Le baseball est un sport originaire des États-Unis mais, dès le XIXe siècle, il s'est répandu dans les Amériques, que ce soit au Québec, au Canada, à Cuba ou dans les autres pays hispano-américains du pourtour caribéen. Adopté ainsi par des nations américaines, il a été adapté et utilisé à des fins particulières dans ses différents lieux d'accueil. Une analyse des transferts culturels et sportifs du baseball révèle que ce jeu permet de négocier des identités composites complexes et d'instaurer une référence commune interaméricaine. Le baseball devient donc un continental pastime, un sport servant à lier les communautés du continent. Si, partout dans les Amériques, des discours nationalistes cherchent à s'approprier la signification de ce sport et si des valeurs essentialisées y sont accolées, il n'en demeure pas moins que la représentation du baseball laisse voir des pratiques similaires servant à établir un cadre américain. C'est ce discours complexe et chargé, lié aux constructions identitaires des Amériques, que cette thèse analyse en examinant la valeur et la fonction de ce jeu dans des fictions puisées dans diverses aires culturelles du continent. Les romans The Universal Baseball Association de Robert Coover, The Great American Novel de Philip Roth, Underworld de Don DeLillo, The Iowa Baseball Confederacy de William Patrick Kinsella, Rat Palms de David Homel, Bidou Jean, bidouilleur d'Alain Denis, Mascaras de Leonardo Padura Fuentes et Peloteros d'Edgardo Rodriguez Juliá dégagent des correspondances continentales dans l'utilisation littéraire du baseball. Trois grands axes sont étudiés. Le premier indique comment le basebaIl reconfigure le territoire continental en solutionnant la tension entre le home et la frontière, permettant du coup de fonder un lieu-refuge reconnu et partagé. Le deuxième détermine comment ce sport parvient à pallier le déficit culturel et historique des Amériques en incarnant une durée, une permanence. La mémoire du baseball, que ce soit par des objets ou par des ligues, lègue des valeurs et des héritages multiples et crée son propre temps qui se substitue à celui, court, des Amériques. Le troisième reprend l'idée de la transmission et d'une référence partagée, en analysant une pratique de l'intertextualité du baseball qui met en circulation les oeuvres littéraires américaines. Ce sport agit alors comme une référence intertextuelle partagée sur le continent, capable de répondre à des conditions d'appropriation singulières et de modifier les contextes énonciatifs dans lesquels il est reçu. Les distinctions nationales ou linguistiques importent alors moins que le caractère concerté des processus continentaux d'appropriation et de négociation culturelle, procédés qui font du baseball un objet symbolique transitant dans les Amériques et apte à être mis en discours. Il en résulte un important travail identitaire qui génère une narration des Amériques par le biais du baseball. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Baseball, Américanité, Transferts culturels, Littérature, Identités américaines, Frontière, Mémoire, Intertextualité.

African-American and Latino men who have sex with men (MSM) bear a disproportionately large burden of the Human Immunodefiency Virus (HIV) epidemic in the United States. To further enhance HIV prevention efforts among men of color, a survey was conducted within New York City’s house ball community; a community largely comprised of racial and ethnic minority persons. Time-space sampling was adapted to recruit participants for the survey from venues frequented by members of the house ball community. Using logistic regression analysis, this study examined the effects of perceived stigma, enacted stigma, sense of community and self-esteem on unprotected anal intercourse (UAI) among a sub-sample of men in the survey. Both perceived and enacted stigma had a modest direct effect on engaging in UAI. The direct effect on UAI was significant even after controlling for covariates in the model. The magnitude of the effect on UAI did not vary by race/ethnicity or sexual identity. In addition, perceived and enacted stigma correlated negatively to both sense of community and self-esteem scores. Although sense of community did not buffer the effect of perceived or enacted stigma on UAI, both sense of community and self-esteem were protective against engaging in UAI. However, while the direct effect of sense of community on UAI remained after controlling for covariates in the model, the effect self-esteem had on UAI diminished after adding variables to the model. Further, self-esteem was negatively correlated with both perceived and enacted stigma, but it did not mediate perceived and enacted stigma’s effect on UAI. Implications for HIV prevention strategies given these findings are discussed. Implications include developing multilevel interventions, including structural interventions, to reduce the stigma that is perceived and experienced by men of color as well as building stronger communities for African American and Latino MSM.

