This study focuses on the representative nature of the Senate Judiciary Committee in relation to the Senate as a whole. Three definitions of representation (descriptive, symbolic and instrumental) were used in order to assess the degree to which the Senate Judiciary Committee represented the Senate in the area of civil rights from 1957 through 1968. Results show that the Committee was not representative in the descriptive (regional) sense, but it was representative of the Senate in terms of its over-all descriptive (orientations) nature. In terms of symbolic representation, the study whows that the Senate Judiciary Committee has been labeled by the Senate as being "resistant" in the area of civil rights. This was interpreted as being a negative classification of symbolic representation. In the instrumental sense the Committee was not found to represent the Senate. The reasons for this overall lack of representation were attributed to two factors: (1) the lack of any institutionalized form of elections as sanctions for the lack of representation; and (2) the degree of social pluralism that is reflected in the membership of the Committee as a result of the type of issue at hand. / Master of Arts

This dissertation explores bullerengue music as an oral and aural practice, tradition, and social space through which cantadoras—elderly women singers—construct and preserve knowledge, memory, and affect in the Caribbean region of Montes de Maria in northern Colombia. This study delves into bullerengue as a struggle of forms and cultural practices that cantadoras articulate through musical performance to resist marginalization and embody constructive ways of being in the world. The cantadoras realize a force and artistry directly related to their Maroon history, ontologies based on respect for life and nature, and the affective dimensions of bullerengue performance. My research goal is to assess, question, and impactfully revert the long history of discrimination and oppression in capitalist modernity—by gender, race, and age—while revealing how the hegemonic notions of music, poetry, and politics in Colombia have ostensibly excluded women, Afro-descendants, and therefore, Afro-descendant women. The importance of this dissertation lies in amplifying the cantadoras’ voices in academia through bullerengue as a vehicle for musical, social, and political possibilities to recognize the cantadoras’ ontologies that uphold life and nature over the capitalist extractivist ideology that has brought the global crises of wars. The research methodology includes music-recording production, participant observation, interviews, and archival research, reflecting on 15 years of collaboration with cantadoras. Chapter One discusses how folkloric constructions of bullerengue have been based on the silencing of cantadoras, given that researchers, as outsiders, could not grasp the influence of Afro-descendant elderly women. To revert the epistemological framework of white men producing ignorance about a tradition led by Afro-descendant women, the archival exploration unsilences women through the sound archive and oral memories of their heiresses. Chapter Two explores bullerengue song as a “technology of sound inscription”(Ochoa Gautier 2014), a women’s archive that shapes culture (Brooks 2021), and a political and epistemic expression within counter-hegemonic sites (Collins 1999; Davis 1999). I argue that song functions as a (re)sounding historical vehicle for the ancestresses and their heirs to communicate cross-generationally, overcoming the silencing of hegemonic politics and death. Chapter Three ethnographically investigates the lifelong processes of building the bullerengue-voice, drawing from cantadoral testimonies, concepts, and theories in dialogue with academic sources. Chapter Four chronicles the production of the album Ancestras, focusing it as a lens through which to study Petrona Martinez’s bullerengue-voice as an entity that united Afro-diasporic women while blurring symbolic, material, and geopolitical boundaries through song and sound reproduction technologies despite her tragic loss of material voice. I argue that her bullerengue-voice crossed such boundaries thanks to its epistemic aurality—a mutual construction relating voice and worlding—and poetics of collaboration. I also reflect on the album’s cross-cultural collaborations and how I—Petrona’s producer and friend— sought to help her amplify her voice, thought, and oral memory.

With 3.5 million Chinese language speakers in the U.S. as reported by Zeigler & Camarota (2019), the dynamics of retaining, diminishing, or enhancing Chinese language proficiency within American society have been a focal point of research (Liang, 2020; Liao & Larke, 2008; Zhang, 2010). This phenomenon, when viewed through a wider historical and social lens, mirrors the experiences of other minority languages and communities facing language attrition and cultural assimilation. Notably, there is a notable gap in literature that celebrates the dedication, endeavors, and optimism towards the preservation, growth, or resurgence of the Chinese language. This gap contributes to reinforcing the dominance of the English language, the normalization of monolingualism, and Eurocentric perspectives. Additionally, research exploring how the evolution of the Chinese language interacts with the identity formation of second-generation Chinese American children—especially against the backdrop of China's rising global influence and the surge in anti-Asian/Chinese sentiment during and post-COVID-19—remains insufficient. The purpose of this study is to document and explore how a group of Chinese immigrant families with first-generation parents and second-generation children experience the maintenance and development of Chinese language in the U.S. and how they perceive the meaning of their effort and commitment, particularly in light of China's growing global presence and the increase in anti-Asian/Chinese sentiment amid and following the COVID-19 pandemic. Bringing together Chinese Heritage Language development theory (He, 2006) and AsianCrit framework (Museus & Iftikar, 2013) and inspired by translanguaging (García & Wei, 2015; Wei, 2018) and multimodality lenses (Kress, 2010), this study used ethnographic and multimodal approaches. Especially, innovative, child-friendly methods were adopted for including even the youngest members of the group in my study. The study concludes by highlighting the significant impact of the Let's Chinese workshops, an informal, parent-led Chinese heritage program, on the curriculum and pedagogical approaches related to Chinese language, culture, and identity construction. It also showcases the diverse strategies employed by first-generation parents in their efforts to maintain and develop Chinese heritage language, their thoughts on the interplay between language, identity, and resistance to racial discrimination, and how the ideology of monolingualism influences their views and approaches. Additionally, the research sheds light on the active role of second-generation children in navigating their heritage language and culture learning, underscoring their agency in shaping their identity understanding and construction.

