Browsing by Subject "Girl"
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Item DIFFERENCES IN DISCIPLINE CONSEQUENCE ASSIGNMENTS BY ETHNICITY/RACE, GENDER, AND POVERTY IN TEXAS MIDDLE SCHOOLS: A STATEWIDE ANALYSIS(2017-03-14) Barnes, Mikia J.; Slate, John R.; Martinez-Garcia, Cynthia; Moore, George W.Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences might be present in discipline consequence assignments by student demographic characteristics in Texas middle schools. In the first investigation, the degree to which discipline consequence assignments differed by the degree of student economic disadvantage (i.e., Not Poor, Moderately Poor, or Extremely Poor) was examined. In the second study, the extent to which discipline consequence assignments differed by student ethnicity/race (i.e., Asian, White, Hispanic, and Black) was addressed. Finally, in the third investigation, the degree to which discipline consequence assignments differed by student gender within each of the four major ethnic/racial groups (i.e., Asian, White, Hispanic, and Black) in Texas was determined. These discipline consequences were analyzed for three school years. As such, this multiyear analysis permitted a determination of trends, if present, in the differential assignment of discipline consequences. Method In this multiyear investigation, a non-experimental, causal comparative research design was used. Archival data analyzed in this investigation were previously obtained from the Texas Education Agency Public Education Information Management System for the 2013-2014, 2014-2015, and 2015-2016 school years. The degree to which differences were present in discipline consequence assignments by student demographic characteristics in Texas middle schools was determined. Findings For the 2013-2014, 2014-2015, and 2015-2016 school years, statistically significant differences were established in the assignment of discipline consequences by student demographic characteristic. Data resulting from this 3-year statewide analysis were reflective of strong inequities in the assignment of discipline consequences by student degree of economic disadvantage, by student ethnicity/race (i.e., Asian, White, Hispanic, and Black), and by student gender within each of the four major ethnic/racial groups (i.e., Asian, White, Hispanic, and Black). Results of these analyses were congruent with existing literature. Of note in this study was the presence of a stair-step effect in the assignment of discipline consequences by student degree of economic disadvantage and student ethnicity/race. As such, the inequities delineated herein, may constitute violations of students’ civil rights.Item Performing 21st-century girlhood : girls, postfeminist discourse, and the Disney star machine(2013-08) Blue, Morgan Genevieve; Kearney, Mary Celeste, 1962-"Performing 21st-Century Girlhood: Girls, Postfeminist Discourse, and the Disney Star Machine," explores the economic and discursive functions of contemporary girlhood within Disney Channel's talent-driven transmedia franchises. Ideological, discursive, and narrative textual analyses of Disney Channel programs and paratexts are augmented by examination of the corporate motives and dominant discourses reproduced by Disney personnel in annual reports and in popular and trade publications referencing Disney's stars and girl-driven franchises. This exploration of girls' visibility as Disney performers, media producers, and public citizens brings several disciplines into conversation with one another, addressing issues in girls' cultural studies, media industries scholarship, celebrity studies, and theories of postfeminism. I take an intersectional feminist and critical cultural studies approach to media texts and meaning-making, with particular attention to power relations and cultural contexts. The political and economic aspects of this research demand that I also work to illuminate the significance of media industry logics within the production and distribution of media for girl audiences. I argue that the Walt Disney Company has a vested interest in reproducing certain postfeminist and subjectifying discourses of girlhood, which have become integral to its success in an ever-expanding web of media and consumer markets. While Disney Channel's girl-driven franchises constitute the case studies, my analysis reaches beyond the clear focus on gender and age to theorize girls' increasing visibility in the context of contemporary consumer culture and issues of postracism, citizenship, subjectification, and agency--issues that require continued interrogation as Disney distributes and expands its franchise properties globally.