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Dissertations / Theses on the topic 'Race and identity in S'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Lowry, Glen. "After the end/s CanLit and the unravelling of nation, race, and space in the writing of Michael Ondaatje, Daphne Marlatt, and Roy Kiyooka /." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.nlc-bnc.ca/obj/s4/f2/dsk3/ftp04/NQ61658.pdf.

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Lowry, Glen Albert. "After the end/s, CanLit and the unravelling of nation, race, and space in the writing of Michael Ondaatje, Daphne Marlatt, and Roy Kiyooka." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61658.pdf.

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3

Gibson, Lorraine Douglas. "Articulating culture(s) being black in Wilcannia /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/70724.

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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Anthropology, 2006.
Bibliography: p. 257-276.
Introduction: coming to Wilcannia -- Wilcannia: plenty of Aborigines, but no culture -- Who you is? -- Cultural values: ambivalences and ambiguities -- Praise, success and opportunity -- "Art an' culture: the two main things, right?" -- Big Murray Butcher: "We still doin' it" -- Granny Moisey's baby: the art of Badger Bates -- Epilogue.
Dominant society discourses and images have long depicted the Aboriginal people of the town of Wilcannia in far Western New South Wales as having no 'culture'. In asking what this means and how this situation might have come about, the thesis seeks to respond through an ethnographic exploration of these discourses and images. The work explores problematic and polemic dominant society assumptions regarding 'culture' and 'Aboriginal culture', their synonyms and their effects. The work offers Aboriginal counter-discourses to the claim of most white locals and dominant culture that the Aboriginal people of Wilcannia have no culture. In so doing the work presents reflexive notions about 'culture' as verbalised and practiced, as well as providing an ethnography of how culture is more tacitly lived. -- Broadly, the thesis looks at what it is to be Aboriginal in Wilcannia from both white and black perspectives. The overarching concern of this thesis is a desire to unpack what it means to be black in Wilcannia. The thesis is primarily about the competing values and points of view within and between cultures, the ways in which Aboriginal and non-Aboriginal people tacitly and reflexively express and interpret difference, and the ambivalence and ambiguity that come to bear in these interactions and experiences. This thesis demonstrates how ideas and actions pertaining to 'race' and 'culture' operate in tandem through an exploration of values and practices relating to 'work', 'productivity', 'success', 'opportunity' and the domain of 'art'. These themes are used as vehicles to understanding the 'on the ground' effects and affects of cultural perceptions and difference. They serve also to demonstrate the ambiguity and ambivalence that is experienced as well as being brought to bear upon relationships which implicitly and explicitly are concerned with, and concern themselves with difference.
Mode of access: World Wide Web.
xii, 276 p. ill

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4

Fröberg, Klara. "From a hashtag to a movement : From MeToo to being rightless in 2020's Sweden." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447526.

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This thesis investigates the continuance of the MeToo movement in the Swedish context via the digitalplatform Instagram, collective action and feminist organizations that are engaged to end sexual violence.It illuminates how the sisterhood impacted by the practice of challenging the rape script a conceptused to describe the discourse on how sexual violence should be like, and how victim-survivors should behave, how the engagement is made among the activists that engage to challenge the rape script and lastly, how since the MeToo movement started a discourse of rightlessness have been exposed through the sharing of experiences that the MeToo movement initiated. The ethnographic study is based on participant observation of feminist actions in real life and on Instagram as well as interviews with 13 activists from feminist organizations and with background as organisers of collective actions. It is found that the MeToo movement in Sweden is commonly practiced through an engagement in Feminist organizations that serve to keep the movement alive through continuous work to keep sexual violence on the agenda by keeping it visible, and that the engagement is driven by an experience of anger towards the societal discourse that sets the discourse on rape which affects the possibility to be recognized by the legal system. The thesis will overall suggest that there is a sisterhood built on a collective identity, and that the shared identity and oppression between non-men with an aspiration to support one another in the experience of oppression as well as organize safety nets for those who are sentenced for defamation as a consequence of speaking out.

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5

Kline, Alexander C. "PTSD Treatment, Race, and Cultural Identity." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433417920.

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6

Burnaford, Rochelle Milne. "Race, ethnicity, and exclusion in group identity." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3999.

