race relations, in an intersectional perspective. This investigation achieved new perspectives of prostitution and the way of live of people who lived at Zona do Mangue. The experiences lived by prostitutes and transvestites were analyzed from the information taken at the police reports, litigations, news and literature produced by the sheriff Armando Pereira, of the 6? Police Station, that took care of that region security. / A presente pesquisa versa sobre as estrat?gias e experi?ncias constru?das por prostitutas e travestis nos anos finais da Zona do Mangue, regi?o de baixo meretr?cio do Rio de Janeiro, entre os anos 1960 e 1970. Essa regi?o foi marcada pela atua??o repressora do poder p?blico que a entendia como um espa?o caracterizado por atividades criminosas e ocupado por indiv?duos pertencentes ?s ?classes perigosas?. Para al?m da vis?o estereotipada das institui??es do per?odo, o objetivo foi apresentar a ag?ncia dos sujeitos desse processo hist?rico a partir de perspectivas que considerassem as rela??es de g?nero, classe e ra?a, dentro de uma perspectiva interseccional. A investiga??o deste cen?rio permitiu que novas reflex?es e perspectivas acerca da prostitui??o e do modo de vida da popula??o que habitava o Mangue fossem efetivadas. As experi?ncias vividas por prostitutas e travestis nesse baixo meretr?cio foram analisadas e problematizadas a partir dos boletins de ocorr?ncia, processos criminais, not?cias em jornais e obras liter?rias produzidas pelo delegado Armando Pereira que trabalhou na 6? delegacia de pol?cia, respons?vel pela regi?o

Anchored in analysis of in-depth and semi-structured interviews with 23 Black women in Britain, this research explores how media and online content-sharing is implicated in the development of Black women’s diasporic identities. Such matters are unpacked via an interpretive analytic lens, with Black feminist and social constructionist underpinnings. Shaped by critical studies of marketing, media, race, and gender, this research addresses issues concerning identity, ideology and inclusion, amidst media and digital culture. This thesis analyses media-based coping mechanisms concerning experiences of marginalisation and searches for a sense of belonging, related to intersecting issues of race, ethnicity and gender. There is analysis of how content generated by Black online users is entangled in processes of cultural transmission, counter-cultural resistance, and the construction of a digitally-mediated collective Black consciousness. As such, there is discussion of the notion of Black digital diaspora, in relation to analysis of the online media experiences of Black women in Britain. As part of this thesis, the concept of Black British diasporic literacy is also outlined, to further understand the particularities of Black identity development in Britain and how it is influenced by media content. Whilst the narratives of interview participants are emphasised in this thesis, it expands upon research that embraces a self-reflexive quality, by including reflections on the author’s own experiences as a Black and mixed-race woman.

Scholars have utilized the Minority Stress Model to explore external and internal stressors, coping mechanisms, social support and mental health outcomes for sexually marginalized populations. However, scarce studies examine Latinx sexually marginalized experiences and associations within the model. Thus, the goal of this study was to integrate sexually marginalized Latinx experiences in the Minority Stress Model. The theoretical frameworks utilized were Minority Stress Theory, Intersectionality and Experiential Theory rooted in the Couple and Family Therapy field. First, an explanation of the Minority Stress Model, influences of prominent Latinx cultural factors (i.e., tradition, familism, gender, and acculturation) in model processes, and a proposed Latinx Minority Stress Model is provided. Further, clinical implications are discussed through intersectional multicultural competency and Experiential Theory techniques. Second, a quantitative study with a sample comprised of 76 Latinx lesbian women in romantic relationships will be discussed. Regression analysis indicated that participants with family closeness and positive romantic relationship quality reported lower internalized heterosexism (i.e., internal stress). Additionally, higher internalized heterosexism outcomes predicted higher reports of anxiety and depression. Positive relationship quality perception also statistically mediated internalized heterosexist thoughts and depression. Implications for clinical work are discussed using Experiential Theory. Finally, research and clinical implications are examined through an integration of the proposed Latinx Minority Stress Model and quantitative analysis results. Limitations and future directions are discussed.

There are many existing studies characterizing the informal sector in Latin America, but the literature fails to fully examine the interactions between gender and disadvantaging factors on the probability of informal employment and its returns to wage. This analysis uses survey data from Argentina (2001) and Uruguay (2006) to examine the heterogeneous effects of number of children under 5, education, minority status, and migrant status on male and female informal employment and income. Being female interacts with number of children under 5 to create no effect on probability of informal employment, in contrast to a significant negative effect for men. Education has a greater negative effect on probability of informal work for females, while minority status and migrant status have a greater positive effect on the probability of being employed informally for females. Additionally, working informally is associated with a negative effect on wage for both females and males, but this effect is less for females. Number of children under 5 also negatively affects female wages, while there is no such effect for men.

