Browsing by Subject "Racism"
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Item Amplifying a public's voice : online news readers' comments impact on journalism and its role as the new public space(2011-05) Loke, Jaime 1979-; Harp, Dustin, 1968-This dissertation is concerned with the impact online news readers comments have on the role of journalists and the implication it carries in shifting private sentiments onto a public space. Online news readers comments have recently grown in popularity and journalists across the United States are divided on how best to host this new public space. Drawing perspectives from new forms of journalism, sociological studies in race and gender, critical race and feminist studies, this dissertation focuses on a) the challenges of news organizations as hosts of this new public space and b) the racist and sexist discourse generated by audiences of certain online news stories. This dissertation employs a multi-method research design that combines a large scale survey of journalists in the United States, in-depth interviews with journalists, content analysis and a discourse analysis of online news readers comments from five selected news stories with strong race and/or gender elements in order to 1) gain journalists’ perspectives in this new electronic landscape and 2) examine the content of the comments that pose the most challenges to journalists in terms of hosting this space. The survey and interviews revealed how journalists are divided in wanting to serve their public by providing a space for dialogue but yet refusing to host hate. Faced with this challenge within the new electronic landscape, a majority of journalists are left on their own to determine how best to handle this new public space with hardly any guidance or support from news managers. The analysis of the comments showed that the articulations of race and gender in the discourse were not erratic expressions of a minority but instead repertories of racism and sexism that mirrored the string of findings from race and gender scholars. This dissertation finds that online news readers comments section have emerged as the space for unconstrained expressions to flourish without the constraints of political correctness and within the safe confines of anonymity.Item Beyond resistance : transgressive white racial knowledge and its limits(2014-05) Crowley, Ryan M; Brown, Anthony L. (Associate professor)This critical case study investigated the experiences of ten White preservice social studies and language arts teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. Through observation, interview, and artifact data, this inquiry analyzed how the preservice teachers engaged with the topic of race through the conceptual framework of critical Whiteness studies. This theoretical lens seeks to identify the normalized, oppressive practices of Whiteness with the goal of reorienting those practices in antiracist ways. The author identified two broad themes of transgressive White racial knowledge and conventional White racial knowledge to characterize the progressive and problematic aspects, respectively, of the preservice teachers’ engagement with race. The participants displayed transgressive White racial knowledge through the way they combatted deficit thinking toward urban students and through their knowledge of the mechanics of Whiteness and structural racism. They displayed conventional White racial knowledge through their stories of early experiences with racial difference, their use of subtle resistance discourses during race conversations, and their tendency to misappropriate critical racial discourses. As a whole, the racial knowledge of the ten White preservice teachers points to conflicted, ambivalent feelings at the core of their racial identities. Their desires to talk about race and to develop an antiracist teaching practice were mediated by competing desires to maintain their identities as “good Whites” and to protect their investments in Whiteness. The complex ways that these White preservice teachers engaged with critical racial discourses have significant implications for critical Whiteness studies, teacher education, and social studies education. Their willingness to explore race in a critical fashion should push teacher educators to resist homogenizing, deficit views of the antiracist potential of White teachers. However, their problematic engagement with race points to the importance of viewing White identity as conflicted. If antiracist pedagogies begin with this understanding of White racial identity, they can encourage profound shifts in the ontology, epistemology, and methodology of Whiteness. These shifts can help White teachers to develop racial literacy and to build an antiracist teaching practice.Item Brazil’s whiteness unveiled : a discussion on race with Cooperifa participants, Capelinha residents and Universidade Federal de Bahia (UFBA) students and professors(2010-12) Martinez, Lorena M.; Smith, Christen A., 1977-; Hale, CharlesThis thesis analyzes attitudes about race in Brazil in three research sites conducted in 2008 and 2009. The first research site was Salvador, Bahia where I asked a total of twelve students and professors their opinions about the importance of discussing race relations in Brazil and their views on Affirmative Action. These participants were mostly white middle-class students and professors. The second site was in the periferia of Zona Sul in the neighborhood of Capelinha, São Paulo. I interviewed four residents about the importance of race in Brazil. Here, the residents were mostly non-white, from various states in the north and northeast, and were