Indiana University-Purdue University Indianapolis (IUPUI) / With over 40 years of research on the well-documented issue of racial disparities in school discipline, scholars have begun to explore a plethora of plausible causalities for this phenomenon. Recent literature on the causal agents have centered on cultural differences and/or racial prejudices held by educators. Building from this emerging logic, this dissertation specifically focused on the disposition (e.g. enduring traits, character type, mentality, and temperament) of educators and its influence, if any, on discipline-related outcomes. Additionally, this exploratory study sought to build a conceptual map for future research to explore how educators' dispositions may act as conduits between systemic racism and the historic racial disparities in discipline-related outcomes. Through an intensive, multiyear embedded case study of four middle schools with both high and low rates of racial disproportionality in school discipline and with the creation and use of the Four Domains, this dissertation explored whether discipline-related outcomes are the result of systemic racism mediated by educators' dispositions. Findings from the analysis suggested the existence of shared characteristics among the dispositions of those categorized as high and low referring. Specific to those findings, trends within low referring teachers suggested that low referring teachers maintain high and consistent expectations of student behavior, but allowed for flexibility in how their discipline response was mediated out among their students. Despite a deferred approach within discipline response, low referring teachers were consistent and did not show favoritism. On the contrary, high referring teachers were inconsistent with their responses and demonstrated biases in actions and beliefs. Accordingly, it was found that high referring teachers held racially deficit beliefs about Black students and their families. Additionally, high referring teachers were more represented by the Four Domains in comparison to lower referring teachers. As a result, findings from the Four Domains support the existence of a causal link among systemic racism, higher referring teachers, and racial disparities in school discipline. In particular, it was found that classroom teachers engage in and hold racially deficit views of Blacks and these same teachers disproportionately refer Black students for out-of-school suspension.

The Mapleton-Fall Creek neighborhood was and early twentieth century street suburb in Indianapolis, Indiana. As the city grew, the neighborhood became surrounded by development, leading many residents to move further into the suburbs. The result was a distressed inner city community plagued by blight and crime. A subsection of the neighborhood known as Meridian Park became a National Register Historic District in 1990 after renewed interest in the distinctive architectural character of the area. While Meridian Park has thrived, the surrounding neighborhood has continued to struggle. The goal of my thesis is explore the federal loan insurance programs, integration challenges at Shortridge High School and in the city of Indianapolis, and differences in housing stock as the three major causes for the race and class stratification that has occurred in the Mapleton-Fall Creek neighborhood. / Introduction : community neglect and disinvestment -- The development of Mapleton-Fall Creek : the town of Mapleton through the 1930s -- History of racial tension in Indiana and Indianapolis -- Federal loan insurance programs and suburbanization -- Integration challenges at Shortridge High School -- Desegregation in Indianapolis public schools -- After the desegregation order : the 1980s to today. / Access to thesis permanently restricted to Ball State community only / Department of Architecture

Racial microaggressions are a type of perceived discrimination entailing a brief pejorative message by a perpetrator, whether verbal or nonverbal, intentional or unintentional, about a target person that operates below the level of conscious awareness. Research supports a relationship between perceived discrimination and worse mental and physical health outcomes, with the literature centered mainly on non-Hispanic blacks. Less research exists on how perceived discrimination, specifically racial microaggressions, affects the mental and physical health of Hispanic/Latinos. This study examined how exposure to racial microaggressions, using an experimental design whereby a confederate delivers two types of racial microaggressions, influences affect and cardiovascular reactivity (CVR) among Hispanic/Latinos and non-Hispanic whites. Results revealed that the experience of racial microaggressions did not evoke larger and longer lasting emotional and physiological arousal among Hispanic/Latinos and non-Hispanic Whites. Future directions are discussed.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on February 1, 2010). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Michael Snodgrass, Kevin Cramer, Marianne S. Wokeck. Includes vitae. Includes bibliographical references (leaves 152-174).

published_or_final_version / Sociology / Master / Master of Social Sciences

No abstract available. / Thesis (M.A.)-University of Natal, Durban, 1961.

The contoured logic of apartheid in South Africa constructed racial, economic, social and political segregation, the consequences of which are still experienced today. In an attempt to alter the demographic weighting of disadvantage, the South African government has made concerted efforts to ‘deracialise’ South Africa most notably through Affirmative Action (AA) measures. Subjective, contextualised approaches to AA have received little attention both locally and internationally. This study aimed to explore AA from a social constructionist orientation with a focus on Potter and Wetherell’s discursive psychology. Semi-structured interviews were used to collect the data from 17 participants. The sample included both male (5) and female (12) participants and representation from all major race groups in South Africa. The findings illustrate how participants engage in discursive devices that rationalise a racial order of competence. The discourses also reflected polarised views of affirmative action. By and large, Black participants maintain that racial inequality still exists. White participants, on the other hand, continue to feel marginalised and discriminated against, by the policy. Furthermore, the results identify the various flavours in which redress can be realised. As new knowledge, the study also suggests that despite the negative experiences associated with AA, participants were generally in favour of the principles embedded within the policy. Ultimately this study suggests that AA continues to be a controversial subject which traverses many segments of life. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.