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The current project investigates exclusion in terms of racial/ethnic identity and group behavioral norms. Research concerning the "black sheep effect" evidences the tendency for group members to derogate a fellow in-group member who has violated an important social norm (Marques, Yzerbyt, & Leyens, 1988). Similarly, Oyserman's (2007) model of identity-based motivation argues that any group identity can shape behavior through a process of identity infusion such that group members are motivated to behave in ways that are in-group identity-infused and equally avoid behaviors that are out-group identity-infused. Finally, identity misclassification research provides evidence that individuals feel threatened by the notion that they may have behaved in ways that are congruent with an out-group (e.g., Bosson, Prewitt-Freillino, & Taylor, 2005). Therefore, when a behavior is infused with the identity of an out-group, avoiding such behaviors is seen as an expression of belonging to one's in-group. The current project assesses the consequences of group identity-infusion specifically in the area of academics and racial/ethnic identity. In Study 1, identity-threatened participants who were excluded by an in-group member attributed their exclusion to their out-group identity-infused behavior, but they did not expect exclusion, nor experience heightened negative emotions or anxiety as a result of exclusion. In Study 2, though strongly identified participants were more likely to choose an identity-affirmed partner regardless of task condition, no differences were found for ratings of potential partners. Future research should address ecological validity issues and attempt to make more naturalistic observations of these behavioral patterns. Additionally, a younger sample should be used in order to assess exclusion for "acting White" among students who are legally required to be in school, rather than those who have chosen to pursue higher education.

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7

Mueller, Ulrike Anne. "White Germanness, German whiteness : race, nation and identity /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095265.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 254-273). Also available for download via the World Wide Web; free to University of Oregon users.

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8

Adams, Gloria. "Rural Whiteness, Realizing Race: White Race Identity in Rural Northwestern Pennsylvania: A Critical Review." Oberlin College Honors Theses / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1314103162.

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9

Kinsman, Philip. "Landscapes of national non-identity : landscape, race and national identity in contemporary Britain." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360752.

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10

Millar, Tennyson E. "Race, identity and the transference/countertransference : a mixed-race patient and a mixed-race psychotherapist : a single case study." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4596/.

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This thesis is a single case-study of a child and adolescent psychotherapist working with a fourteen year old female adolescent patient of similar mixed ethnic background. The thesis presents the completed two year therapeutic work which included periods of intensive therapy (3-4 times-a-week work) following less intensive work. The patient’s early life was marked by witnessing parental domestic violence and parents who divorced. She subsequently struggled with maintaining relationships and presented race and gender identity ambiguity. She had consistently self-harmed and overdosed since the age of thirteen. The psychotherapist relied heavily on his countertransference in order to better understand and make sense of the patient’s inner world, particularly regarding issues of identity, race, gender and attachment. The primary research method used to analyse processed clinical session notes was Grounded Theory Method.

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Richards, R. W. "Race, Identity and Agency: A Heuristic Investigation into the Experience of Crossing the Race Boundaries." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494614.

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12

Lambert-Swain, Ainsley E. "Race in (Inter)Action: Identity Work and Interracial Couples' Navigation of Race in Everyday Life." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535372161977696.

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13

Lustgarten, Danielle. "Race and space : mapping the construction of political identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59262.pdf.

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14

Cooney, William. "Egypt’s encounter with the West : race, culture and identity." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/910/.

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The present study is an investigation into the processes involved in interpreting ethnic identity in the ancient world. Specifically, it focuses on the various “Libyan” groups currently found in Egyptological literature who are attested in ancient Egyptian sources from the dawn of Egyptian civilization. Set within the broader theoretical discussion of identifying social and cultural differentiation in the ancient world, this thesis will explore the manner in which the identity of “Libyan” groups has been interpreted by modern scholars; the way in which the ancient Egyptians interpreted the identity of these groups; and the degree to which self-expressed “Libyan” identity is still visible in the iconographic, epigraphic and archaeological records of ancient Egypt. Historically, this thesis will trace the interaction which the ancient Egyptians alone record between themselves and the various groups currently aggregated under the term “Libyan.” Through art, text and archaeology, this thesis will outline this interaction from the earliest appearance of these groups in Egyptian records in the Fourth Millennium BC, through the resettlement of some of these groups in Egypt during the Twelfth Century BC and continued references to these groups living in diaspora within Egypt during the first half of the First Millennium BC. Following a strict methodological approach which emphasizes chronology and context as key factors in understanding ancient ethnic groups, this thesis will explore how the projections of internal group identities evolve over time and the manner in which these identities have been observed by both ancient (Egyptian) and modern (Egyptological) outsiders.

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15

Cochran, Robert Edward. "Race, Place, and Identity: Examining Place Identity in the Racialized Landscape of Buckhead, Atlanta." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/geosciences_theses/16.