working class. The last research site was Cooperifa, which is a spoken word movement located near Capelinha in Zona Sul. I found that non-white periferia residents subscribed to the same racial attitudes as the middle-class white participants when discussing the importance of race as a social phenomenon. In turn, I found that Cooperifa participants perceived white privilege as a social phenomenon that needs to be challenged. This thesis examines the links across these three sites and draws from theories of whiteness to understand them.Item Colorblind TV : primetime politics of race in television casting(2010-08) Warner, Kristen Jamaya; Staiger, Janet; Kackman, Michael; Smith-Shomade, Beretta E.; Fuller, Jennifer; Paredez, DeborahColorblind TV: Primetime Politics of Race in Television Casting posits that in our current racially colorblind society, oftentimes actors of color are cast to prove that multiculturalism is important. However, the characters often have little cultural specificity and are only different in terms of skin tone. While this type of sameness on the surface may appear to offer a sense of racial parity, it actually encourages the opposite. Colorblindness works to make race immutable and objective, which inevitably disallows difference and instead outputs “whiteness” as the normative standard. Through a series of interviews with casting directors and actors guild diversity representatives as well as an ethnographic account of an actual casting audition, the dissertation argues that for the media industry, colorblindness is both a way of avoiding the messiness of race and of denying actors of color the ability to be culturally specific. This denial occurs because ultimately the desire to work supersedes the desire to reject role universality. As a case study, I examine the hit ABC primetime show Grey’s Anatomy (2005- ) as a way of illustrating how the blindcasting process became a part of public discourse that the television industry both praised and disowned.Item Conversation with an Apple : play development as movement-building against mass incarceration(2015-05) Goodnow, Natalie Marlena; Gutierrez, Laura G., 1968-; Alrutz, Megan; Jones, Omi Osun Joni L.This reflective practitioner research project explores if and how viewing and responding to drafts of my original solo play in development, "Conversation with an Apple," contributes to efforts to build a movement against mass incarceration, with a particular focus on dismantling the school-to-prison pipeline. I draw upon Michelle Alexander's theorization of mass incarceration in the United States, social movement theory elaborated and archived by contemporary activists, and theories in performance and affect studies to contextualize my investigation. I describe how I utilized Liz Lerman's Critical Response Process to elicit audience responses to staged readings of "Conversation with an Apple," and also how I employed modified grounded theory techniques to analyze those responses. I then explain how insights gained through these methodologies informed revisions of the "Conversation with an Apple" script and my plans for future post-show workshops. I conclude with an evaluation of the usefulness of these play development and research methodologies in my artistic practice. I find that both Liz Lerman's Critical Response Process and the modified grounded theory analysis I utilized, along with a return to my guiding theoretical frameworks, contributed meaningfully to my reflective practice, yielding several key insights. First, I discovered that the play does seem to have the potential to raise consciousness among audience members regarding multiple manifestations of mass incarceration as it affects young people, although I decided that a few key mechanisms of mass incarceration might be more fully elaborated through script revisions. Second, I found that when audiences responded to the play, the shared experience of viewing the performance functioned as a springboard for conversation about other shared experiences in their lives, thus building a sense of community in at least a small way. I also theorize that the act of transmitting heightened affect together while viewing this play built community. Finally, my analyses revealed that although some audience members felt outraged at the realities of mass incarceration and inspired to make a change, many felt hopeless after viewing the play. These analyses informed my most significant revisions to the "Conversation with an Apple" script and plans for post-show workshops.Item Creating public policy for minority access to higher education : a case study(2006-05) Mendez, Gina; Cantú, Norma V., 1954-It is a well-known fact that one way to a better life is through education. Individuals who have a college education will earn significantly higher income that those who only have a high school diploma (McGlynn, 2001). Having a college degree is not only beneficial to an individual, but a community with an educated work force can acquire significant economic and social benefits. If there is no access to higher education, individuals and the community generally cannot advance as well economically. Individuals living in South Texas did not have the opportunity to improve their socio-economic status because of the lack of public institutions of higher education in their region. The South Texas Region is comprised mostly of a Hispanic population. It has the “state’s least educated population, the state’s poorest facilities, and the least capacity to generate local taxes to improve educational opportunities” (Hispanic Association of Colleges and Universities, 1993). This study explored predisposing