Behavioral and academic outcomes differ for students by race, ability, and gender within the K-12 public education system. Moreover, striking gaps exist at the intersection of race, ability, and gender, despite the similarity in severity and frequency of behavior between groups. Few studies, however, have examined the educational mechanisms that contribute to these gaps. Despite this, the scientific literature? shows that when educators have high expectations, students are more likely to be successful academically and behaviorally. Therefore, this study examines the inverse of this relationship by recognizing that biases likely influence behavior and academic student outcomes through expectancy bias for certain groups of students. The present study utilizes an intersectional framework of disability studies and critical race theory (DisCrit) to examine preservice educator expectations of behavior and academic outcomes of a hypothetical student at the intersection of student race, ability, and gender using a factorial vignette experimental design. Analyses consisted of factorial multivariate analyses of main and interaction effects including covariates for social desirability, tolerance, severity, and demographic characteristics. Results indicated significant and meaningful differences in expectations of behavior and academic experiences by race and ability. However, interaction effects were not detected. Implications and limitations of this study are discussed.

My research is centered upon my ongoing project GenderFail, a publishing and programming initiative featuring the perspectives of queer and trans people and people of color. GenderFail: The Queer Ethics of Dissemination is a collection of writings on queer collaboration, archiving as a collective act, and publishing as a site of queer community. The following text also illustrates the importance of creating and maintaining an intersectional platform as a non-binary white queer subject. I examine and define the role of “queer identity” in my own work while mapping the history of failure by white queers, including myself, in the of articulation of intersectionality. By understanding how intersectionality is important in a queer-focused collaborative practice, I seek to emphasize the messiness of citation, collaboration, and community in relation to my discursive uses of printed matter.

As recent research finally starts to recognize colorism, a form of discrimination where light skin is valued over dark skin within an ethnic group, as a legitimate form of discrimination in the Black community, research on colorism in higher education still wanes. A limited amount of scholarship focuses on the manifestation of colorism in education and even less research examines the implications of complexion on Black college students and their intersectional identities. As empirical studies describe how complexion often denotes institutional degradation for dark-skinned Black students in K-12 and beyond -- from teacher perceptions, to the school-to-prison pipeline, to social dynamics with peers and more, this study privileges the voices of these marginalized students. This qualitative study uses phenomenology to detail the experiences of dark-skinned Black college students at a PWI (predominately white institution) to illustrate their lived experiences, the often intricate relationships between dark skin and intersectional identities like gender and ethnicity, and the unique phenomenon of being dark-skinned on campus. This work aims to complicate, adding rigorous research and thick qualitative description to burgeoning scholarship on colorism in education.

Thesis advisor: Leigh Patel / Despite the 1982 Plyler v. Doe court decision, which upheld the constitutionality of undocumented youth having access to public K-12 education in the United States, Latina students who are undocumented face unique educational and societal barriers. Material and psychological conditions of “illegality” permeate these young women’s social worlds (Muñoz, 2015). Latina students continue to lag behind their Latino and white peers as a result of historically built gendered and raced school structures of dispossession (Cammarota, 2004; Fine & Ruglis, 2009). This institutional ethnography used the lens of intersectionality theory (Crenshaw, 1991; Collins, 1998) to examine how ten Latina students navigated “illegality” in schools, the state house, and an immigrant youth-led organization. Intersectional analyses of the Latinas’ multiple experiences within and across institutional structures shed light on the specific ways that “illegality” and heteropatriarchy manifested, changed or remained stagnant, interconnected with race and class, and how these junctures were negotiated in undocumented spaces of resistance. Based on intersectional analysis of policies, interview, and observation data, it became apparent how nationalistic discourses of citizenship were embedded in structures of white racism and heteropatriarchy. The Latinas of color in the study predominantly endured interlocking forms of gendered and racialized oppression, including sexual violence, which became a dimension of intersectional disempowerment that men of color and white women seldom confronted. Based on findings from interview and observation data, this institutional ethnography challenges gendered and raced nativist conceptions of U.S. citizenship, reclaiming pathways for undocumented communities as well as action-oriented educational policies, theories, and pedagogies rooted in intersectional frames aimed at decentering heteropatriarchal whiteness in the construction of the nation state (Collins, 1998), and more in accordance with the fluid, complex realities of interlocked global economies, local cultures, and transnational citizenry. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.