Made available in DSpace on 2017-07-21T14:54:02Z (GMT). No. of bitstreams: 1 MABIACAMARGO.pdf: 2963654 bytes, checksum: 9a95b861316170c98e112c71b5018ba2 (MD5) Previous issue date: 2012-12-07 / The purpose of this study is to understand how issues of race and ethnicity are being treated in the English as a Foreign Language classes. The locus school of the research is a public school located in the district of Entre Rios, which is formed by five Swabian colonies, in the city of Guarapuava-PR. The classroom observed is composed of students who live on the outskirts of the district, students who live in rural communities and farms between the city of Guarapuava and Pinhão, and also students who live in the Invernada Paiol de Telha Community, a quilombola settlement located in the Socorro Colony. The theoretical base used in this research was constructed from studies about: critical literacy, social-identity theory and the issue of race / ethnicity (MCLAREN E LANKSHEAR,1993, MOITA LOPES, 2002, FERREIRA, 2006, KLEIMAN,1995, PENNYCOOK, 1998, STREET, 1995, BAUMAN, 2005, MUNANGA, 2004). As well as official documents, for example, Federal Law 10.639/2003, which demands the teaching of History and Afro-Brazilian Culture in Basic Education, and the DCEs (Parana State Curricular Guidelines for EFL). The research is qualitative with an interventionist kind, the working method is an ethnographic case study, where through observations during the period of approximately two months, it was accompanied the work of an EFL teacher in dealing with issues of race and ethnicity. In order that, a teaching unit was designed and implemented in the classes of EFL. The research shows up the issues of identity are characterized by the territorial and the social class notion, because of a hegemonic German identity, the other ethnics (Brazilians and Quilombolas) are forgotten and not enhanced. The need for ongoing training of English Language teachers so that the ethnic and racial issues can be worked satisfactorily in the classroom is primary, because the collected data indicates that ethnic and racial issues were not being worked in EFL classes at the referred school. This study aims to contribute to an education of EFL that satisfies the cultural and political demands in equality of race and ethnicity, and to continue discussions about teacher educational training, viewing an anti-racist education. / A proposta deste trabalho está em compreender como as questões de raça e etnia têm sido tratadas nas aulas de língua inglesa. A escola locus da pesquisa é uma escola pública, localizada no Distrito de Entre Rios, o qual é formado por cinco colônias suábias, na cidade de Guarapuava-PR. A sala de aula observada é composta por alunos que vivem na periferia do Distrito, em comunidades rurais e chácaras entre os municípios de Guarapuava e Pinhão, e também por alunos que vivem na Comunidade Invernada Paiol de Telha, um assentamento quilombola, localizado na Colônia Socorro. Os aportes teóricos utilizados na pesquisa foram construídos a partir de estudos sobre Letramento Crítico, teorias socioidentitárias e a questão de raça/etnia (MCLAREN E LANKSHEAR,1993; MOITA LOPES, 2002; FERREIRA, 2006; KLEIMAN,1995; PENNYCOOK, 1998; STREET, 1995; BAUMAN, 2005; MUNANGA, 2004). Este trabalho também se apoia em documentos oficiais como, por exemplo, a Lei Federal 10.639/2003, que torna obrigatório o Ensino de História e Cultura Afro-Brasileira na Educação Básica, e as DCEs-LEM (Diretrizes Curriculares da Educação Básica de Língua Estrangeira Moderna do Paraná). A pesquisa é qualitativa de caráter intervencionista, o método de trabalho é o estudo de caso etnográfico, a partir do qual, por meio de observações realizadas durante o período aproximado de dois meses, foi acompanhado o trabalho de uma professora de Língua Inglesa (LI) no trato das questões de raça e etnia. Para tanto, uma unidade didática foi elaborada e aplicada nas aulas de LI. A pesquisa evidencia que as questões de identidade estão marcadas pela noção de territorialidade e classe social, devido a uma identidade hegemônica alemã na região, o que determina um esquecimento e consequente desvalorização das as outras etnias (brasileiros e quilombolas) presentes no território. A necessidade da formação continuada dos professores de língua inglesa para o trato das questões étnico-raciais nas aulas de língua inglesa é primordial, pois os dados gerados indicaram que essas questões não estavam sendo trabalhadas nas aulas de LI da referida escola. Este estudo, nesse sentido, visa contribuir para um ensino de LI que satisfaça as demandas culturais e políticas na igualdade de raça e etnia, e ainda dar continuidade às discussões sobre a formação de professores com vistas a um ensino antirracista.

