The struggles of Latino males along the education pipeline have been well documented in recent history. Despite this increased research focus, gaps continue to exist in the literature on Latino males in education settings. Currently, the literature predominately centers on the Latino male experience in the K-12, community college, and 4-year college environments. The educational experiences of Latino males in doctoral education settings have not yet been presented. This study examines and provides insight into the Latino male doctoral student journey by detailing Latino male doctoral student experiences and perceptions at a predominately White, research-intensive, public university. In light of the deficit model research surrounding men of color, it is imperative to present the narratives of successful, high achieving Latino males along their pursuit of a doctoral degree. This study critically examines the experiences and perceptions of Latino males in pursuit of a PhD within the humanities or social sciences at a predominately White, research-intensive, public university. The mission of the study was to shed light on thematic influences, factors, and emotions that led these individuals to take interest and pursue a doctoral degree. The study's findings are presented under the lens of Latino critical race theory and gender role conflict in order to develop a thorough understanding of the internal and external influences on the Latino male doctoral student experience. My dissertation's unique contributions are its addition of the Latino male doctoral student experience to the literature on Latino males in educational contexts. Furthermore, this study's unique contributions include a new perspective on how Latino males perceive their gender roles and responsibilities as successful doctoral students. The Latino male doctoral students in this study displayed resilience during moments of vulnerability and embrace responsibility during challenging circumstances. These actions were efforts to maintain control of their doctoral education experience and to create a new image for Latino masculinity. As the findings indicate, the Latino male doctoral student experience at a large predominately White, research-intensive, public university is filled with complexity, adversity, and determination. / text

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-08-01T13:11:52Z No. of bitstreams: 1 arquivo total.pdf: 6486908 bytes, checksum: cae31fa640869c13bd5abd7e51c0aad1 (MD5) / Made available in DSpace on 2016-08-01T13:11:52Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 6486908 bytes, checksum: cae31fa640869c13bd5abd7e51c0aad1 (MD5) Previous issue date: 2015-10-09 / This study investigated gender relations that are conveyed in textbooks of Portuguese Language, the final years of elementary school, adopted under the National Textbook Program - PNLD, based on the book entitled "Português Linguagens", adopted by the School Our Lady of Fatima for the triennium 2014-2016, the author William Roberto Cereja and Thereza Cochar Magalhães strand Magellan author published in 2012 by Editora Saraiva. The determination of this investigative process was the need to understand the role of language in identity issues of gender and as the men's in the texts of textbooks contribute to the perpetuation of a patriarchal model of culture where men and women do not receive equal treatment in the various spheres of society. Its main analytical category gender, the work was done from the analysis of texts, the dialogue of the author / reader and reading of images (drawings and photographs) present in the adopted book. An analysis of how gender is represented in the content of textbooks was conducted for evidence of the presence of stereotypes, discrimination and sexist culture contained in the text and which the interference of this theme in the training / education of pupils and students. To meet our work, we opted for methodological literature, documentary research and content analysis emphasizing the thematic analysis. Is a discussion of "gender" in the classroom, emphasizing how gender relations circulated in the textbook and the entire configuration brought by it: text, images and relationship author / receiver, contribute to the perpetuation of stereotypes placed by the macho culture. We found that the school as a privileged educational space to make cultural changes, does not appropriate this context, by contrast, has a tendency to maintain and consolidate stereotyped patterns in the configuration and representation of men and women in sexist perspective. The textbook, recognized as the largest collection of historically accumulated knowledge, in our study did not show any evidence of being change of vehicle of gender relations, oppositely, turned out to be an instrument of consolidation and permanence of the macho culture. We interpret the situation found due to low speed of contemporary education to reflect and redesign new educational practices that redirect the role of people in your group, in your community, based on equal rights. / Este estudo investigou as relações de gênero que são veiculadas em livros didáticos de Língua Portuguesa, dos anos finais do Ensino Fundamental, adotados no âmbito do Programa Nacional do Livro Didático – PNLD, tendo como base o livro intitulado “Português Linguagens”, adotado pela Escola Nossa Senhora de Fátima para o triênio 2014 a 2016, do autor William Roberto Cereja e da autora Thereza Cochar Magalhães publicado em 2012 pela Editora Saraiva. A determinação deste processo investigativo foi a necessidade de compreender o papel da linguagem nas questões identitárias de gênero e como o uso do masculino nos textos dos livros didáticos contribuem para a perpetuação de uma cultura de modelo patriarcal onde homens e mulheres não recebem tratamento equitativo nos diversos âmbitos da sociedade. Tendo como principal categoria analítica o gênero, o trabalho foi realizado a partir da análise dos textos, da interlocução do autor / leitor e das leituras de imagens (desenhos e fotografias) presentes no livro adotado. Foi realizada uma análise de como o Gênero é representado no conteúdo do livro didático, buscando evidências da presença de estereótipos, discriminações e cultura machista contidas nos textos e qual a interferência dessa temática na formação/educação das alunas e alunos. Para atender o nosso trabalho, optamos metodologicamente por pesquisa bibliográfica, pesquisa documental e análise de conteúdo enfatizando a análise temática. Apresentamos uma discussão de “gênero” na sala de aula, enfatizando como as relações de gênero veiculadas no livro didático e toda a configuração trazida por ele: textos, imagens e relação autor/receptor, contribuem para a perpetuação de estereótipos impostos pela cultura machista. Verificamos que a escola, como espaço educacional privilegiado para proceder a mudanças culturais, não se apropria desse contexto, ao contrário, apresenta uma tendência de manter e consolidar padrões estereotipados na configuração e representação de homens e mulheres na perspectiva sexista. O livro didático, reconhecido como a maior compilação de conhecimentos acumulados historicamente, não apresentou no nosso estudo nenhum indício de ser veículo de mudança das relações de gênero, opostamente, revelou-se como instrumento de consolidação e permanência da cultura machista. Interpretamos que a situação encontrada deve-se a pouca agilidade da educação contemporânea em refletir e redesenhar novas práticas educacionais que redirecionem o papel das pessoas no seu grupo, na sua comunidade, baseado na igualdade de direitos.

