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This study examines the development of Marshall Keeble’s work during the early and middle parts of the twentieth century in the Church of Christ. The purpose of this study is to examine the direction taken by Keeble in his work and determine whether he was a submissive Tom used by whites to accomplish their goals among blacks, or to determine if he was pursuing his own grand strategy to defuse racial tension in the Church of Christ. Conclusions of this research denote that Marshall Keeble was following a grand strategy, or a decisive course of action designed to erase the color line in the Church of Christ without the negative effects of creating further division in the church. The final analysis demonstrates that the strategy of Marshall Keeble was effective, whereas the strategy of Keeble’s contemporaries was impotent.

Denna studie är ett projekt som undersöker användandet av Mark Twains klassiska roman The Adventures of Huckleberry Finn i det svenska ESL klassrummet genom action research. Syftet är att undersöka hur en lärandemodell med utgångspunkt i The Adventures of Huckleberry Finn kan utformas för att utveckla det kritiska tänkandet, samt behandla rasistiska samhällsfrågor och fördomar i det svenska ESL klassrummet. Utformandet av frågeställningen är grundad i flera av de mål som nämns i Lgr11. Forskningen utfördes i tre olika klassrum, på två olika skolor, av två lärarstudenter. Forskningens resultat visar att Twains roman är ett lämpligt verktyg för att behandla de mål som nämns i läroplanen så som projektets mål. Trots att romanen först publicerades för mer än hundra år sedan så är den än idag användbar i vårt moderna samhälle. Den kritik som följt romanen under åren har mestadels rört USA, men vår studie visar att den även är relevant gällande dagens svenska elever. / This study is an action research project dealing with the use of Mark Twain’s classical novel The Adventures of Huckleberry Finn in Swedish ESL classrooms. Our purpose with this project is to investigate how a teaching module on The Adventure of Huckleberry Finn can be designed to encourage critical thinking as well as address racial, societal and prejudice topics in Swedish ESL classrooms. The basis for this question is made up of several requirements stated in Lgr11. The research was conducted in three different classrooms, at two different schools, by two different student teachers. Our findings show that Twain’s novel can be an adequate tool to meet the requirements stated in the curriculum as well as the goals for our project. Even though the novel was first published more than a hundred years ago, it is still applicable to our modern society. Most controversies surrounding the book has taken place in the US, but our study shows that it is significant for today’s Swedish students as well.

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The Civil Rights Movement of the 1960s and 1970s profoundly changed the lives of many young southern White citizens. Southern racism was a product of traditional indoctrination common in the culture of the Old South. During the generations after slavery to the Civil Rights Era, vulnerable White children were typically exposed to racist and prejudiced influences from families, fellow citizens, education, popular culture, and segregation laws established within their communities. The Civil Rights Movement brought forth elaborate legal reforms that broke segregation and enabled integration programs to take place at schools and other public institutions, which ultimately expanded many southerners' cultural awareness of different racial groups. Many accounts on the Civil Rights Movement and its relation to southern White racism are generally confined to narrow descriptions that emphasize extreme resistance measures, such as violence or civil disobedience acted out from members of the White community. Many students who do not study American history beyond the high school or college survey course levels unfortunately learn a limited history about White racism and its relation to the Civil Rights Movement. The sources commonly used in these courses include textbooks, films, and documentaries. Based in part by time and budget constraints, oral histories about White racism are often not incorporated in the classroom curricula. The available sources explain the history of White racism to a limited degree and the fact that it contributed to a mobilization effort to gain civil rights protection for racial minorities. However, they leave out other accounts about White racism relative to the history of the Civil Rights Movement. Many southern White children from this time grew up around prejudiced influences and witnessed blatant racist treatment of African Americans. During their upbringing many of these southern citizens developed solid beliefs in White supremacy and justifiable racial prejudice. Oral testimonies told by them that focus on their racism reveal social, economic, and political details which standard sources do not provide. Their stories demonstrate learned factors commonly found in racism and show how contemporary circumstances, such as living with segregation every day, can impact behaviors. Many common social factors that relate to understanding the roots of southern White racism are often not provided in sources used in most American history courses. Such works leave out a significant percentage of stories from regular White people from the South, and in particular many young individuals, who throughout the Civil Rights Era showed passive contempt, i.e., remaining silent on issues of overt discrimination and racism, toward African Americans as a result of cultural indoctrination. These White individuals' resistances and their youth illustrate a different aspect of prejudice in contrast to the traditional reports on the topic that highlight hate crimes and more stubborn forms of racism. Passivity expressed by these southern White citizens enabled them to reform their prejudices through the encouragement of the Civil Rights Movement. The impact of the era on their thinking offers an important lens that illustrates Civil Rights Movement and southern segregation history. Yet, generally, such perceptions are ignored in many historical works. This thesis attempts to bring out the social and evolutionary elements of White racism in the twentieth century South and the impact of the Civil Rights Movement on White prejudiced behaviors once traditionally found in southern culture that date back to the end of the Civil War and the birth of segregation. In reference to the use of capitalization of certain words I have placed capitals on terms that refer to periods of time such as the Civil Rights Era or events like the Civil Rights Movement. Additionally, groups of people identified with a racial group received recognition with a capital letter. Some of the sources I used from previous eras do not apply capitalization with specific color group terms such as "black" or "white," and I have left them as they are printed in their works. As I explain the evolution of racism and prejudice in the first half of the twentieth century, I also want to illustrate the evolution of racial labeling from the past three decades. For example, textbooks from the early 1990s describe African Americans and Caucasians as "black" and "white." However, texts from the twenty-first century label these groups as either "African Americans" or "White." The purpose of this is to show that many American historians and authors continue to evolve their understanding of racial identification.

