Global ETD Search

431	Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood Achieng-Evensen, Charlotte 01 May 2016 (has links) By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era. decolonization indigeneity researcher positionality nationhood colonial wounds indigenous knowing indigeneity researcher positionality KuPiga Hadithi Sage Philosophy Kenya Anticolonial theory Decolonization nationhood poetic analysis culturally responsive methodologies African Languages and Societies African Studies Community-Based Learning Community-Based Research Educational Sociology Ethnic Studies Inequality and Stratification International and Comparative Education Other Education Other Sociology Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Social and Cultural Anthropology Social Psychology and Interaction Sociology of Culture Theory, Knowledge and Science
432	FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT Norris, Jessica R 01 January 2014 (has links) This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement. art education social work food insecurity youth development after school programming social practice community inclusion Art Education Art Practice Civic and Community Engagement Community-Based Learning Community-Based Research Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Inequality and Stratification Photography Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Service Learning Social Work Sociology Special Education and Teaching
433	The Reflection and Reification of Racialized Language in Popular Media Wright, Kelly E. 01 January 2017 (has links) This work highlights specific lexical items that have become racialized in specific contextual applications and tests how these words are cognitively processed. This work presents the results of a visual world (Huettig et al 2011) eye-tracking study designed to determine the perception and application of racialized (Coates 2011) adjectives. To objectively select the racialized adjectives used, I developed a corpus comprised of popular media sources, designed specifically to suit my research question. I collected publications from digital media sources such as Sports Illustrated, USA Today, and Fortune by scraping articles featuring specific search terms from their websites. This experiment seeks to aid in the demarcation of socially salient groups whose application of racialized adjectives to racialized images is near instantaneous, or at least less questioned. As we view growing social movements which revolve around the significant marks unconscious assumptions leave on American society, revealing how and where these lexical assignments arise and thrive allows us to interrogate the forces which build and reify such biases. Future research should attempt to address the harmful semiotics these lexical choices sustain. Racism Perception Linguistics Eye Tracking Corpus Media African American Studies American Popular Culture Cognition and Perception Critical and Cultural Studies Discourse and Text Linguistics Entertainment, Arts, and Sports Law Human Rights Law Inequality and Stratification Journalism Studies Law and Psychology Law and Race Multicultural Psychology Political Economy Psycholinguistics and Neurolinguistics Public Law and Legal Theory Race and Ethnicity Semantics and Pragmatics Social Media Social Welfare Law Theory and Philosophy
434	Stay Woke Williams, Langston A 20 December 2017 (has links) Throughout the pages of my thesis, I comprehensively analyze the processes, intentions, and production of my thesis film Stay Woke. My examination will exhaustively probe every stage of the film from development to preproduction to production to postproduction and beyond. Individual aspects of this process including writing, casting, locations, production design, cinematography, directing, budgeting, scheduling, and postproduction workflows will be detailed. As I make elaborations in each section, I will explain my learning experiences from each day’s new tasks, challenges, and lessons. All of these things will be framed with regards to the overall goal and themes of the film. Short film Stay Woke police brutality Langston Williams Spike Lee Radio African American Studies American Film Studies American Popular Culture Broadcast and Video Studies Civic and Community Engagement Civil Rights and Discrimination Communication Technology and New Media Critical and Cultural Studies Ethics and Political Philosophy Ethnic Studies Film and Media Studies Film Production Interdisciplinary Arts and Media Other Film and Media Studies Politics and Social Change Race and Ethnicity Screenwriting Social and Cultural Anthropology Television Visual Studies