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This thesis examines the role of racialized practices in the discourses and processes that alter place identity. Drawing on ethnography from the East Village of Buckhead, a once vibrant nightlife district in Atlanta, I examine how discourses of danger, colorblindness, and the race card have been employed to “whitewash” the discussions about the redevelopment of the Village. In effect, the business and civic elite of Atlanta (and Buckhead) deployed racialized conceptualizations of group identity. In particular, they utilized “public safety” discourses to influence the Atlanta city government to support the redevelopment effort. This led to the elimination of the establishments that attracted African American partygoers in large numbers. Using interviews with government agents, night club operators, and Buckhead civic and business leaders, combined with archival analysis of newspaper accounts, I implemented a hybrid content-discourse analysis to explore the ways in which the discourses of race and place concerning the East Village changed between 2000 and 2008.

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16

Patchill, Teresa. "The impact of ethnic identity on stereotypes." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/489.

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17

Mwanika, Eva N. "Ancient Egyptian Identity." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1090531381.

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18

Driggers, Dyann Maureen. "White adolescent racism: An integrative assessment including white racial identity theories." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1949.

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19

Whittingham, J. S. "Is mixed-race a colour? : the factors involved in the construction of the mixed-race identity." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/23124/.

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This thesis is a cross-cultural comparative study of the racial identity of Black/White ‘mixed-race’ young people aged between 18–24 in Sydney, Australia and London, United Kingdom. I have been working professionally with mixed-race young people for nine years, and have become increasingly aware of their over-representation in Pupil Referral Units, the care system, and the Youth Criminal Justice system. I wanted to determine how mixed-people develop their identity, and understand the factors that are involved in their choices, thus improving the tools available for those professionals working with mixed-race young people. This project was completed using ethnography as the primary research tool. Semi-structured interviews and archival research based on the readily available literature on mixed-race people operated as other sources for primary and secondary sources of data. The results found that although mixed-race young people share close affiliation with the Black community, there was the development of a distinctive mixed-race community. This is sharply contrasted in Australia, where the concept of ‘mixed’ is considered offensive, and a relic of colonialism. Whilst the scrutiny that they face about their identity is immense, their ability to successfully manoeuvre and survive within the racial constraints of the socio-political environment that they exist in, is healthier than much of the available literature suggests. Difficulties faced by both mixed-race genders include being stereotyped, targeted and sexualised by White and Black people; being pulled between one’s outwardly expressed identity, and how one sees ones identification; and the complexity with their relationship with the Black community. In the future, it would be valuable to include elements of mixed-race history and issues of identification in the national curriculum, in addition to the inclusion of mixed-race themes into equality, inclusion and diversity training.

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20

Johnson, Mary B. "Supervisor race, trainee gender, racial identity, and perception of supervision." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036815.

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Counselor supervision has been examined in many ways; from the angle of the supervisor, the supervisee, and the supervisory dyad. An area that has not been researched as solidly is that of the effect of supervisor race and gender on White trainees' perceptions of supervision. The present study was designed to examine those variables. The independent variables included supervisor race (Black female or White female), trainee gender, and trainees' levels of White racial identity. Dependent variables included perceptions of supervisor expertness, attractiveness, and trustworthiness, and supportive supervisory behavior and evaluative supervisory behavior scores on the Expectations for Supervisor Behaviors Questionnaire. The expectation was that supervisor race, trainee gender, and trainee's level of White racial identity would serve as predictors of perceptions of supervisors and their behaviors.Participants were 50 Caucasian masters level counseling and counselor education students at two Midwestern universities who volunteered for the study. Caucasian female research assistants were utilized to collect the data. Trainees were provided with one of two biographical sketches describing a hypothetical female supervisor; the information in each sketch was identical except for race (Black female or White female). Trainees then listened to a short audiotape of a simulatedsupervision session. Finally, they completed the following surveys: the Supervisor Rating Form (short version), Expectations of Supervisor Behaviors questionnaire, the White Racial Identity Scale, and an author-generated demographic sheet.A canonical correlation was performed to answer the major hypotheses of this study. The results indicated that supervisor race and two subscales of White racial identity, Disintegration and Autonomy, were significant predictors of perceptions of supervisor attractiveness and evaluative supervisory behaviors. Of five canonical roots calculated, this was the only one that was significant.A oneway MANOVA was also computed to test the significance of the supervisor race. The results indicated that the Black supervisor received higher scores on both the supportive and evaluative supervisory behavior subscales than did the White supervisor. Finally, only two other trends were noted. First, female trainees scored both supervisors significantly higher than did male trainees on perceived expertness, attractiveness, and trustworthiness. Second, male trainees scored the Black supervisor significantly lower than the White supervisor on perceived expertness, attractiveness, and trustworthiness.The significance of these findings for research and practice, and the limitations of the present study are discussed in the last chapter of this dissertation.60
Department of Counseling Psychology and Guidance Services

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21

Patel, Tina G. "Trans-racial adoption : a study of race, identity and policy." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/3074/.