conditions such as racism and examined critical elements such as economic and political power in San Antonio, and the dynamics that empowered a minority group to take the fight of access to a public university to a higher level. According to the legislators interviewed, the move to create a second UT System campus in downtown San Antonio was a community grassroots effort that had a buy-in from members of the Bexar County delegation. The legislators proposed legislation and followed the bill through the approval process in the Texas House and Texas Senate. Before the bill was approved, a lawsuit had been filed by the League of United Latin American Citizens and the American GI Forum against the Texas governor alleging the State had violated the constitutional rights of Mexican Americans by having unequal access to a comprehensive public university. During a time when tuition has skyrocketed and the cost of gasoline has soared, it is amazing how the adage “Build it and they will come” continues to fulfill the dreams of students who may have never had the opportunity to attend a comprehensive institution of higher education had it not been for the UTSA Downtown Campus.Item The crossroads of race : racial passing, profiling, and legal mobility in twentieth-century African American literature and culture(2004-08) Dunbar, Eve, 1976-; Woodard, Helena, 1953-; Harlow, Barbara, 1948-Item Diversity Distress: The Experiences of Students of Color in Higher Education(2011-02-22) Pratt, Beverly M.In this study, I specify the reasons why racial minority undergraduate students choose to pursue higher education studies at historically White colleges/universities, despite the schools' potential for diversity controversies. Rather than looking at why students do not attend historically White institutions, I investigate what characteristics of both the educational institutions and the students contribute to students' decisions to stay at historically White institutions despite perceived hostile environments. I also examine students' experiences at historically White institutions, including attitudes toward diversity and any discrimination that they may experience. In doing so, this study adds a fresh yet central perspective to the complex issue of diversity: the opinions of students of color themselves. Doing so may lead to more positive answers and propositions for what administrations can do to increase the percentage of racial minority students. The study is a mixed-methods approach, including 17 semi-structured interviews with Latina/o students and a sample of 287 students who self-identify as racial minorities, including Latina/os, African Americans, and Asian Americans, at a historically White southern university. From these mixed-method results, the following themes were found: 1) The size of a hometown has a statistically significant effect on how often discrimination is experienced, 2) Self-identifying as Black has a statistically significant effect on how often discrimination is experienced, 3) Latina/o students choose to attend SCU because of university affordability, proximity to their home towns, and the university's academic reputation, 4) Latina/o students experience racial oppression at SCU because of the lack of campus diversity, direct racist acts toward themselves and friends, and they consider transferring to more diverse educational institutions, and 5) Latina/o students remain at SCU because they want to make a difference at the university for themselves and others, certain characteristics of the university are appealing, and because of professorial mentors.Item Encountering racism in the ivory towers: a qualitative analysis of Latino student experiences in higher education(2009-05-15) Parks, Kathrin AnnCurrently, there is a significant gap in the literature on what Latino students are subjected to at predominately white universities regarding white racism and discrimination. If students of color face racism on university campuses, this could negatively impact their experiences while in college and perhaps the likelihood of their matriculation. This research focuses on whether or not Latino students are being treated differently because of their race, what patterns of discrimination exist for this group, and whether or not regional factors, as well as demographic factors influence these experiences. Feagin?s theory of systemic racism was the guiding framework for this study. According to this perspective, white racism permeates various levels of our society and is a foundational aspect of our country, both historically and contemporarily. Individual actors operate in the context of a system of racism, which occurs at the individual, institutional, and societal levels all at once. This dynamic informs this research. In order to get at the lived experiences of Latino students, qualitative interview methodology was used. Approximately 28 students on three campuses participated in face-to-face, in-depth interviews. Overwhelmingly, students faced various types of discrimination and racism both on and off-campus. This study contributes to the race and education literature by providing an in-depth analysis of how mistreatment based on race plays out for these students on both the individual and institutional level. It also suggests that white racism is still an issue for students of color and that the system of racism can have an impact on their educational experiences. Suggestions are made about how the institution of education could change in order to better suit the needs of its increasingly diverse student population.Item Facing Racism at 30,000 Feet: African American Pilots, Flight Attendants, and