La presente investigación aborda el tema de la forma en que los varones adultos jóvenes de clase media del Gran Santiago, construyen las representaciones acerca de sí mismos y de los cambios que han sufrido en sus vidas, que han significado una mayor equidad en sus relaciones de género. Las relaciones de género se caracterizan por encontrarse organizadas de modo injusto y discriminatorio; sin embargo, esta situación se encuentra en un cuestionamiento creciente y produce una presión hacia los varones a modificar sus prácticas, la que genera apoyos pero también diversas formas de resistencia. El estudio del modo en que los varones se pliegan a la búsqueda de la equidad de género constituye una vía necesaria para poder elaborar estrategias de intervención con perspectiva de género. Esta investigación pretendió, así, rescatar la perspectiva que los propios varones desarrollar acerca de este proceso y cómo se entronca en la construcción de su sentido de sí mismos. Se planteó como objetivo general identificar, describir y analizar los contenidos y procesos narrativos de construcción y modificación de la identidad de género en varones adultos y se asumió una perspectiva cualitativa; en particular, se utilizó la técnica de entrevista en profundidad para obtener el relato que los sujetos elaboran acerca de sus experiencias de apoyo y resistencia frente a la presión social por una mayor equidad en la relación entre varones y mujeres. Esta investigación se estructura en 5 capítulos. El primer capítulo constituye el marco teórico, el que trata acerca de patriarcado, identidades de género masculinas y construcción narrativa de la historia vital; el segundo es sobre metodología, que señala la perspectiva epistemológica y los dispositivos técnicos utilizados en la recolección y tratamiento de la información; el tercer capítulo corresponde a la descripción de los objetivos de la investigación. El cuarto capítulo aborda la descripción y análisis de los resultados obtenidos en las entrevistas; la quinta parte y final corresponde a la síntesis y discusión entre los resultados obtenidos y la teoría en que se delimita el presente estudio.

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Este trabajo se encarga de analizar Amor, curiosidad, prozac y dudas de LucíaEtxebarria, observando de cerca a sus personajes femeninos principales, y cómoestas mujeres luchan contra el sistema machista preestablecido. Por otro lado,profundizando en los hechos e historias de cada una de las protagonistas, esteensayo intenta verificar, utilizando la teoría del otro de Simone De Beauvoir comomarco teórico, si las mujeres de Etxebarria contribuyen de alguna manera aalimentar y perpetuar el sistema jerárquico que sufren y critican agudamentedurante la novela, demostrando así una dependencia hacia esta estructura. / This work focuses on analyzing Amor, curiosidad, prozac y dudas by LucíaEtxebarria, looking closely into its women and how they struggle against thechauvinist system. On the other hand, observing the events and stories of each ofthe main characters, this work attempts to verify, using Simone De Beauvoir'stheory of the other as a theoretical frame, if Etxebarria’s women contribute insome way to feed and perpetuate the hierarchical system that they suffer andcriticize acutely during the novel, thus demonstrating a dependence on thisstructure.