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Adoption policy requires that the child's welfare needs must be considered as the priority, and in light of the surplus of available "white" adopters and shortage of "black" adopters, calls for 'trans-racial' adoption to be seriously considered. However, despite their lack of empirical evidence, it is the essentialised and political arguments of the opposers of 'trans-racial' adoption that dominate adoption practice. This thesis addresses the contradictory and inconclusive research on 'trans-racial' adoption, by providing a firm sociological understanding of racial identity development theory as applied to the 'trans-racial' adoption debate. It shows that the 'trans-racial' adoptees were constantly aware of their racialised differences, and although most perceptions of difference were negative because the adoptees felt alone and saw it as a constant reminder of them not being a 'real' member of that family, some of the adoptees perceived these differences positively. This is significant because it tells us such differences are able to contribute to the adoptee considering themselves to be confident, have high self-esteem and a positive perception of self. Another key finding is that race and the racialised differences brought about by the 'mixed heritage' aspects of the adoption, are significant factors in the adoptees' searches for their birth heritage. Another finding is the adoptees' possession of a 'trans-racial' identity, and how this is a racialised identity that consists of being neither "black" or "white", but "mixed". The thesis argues for the recognition of the valuable insight that the current population of 'trans-racial' adoptees can offer policy debates, and hence calls for their consultation. It also illustrates the value of the life (hi)story approach, in particular the oral life (hi)story interview as a method of data collection when studying the racial identity development of 'trans-racial' adoptees. The thesis concludes that the racial identity development of 'trans-racial' adoptees is far more complex than existing debates acknowledge. It is something that is socially constructed in an ongoing process, where it is open to modification and negotiation. As such, the thesis is contrary to the idea that individuals need to develop a "black" identity in order to have a positive and healthy sense of self.

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Sheridan, Clare. "A genealogy of citizenship : Mexican Americans, race and national identity /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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23

Sheehan, Megan. "Everyday Visibility: Race, Migration, and National Identity in Santiago, Chile." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612448.

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Over the last two decades, migration to Chile has increased dramatically. This "new migration" (Martínez 2003) marks a demographic shift away from largely Europeans and Argentineans to the current arrival of migrants from Peru, Bolivia, and Colombia. As in other Latin American nations, previous migratory waves to Chile were often associated with racial improvement via blanquemiento, or whitening, a deliberate move away from bodily, material, and cultural markers of indigeneity. While Chile and these neighboring countries share a common language, history of Spanish colonization, dominant religion, and some cultural traditions, the current arrival of Latin American migrants has prompted emphatic delineation of racial difference. In analyzing current discourses addressing migration, I argue that the new Latin American migratory flow is always understood in the context of historic migrations from Europe. As Latin American migrants settle in Chile, racialization - the practice of making racial distinctions and pairing these distinctions with an accompanying racial hierarchy - profoundly shapes migrant experiences. I argue that migrant racialization emphasizes both the creation of racial others as well as the assertion of a Chilean national sameness. Indeed, this new migratory flow prompts the construction, contestation, and negotiation of Chile's own national racial identity - one that is produced in constant awareness of global racial understandings. My research extends work on migrant racialization by exploring the recurring tension between racial distinction and national self-presentation through three examples: understandings and experiences of migrant domestic labor, migrant use of public space, and the consumption of Peruvian food. Throughout these examples, I chart the ongoing production of migrant visibility and how the discourses, practices, and processes involved illustrate the shifting terrain of Chilean racial understandings.

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Tagore, Proma. "The poetics of displacement : rethinking nation, race and gender." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23739.

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This thesis examines representations of nation, race and gender in three postcolonial texts: Salman Rushdie's Midnight's Children; Meena Alexander's autobiographical memoirs Fault Lines; and Bengali writer Mahasweta Devi's collection of short stories entitled Imaginary Maps. All three texts reconfigure conventional accounts of nationhood by positing fictions based on what I am calling the poetics of displacement. The diasporic perspective provides Salman Rushdie's novel with the ability to suggest hybrid identities arising from the experience of cultural migration. In Meena Alexander's autobiography, displacement is figured in terms of both a diasporic and feminist vision that allows for the deconstruction of masculinist narratives of identity and nation. Mahasweta Devi's short stories, by contrast, represent displacement in terms of the violences and dislocations suffered by the Indian subaltern as a result of ecological degradation and cultural uprootment. In looking at these differential articulations of displacement, this thesis thus attempts to illustrate that what is often seen as an unified body of postcolonial literature emerges from a heterogeneous set of textual practices which are the products of varying social, cultural, political and economic contexts. In this way, this thesis rethinks the categories of nation, race and gender in order to consider the bases upon which people make claims to identity along with the boundaries of inclusion or exclusion often invoked by such claims.