Envisioned by Dr. Martin Luther King Jr. in 1967, the Poor People's Campaign (PPC) represented a bold attempt to revitalize the black freedom struggle as a movement explicitly based on class, not race. Incorporating African Americans, ethnic Mexicans, Puerto Ricans, American Indians, and poor whites, the PPC sought a broad coalition to travel to Washington, D.C., and pressure the government to fulfill the promise of the War on Poverty. Because of King's death and the campaign's subsequent premature end amid rain-driven, ankle-deep mud and just a few, isolated policy achievements, observers then and scholars since have dismissed the campaign as not only a colossal failure, but also the death knell of the modern freedom struggle. Using a wide range of sources - from little-used archives and Federal Bureau of Investigation files to periodicals and oral histories - this project recovers the broader significance of the campaign. Rejecting the paradigm of success and failure and placing the PPC in the broader context of the era's other social movements, my analysis opens the door to the larger complexity of this pivotal moment of the 1960s. By highlighting the often daunting obstacles to building an alliance of the poor, particularly among blacks and ethnic Mexicans, this study prompts new questions. How do poor people emancipate themselves? And why do we as scholars routinely expect poor people to have solidarity across racial and ethnic lines? In fact, the campaign did spark a tentative but serious conversation on how to organize effectively across these barriers. But the PPC also assisted other burgeoning social movements, such as the Chicano movement, find their own voices on the national scene, build activist networks, and deepen the sophistication of their own power analyses, especially after returning home. Not only does this project challenge the continued dominance of a black-white racial framework in historical scholarship, it also undermines the civil rights master narrative by exploring activism after 1968. In addition, it recognizes the often-competing, ethnic-driven social constructions of poverty, and situates this discussion at the intersection of the local and the national. / Dissertation

拉丁裔的人口數量已於2002年凌駕非洲裔成為美國最大的少數族群，2004年杭廷頓（Samuel P. Huntington）在《我們是誰？對美國國家認同的挑戰》（Who Are We? The Challenges to America’s National Identity）ㄧ書中嚴厲譴責拉丁裔移民進入美國後，倡議兩種語言與兩種文化，此將危及美國國家「盎格魯－新教」（Anglo-Protestantism）文化，更將侵蝕美國的國家利益與威脅美國在國際社會的霸權地位。由於目前國內學界對拉丁裔研究多為單一族裔的研究，本文藉由比較性研究呈現古巴裔與墨西哥裔的不同發展歷程。研究內容涵蓋古巴裔與墨西哥裔對美國的影響，以及布希政府對不同族裔的移民政策研究。研究結果可發現古巴裔與墨西哥裔的影響能力與影響層面有所不同，而布希政府看待古巴裔與墨西哥裔的態度也有不同。 針對古巴裔與墨西哥裔影響的研究，超過六成的古巴裔集中在佛州，因此古巴裔在佛州的影響力明顯，而分佈廣闊的墨西哥裔卻能挾人數之眾影響全國性議題。此外，重視外交議題的古巴裔也與重視內政議題（教育為主）的墨西哥裔不同。另就古巴裔與墨西哥裔的身分、認同與母國關係也有不同的發展歷程，因而導引出布希政府不同的移民政策。古巴裔部分，因為古巴裔的公民身分與美古雙邊關係發展，使得古巴裔在移民過程中擁有較多的優惠；墨西哥裔部分，墨西哥裔美國人重視雙語教育政策，而墨西哥裔非法移民則期待移民大赦與臨時工計畫。然而，布希政府不僅反對雙語教育與全面的移民大赦，表態支持的臨時工計畫卻受到參眾兩院無法達成協議而停滯。 / The population of Latinos has exceeded African American and become the largest minority group in the U.S in 2002. In the book “Who Are We? The Challenges to America’s National Identity,” Samuel P. Huntington condemn Latinos as advocating double language and double culture, and this will ultimately endanger the Anglo-Protestantism culture of U.S. Moreover, the increasing entrance of Latinos into the U.S will erode America's national interest and influence America's hegemony in international society. Since domestic research has focused on studying single ethnic group-Latinos, this research tries to present the different developmental process of Cubans and Mexicans via comparative studies. This paper discusses Cubans and Mexicans' impact on America, and George W. Bush's immigration policy toward different ethnic groups. From my research result, I have found that Cubans and Mexicans’ influential power and level as being different, and President Bush’s policy toward Cubans and Mexicans is different as well. More than sixty percent Cubans lives in Florida, which implies that Cubans has strong impact on Florida. On the other side, the massive number of Mexicans can influence national policy with its national wide population distribution. In addition, Cubans is more concerned about foreign policy toward Castro regime, while Mexicans concerns more about internal issues, especially education. Cubans and Mexicans also have different development process regarding their status, identity, and relationship with home countries, thus leading Bush’s distinct policy toward this two groups. For the Cubans, because of citizenship rate and U.S.-Cuba relationship, Cubans has more privileges during immigration. To the Mexicans, Mexican American is concerned about bilingual education, and Mexican illegal labors have focus on amnesty temporary worker program. However, Bush administration not only opposes bilingual education and a comprehensive immigration amnesty, but the temporary worker program is also delayed by the Senate and the House of Representative.