This study explores the desire to marry, marriageable mate criteria, and marital choices/options as they pertain to college-educated, African American women within today’s society. A purposive, nationally based sample (N = 95) of never married, college-educated, African American women (i.e., 18 to 40 years of age) was gathered via an online survey accessed by an emailed link. A mixed methods approach was utilized within the survey design, followed by data analyses (i.e., frequencies, two-way analyses) interpreted through a theoretical framework of social exchange. Areas discussed include life goals of marriage, cohabitation, and career; romantic barriers; the perceived availability of marriageable men; and desired traits for a marriageable mate. Partner traits assessed ranged from being character based (e.g., respectful, spiritual, swag, never incarcerated), and were broadened to include educational, financial, and ethnic preferences for a potential partner. Findings showed that respondents possessed a strong desire to marry, the greatest hindrance to entering a relationship was the lack of mates, and many were interested in looking for a potential partner outside of their own ethnicity. Findings were not statistically significant; however, the insight gained further informs this understudied area of research while having broad socio-cultural implications for families and communities.

The purpose of this ethnographic study was to examine the process of a family therapist entering and then navigating the cultural system of working with substance abusing Seminole tribal clients. The study also utilized two tribal members sharing their opinions about how Seminoles view therapy. As noted in the interview questions and responses, the research presented guidelines for family therapists to follow when working with tribal members. Because there has been no study conducted with family therapists providing clinical services to tribal members, this study introduced tools for clinicians to keep in mind and utilize when working with tribal clients. The interviews illustrated what specific routes therapists may take with tribal clients in order to join and connect. This study provided the field of family therapy an opportunity to become familiar with the Seminole tribe, and guidelines of how to remain mindful when working with this unique population. These results were supplemented by the researcher providing personal reflections on her experiences with tribal clients.

Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. Teachers’ warmth was a positive predictor of GPA and intrinsic motivation, and teachers’ expectations were positive predictor of self-efficacy. Lastly, teachers’ control was a positive predictor of self-efficacy. Neighborhood safety did not moderate associations. Findings suggest that African American students’ academic development can be enhanced by interventions that target relational interactions.

