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Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

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Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Michael F. Connelly.

Thesis (M.A.Hons)--University of Western Sydney, Nepean, 1993. / Bibliography: leaves 65-69.

Thesis (Ph. D.)--University of Chicago, Department of Near Eastern Languages and Civilizations, December 1999. / Includes bibliographical references.

Thesis (M.A (Psychology))--University of the Witwatersrand, Faculty of Humanities, 2016. / The purpose of the research was to explore issues of identity amongst young, English speaking black middle class women focusing on belonging and alienation. Qualitative research using narrative interviews was conducted with 10 middle class women, aged between 20 and 35 years, who were among the first cohort of black children to attend model C schools at the end of the apartheid era and be taught in English. Several themes and findings were identified, starting with the multigenerational influence on the journey into being assimilated into the English language and culture. Grandmothers and parents experienced tensions between loss of indigenous languages and gaining class mobility for their daughters. Participants also unpacked their journeys of being assimilated into the English language and whiteness and the traumatic experiences they went through as their childhoods were racialised and they became positioned as inferior black people. These traumatic experiences of race continued into their adulthood and intersected with gender, class and language, as the women were positioned as ‘cultural clones’ in the workplace. Language also influenced the women’s intimate relationships as they positioned English speaking male partners as providers and therefore potential life partners. Issues of hair and skin colour were also found to be significant identity markers through insertion into western culture through language, and blackness is actively redefined, resisted and reclaimed. This shows how our identities are fragmented and fluid, allowing the women to experience multiple identities and make them work. The women experience tensions between the loss of their mother tongue and culture, and the positive gains of class mobility that they attribute almost solely to their adoption of the English language as their primary (or only) language of communication. They are alienated from their communities because of their immersion into English and western culture but they are actively generating a new sense of belonging and identity within a new imagined community of English speaking black middle class women / GR2017

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 327-342).

Submitted to the Faculty ofArts in fulfillrnent ofthe Master ofArts degree in the Department of General Linguistics at the University of Zululand, 2004. / The main purpose of the research carried out for this study was to look at the status of women and language use especially in isiZulu language. The dissertation examines the way women are treated in Zulu families, in societies and in the workplace. The dissertation also examines how female learners are differentiated from male learners in terms of their intellectual capacity and responsibility. The data collected in this study shows the unequal treatment given to female managers by society compared to that of male managers. It also shows restrictions and regulations faced by married women in a patriarchal society in terms of their movements, how they should dress, behave and use the language. Another interesting finding of this study is that ironically speaking, women have control over men because even though women are considered as having the inferior status than men, in a Zulu family, a man cannot take decisions without the approval from his wife. For example, if Mr Mkhize asks Mr Zulu to sell him a cow, even if Mr Zulu likes the idea, he would not just agree. Instead, Mr Zulu will lie to Mr Mkhize and say he is still going to think about what he is asking. But in reality, he will be creating time to discuss the matter with his wife. Mr Zulu's response will entirely depend on whether the wife agreed or not The findings of this study suggests that in most societies women are still not viewed as good enough to hold high positions and still viewed as misfits particularly in rural areas. It is up to women to prove their worth to the world by behaving and speaking accordingly.

This thesis discusses the relationship between the experiences particular to the female body, namely pregnancy and childbirth, and the language employed to voice these experiences. This thesis is set up to reflect the physical cycle of pregnancy and birth. It is divided into three chapters. The first chapter discusses the desire for and the conception of a new use of language, a language equipped to carry the messages, creations, and voices of women. The conception of an expansion of language and the physical conception of a child are paralleled. In this chapter, poetry about wanting to write, wanting to become pregnant, and conception are used as examples of the emergence of the expanded language. In Chapter Two, the incubation of this new language is discussed, its many components and characteristics are described, and the discussion of the possible existence of a womens language is continued, by again analyzing a selection of poetry written by women. In this chapter, poetry about pregnancy and childbirth are used to exemplify the use of this language. The discussion of the gestation and birth of the expanded language with the physical gestation and birth of a child are paralleled. In Chapter Three, this notion of a womens language is further discussed, using poetry about new motherhood to demonstrate the effectiveness and existence of new ways to employ our given language. The discussion of what comes after the birth of a new, expanded language is paralleled with the experiences of a mother after the birth of her child. The ultimate conclusion of this thesis is that there is no one language that women do or should employ when writing, but a movement toward writing through the body when writing about the body, about experiences solely experienced by women.