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The purpose of this study was to assess the impact of foster care services on Hispanic/Latino foster mothers' marital relationship.

Marketers must be able to categorize consumers according to some definable characteristics in order to help tailor their marketing effort. Black consumers are usually grouped into one homogenous group even though some of them are immigrants. The segmenting of the different ethnic groups needs to be modified to include different cultures among the same ethnic group. This thesis compares the differences of these subgroups in beliefs, attitudes and past purchase behaviors in response to direct marketing advertising.

This thesis argues that in order to understand the non-representation of women and BIPOC in the Western musical canon, the analysis of their cultural musical production and reception must start in early modern period, a time heavily influenced by the establishment of capitalism. Intertwining political feminist studies, critical race theory and musicology critique, I argue that the witch hunts and the inhumane colonial practices in Africa and the America (fundamental to establish capitalism as a global system), had an important role in shaping Western musical culture as homogeneous and monolithic. Thus, I first trace the change in female customs in the early modern period and show how poetry and then music reflected the newly imposed norm of chastity presenting as case study “I’ mi son giovinetta.” Here I discuss the importance of il concerto delle dame in Italy, their vital role in conserving women’s musical excellence as well as the restriction imposed on their lives based solely on their gender. Race and gender biases are protagonist of the following chapter, where I present a case study on Die Zauberflöte as mirror of the societal changes happening at the same time in Europe. Intersecting race, gender and class I demonstrate the multiple ways in which this opera reiterates the victory of capitalistic patriarchy over the previous way of organizing life. In the last chapter, I discuss the various conflicting ideas that scholars brought forth regarding the Western canon formation. I argue that the gendered and racist pseudo-scientific ideologies that relegated women and BIPOC to their bodies (in connection to capitalist’s exploitation of “free labor”), were reaffirmed by scholars in the following centuries. These ideologies fed into the elevation of “absolute music” as the manifestation of the (white, male) intellectual genius, and contributed to forging musical institution that today continue to uphold sexists and racist values.

The relationship of various measures of high school performance and a measure of the self-concept were examined for the 1970-71 senior male students at Intermountain School, Brigham City, Utah. Some significant correlations were found. Their junior year vocational training grade and grade point average were found to be significantly correlated to their self-definition score, as ere all but one of the teachers' subjective evaluations. General aptitude, reading ability, previous years at Intermountain, and class grouping were not found to show any significant correlation with the self-definition test score. Age was found to be correlated at the .01 level with the younger students having the higher self-definition scores.

This is a descriptive study of grassroot organizations in the Black community of Portland, Oregon. The primary objective of this study is to determine whether the Black community of Portland is actively working to improve the socio-economic and political position of the Black residents of Portland, or whether it is disorganized, apathetic, and removed from the main stream of society To achieve the goals of this study, answers will be sought for the following questions: Are there grassroot organizations in the Black community of Portland, Oregon? If yes, how many are there? Who are the members? What is the nature, scope, and range of their activities? What are their accomplishments? Are leadership roles clearly defined and identifiable? What is the perception of successful leadership in the Black community?

This study focuses on Alexandria Ocasio-Cortez, the U.S. Representative for New York's 14th Congressional District, and how news media portray her based on her gender, age, and ethnicity, which still play essential roles in the political system in the United States. The analysis of previous academic research, newspaper articles from the New York Times and the Washington Post (June 1, 2018 to June 30, 2019) and framing and feminist theories are used to evaluate coverage of Alexandria Ocasio-Cortez. The newspaper stories are examined based on the framing of traits including being the youngest woman ever elected to Congress, being Latina, and being one the most progressive politicians in the Congress. The main objective of this study is to shed light on a topic that at this moment in time is more relevant than ever because the 116th Congress has the highest number of women and women of color in U.S. history. I examine media coverage that Rep. Alexandria Ocasio-Cortez receives for stereotypical frames, so that, overall, all women running or holding public office may receive unbiased and more balanced media coverage. This study also intends to hold media outlets accountable for the way they portray different candidates because it has a significant influence on the voting population.

This study addressed the academic, cultural, and social expectations and experiences of 20 Black students at 2 predominantly White high schools in the Southern Appalachian region of the United States. The participants' experiences revealed how institutional practices promoted or obstructed their successful experiences at high school. Qualitative ethnographic methodology guided the study. The data collected included the stories of the Black students based on individual interviews, focus groups, and document reviews. The data showed the positive and negative experiences of the Black students in predominantly White high schools and the negative impacts of racism and racist behaviors on Black students' experiences at their high schools. Findings indicate a difference between the students' academic, cultural, and social expectations and experiences. Many of these differences in expectations and actual experiences were caused by the racist experiences of the Black students. Social networks were shown to contribute to the students' need for a place of safety. Recommendations based on the results of the study are provided for school administration, teachers, and other staff members.

This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at 2 predominantly White universities in the southern Appalachian region of the United States. The participants' described experiences revealed how institutional practices promoted or obstructed their persistence to graduation. Qualitative ethnographic methodology with critical race theory as the conceptual framework guided the study. This approach allowed for the perspectives and lived experiences of the students to be voiced and heard. Data collected included their stories based on semistructured interviews, document reviews, and observations. The constant comparison method was used to analyze the data through the critical race interpretive lens of racism as the persistent reality of people of color. In combination, the data illustrated the positive and negative impacts of student-institution relationships and the campus racial climate on African American students' experiences at the universities under study. Findings indicated a dissonance between the students' academic, cultural, and social expectations and experiences primarily caused by unanticipated racist experiences in the classrooms, on the campuses, and in the campus' communities-at-large. Positive relationships with administrators, faculty members, and staff emerged as the most significant contributors to the students' capability to safely and successfully navigate academic, social, and cultural pathways leading to graduation. Recommendations based on the results of the study are provided for university administrators, faculty members, and staff who are committed to improving the college experience and persistence to graduation rates for students of color matriculating at predominantly White universities.

The purpose of this exploratory study was to measure the cultural competence of nurse educators in accredited baccalaureate (BSN) nursing programs in Tennessee (TN) and investigate the relationship, if any, between nurse educators' cultural competence and the percentage of minority nursing students recruited into and graduated from these schools in the previous 5 years. With the rapid rise of the minority population in the United States, more minority healthcare providers, including nurses, are needed to provide culturally congruent care in underserved communities. Literature has implied that nurse educators' lack of cultural competence and sensitivity regarding minority nursing students' educational needs could be a contributing factor to minority nurses' underrepresentation. Nurse educators in 9 accredited colleges of nursing in TN completed the "Cultural Diversity Questionnaire for Nurse Educators." Some of the participating schools and the American Association of Colleges of Nursing Research Data Center provided the percentage of students recruited and graduated in each school by ethnicity. The findings revealed that the majority of respondents were at least moderately culturally competent. There was no correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students recruited into BSN programs in the past 5 years. But there was a significant statistical correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students graduated from BSN programs in the past 5 years (p = .015). There was a statistically significant difference between the mean cultural competence score of respondents who had lived in a culture different from the United States and those who had not (p = .01). There was also a statistically significant difference between the mean cultural competence score of respondents who had attended multicultural education seminars in the past 5 years and those who had not (p = .0005). The researcher recommended that nursing faculty engage in activities that would increase their cultural competence, enabling them assist students from diverse cultural backgrounds stay in school and graduate.