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25

Reynolds, Tracey Ann. "African-Carribean mothering : re-constructing a 'new' identity." Thesis, London South Bank University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264946.

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26

Martinez, Lorraine J. "Affective correlates of white racial identity development /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9070.

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Puttergill, Charles Hugh. "Discourse on identity : conversations with white South Africans." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1363.

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Thesis (DPhil (Sociology and Social Anthropology))--Stellenbosch University, 2008.
The uncertainty and insecurity generated by social transformation within local and global contexts foregrounds concerns with identity. South African society has a legacy of an entrenched racial order which previously privileged those classified ‘white’. The assumed normality in past practices of such an institutionalised system of racial privileging was challenged by a changing social, economic and political context. This dissertation examines the discourse of white middle-class South Africans on this changing context. The study draws on the discourse of Afrikaansspeaking and English-speaking interviewees living in urban and rural communities. Their discourse reveals the extent to which these changes have affected the ways they talk about themselves and others. There is a literature suggesting the significance of race in shaping people’s identity has diminished within the post-apartheid context. This study considers the extent to which the evasion of race suggested in a literature on whiteness is apparent in the discourse on the transformation of the society. By considering this discourse a number of questions are raised on how interviewees conceive their communities and what implication this holds for future racial integration. What is meant by being South African is a related matter that receives attention. The study draws the conclusion that in spite of heightened racial sensitivity, race remains a key factor in the identities of interviewees.

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Smith, Starita. "“What Are You?”: Racial Ambiguity and the Social Construction of Race in the Us." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115163/.

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This dissertation is a qualitative study of racially ambiguous people and their life experiences. Racially ambiguous people are individuals who are frequently misidentified racially by others because they do not resemble the phenotype associated with the racial group to which they belong or because they belong to racial/ethnic groups originating in different parts of the world that resemble each other. the racial/ethnic population of the United States is constantly changing because of variations in the birth rates among the racial/ethnic groups that comprise those populations and immigration from around the world. Although much research has been done that documents the existence of racial/ethnic mixing in the history of the United States and the world, this multiracial history is seldom acknowledged in the social, work, and other spheres of interaction among people in the U.S., instead a racialized system based on the perception of individuals as mono-racial thus easily identified through (skin tone, hair texture, facial features, etc.). This is research was done using life experience interviews with 24 racially ambiguous individuals to determine how race/ethnicity has affected their lives and how they negotiate the minefield of race.

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Novoa, Adriana Inés. "Unclaimed fright : race masculinity, and national identity in Argentina, 1850-1910 /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9908494.

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30

Caldwell, Kia Lilly. "Ethnographies of identity : (re)constructing race and gender in contemporary Brazil /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Lahiri, Shompa. "Indians in Britain : Anglo-Indian encounters, race and identity, 1880-1930 /." London : F. Cass, 2000. http://catalogue.bnf.fr/ark:/12148/cb37220480p.

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32

Roque, Margaret. "Multiracial identity development and the impact of race-oriented student services." Kansas State University, 2013. http://hdl.handle.net/2097/15554.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Carla Jones
Multiracial identity development has been a topic of study that has slowly begun to grow interest in academia. While it is important to acknowledge the process of multiracial identity development in and of itself, it is also essential to understand how this development is influenced by different ecological factors in higher education, such as when and where a multiracial student may encounter instances of marginalization, as well as instances of mattering. One of the more prominent facets of this ecology is race-oriented student services, which can provide either a space in which multiracial students feel marginalized, or one in which they feel that they matter. This report will examine multiracial identity development and why it is needed in order to better understand multiracial students’ needs, as well as how race-oriented student services affect development and expression of their identity.

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Chapman, Bridget M. "Regular Wild Irish: Race, Ethnicity, and Identity in Irish American Fiction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/117827.