Emotional Labor(2012-07-16) Evans, LouwandaIn this qualitative study, I examine the experiences of African American pilots and flight attendants with emotional labor. Integral to existing theories of emotional labor is the incorporation of voices of color and their contemporary movement into professional industries. Essentially, most all theories of emotional labor were built through the examination of low-wage service workers in gendered or racially segregated occupations, with only recent incorporations of gendered occupations within professional settings. Using the theoretical concept of emotional labor, or the labor required to reduce or suppress feeling in order to sustain the outward countenance that produces the proper state of mind in others, I argue that emotional labor is much more than labor produced within the confines of a job, but is also based on identity characteristics that directly influence interactions in the workplace. Therefore, I qualitatively examine, through in-depth interviews with more than thirty African American flight crew members, how emotional labor is influenced and performed when people of color are introduced to professional settings. The results of this study show that there are multiple dimensions of emotional labor that should be added to existing theory. Primarily, existing standards of emotional labor in the airline industry are a direct result of institutional structures and cultures created during a period of systematic exclusion that do not account for contemporary racism and sexism. Thus, performing emotional labor in this industry is unequally placed on those white women and people of color that had no input into its creation. The results of this study suggest that emotional labor should be inclusive of systemic racism perspectives as a method of understanding how salient identity characteristics, such as gender, race, and class, are directly connected to preconceived ideologies that influence interactions that call for emotional labor. Moreover, because African American men and women in this industry are underrepresented, emotional labor becomes a necessity in their interactions with coworkers, consumers, and management. In addition, African Americans experience highly regulated emotional labor that influence how they perform their jobs, interact with others, and formulate appropriate counter-narratives.Item Groundings in anti-racism : racist violence and the 'War-on-Terror' in East London(2011-05) Ambikaipaker, Mohan; Vargas, João Helion Costa; Rudrappa, Sharmila; Foley, Douglas E.; Gordon, Edmund T.; Carrington, BenThe interlocked social struggles waged by overlapping and diverse Britons of color for racial and social equality and everyday survival is the dynamic corollary of the contradictions engendered by the ruling relations of racial differentiation and racism in Britain. Grassroots struggles against routine racist violence and state violence, conceptualized as politically interlinked, are the critical sites that contribute to the recursive racial domination experienced by Britons of color in contemporary Britain, and forms the key ethnographic research focus of this study. Prior studies have already critiqued the dominant state framework of viewing racist violence as random, de-racialized and nonpolitical events – as individual incidents, neighborhood disputes, inter-personal conflict, and robberies gone wrong. These studies have alternately identified the social dehumanizing functions of racist violence, the possessive local white territorialism that they materially support and their relationship with macro-level socio-economic crises and changing racial exclusion ideologies of the liberal democratic nation. What I add to these studies is the argument that the racial subordination and ruling relations inherent in the social processes of racist violence and, by formal extension, state violence are not only derivative of broader ideological forces or local social relations but are in fact constitutive of white racial state formation in Britain’s postcolonial era. I argue that the processes of racist violence and state violence are productive of the domination and hierarchy that is secured for whites, through unevenly empowered and routinized contestations within the re-configurations of white racial state formation and an emergent neoliberal-multicultural national security state. It is within this framework of analysis that the politics of black mobilization by Britons of color and their allies, in the context of contemporary multiculturalism’s contradictions, and against the many-sided form of racial subordination is made legible -- not as an anachronism -- but as socially meaningful, interlocked and politically urgent.Item Imperialism and the Emerging White State in the Early Colony of Virginia(2014-05-08) Becker, Stuart DavidWhat accounts for the reality of U.S. imperialism and race today? How, and to what extent, is today?s system of racial domination and U.S. imperialism prefigured by the early English colonization of Virginia during the time period 1607-1669? I examine primary documents such as narratives and laws from the colony Virginia. Through this case study of the colony of Virginia, I utilize anti-colonial, internal colonialism theory, and a Black Marxist approach to show its effectiveness explaining that capitalism and systemic racism are two sides of the same coin. Through the dialectical method, I show the elite colonists? efforts at uniting all colonists as ?white? against the indigenous people and the African servants and slaves in an early emergence of a ?white state.? The white people?s state is a unification of the white