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This essay is a qualitative study that examines how history teachers work in the multicultural classroom while focusing on the identity positions ethnicity, gender, sexuality and social class. The study is based on question statements regarding how teachers work to include identity affiliations in the multicultural classroom, but also what challenges and opportunities there are with teaching history in the multicultural classroom. The interviews show that the teachers use the identity positions they perceive to see in the classroom, both planned and through spontaneous connections. The results also show that what identity positions the teachers perceive to be relevant affect which perspectives are included in their teaching of history. Because teaching differs between educators, the study shows that teachers need help dealing with the intersectional perspective.

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial and social class differences (Bryk and Schneider, 2002). This paper examines how relational trust was both fostered and inhibited between low-income parents and their children's teachers in a low-income urban school. Data was collected through a qualitative research design based in observations and interviews in one high poverty urban school. Results suggest that teacher demonstrations of care for their profession, for parents, and for students were the most crucial factors for building parent trust in teachers. Parent competence and integrity emerged as the most salient facets of teacher trust in parents. This research highlights the importance of purposeful teacher action to build trust with low-income parents by demonstrating personal regard for their profession, their students, and their students' parents. Additionally, teachers must become knowledgeable about the strengths and struggles of low-income urban families and the way social class shapes parents' beliefs about childrearing methods and their role in their children's education. / Urban Education

Race and social class are inherently confounded in the American society/culture—people stereotypically assume poor Black and rich White when only race is specified. However, much of the social psychological literature focuses on either race or social class during stereotype and attitude assessment. This focus is problematic given that different patterns of responses arise when both categories are specified (e.g., rich Black) rather than when only one of the two categories is reported (e.g., Black). Here I report on two pilot studies and two independent studies to examine the unique and combined effects of race and social class on stereotypes, implicit attitudes, explicit attitudes, and decision-making when stimulus race and/or social class are/is manipulated. In Pilot Study 1, I examined general race only and social class only implicit preferences and found overall pro-White/anti-Black and pro-rich/anti-poor preferences. In Pilot Study 2, I examined implicit associations between race and social class. Results confirmed that participants hold implicit rich-White and/or poor-Black associations. In Study 1a and 1b, I directly examined implicit attitudes, explicit stereotypes, and explicit affective responses when both race and social class are specified. Across all measures, participants had more positive attitudes and stereotypes about rich Blacks than rich Whites, rich Whites than poor Whites, and rich Blacks than poor Blacks. Attitudes and stereotypes about poor Whites compared to poor Blacks were more nuanced and were measure dependent. In Study 2, I investigated how race and social class information influences decision-making in a situation resembling a real world scenario (i.e., academic honor society selection processes). The results of this study suggest that the intersection of race and social class might be nuanced for this type of decision-making task, as only marginally significant effects for race appeared. Participants demonstrated lower criterion for Black than White applicants, suggesting that they are more likely to accept Black than White applicants into the honor society. This effect did not vary by target social class. These findings provide important insight into associations between race and social class, how the intersection of race and social class information affects stereotyping and attitudes, and fluctuations in decision-making when both race and social class of an academic honor society applicant are known. Overall, these results suggest that the intersection of race and social class need to be examined together. / Psychology

This thesis, consisting of four chapters, explores female alienation and subjectivity as described by post-war French women writers. The first chapter will focus on critical and theoretical approaches to female alienation. Through feminist and Marxist criticism, I explore the condition of women as a dominated class. The second chapter examines literary strategies such as irony, humor, parody and satire used by the authors of my corpus to undermine and question gender stereotypes which they inherited from the tradition of the French novel. The third chapter is devoted to the issue of women novelists' uses of the figure of the naive female narrator. Through their reworking of this stereotype, they perform a political act of providing agency to a figure who was traditionally deprived of all agency. The fourth chapter analyzes the question of the female body. By playing with the concept of the grotesque female body and its representation, the novelists whom I study, attempt to liberate their female narrators from the status of an object and the influence of the beauty myth. What interests me most is the potential of feminist literature to create alternative representations of women in French literature. In the novels studied here, narrators move from a position of naivety and alienation to an unexpected sense of agency and subjectivity. / Thesis / Doctor of Philosophy (PhD) / This thesis examines the evolution of the representation of female alienation and female identity in the postwar French novel, as well as the textual strategies of resistance used by three postwar French women novelists to subvert and rework the trope of the naive female narrator. My research project highlights the emergence of female agency in the French novel in recent decades through the examples of novels by Christiane Rochefort, Marie Redonnet and Marie Darrieussecq. The novels studied in this dissertation feature the point of view of female narrators who move beyond their initial naivety and passivity to discover unexpected forms of agency.

This research study explores how future educational and occupational aspirations are constructed by young Sikh adults. Semi-structured interviews were conducted with ten young Sikh adults, both their parents, and their teachers at one school in West London to investigate how future aspirations are constructed, which resources are employed, and why certain resources are used over others. In some previous research on aspirations and future choices, Sikhs have either been ignored or, instead, subsumed under the umbrella category of ¿Asian¿ and this study seeks to address this. Furthermore, the study seeks to shed light on how British-Sikh identities are constructed and intersected by social class, caste and gender. This is important to explore since it can have an impact upon how young adults are structured by educational policy. A ¿syncretic¿ social constructionist framework which predominantly draws upon Pierre Bourdieu¿s notions of habitus, capital and field, along with the cultural identity theories of Avtar Brah and Stuart Hall, is employed to investigate the construction of identities and aspirations. In addition, the study contains ethnographical elements as it is conducted on my ¿own¿ Sikh group and at my former secondary school. Consequently, I brought a set of assumptions to the research which, rather than disregard, I acknowledge since they highlight how I come to form certain interpretations of phenomena over others.

Hemingway has given us pictures of individual members of society in the United States, in Africa and in Europe from the nineteen-twenties to the present time. In order to present Hemingway's characters as a study in social structure, the following classes will be considered: primitives, peasants, middle class, upper class, aristocrats.

It is the purpose of this investigation to determine within the limitations of the study the relationship in the classroom between social class status as measured by an accepted instrument and social acceptance as measured by a sociometric test.

The attitudes of selected memoir authors are surveyed with regard to their commentary on London Society ranging from the late Nineteenth century to the Nineteen Thirties. The experience of these Society participants is divided between aspects of continuity and change before and after the First World War. During this time-frame, London Society, as the community of a ruling class culture, may be seen to have undergone the transition from having been an aristocratic entity dominated by the political and social prestige of the landed classes, to that of an expanded body, more reflective of democratic evolution and innovation. The memoir testimony treated in this inquiry affords a means of reflecting not only Society's passage of experience but also more pointedly, its evaluation, shedding light on the values and vulnerability of a hitherto assured, discreet and otherwise adaptive class character at a time of accelerated change and challenge.