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English
Ph.D.
Regular Wild Irish: Race, Ethnicity, and Identity in Irish American Fiction examines the ways in which Irish American writers construct "Irishness" in fictional texts which borrow from and respond to literary and cultural discourses in the United States and Ireland in the nineteenth and early twentieth centuries. It analyzes the short fiction and novels of Irish immigrant and Irish American authors writing from the antebellum period through the early twentieth century and particularly focuses on those figures who were publishing in the 1890s. Regular Wild Irish considers the links between the representational strategies used by Irish American writers and broader domestic and international discourses of race and ethnicity in the period. It argues that, while participating in various U.S. literary traditions such as sentimentalism, regionalism, and realism, Irish American writers complicated standard literary and visual representations of Irishness. Regular Wild Irish establishes that Irish American writers mobilized key, if sometimes competing, cultural discourses to shape an image of the American Irish that both engaged with national and transatlantic popular and literary discourses and theorized emergent forms of ethnic and racial identification in the late nineteenth century. Ultimately, Regular Wild Irish demonstrates that if, at the turn into the twenty-first century, Irishness is a "politically insulated" form of ethnic identity fashionable at a moment when white identity seems to be "losing its social purchase," then it is worth thinking seriously about how Irishness was represented at the turn into the twentieth century, when the terms "white" and "Irish" bore a different, if related, set of anxieties than they do today.
Temple University--Theses

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Look, Christine T. "White racial identity : its relationship to cognitive complexity and interracial contact." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063213.

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This study was conducted in two parts. In the first part, two assumptions presented in Janet Helms' White Racial Identity (WRI) development model (1990) were tested. First, Helms theorized that one's stage of WRI development is positively related to increased cognitive complexity achievement and suggests that later stages require greater complexity. A second assumption of Helms' theory was that continued interracial contact is essential for advancement in WRI stage development. Part one of this study examined the relationship of cognitive complexity and interracial contact (both formal and informal) to WRI, and the relationship between cognitive complexity and interracial contact as they relate to WRI.Part two of this study consisted of a factor analysis of Helms' WRI measure followed by a second set of analyses examining the relationship between the new obtained factors with contact and cognitive complexity. This analysis allowed a comparison to be made between Helms' 5 WRI stages and the obtained factor solution from the factor analysis. It also allowed a comparison of the relationship between the stages and cognitive complexity and contact and the obtained factor solution and these same variables.Three hundred and sixty eight White undergraduates completed Helms' White Racial Identity Attitude Scale, a 4 x 6 Repertory Grid, measuring cognitive complexity in social settings, and an interracial contact measure, including a measure of both formal and informal types of contact. Results of part one of the analyses indicated that neither cognitive complexity nor cognitive complexity x contact were significantly related to WRI scores. However, contact was significantly related to WRI scores. WRI stage two was positively related and WRI stage four was negatively related to scores on formal contact. Stage 4 was negatively related and stages 2 and 3 were positively related to scores on informal contact.The results of part two indicated again that neither cognitive complexity nor cognitive complexity x contact were significantly related to the obtained WRI factors. However, contact once again was significant. The factor analysis produced a 5 factor solution that while similar in theme and number to the 5 stages, nonetheless indicated a different relationship with contact scores than the stages did. Factor 3 (representing stage 4) was positively related and factor 4 (representing stages 2 and 3) was negatively related to formal contact scores. However, factor 3 (representing stage 4) was positively related and factor 4 (representing stages 2 and 3) were negatively related to scores on informal contact. There were discrepancies across the two parts of the study as to the stages and direction of the relationships between interracial contact (formal and informal) and WRI scores. Some of these results were in opposite directions than either the theory or study expected.These discrepancies are dealt with in chapter 5.
Department of Counseling Psychology and Guidance Services

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Kwan, Soyun. "Beyond white and yellow: tensions in Korean American identity." Thesis, Boston University, 2002. https://hdl.handle.net/2144/27699.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Crawley, Jocelyn Dukes. "On Gender and Identity in Three Shakespearean Texts." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/honors_theses/2.

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The purpose of the present study was to examine the role that sociocultural and political mores play in shaping male and female value systems. The aforementioned value systems were examined with respect to the role they played in the development and evolution of the individual’s self-concept as well as how such persons interacted with other individuals in context of romantic/sexual relationships. To contextualize the construction of individual and collective identity as it pertains to the amorous sphere, consideration was given to culturally bound realities such as religious and political mores as they unfolded within both the Renaissance era and world of the text as constructed by its author. Findings included a great propensity towards the silencing and subjugation of women when they entered romantic relationships with men. However, various passages and themes of the plays examined revealed that female independence and agency can be realized within the romantic sphere.

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Zhong, Weifeng. "Identity, racial confrontation, and the decline of class." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42664494.

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Wint, Shirlette. "Race and the subjective well-being of black Canadians." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31040.

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This thesis explores the notion of whether or not race is a determining factor in how African-Canadians perceive their subjective well-being. To this end, this study seeks to understand Blacks perception of what constitutes their identity and how they resist against minority consciousness. Also examined are their integration aspirations and the set of strategies they use to claim mobility status in mainstream North American society. The areas explored reflect interviewees' perceptions of the social factors that determine how they view their well-being. The data for this inquiry is gathered from in-depth interviews and focus group discussions. Data from focus groups, are discussions that I facilitated while working on the Montreal Black Communities Demographic Project. Empirical research is used to support the data at specific points.
Analysis of the data does not support the view that Blacks perceive their well-being as dependent on their status as racialized subjects. Research findings do however show that the social determinant of race has an impact on the strategies Blacks choose to obtain socio-economic status.