435	The influence of gender scripts on African American college student condom use Ihenacho, Kelechi Nkeiruka, Burden, Christina Nicole 01 January 2011 (has links) This study examines how African American gender scripts influence condom use for disease and pregnancy prevention. One-hundred African American California State University, San Bernardino (CSUSB) students were selected to participate in this study. Fifty African American males and fifty African American females were surveyed for this study to be representative of the African American community on campus. Condom use Birth control Moral and ethical aspects Condom use Sexual behavior surveys Race and Ethnicity Social Work
436	Does Money Indeed Buy Happiness? “The Forms of Capital” in Fitzgerald’s Gatsby and Watts’ No One is Coming to Save Us Vernon, Allie Harrison 16 May 2019 (has links) Looking primarily at two critically acclaimed texts that concern themselves with American citizenship—F. Scott Fitzgerald’s The Great Gatsby and Stephanie Powell Watts’ No One is Coming to Save Us—I analyze the claims made about citizenship identities, rights, and consequential access to said rights. I ask, how do these narratives about citizenship sustain, create, or re-envision American myth? Similarly, how do the narratives interact with the dominant culture at large? Do any of these texts achieve oppositional value, and/or modify the complex hegemonic structure? I use Pierre Bourdieu’s “The Forms of Capital” to investigate the ways in which economic, cultural, and social capital are distributed amongst identity groups of citizens, focusing on its favorable distribution to white upper-class men. Interesting, too, is the way in which these texts relate with one another and evolve over time. As Fitzgerald reaffirms boundary rights to white upper-class social capital to longstanding wealthy white males, Watts celebrates the survival of black individuals through the hard-earned persistence of human connection. Ultimately, as Gatsby fails to repeat the past, Watts succeeds in rewriting it. capitalism race class feminism feminist racial African American Studies American Literature American Politics American Popular Culture American Studies Behavioral Economics English Language and Literature Gender and Sexuality Income Distribution Inequality and Stratification Literature in English, North America Modern Literature Politics and Social Change Race and Ethnicity Social Control, Law, Crime, and Deviance Social Psychology and Interaction Sociology of Culture Women's Studies Work, Economy and Organizations
437	Jewish Women’s Transracial Epistemological Networks: Representations of Black Women in the African Diaspora, 1930-1980 Gondek, Abby S 21 March 2018 (has links) This dissertation investigates how Jewish women social scientists relationally established their gendered-racialized subjectivities and theories about race-gender-sexuality-class through their portrayals of black women’s sexuality and family structures in the African Diaspora: the U.S., Brazil, South Africa, Swaziland, and the U.K. The central women in this study: Ellen Hellmann, Ruth Landes, Hilda Kuper, and Ruth Glass, were part of the same “political generation,” born in 1908-1912, coming of age when Jews of European descent experienced an ambivalent and conditional assimilation into whiteness, a form of internal colonization. I demonstrate how each woman’s familial origin point in Europe, parental class and political orientations, were important factors influencing her later personal/professional networks and social science theorizing about women of color. However, other important factors included the national racial context, the political affiliations of her partners, her marital status and her transracial fieldwork experiences. One of the main problems my work addresses is how the internal colonization process in differing nations within the Jewish diaspora differently affected and positioned Jewish social scientists from divergent class and political affiliations. Gendering Aamir Mufti’s primarily male-oriented argument, I demonstrate how Jewish internal divergences serve as an example that highlights the lack of uniformity within any “identity” group, and the ways that minority groups, like Jews, use measures of “abnormal” gender and sexuality, to create internal exiled minorities in order to try to assimilate into the majority colonizing culture. My dissertation addresses three problems within previous studies of Jewish social scientists by creating a gendered analysis of the history of Jews in social science, an analysis of Jewish subjectivity within histories of women (who were Jewish) in social science, and a critique of the either-or assumption that Jewishness necessarily equated with a “radical” anti-racist approach or a “colonizing” stance toward black communities. The data collection followed a mixed methods approach, incorporating archival research, ethnographic object analysis, site visits in Brazil and South Africa, consultations with library, archive and museum professionals, and interviews with scholars connected to the core women in the study. Jewish subjectivity Jewish diaspora African diaspora Jewish women black women history of social science internal colonization whiteness African History African Languages and Societies African Studies Gender and Sexuality History of Gender History of Religion Inequality and Stratification Intellectual History Jewish Studies Latin American History Latin American Studies Migration Studies Race and Ethnicity Social and Cultural Anthropology Theory, Knowledge and Science Urban Studies and Planning Women's History Women's Studies