ruling class and white laborers against colonized people. Through this case study of the colony of Virginia, I show some key characteristics of Euro-American imperialism such as the white elite imperialists? attempt to attain wealth through stealing land and natural resources of peoples throughout the world. These white imperialists use violence and terrorism in order to steal the land and extract natural resources from peoples around the world. I also utilize the Marxist-Leninist theory of the imperialist state and apply it to my analysis of the Virginia General Assembly. The function of the state is to protect private property and to protect the interests of the elite exploiting class. For instance, this alien state power legalizes the usurpation of land of the indigenous people. It also legalizes the enslavement of Africans and indigenous people and the exploitation of European indentured servants. The largest planters sat on the Virginia General Assembly and wrote laws in their own selfish interests of profitmaking. Through primary sources, I show the early emergence of the white racial frame in the narratives of the elite colonists of Virginia and how it rationalizes stealing the land, natural resources, and labor of colonized people of color.Item The impotent toolkit : challenges and limitations of co-design for societal value in Southeast Louisiana's landscapes of African American dispossession(2015-05) McDowell, Robin Boeun; Lee, Gloria; Tang, Eric; Lewis, RandolphThis report details a reflexive practice that lies in the emerging field of co-design for societal value. This territory marks a move from user participation to equal empowerment of stakeholders--that is, designers, users, and other project constituents defining objectives and working through design processes together via a shared vision for more just and sustainable ways of living. The body of design work examined in this report is a combination of traditional products of graphic design, participatory design methods, and ethnography. Initiated around a physically demolished and institutionally repressed history of enslaved Africans in St. Charles Parish, Louisiana, the value of this work is not found in formal qualities of designed objects or in a groundbreaking process model, but in detailed documentation of consistent reflection on the role of the designer as outsider. This broadened analysis offers an expansion of the repertoire of co-design case studies.Item Jim and Uncle Remus : stereotypicity versus authenticity in representations of blackness in the Gilded Age(2016-05) Brozovsky, Erica Sharon; Hancock, Ian F.; Hinrichs, LarsAccuracy and authenticity in literary representations of blackness in the modern age are of utmost importance in order to dissuade accusations of racism; however in centuries past, this was not the case. Given the cultural and social climate, what we today see as overt racism may have been viewed in the 1800s as the accepted norm. Actual authenticity was less important than portraying black characters in a way that readers would accept. The purpose of this project is to examine representations of blackness in terms of language and character descriptions in nineteenth century American fiction through the lens of factors that led to the stereotyped versions of black characters that were prevalent at the time. I investigated two works: Huckleberry Finn by Mark Twain and Uncle Remus: His Songs and His Sayings by Joel Chandler Harris, taking into account not only the physical texts themselves, but also each author’s biographic history and personal knowledge and experience of black culture. By examining the phonological, lexical, and grammatical aspects of the Black English found in each text in conjunction with physical, emotional, and intellectual descriptions of the chosen characters, I found archetypes of the Sambo slave stereotype, also influenced by the culture of minstrelsy prevalent at the time. While Twain and Harris claim to have represented their characters as genuinely as possible, external societal pressures and their own limitations as white men clearly affected their depictions of blackness. In the century since these Gilded Age pieces first made their appearance, hundreds of scholarly works on African American speech have been published, reifying the academic study of Black English into a well-established field. Nevertheless its occasional representation in fiction and in entertainment media— especially now film—is evidence that stereotype can still too often win out over accuracy.Item Let’s empty the clip : state-level immigration restriction and community resistance(2016-12) Ferreti, Gwendolyn; Menchaca, Martha; Hale, Charles; Strong, Pauline T; Rudrappa, Sharmila; Innis-Jimenez, MichaelThe following dissertation is an ethnographic study the immigration enforcement policy of “attrition via enforcement,” as seen through Alabama’s “Beason-Hammon Alabama Taxpayer and Citizen Protection Act” (commonly known as “HB56”) came to be passed into law and implemented, the effects that it had on the Latino immigrant community residing in Alabama, and how the Latino community in Alabama resisted the law by engaging in formal, organized resistance. Alabama lawmakers. I demonstrate how the law was designed to push undocumented immigrants, particularly Latinos, to self-deport by criminalizing routine, everyday activities necessary for social reproduction. As one of the co-sponsors was quoted saying, this law was conceived of to “…to empty the clip and do what needs to get done (Rolley 2011)” to stop the growth of Latino communities in the state that they perceive as a threat of social decay. While