The ideas of Mexican Machismo have been crystallized in the image of the Macho, a virile man who represents the ideals of masculinity in a determined time and space. This work aims to examine how four Mexican Novels (Juan Rulfo’s Pedro Páramo, Elena Garro’s Los Recuerdos del Porvenir, Yuri Herrera’s Trabajos del Reino, and Fernanda Melchor’s Temporada de huracanes) present their unique macho ideals, and how the male characters fail to fulfill them. Through a textual examination of the four novels, this work asks: how is a macho image formed in each pair of novels? And most importantly how do male characters react when they are unable to uphold the masculine values? Chapter one examines Juan Rulfo’s and Elena Garro’s novels, focusing on the downfall of the machos due to the loss of a loved woman, and the strategies the men use to control their towns. Chapter two analyzes Yuri Herrera’s and Fernanda Melchor’s novels, explaining how masculinity is tied to a social performance, and how the machos lose the approval of their group. Chapter three deals with the reaffirmation of power through isolation of female characters and the concept of emasculation as a social and psychological phenomenon. Emasculation, this work strives to prove, is a key element in the four novels, uniting the texts through the social disgrace of a man who does not perform as expected.

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My thesis discusses the ways in which Sandra Cisneros makes historical claims from a Chicana perspective by telling fictional family stories in Caramelo. Not only have Chicanas traditionally been marginalized ethnically by the Anglo mainstream, they have also suffered disenfranchisement as women in their own male-dominated cultural community. Both elements have contributed to the cultural silencing of Chicanas outside of domestic spaces, and particularly in historical discourse. Cisneros introduces storytelling as a means of empowering Chicanas through language that allows them to speak historically and still signify culturally. By telling stories from the site of the family, she ingeniously utilizes a culturally allotted authority over the domestic sphere to branch out and discuss historical issues as they inform the lives of her Chicana narrator's family members. Thus, she succeeds in breaking the traditions of her culture that would silence Chicanas while allowing them to maintain their cultural identities. Presenting her historical assertions through fiction allows Cisneros to avoid the pitfalls of post-Enlightenment epistemological modes in historical discourse, introduce new perspectives on historical events, and invite historical discussion rather than shutting it off. Because all historical accounts are narratives that have been constructed by biased individuals, history and story are essentially the same. Cisneros calls attention to this concept as she conflates history and story in her novel. Empirically minded historians of the past insisted on one true version of history and thus ignored "other" viewpoints. Fiction creates a new space for discussion that does not disregard alternative viewpoints because it does not pretend to be fact. In addition, Cisneros employs an abundance of Chicano pop cultural references in Caramelo to create a cultural mythology for the Chicano community. Chicanos are alienated by the mainstream cultures on both sides of the border, and thus they generally feel culturally invalidated. By invoking pop cultural forms, primarily the telenovela, Cisneros fosters collectivity among Chicanos who can all relate to the signs of pop culture, which makes itself available to everyone regardless of class, race, gender, or geographic position. She asserts new views of history through the lens of pop culture, and strengthens the ability of Chicanos to enter historical discourse by strengthening cultural cohesiveness. Cisneros is helping to redefine American literature by calling attention to at least one of the marginal voices that are rapidly becoming the center in the United States.

A pesar de los enormes esfuerzos del movimiento feminista, de los estudios de género y de las políticas dirigidas a erradicarla, la violencia del feminicidio sigue imparable. La mayor parte de las investigaciones y acciones, se han concentrado en identificar y visibilizar la violencia, logrando convertirla en un asunto público de extrema magnitud y gravedad. Además, como corresponde, el centro de los esfuerzos ha estado enfocado en la atención y protección de la víctima. El trabajo que presento, es un intento de bordear, más desde las preguntas que desde las respuestas, el complejo y dramático fenómeno del feminicidio en la pareja íntima, ampliando el espectro de manera de incluir en el análisis, a los protagonistas que faltan: los hombres que matan a las mujeres que aman o amaron. Reviso el discurso del feminismo y los estudios de género y propongo comenzar a indagar en la subjetividad consciente e inconsciente de los hombres que cometen feminicidio, no como un todo homogéneo y no desde la mirada a la masculinidad como un bloque monolítico sino también en su diversidad y en sus fisuras. Vivimos una época de desorden simbólico y de orfandad de referentes que hacen aún más difíciles los profundamente conflictivos vínculos íntimos. La carencia de la función paterna, las fallas en la internalización de la Ley producto de este fracaso tendrían que ver con órdenes arbitrarios, de excesos y violencia. No se trata de hacer un llamado a que regrese el padre del viejo orden, pero sí a preguntarnos si todo eso que falta tiene que ver con la violencia, sobre todo, con lo que ha dejado de hacerle freno.