The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become educators in the U.S.?; From the perspectives of these three L1-Spanish/L2-English CLD high-achiever educators, what impact, if any, did digital technologies have on their biliteracy experience? With a critical-pedagogy approach to multicase-study (Stake, 2006) inquiry, I used online methods to collect data on three high-achieving (GPA > 3.01) L1-Spanish graduates initially identified as limited-English-proficient by the American school system. For data collection, I used a participant-selection questionnaire, individual and group semi-structured interviews via Skype, e-journals for biliteracy autobiographies, artifact e-portfolios, my reflective e-journal, and one face-to-face unstructured interview with one participant only. Concurrently, I engaged in on-going data analysis to build meaning inductively and guide further data collection, analysis, and interpretation, until saturation, in an application of the dialectical method into research (Ollman, 2008). I included the email communications with the participants and their member checks. Two external auditors reviewed all data-collection and analytic procedures. I analyzed each case individually followed by the cross-case analysis. The findings indicated the importance of family and L1-community support, host-culture insiders as mentors, access to information, empowerment by means of conscientization, and the participants' advocacy of others by becoming educators. In this way, the study identified how the participants escaped the statistics of doom, which helps understand how to better serve growing L2-English student populations. The study closed with a discussion from the viewpoint of reviewed literature and critical pedagogy, my interpretation of the findings, and suggestions for future praxis in education and research.

This qualitative dissertation study examined the ways that nine gifted, bilingual Mexican/Mexican-American students negotiated paradoxes in their academic, linguistic, and cultural identities in a public high school in a large, south central Texas city. One theoretical lens, Critical Race Theory/Latino Critical Race Theory (CRT/LatCrit) was combined with phenomenological research methods to privilege the students' perspectives during the data collection process. An additional theoretical lens, the concept of Figured Worlds, was used to contextualize the setting, Chase High School. Both CRT/LatCrit and Figured Worlds were used to analyze interview, classroom and field observation, participant, school, and district artifacts, federal, state and local data collected over ten months of study. The investigation revealed that the participants braided the domains of community cultural wealth -- aspirational, navigational, linguistic, social, resistance, and familial capital -- into practices that grounded them in their bilingual, bicultural Mexican/Mexican-American identities as successful students. / text