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Byrne, Bridget. "White lives : gender, class and 'race' in contemporary London." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340831.

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Moultry, Stacey Cherie. "Mixed race, mixed politics: articulations of mixed race identities and politics in cultural production, 1960-1989." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6814.

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Mixed Race Antecedents: Black Hybridity in Cultural Production, 1960-1989 looks at how cultural producers of African descent in the U.S. from the 1960s through the 1980s conceptualized racial and cultural hybridity. I analyze writers and artists who were grappling with how to think about their multiple heritages while simultaneously considering the political implications of their racial hybridity. Before the Census Movement of the 1990s narrowed the discussion of racial hybridity to boxes on government forms, these playwrights, authors, and visual artists were thinking about hybridity in a different register. They explored connections between personal and political identities, the relationships between experiences and art, and the significance of having multiple racial/ethnic heritages when race in America was still very much operating under the auspices of the one-drop rule. Their creative explorations during this time distinguishes them as mixed race antecedents, those who were looking for the political and aesthetic uses of black hybridity during the Civil Rights Movement, Women’s and Gay Liberation, and their corollary art movements. I draw from critical race theory, performance studies, autobiography studies, and cultural studies to understand the complex relationship artists and writers had to the social movements that defined their historical moment while asserting their own conceptions of how racial hybridity functions for those of African descent in the U.S. In so doing, this project challenges the predominant narrative of critical mixed race studies by arguing that mixed race identity formations were emerging in American culture during and after the civil rights era, not just during the Census Movement. Particularly, I focus on the possibility of racial and cultural hybridity not replacing blackness, like what a post-racial world would ask us to do, but instead, prompting further exploration and expansion of blackness.

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Sanger, Nadia. "Representations of gender,race and sexuality in selected English-medium South African magazines, 2003-2005." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4676_1257932253.

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The aim of this study was to explore representations of gender, race and sexuality in a select group of South African magazines - Men's Health, FHM, Blink, True Love, Femina and Fair Lady - between 2003 and 2005. From a feminist poststructuralist perspective, it was argued that these magazines presented particular subjectives as normative
privileging and centerig one pole within dichotomies of gender, race and sexuality.

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Whaley, Benjamin Evan. "Drawing the self : race and identity in the manga of Tezuka Osamu." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42824.

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This thesis explores the construction and mutability of the Japanese race and ethnicity in the print comics of Dr. Tezuka Osamu (1928–1989), Japan’s “god of manga” and the creator of such beloved series as Astro Boy and Kimba the White Lion. By investigating three of Tezuka’s mature, lesser-known works from the 1970s and 80s, I will illustrate how Tezuka’s narratives have been shaped by his consciousness of racial issues and his desire to investigate the changing nature of Japanese identity in the postwar era. First, the works are contextualized within the larger manga history of the 1960s and 70s, specifically the gekiga (lit. drama pictures) movement that heralded more mature and sophisticated stories and artwork. Chapter one analyzes Ode to Kirihito (1970–71, 2006 English), and introduces Julia Kristeva’s theory of abjection to show the ways in which Tezuka bestializes his ethnically Japanese protagonists and turns them into a distinct class of subaltern. Chapter two examines intersections between race and war narratives using Adolf (1983–85, 1995–96 English), Tezuka’s WWII epic about the Jewish Holocaust. The concept of hybridity is utilized and the case is made that Tezuka ultimately denies his racially mixed characters the benefits of their Japanese identity. Chapter three investigates the manifestation of Japanese masculinity in Gringo (1987–89), one of Tezuka’s final works. In this chapter, Japanese identity, masculinity, and sexual ability are linked to the national sport of sumo wrestling. A discussion of diasporic communities is included in order to discuss how the Japanese race is conceptualized as it moves through different geographical and cultural spaces.

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Malik, Sarah. "Reading between the lines: race, culture, and bounded identity in multicultural societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97127.