the law initially paralyzed the Latino immigrant community, The conclusions drawn from this study are based on ethnographic fieldwork conducted between 2010-2012 in Tuscaloosa, Alabama and draws from ethnographic observations and semi-structured interviews with Latino immigrant residents and community organizers in my field site. In this study, I provide a brief historical overview of Alabama history and the growth of Latino populations in the South to set the context for my analysis and share my own reflections on being a Brown woman anthropologist and activist scholar in the South. I argue that HB56 exemplifies institutionalized colorblind racism as evidenced by the use of a discourse of “polite racism” by Alabama lawmakers who equated Latino immigrants as “illegal.” Based on this analysis, I find that “Attrition via Enforcement” in Alabama is a strategy of state-level immigration enforcement law and policy that criminalizes the everyday life of the emergent Latino population. I move to argue that the criminalization of life through immigration enforcement necessitates that we understand the border as something that “follows you anywhere.” I argue that immigration enforcement strategies today make us understand the border as it is a fluid, lived experience that is reproduced in ordinary, everyday actions. Lastly, I document how Latinos in my field site demonstrated resistance to the law by employing opportunistic defensive tactics, which I characterize as ponerse trucha (making like the trout). While these tactics may have initially been for individual benefit, they demonstrate the existence of and reliance on a tight-knit social network amongst the Latino community in my field site. I then show how these defensive tactics eventually led the community to engage in formal organized resistance to challenge HB56 and in so doing came to engage the national immigrant justice movement.Item "Listen to what your jotería is saying” : pain, social harm, and queer Latin@s(2015-05) Glisch-Sánchez, David Luis; Rudrappa, Sharmila, 1966-; Rodríguez, Néstor; Ekland-Olson, Sheldon; Carrington, Ben; Peña, SusanaIn this dissertation, I investigate how transgender, lesbian, gay, bisexual, and queer (TLGBQ) Latin@s have experienced social harm during the late 20th and early 21st centuries, what is the socio-historical context for their experiences, and how have ideologies of Latin@ gender and sexuality shaped these experiences. This is accomplished through the analysis of twenty-six (26) life story interviews where TLGBQ Latin@s provide a testimonio account of their encounters with social harm. Using a social harm framework and centering markers of pain, I develop the theoretical concept algorithms of pain to understand the dynamic and complex experiences TLGBQ Latin@s have with harm rooted in the everyday and institutional realities of racial, gender, sexual, and class inequalities. Algorithms of pain asserts that the totality of social harm TLGBQ Latin@s encounter shapes the meaning they assign to any individual harmful event, informs evaluations of pain and potential harm, and structures daily behavior and attitudes. Algorithms of pain reveal the myriad of ways TLGBQ Latin@s can and do express, communicate, and narrate pain; thus, countering the dominant presumption that pain manifests and is communicated in very narrow terms. This is exemplified in what I have observed as racial utterances, where TLGBQ Latin@s narrate in ways that make use of silence, brief remarks, or stories in passing as ways to index racial social harm, instead of stories thick with detail, description and explicit accounts of pain. Additionally, algorithms of pain establish the centrality of racism, patriarchy, transmisogyny, homophobia, class exploitation, and xenophobia to constructing the full spectrum of emotions that represent pain. Lastly, the dissertation documents through an analysis of governmental mission statements why the state is unable to intervene into the social harm effecting TLGBQ Latin@ lives. The state represents the institutionalization of an algorithm of pain that privileges whiteness, cisgenderness, heterosexuality, wealth, and citizenship, which results in harm management being the overall orientation and function of the state in social harm.Item Middle Class and Middle School: Does Opportunity Knock for African American Students?(2012-12-10) Mooney, Patricia 1960-Closing the achievement gap between African American and White students continues to challenge educators in both urban and suburban contexts. Teachers and administrators in America are overwhelmingly White, and have limited training, if any, in understanding cultural differences or developing culturally responsive practices and policies. More importantly, racism and deficit thinking impose invisible barriers that inhibit the success of African American students. This Problem of Practice explored the existing achievement gap between African American and White students at Keller Middle School, a Title I campus in southeast Texas. Using a qualitative research methodology, campus data, policies, and practices were examined through the lens of societal racism, institutional racism, and deficit thinking. Three fundamental themes were revealed in this study: 1) White teachers and administrators believed that African American students were not successful in school because they (or their families) had internal defects that impeded learning; 2) African American parent and student participants had deficit beliefs about other African Americans and used defensive othering as a coping strategy; and 3) African American students and parents perceived themselves as successful