Building on previous work on racial attitudes among the religious, this study reassesses the effects of religion on individuals’ beliefs about racial inequality. This study relies on recent developments in the sociology of culture, which conceives of culture as a frame through which individuals interpret the world in which they inhabit (Benford and Snow 2000; Harding 2007; Small 2002, 2004). Religion is held to be an important social institution that provides substance to the frames that individuals employ for interpreting racial inequality. Two particular developments from this literature inform this study: first, that individuals can employ different, even contradictory, frames simultaneously, and second, that frames are dynamic processes that can change over time. This study utilizes the General Social Survey from 1985 to 2008 and uses a theoretically informed and improved methodology for assessing beliefs about racial inequality. Three conclusions are drawn: 1) religion continues to play a role in shaping individuals’ beliefs about racial inequality, 2) it is important to differentiate between “pure” frames and frames that combine different explanations for racial inequality when understanding the role of religion in forming beliefs about black-white inequality, and 3) frames for racial inequality undergo change over time, though the pattern of change depends upon the frame for racial inequality.

ABSTRACT Effects of Racism and Discrimination on Personality Development among African American Male Repeat Offenders Tiffany Nicole Lockett Throughout history in the United States, the African American community has consistently been the victim of social policies put in place to disenfranchise this population (Mauer & Chesney-Lind, 2002; Painter, 2007; Parham, White & Ajamu, 1999). With a longstanding presence of systemic racism and discrimination, the criminal justice system and the dominant culture continues to pathologize this minority group and advocate for increased penalties which further stigmatize African Americans, particularly males in this group (Reiman, 1996; Russell, 1998). Though most criminology research focuses on higher rates of criminal offending within the African American population as the result of the intersection of race, poverty, education, and employment (Russell, 1996), few studies take into account the potential effects that regular exposure to racial discrimination may have on this population. Even fewer take into account how one's experience with racism and discrimination may impact personality development. The purpose of the study is to investigate a proposed causal link between racism and discrimination on criminal recidivism, using personality as an indirect variable to support this potential relationship. To do so, the study focuses on the criminal offending of an African American male population within a county probation system to explore how one's experience with racism and discrimination leads to the development of certain personality traits which then impact their criminal recidivism. As there is a significant dearth in the literature about the effects of racism and discrimination on this population, this study will provide a unique area of research on a population that has often fallen victim to deficit models in the field. After exploring the traditional research about the unique experiences of the African American community as a whole , this study aims to provide another perspective as to why this population is disproportionately represented in the criminal justice system by accounting for the potential impact of individual experiences of racism and discrimination of African American males. A number of hypotheses have been generated to account for the interaction between racism, personality, and recidivism within the African American male offending population. It was hypothesized that self-reported experiences with racism and discrimination would lead to lower scored traits of warmth, self-control, and rule-consciousness and subsequently lead to higher rates of repeat offending; conversely, experiences with racism and discrimination would also lead to higher scored traits of dominance and vigilance which then would lead to higher rates of repeat offending. A path analysis will be conducted to elucidate potential links between these variables. Structural equation models found partial support for the hypotheses. Implications and future directions in this study are discussed. Keywords: African American, racism, discrimination, microaggressions, recidivism, personality