There is a noticeable absence of studies reflecting the personal views and experiences of black British African Caribbean (BBAC) people as students and clinical participants in UK nursing careers. Previous research about their nursing career choices has always been reported as part of other mixed BME cohorts and migrant groups. Indications in the literature suggest that they were being actively discouraged by their families from choosing nursing as a career, because of their parents’ and grandparents’ negative experiences as migrant workers in the NHS, leading to very low or non-participation in the profession. This study set out to address this gap by giving them a distinct voice, independent of other cohorts. It explored the factors which influence their decision and their experiences, throughout a variety of life stages, from school through to university and into clinical practice. This was to identify whether the findings from earlier research are still relevant from their perspectives rather than that of their parents. Participants and schools in the study were recruited by purposive sampling, and data was collected in three phases, a pilot study phase, a survey phase and an interview phase. A quantitative and qualitative interpretive approach were adopted underpinned by a mixed methods design. Descriptive statistical analysis of the survey and qualitative content analysis (QCA) of the interview transcripts were utilised to enable interrogation of the data. Findings are discussed within the context of available empirical evidence, related policy perspectives and theoretical underpinnings. Four main themes emerged from the study, as specific influencing factors on their experiences. These are: careers advice and choice for nursing, support, discrimination/racism and personal resilience. The findings reveal that BBAC people receive little or no careers advice about nursing at any of their life stages. Consequently, they make uninformed decisions about modern nursing careers, leaving a gap in their knowledge. However, they are not discouraged from choosing nursing as a career, by their families. When they choose a nursing career, they are fully supported and encouraged by their parents and families, in order to survive as students and clinical practitioners. However, institutional support as students and practitioners is weak and very poor. Despite this, they do not intend to actively discourage their own children from making nursing a career choice. Racism, discrimination and racialisation remain core factors influencing their social, educational and other lived experiences, despite numerous equality legislation and implementation. These have a continuous negative impact on them as visible minority students and practitioners in the NHS. They respond to these negative experiences by developing personal resilience aided by strong social and cultural support provided by their families and community. These findings make a unique contribution to the knowledge base by giving BBAC participants their own distinct voice. This was achieved through listening to them at varied points in their life stages, from school through to university and as eventual professionals in nursing. This is important new knowledge, which has ensured a clear recognition of their personal perspectives, in their own voices. These insightful new observations are necessary to build a specific knowledge base about them and are very positive for future participation of BBAC people in nursing careers and the NHS. An adapted model for inclusive participation is proposed, based on the findings of the research.

The history of transportation planning in New York City has created disparities between those who have sufficient access to the public transportation network, and those who face structural barriers to traveling from their home to education, employment, and healthcare opportunities. This thesis analyzes the legacy of discriminatory policy surrounding the Metropolitan Transportation Authority (MTA) and city and state governments that have failed to support vital infrastructure improvement projects and service changes to provide multi-modal welfare to New York’s working poor. By exploring issues of transit equity as they pertain to the New York City subway system, this thesis raises the question: which communities lack adequate access to public transit opportunity and what are the policies and historical developments that have created these inequities? Through examination of grassroots community-based movements towards social justice and transportation equity, this thesis will review the proposals, campaigns, and demands that citizen-driven organizations have fought for in New York City. These movements, I argue, are the most effective method to achieve greater transportation justice and intergenerational equity.

The thesis was originally done for the Center for Intercultural & Folk Studies which no longer exists.

Disparity in sentencing felons based on racial considerations has long has been considered a problem for civil libertarians and scholars alike. Examining data gathered in Kentucky, this thesis addresses this issue through the application of recently developed methodological techniques. Utilizing an index of sentencing equality, this study shows that while differences do exist in black and white offender offense characteristics, these differences do not account for the variations in sentences rendered in cases of white as opposed to black felons. This exploratory research reviews and critiques previous research and provides evidence which should prove useful in resolving the problem of racial-based sentencing disparity.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Although public education in the United States has had remarkable growth and improvement since its beginning, significant inadequacies concerning racial equity continue to cast a shadow on the system. Despite desegregation efforts and specific attention to providing integrated school settings there has been little progress in establishing educational justice. The purpose of this case study was to uncover perceptions about racial inequity within Asheville City Schools as well as potential facilitators of equity. A qualitative case study using 10 guiding research questions was conducted to evaluate the perceptions of parents as well as educators at Asheville City Schools Preschool regarding racial inequities and potential facilitators of equity. Transcripts from a Racial Equity Photovoice Project were used to identify perceptions of the presence and the impact of racial inequity as well as assets of, barriers to, and potential facilitators of equity. Findings indicate parents and educators agree that barriers of racial equity include elements of negative societal influences, antiquated educational policies and procedures, inapt curricula and instruction, external systems that perpetuate biases, meager funding structures and poor home-school connections. Further, findings indicate parents and educators agree that diverse student bodies and faculties, culturally and social-emotionally relevant curricula and instruction, positive relationships between educators and children, and authentic 2-way communication are potential facilitators of racial equity. Overarching themes incorporate concerns related to resources, mandates, personal narratives, and relationships. This research adds to the literature related to racial equity and has implications for practice as well as future research.