and attributed that success to a high motivation to achieve. Recommendations are given to address the gap in achievement for African American learners in middle school.Item Minority group status, perceived discrimination, and emotion-focused coping(2014-05) Vassilliere, Christa (Christa Theresa); Holahan, Charles J.In two studies, this thesis depicts the relationship between minority group status in the United States, perceived discrimination, and coping with stress. Past literature on coping and its types – problem-focused versus emotion-focused – is inconsistent in terms of differences between minority status groups and majority groups. It remains unknown whether or why Black Americans and lesbian or gay Americans may demonstrate coping patterns that differ from White Americans and heterosexual Americans, respectively. What is altogether absent from the literature is the possible mediating factor of perceived discrimination experienced by these minority groups. That is, differences in internal, stable coping processes that manage stress may have been molded by one’s experience with discrimination. Study 1 examines the relationship between race (Black versus White) and coping, mediated by perceived discrimination. Study 2 examines the relationship between sexual orientation (lesbian or gay versus heterosexual) and coping, mediated by perceived discrimination. Both studies confirm the thesis that minority group members exhibit maladaptive, emotion-focused coping more than majority group members – but that this difference is explained by the minority group members’ perceived discrimination. Historical and political relevance, social implications, and possible limitations in design and interpretation are discussed.Item "The most dangerous place" : race, neoliberalism, and anti-abortion discourses(2012-05) Briggs, Katherine Charek; Fuller, Jennifer; Perez, Domino R.Crisis pregnancy center advertisements like billboards that ask whether a downcast woman of color is "Pregnant? Scared?" appear to be a locus of the overlapping factors of United States racial politics, bodily control, and a neoliberal sensibility. In order to investigate these relationships, I situate analyses of anti-abortion media products alongside current U.S. political discourses. What is the relationship between the elements of racism and bodily control in CPC visual rhetoric and growing neoliberal culture? This project brings these factors into a dialogue by analyzing the anti-abortion rhetoric shaped by CPC organizations and the white U.S. mainstream. As I discuss in Chapter One, anti-abortion organizations target specific communities and use large-scale media advertising to retain disproportionate control over the image of abortion in the U.S. cultural imaginary. The second chapter details how that imaginary and the current political situation overlap in immigration, population, and border panic that reduces Latinas to sexualized stereotypes. In Chapter Three, I report on the U.S. medical and political systems' shameful oppression of black women's reproductive freedom in order to situate the advertising rhetoric of three more anti-abortion organizations. The discourses these groups perpetrate are all reflected in the moral individualism of a growing neoliberal social politic. In sum, anti-abortion organizations use neoliberal rhetoric and racialized advertising to perpetuate destructive discourses of what it means to be a person of color in reproductive crisis. These discourses approach race with entrenched stereotypes, paternalistic moralizing, and euphemistic concern for low-income people of color. A critical feminist lens helps draw serious attention to dangerous patterns in anti-abortion rhetoric and the politics of race and reproductive justice.Item Racism and Religious Bias in Castilian Spanish Language Dictionaries(2011-02-22) Howard, Lauren KelliThe present study examines the evolution of the definitions of 31 terms having to do with three prominent religions in Spain: Christianity, Judaism and Islam. The definitions are analyzed for racism and religious bias in reference to the cultural and ideological periods of Spanish society throughout history. Each word is studied from the earliest date of appearance in a Spanish language dictionary. The database used is the Nuevo Tesoro Lexicogr?fico de la Lengua Espa?ola (NTLLE), published by the Real Academia Espa?ola (RAE) in 2001, which includes 70 dictionaries, 37 of which are written by authors not connected with the RAE. In an attempt to broaden the historical point of view, as many entries from dictionaries as possible are used in this analysis. Racist definitions are defined as containing abusive or pejorative language that insinuates that one race, or religion, is superior to another. Biased definitions use language that inhibits neutrality in the descriptions. It is shown that Christian terms are generally associated with positive concepts. Terms related to Judaism suffer much racism and religious bias through pejorative language and direct comparison to Christianity. Islamic terms reveal less racism in their entries and fall more often under neutral descriptions. That fewer biased entries exist for Islamic terms may be related to their status as a majority in Spain during large periods of history, whereas Jews suffered more racism because they were consistently the minority. The role of the Spanish Inquisition in the persecution of Jews will is shown to have heavy influence in the entries for several Jewish terms. While the item jud?o suffers the most extensive use of pejorative language, moro is the only term for which negative language endures to the present.