The literature on Latino college students, particularly at Predominantly White Universities, suggests that they are enrolling at higher rates at the beginning of the first year in college than prior years, but dropping out at higher rates than any other racial/ethnic group. For students whom are the first in their family to attend college, attrition rates are even more pronounced. In the present study, based on Bourdieu’s Social Capital Theory, group differences based on race/ethnicity and college-generational status were examined for reported anxiety, depression, and academic problems at the beginning and end of the first semester of students’ first year at a university. The results indicated that differences in reported outcome measures were greater when examined between college-generation Mexican American groups, rather than between racial/ethnic groups more generally. Additionally, it was hypothesized that for Mexican American first-generation college students, perceived family support at the beginning of the semester would mediate the relationship between academic self-efficacy and academic problems at the end of the semester. The results of the study provided support for this hypothesis, suggesting that perceived support from family, even when it is not entirely instrumental, offers benefits for first-generation Mexican American college students. Implications for future interventions, both pre and post-college entry are discussed. / text

This dissertation evaluates disparate impact of test-based retention (TBR) policy on historically disadvantaged student groups in the State of Texas, and determines school characteristics that statistically predict retention and may contribute to disparate impact. The research literature on TBR is limited, as most grade retention research precedes the increase in use of TBR policy across the United States. Based on descriptive analysis, there were considerable increases in retention rates for low-income, African American, Latino, and English Language Learner (ELL) children compared to their less-disadvantaged counterparts, after TBR was implemented. Using multiple regression analysis, schools with higher percentages of low-income students, ELL students, beginning teachers, and higher percentages of low-income students in their school district were found to have higher retention rates while schools with higher percentages of White students, White teachers, and Latino teachers were found to have lower retention rates. Additionally, school retention rates were found to vary according to accountability rating. / text

Le présent travail porte sur l’analyse de la reconstruction identitaire de l’auteur Benedicto Chuaqui dans son œuvre Memorias de un emigrante (1942). Autobiographique, l’œuvre raconte l’expérience migratoire au Chili de Chuaqui, d’origine syrienne, durant une période où le pays est marqué par de nombreux changements sociaux, politiques et économiques. L’analyse de la subjectivité de Chuaqui au sein du texte nous révèle une reconstruction identitaire qui s’effectue par son désir d’appartenir à la nation chilienne. En reconstruisant son passé, l’auteur défend son appartenance à la nation et, par ce fait, propose sa propre définition de l’identité chilienne. L’œuvre remet en question la définition essentialiste de l’identité tant au niveau individuel que collectif, puisque l’auteur la conçoit comme étant fracturée, multiple et reconstruite au fil du temps. / The purpose of this thesis is to analyze Benedicto Chuaqui’s identity reconstruction in his autobiographical work Memorias de un emigrante (1942). Born in Syria, Chuaqui recreates his migratory experience in Chili, at a time when the country is marked by many social, economic and political changes. The analysis of Chuaqui’s subjectivity within the text reveals an identity reconstruction propelled by his desire to belong to the Chilean nation. By reconstructing his past, the author defends his membership to the nation, and by doing so, offers his own definition of Chilean identity. The work calls into question the essentialist definition of identity both individually and collectively, as the author sees it as fractured, multiple and reconstructed over time. / El presente trabajo tiene como objetivo mostrar el proceso de reconstrucción identitaria que el autor Benedicto Chuaqui lleva a cabo en su obra Memorias de un emigrante (1942). De carácter autobiográfico, la obra relata la experiencia de migración de Chuaqui, de origen sirio, en Chile durante un periodo bastante dinámico social, económica y políticamente. El análisis de la subjetividad de Chuaqui en el texto nos revela la reconstrucción identitaria que se lleva a cabo en función de su deseo de pertenecer a la nación chilena. A través de la reconstrucción de su pasado, el autor defiende su pertenencia a la nación, definiendo, al tiempo, lo que significa ser chileno. La obra cuestiona la definición esencialista de la identidad, tanto a nivel individual como colectivo, ya que el autor entiende que ésta puede ser fracturada y múltiple, así como reconstruida a través del tiempo.