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This thesis demonstrates the colonizing impact of multiculturalism on in-between subjects. In-between subjects are defined as individuals whose identities form at the interstices of two or more cultures. Using evidence from the narratives of The Namesake, The In-Between World of Vikram Lall, and Londonstani, this research describes a set of structurally embedded cultural concepts – rooting, marking, deference, and communication. These concepts contribute to the scripting of the essentialized identity roles that limit the recognition, inclusion, and participation of in-between subjects. Further, these conditions impose a double-bind on in-between subjects; in performing essentialized identities, in-between subjects deny their own free participation and expression, but to not perform an essentialized identity would mean sure exclusion and marginalization. The evidence points to a possible solution, however, in the form of safe spaces and relationships where difference is unscripted and alterity fills the space between Self and Other.
Ce travail démontre les effets colonisant de la multiculturalisme sur les "in-betweens." Les in-betweens sont des individus ayant une identité constituer au croisement de deux ou plusieurs cultures. Avec des données prises des récits de The Namesake, The In-Between World of Vikram Lall, et Londonstani, ce recherche décrit des concepts enfoncés dans la structure sociale – le racinement, la marque, la différence, et la communication. Ces concepts contribuent à la création des personnages hyper-culturelles, dont l'effectualisation limite la reconnaissance, l'inclusion, et la participation des in-betweens. En effectuant ces personnages, les in-betweens perdre leurs voix et leurs droits de participer. Par contre, s'ils n'effectuent pas ces personnages, les in-betweens seront exclus et marginalisés. Les espaces et les relations ou il ne faut pas distinguer entre soi et l'autre pour comprendre la différence offrent une solution; c'est là ou les in-betweens peuvent trouver le soutien communautaire qu'il faut pour assurer la participation.

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Nakachi, Sachi. "Mixed-Race Identity Politics in Nella Larsen and Winnifred Eaton (Onoto Watanna)." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou1005675005.

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45

Cass, Matthew C. "Race relations and New Testament identity in Churches of Christ 1900-1929." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p050-0134.

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Olyedemi, Michael. "Towards a psychology of mixed-race identity development in the United Kingdom." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7728.

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Racial identity can be defined as the personal understanding, both explicitly and implicitly, that one is similar to some people and different from others, according to concepts based around the idea of race. In the US, there has been a lot of research, including on the identity of persons having parents from different races. However, in the UK, there is the view that race is a taboo topic, and this is particularly true in psychology; hence strikingly little such research has been conducted. This situation seems most evident particularly regarding how mixed-race persons develop their racial identity. This thesis begins to redress the imbalance. A literature review on "race (Chapter 1)", is followed by a literature review on "mixed-race (Chapter 2)", with many ideas forwarded in these two chapters then tested in five further qualitative and/or quantitative research chapters. In order, these investigate the salience of race at the explicit level (Chapter 3), then at the implicit level (Chapter 4, regarding black and white persons). Chapters then investigate the mixed-race identity qualitatively first in adults (Chapter 5), and then qualitatively/quantitatively alongside self-esteem measures in adolescents (Chapter 6); before a fifth empirical chapter considers the implicit level again but this time specifically regarding attitudes by and towards mixed-race persons (Chapter 7). Taken together, the five empirical chapters find that the parental races tend to see "race" differently to each other. Regarding specifically mixed-race, we find that mixed-race persons shift in identity first from childhood (a more black identity) to adolescence (white identity), and then back again from adolescence to young adulthood (black identity). We additionally find that mixed-race persons tend to have a less definite sense of identity than their parental races, and that this view of mixed-race is also held by one of the parental groups (the white group). It is hoped that further research will now begin to build on these findings. The final chapter (Chapter 8) offers a start at this, outlining a new theoretical account of the development of a mixed-race identity.

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Smith, Anna Maria. "Otherness and identity : British New Right discourse on race, nation and sexuality." Thesis, University of Essex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303458.

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Sanchez, Gina Elizabeth. "Diasporic [trans]formations : race, culture and the politics of Cape Verdean identity /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Meeks, Eric Vaughn. "Border citizens race, labor, and identity in south-central Arizona, 1910-1965 /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034985.

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Mauricio-Piza?a, Lydiamada. "Exploring Parents' Role in the Racial Identity Development in Mixed Race Children." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813852.

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This study explores the role of interracial parents in the development of racial identity in their mixed race children by examining how conversations surrounding race in a mixed race family relate to the ways children in that family racially identify. In addition, the study explores how parents’ understandings and perceptions of their own racial identity and their child’s racial identity affect the way their child feels about race. Semi-structured interviews were conducted on self-identified interracial parents and their mixed race children between the ages of 4 to 9 years old based on themes regarding mixed race identity including family’s identity, racial awareness of the child, dual socialization, and sociocultural factors. This study found that parents early experiences growing up, phenotypic expression of parent and child, current political climate, stereotypes and influence of schools had related to the ways in which parents discussed race with their children. More research must be done on mixed race identity, particularly outside of Black/White dichotomies.

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