438	Threads and Stitches of Peace- Understanding What Makes Ghana an Oasis of Peace? Pul, Hippolyt Akow Saamwan 01 January 2015 (has links) Ghana is considered an oasis of peace despite having the same mix of ethno-political competitions for state power and resources; north-south horizontal inequalities; ethno-regional concentrations of Christians and Muslims; highly ethnicised elections; a natural resource dependent economy; and a politically polarized public sphere, among others, that have plunged other countries in Africa into violent and often protracted national conflicts. Use of the conflict paradigm to explain Africa's conflicts glosses over positive deviance cases such as Ghana. This study used the peace paradigm in a mixed method, grounded theory research to examine Ghana's apparent exceptionalism in staving off violent national conflicts. From the survey of 1429 respondents and 31 Key Informants, findings indicate Ghanaians are divided on whether their country is peaceful or not. They are equally divided on classifying the state of peace in Ghana as negative or positive. Instead, they have identified sets of centrifugal and centripetal forces that somehow self-neutralize to keep Ghana in a steady state of unstable peace. Among the lift forces are strongly shared cultural and Indigenous African Religious values; symbiotic interethnic economic relationships; identity dissolution and cultural miscegenation due to open interethnic systems of accommodation and incorporation; and the persistence of historical multi-lateral political, sociocultural, and economic relationships. On the drag side are the youth bulge; emergent religious intolerance; elite exit from the state in using private solutions for public problems; and highly politicized and partisan national discourses that leave the country with no national agenda. In sum, Ghana is no exception to the rule. The four interconnected meso theories that this study identifies provide pointers to what factors Ghana needs to strengthen to avert descent into violence. Peace Studies African studies Ethnic studies Culture and peace Identify dissolution Intercultural accommodation Peace in Ghana Positive deviance Religion and Peace African Languages and Societies African Studies Demography, Population, and Ecology Economic Policy Economics Family, Life Course, and Society Inequality and Stratification Infrastructure International and Area Studies Peace and Conflict Studies Place and Environment Political Science Politics and Social Change Race and Ethnicity Regional Sociology Religion Social and Behavioral Sciences Social Welfare Sociology Sociology of Culture
439	The Effects of the Use of Technology In Mathematics Instruction on Student Achievement Myers, Ron Y 30 March 2009 (has links) The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools. Mathematics Technology Acheivement Gender SES Geometer's Sketchpad (GSP) Geometry Manova Acheivement gap Minority Algebra Algebraic Geometry Analysis Categorical Data Analysis Curriculum and Instruction Demography, Population, and Ecology Design of Experiments and Sample Surveys Disability and Equity in Education Education Educational Psychology Gender and Sexuality Geometry and Topology Inequality and Stratification Mathematics Other Education Other Mathematics Other Physical Sciences and Mathematics Other Sociology Other Statistics and Probability Physical Sciences and Mathematics Probability Race and Ethnicity Science and Mathematics Education Science and Technology Studies Service Learning Social and Behavioral Sciences Social Psychology and Interaction Sociology Statistical Models Statistical Theory Statistics and Probability
440	Cultural competence needs of non-Latino foster parents: A study of transcultural foster care with Latino children Aguilar, Myriam Renee, Robles, Amanda Nicole 01 January 2005 (has links) The purpose of this study seeks to assess the cultural competency training needs of non-Latino caregivers who have Latino children in their homes. Foster parents Attitudes Foster children Services for Cultural awareness Social skills Child development Child development Cultural awareness Foster children Foster children Services for Foster home care Evaluation Foster parents Attitudes Foster parents Training of Social skills. Race and Ethnicity Social Work

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