The purpose of this thesis was to examine a potential cognitive mechanism for simultaneous processing of age, race, and gender schemas. Marcus and Fritzsche (2014) propose that the outcome of the tripartite relationship of age, race, and sex are associated with archetypes, and that these archetypes categorize different intersections uniquely. To facilitate this, age groups selected were “old” and “young”, race groups selected were “Black” and “White”, and sex/gender groups selected were “female” and “male”. Several photographs representing each intersection were selected from LinkedIn for use in the pilot study, which were rated via a survey measuring the target’s stereotype, and the items included were chosen with the intent of selecting archetypal pictures for the main study that were the relatively equivalent across several dimensions. The main study used the selected photographs to address perceptions of participants (n=84) regarding adjectives used to represent each of the eight archetype conditions. Results suggest partial support for the proposed archetype theory, but the study faced limitations with respects to the photographs used in the main study. Inconsistencies with the literature suggest that the archetypes may been measured improperly, were conceived incorrectly, or do not exist. However, this study serves as a step towards understanding the complex relationship between a person’s age, race, and sex.

Thesis advisor: Janet E. Helms / Due to the intersection of their race and gender categories, with one (race) being marginalized and the other (gender) being privileged, men of color have unique experiences of gendered racism, defined as the ways in which racist incidents are focused specifically on their race-gender categorization. Research has shown that gendered racist experiences are related to worse mental health outcomes in men of color. However, it is not known how men of color’s understanding of themselves, as both people of color and men, interacts with the relationships between their gendered racist experiences and mental health. Therefore, the purpose of the current study was to explore men of color’s racial and maleness identities in relation to their mental health and gendered racist experiences.Adult men of color (N = 195) were invited to complete measures that assessed gendered racist experiences (Everyday Discrimination Scale), racial identity (People of color Racial Identity Attitudes Scale), maleness identity (Maleness Identity Attitudes Scale), and psychological distress and wellbeing as mental health outcomes (Mental Health Inventory). Multivariate regression analyses revealed that more experiences of gendered racism were related to higher levels of psychological distress, but were not related to psychological wellbeing. Simple linear moderation analyses indicated that racial identity moderated the relationship between gendered racist experiences and psychological distress, while maleness identity moderated the relationship between gendered racist experiences and psychological wellbeing, in some instances. Moderated moderation analyses indicated that the interaction between racial and maleness identities did not moderate the relationship between experiences with gendered racism and mental health in most instances. Collectively, the results indicate that the ways in which men of color make sense of themselves as people of color and men, independently, have implications for how gendered racist experiences relate to their mental health. However, results did not paint a clear picture of how men of color’s conceptualizations of themselves as both people of color and men relates to their experiences of gendered racism and mental health. Limitations, including the availability of measures for assessing men of color’s identities holistically rather than independently, are addressed. Implications of the results for intersectionality theory and research, practice, and lay men are discussed. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

This dissertation consists of three articles about colorism and its relevance to public administration (PA), with specific focus on local policing. The overarching arguments are: 1) our lack of focus on the nuanced factors related to race have hindered our ability to adequately respond to biased criminal justice (CJ) outcomes; and 2) there are hidden patterns of biased behaviors that originate at the street-level, and these patterns have the propensity to impact every aspect of CJ. Colorism could serve as a more comprehensive approach to addressing racial bias. Colorism is a system of disadvantage and privilege based on skin color, with a bias for lighter skin. Article I introduces colorism to the field of PA, and it uses data on workplace colorism complaints to illustrate how colorism currently intersects with PA. In addition, the article uses scenarios to demonstrate the potential impact colorism might have at the street-level. Article II builds upon the descriptions of colorism provided in Article I by simulating a conceptual model of colorism and local policing. The major finding of this study is that, counter to the expectations of the experiment, those in the middle of the skin color spectrum experienced higher rates of incarceration when aggressive steps were taken to counter colorism. The major contributions from this project include a conceptual model that describes the relationship between the distinct levels of colorism�"individual, interactive and institutional. In Article III, I explore two conceptual models of interactive colorism in a local policing context. In the first model, bias behaviors are less likely to receive a challenge. In the second model, biased behaviors are likely to be challenged by counter-behaviors (e.g., fair policing). Subject-matter experts and non-subject-matter experts were used to select the model that most accurately depicts the phenomenon. I used online focus groups and phone interviews with police officers, theorists (e.g., sociologists, psychologists), and non-subject-matter experts to gather feedback. Majority of the informants recommended that future research on interactive colorism be framed as a bidirectional phenomenon. The informants provided additional considerations for future research, such as the variation in police culture across police departments. / PHD