The present study examines the extent to which blacks are segregated in the suburban community of Coconut Grove, Florida. Hypersegregation, or the general tendency for blacks and whites to live apart, was examined in terms of four distinct dimensions: evenness, exposure, clustering, and concentration. Together, these dimensions define the geographic traits of the target area. Alone these indices can not capture the multi-dimensional levels of segregation and, therefore, by themselves underestimate the severity of segregation and isolation in this community. This study takes a contemporary view of segregation in a Dade County community to see if segregation is the catalyst to the sometime cited violent response of blacks. This study yields results that support the information in the literature review and the thesis research questions sections namely, that the blacks within the Grove do respond violently to the negative effects that racial segregation causes. This thesis is unique in two ways. It examines segregation in a suburban environment rather than an urban inner city, and it presents a responsive analysis of the individuals studied, rather than relying only on demographic and statistical data.

Research has consistently demonstrated the benefits of multicultural experiences for individual creativity (e.g. Çelik, Forthmann, & Storme, 2016; Saad, Damian, Martinez, Moons, & Robins, 2012). The present study will explore the interaction between framing and multiculturalism on creativity. Seven hundred and eighty eight participants who identify as multicultural will be randomly assigned to one of four experimental groups looking at framing (success/failure) and culture priming (present/not present). After being primed with an oral prompt, participants will complete the Alternative Uses Test to measure two aspects of creativity: originality and idea generation. Success framing is expected to be associated with higher creativity scores compared to failure framing. Presence of culture priming will be associated with higher creativity scores compared to no presence of culture. And success framing paired with presence of culture will have the highest creativity scores compared to other groups. Implications for creativity, identity and multicultural experiences are discussed.

The proposed studies will examine how higher education courses that include components from the discipline of ethnic studies may modify implicit stereotypic associations associated with race. In two studies, participants will complete a Race Implicit Association Test at different time points to measure how they associate Black and White people with either positive or negative qualities. The first study will focus on two methods of presenting information to participants. Participants will learn about a moment in American history either in factual or personal narrative form. The second study will examine if what participants learn from ethnic studies courses from different departments such as Africana, Chicanx/Latinx, and Asian American Studies can be generalized to stereotyping of Black and White people. Both studies will confirm that participants will start at the same level of stereotypic associations. However, the motivations behind the studies predict that implicit stereotyping will change after participants engage narrative, first person portrayals about a moment in history involving people of African descent. In addition, while some level of generalization is expected, participants in Africana studies course will show the greatest change. Keywords: Stereotype, Conceptual Associations, Education, Ethnic Studies

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Esta pesquisa pretende analisar o processo de formaÃÃo docente em EducaÃÃo em Direitos Humanos tendo como objeto o Curso de AperfeiÃoamento EDH, da Universidade Federal do CearÃ, desenvolvido no ano de 2013. E tem como referÃncia o estranhamento dos alunos/as frente à perspectiva de educaÃÃo em Direitos Humanos. Quais os lugares de conflito no encontro entre os alunos/as e a EDH? Como eles/elas reagem à perspectiva de EDH proposta pelo referido curso? Quais seriam as implicaÃÃes desse processo pedagÃgico? Nessa perspectiva, procuro trazer, para o espaÃo acadÃmico, o debate sobre formaÃÃo continuada de professores/as no que se refere ao enfrentamento da discriminaÃÃo e do preconceito e à valorizaÃÃo da diversidade na escola. Dessa maneira, as referidas discussÃes assumem uma dimensÃo de relevÃncia social à medida que a sociedade brasileira, apesar dos avanÃos no campo dos Direitos Humanos na esfera legislativa, tem demonstrado o recrudescimento dos direitos sociais, a intolerÃncia e resistÃncia no reconhecimento da diversidade. Esta pesquisa tambÃm pretende trazer contribuiÃÃes para a educaÃÃo em e/ou para Direitos Humanos, por meio da anÃlise de prÃticas educativas que tem como objetivo a valorizaÃÃo da diversidade e o enfrentamento da discriminaÃÃo e do preconceito. Podemos concluir que o espaÃo onde ocorre maiores tensÃes na perspectiva das discussÃes trazidas pela educaÃÃo em direitos humanos està relacionada Ãs questÃes de gÃnero, diversidade sexual e raÃa e etnia. / This research aims to analyze the process of teacher training in Human Rights Education as having the object EDH Improvement Course, Federal University of CearÃ, developed in the year 2013 and has reference to the strangeness of the students the opposite perspective of education on Human rights. What are the places of conflict in the encounter between students? How did do they react to the prospect of EDH proposed by that course? What are the implications of this learning process? From this perspective, I try to bring to the academic space, the debate on continuing education for teachers as with regard to fighting discrimination and prejudice and the appreciation of diversity in school. Thus, these discussions take on a dimension of social relevance as the Brazilian society, despite advances in the field of Human Rights in the legislative sphere, has demonstrated the resurgence of social rights, intolerance and resistance in the recognition of diversity. This research also aims to bring contributions to the education and or Human Rights, by analyzing educational practices that aims to valuing diversity and tackling discrimination and prejudice. We can conclude that the space where higher stresses in perspective brought about by discussions of human rights education occurs is related to gender, sexual diversity, and race and ethnicity.

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This study explored community building as a method for addressing the problems faced by Mexican Immigrant and Mexican American communities. One of the assumptions that underpinned this study is that community building can be used to counteract racist attitudes toward ethnic minorities. Historically, people of Mexican descent have been the victims of such attitutudes have found their way in oppressive social and economic policy.

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The purpose of this project was to examine biracial identity, and the specific identitiy choices made by biracial individuals at the college level. In addition, this study explored the many factors that may be associated with the choice of a racial/biracial identity.