Résumé Ce travail cherche à révéler les stratégies utilisées dans Palinuro de México (1977) de Fernando del Paso pour représenter l’histoire du mouvement étudiant de 1968, qui se termina par le massacre de Tlatelolco. Afin de protéger son image, le gouvernement censura cet événement, qui compte parmi les plus marquants de l’histoire contemporaine du Mexique. Nous situons Palinuro de México dans un corpus littéraire qui résiste au silence imposé par les autorités avec la création d’une poétique capable de raconter l’histoire et de dénoncer la censure. Notre hypothèse s’appuie sur les réflexions de Paul Veyne et Jacques Rancière, qui démontrent que l’écriture de l’histoire ne possède pas de méthode scientifique, mais procède plutôt d’une construction littéraire. Cela nous permet d’affirmer que l’histoire, puisqu’elle relève de la littérature, peut aussi être racontée dans un roman. La théorie de la littérature carnavalesque de Mijail Bajtin, qui se caractérise par le rire, la liberté d’expression et l’opposition aux règles officielles, nous sert à identifier les procédés utilisés dans Palinuro de México pour créer une mémoire de Tlatelolco. Ce style rappelle la vitalité du mouvement étudiant, en soulignant la joyeuse subversion des valeurs. De plus, son caractère polyphonique permet d’inclure une pièce de théâtre dans un roman et de confronter les différentes idéologies qui s’opposaient durant le conflit. / Summary This work aims to reveal the strategies used in Fernando del Paso’s Palinuro de México (1977) to represent the history of the 1968 student movement, which ended with the massacre of Tlatelolco. In order to protect its image, the government censored this event, among the most significant of Mexico’s contemporary history. We approach Palinuro de México as part of a literary corpus that resists the silence imposed by the authorities with the creation of a poetics capable of recounting the student movement’s history and denouncing the regime’s censorship. Our working hypothesis borrows from research by Paul Veyne and Jacques Rancière, who demonstrate that the writing of history does not possess a scientific method, but is instead a form of literary construction. It allows us to assert that history, because it uses literature, can also be told in a novel. Mijail Bajtin’s theory of the carnavalesque, which is characterized by its humour, liberty of expression, and opposition to official rules, allows us to identify the literary processes used in Palinuro de México to create a memory of Tlatelolco. This style recalls the vitality of the student movement by underlining their merry, non-violent subversion of values. Its polyphonic element also allows the author to include a theatrical play within the novel and to represent the different ideologies opposed during the conflict. / Sumario Este estudio busca revelar las estrategias utilizadas en Palinuro de México (1977) de Fernando del Paso para representar la historia del movimiento estudiantil de 1968, que terminó con la masacre de Tlatelolco. Para proteger su imagen, el gobierno censuró este acontecimiento, que cuenta dentro de los más destacados de la historia contemporánea de México. Situamos a Palinuro de México dentro de un corpus literario que resiste al silencio impuesto por las autoridades con la creación de una poética capaz de contar esta historia y de denunciar la censura. La hipótesis que sostenemos se apoya en las reflexiones de Paul Veyne y Jacques Rancière, que demuestran que la escritura de la historia no tiene un método científico, sino que resulta de una construcción literaria. Esto nos permite afirmar que si la historia utiliza la literatura, puede también ser contada en una novela. La teoría de la literatura carnavalesca de Mijail Bajtin, que se caracteriza por la risa, la libertad de expresión y la oposición a las reglas oficiales, nos sirve para identificar los procedimientos literarios utilizados en Palinuro de México para crear una memoria de Tlatelolco. El estilo carnavalesco recuerda la vitalidad del movimiento estudiantil, subrayando la alegre subversión de los valores. Además, su carácter polifónico permite incluir una pieza de teatro en una novela y confrontar las distintas ideologías que se oponían durante el conflicto.