Teses / dissertações sobre o tema "Race and ethnic studies"

Women’s movements and feminisms in Brazil have taken various forms throughout the years, contributing significantly to socio-political actions that favor gender justice. However, Brazilian feminisms remain on the margins of American academic discourse. In the United States, conceptualizations of feminism are often complicated by epistemological practices that treat certain political actions as feminist while dismissing others. The invisibility of Brazilian feminisms within feminist scholarship in the United States, therefore, justifies the need for further research on the topic. My research focuses on feminist articles published by Revista Estudos Feministas, one of the oldest and most well known feminist journals in Brazil. Using postcolonial, postmodern, and critical race feminist theories as a framework of analysis, my thesis investigates the theories and works utilized by feminists in Brazil. I argue that Brazilian feminisms both challenge and emulate the social, economic, and geopolitical orders that divide the world into Global North and South.

On November 5, 1996, California became the first state in the US to legalize Marijuana for medical purposes through the enactment of the Compassionate Use Act of 1996. Later Marijuana for recreational use was also enacted through the Adult Use of Marijuana Act of 2016. Presently, 29 States in the U.S including the District of Columbia have legalized the use of marijuana for either medicinal or recreational purposes (Election 2016–Marijuana Ballot results). With the legalization of Marijuana, there have been tremendous higher rates of distribution, sales, and consumption of the drug in California. The use of Marijuana has not only been socially accepted but has also laid a foundation for more research about the social economic and health effects to the communities. Therefore this paper seeks to assess the detrimental and beneficial effects of marijuana use among the racial/ ethnically diverse population of northern California.

The purpose of this dissertation is to explore the identity development of mixed race Asian students, also known as Hapas, and the influence of college environments of their perceptions of self. More specifically, this study will use Narrative Inquiry to gain insight into the lives and experiences of 20 Hapa students at the University of Pennsylvania (Penn). In order to uncover the shared experience of Hapas on this college campus and to discern any specific activities or aspects of university life that contributed to their identity development while at Penn, I conducted 20 one-on-one interviews. I also conducted one focus group with 8 of the participants in order to observe the interactions between the students. This topic is relevant to student affairs administrators and faculty because of the rapidly changing demographics in the United States. Some projections estimate that by 2050, mixed race Asian people will represent the largest Asian constituency in the country, thus potentially changing the face of our campuses.

The United States is an increasingly diverse society. The recent Supreme Court hearings on Affirmative Action have reiterated the need to study the impacts of changing demographics on organizations. Race-based policymaking fundamentally rests on a "diversity is good for the organization" ideology, yet there is relatively little research that directly measures the institutional effects of racial/ethnic diversity. Diversity within organizations (also known as structural diversity or organizational heterogeneity) is overdue for a broader range of scholarly attention. Building on an organizational demography framework, this study investigates whether or not there are relationships between diversity and outcomes at higher education institutions (HEIs) nationwide. It adopts a new theoretical approach, the “Critical Mass in Context” perspective, which includes not only demographic factors, but culturally-related, or contextual factors in estimating the effects of diversity on two organizational outcomes: student retention and the diversity of degree completers. The results of these comparative tests are mixed, and show that the effects of demographic diversity may be either positive or negative (or have no effect), and that these results are highly context dependent. In other words, diversity did not have wholly negative nor positive effects on the outcomes included in this study, and the type of institution played a role in determining these how these results varied. For instance, although student gender and racial/ethnic diversity had negative effects in models that measured student retention rates, faculty gender contributed positively to predicting this outcome. Contextual factors, such as the MSDI 4 (or very high diversity elements in an HEI’s mission statement) and an HEI’s urban index (or suburban locale) contributed positively. In models that used the racial/ethnic diversity of degree completers as the tested outcome, the race/ethnicity of overall students was the most important (indeed, nearly the only) predictor. So, not only do the research results depend on what types of organizational outcomes are considered, but also in what context and how they are measured. This study therefore adds new levels of understanding to what effects diversity may have on institutions and the importance that culturally related factors may have on these effects.

In this dissertation, I analyze the historic and present social conditions of The United Methodist Church within the context of American culture. I also present strategies for reconciliation among estranged Black and White race groups, socioeconomic class groups, gender erotic predisposition groups, and ethnic groups other than Black and White. I use the theoretical lens of Black church interpretive traditions intersecting with Wesleyan theology. J. Deotis Roberts (1971/2005) proclaims, "The black church, in setting black people free, may make freedom possible for white people as well. Whites are victimized as the sponsors of hate and prejudice which keeps racism alive" (p. 33). The Black church is distinct from mainstream American church in that the Black church offers more upbeat and up-tempo worship, rhythmic preaching, gospel songs and spirituals through choirs with improvisational lead singers, call and response interaction between the preacher and the congregation, sermons that held justice and mercy in tension through hope, and worship experiences that are not constrained by time limits. From the Black experience in America, the Black church offers a profound response for existential predicaments related to "life and death, suffering and sorrow, love and judgment, grace and hope, [and] justice and mercy" (McClain, 1990, p. 46). I draw from the statements of priorities of United Methodist theorists (seminaries and theological schools) and practitioners (annual conferences) to critique collective expressed values and behaviors of United Methodists. Also, from congregations in the Western North Carolina (Annual) Conference of The United Methodist Church, I analyze narratives from personal interviews of pastors of congregations that have a different majority race composition than their own, of pastors of multi-ethnic congregations, and of congregants from multi-ethnic congregations. I suggest that the social history and present social conditions of The United Methodist Church are perplexing, particularly concerning Black and White relations. However, The United Methodist Church has the mandate, heritage, responsibility, organizational structure and spiritual capacity to contribute to substantive and sustainable reconciliation in the Church and in American society.

This critical rhetorical critique interrogates rhetorics of memory in negotiations of national identity, especially as they address race and colonialism. We need to rethink race in more complex ways that disrupt homogenous conceptions of who belongs in the U.S., instead embracing the possibilities offered in those liminal spaces of racial national identities, such as (Native)American. Doing so requires acknowledging the reverberations of past rhetorics in contemporary sense-making and how those echoes vary across communities. In exploring how we (mis)remember race and colonization in relation to nation, my concern lies in exposing some of the persistent rhetorical strategies that impede social justice efforts by marginalized communities, as well as the resistive rhetorics these communities respond with.

Pursuing this project, I rely on investigating rhetorical mnemonic strategies of race, nation, and colonialism in everyday discourses about the relationship(s) between a Euro-American community in Lawrence, Kansas and a pan-Indian community associated with Haskell Indian Nations University (HINU) to reveal how we negotiate national identities in relation to the past and to one another. At its core, this ideological critique of rhetorics of race, nation, memory and colonialism is an investigation of identity negotiation among two representative communities in disparate positions of power, their places constituted across several centuries of racist discourses that we too-often continue to rely on. In examining historic Assimilation Era discourses from Haskell Indian Boarding School as well as recent discourses produced by the Lawrence, Kansas, and HINU communities about a local land controversy, I interrogate the role of memory in contemporary negotiations of identity and reveal ways the normative assumptions of U.S. citizenship are profoundly raced. I also propose the idea of “enabling uncertainty” as a perspective that explicitly troubles narrow and limiting conceptions of racial identities, highlighting the idea through discussion of the complex ways (Native)Americans navigate the interstices between Native and American identities.

This qualitative interview study examines the challenges and successes early childhood teachers in Oakland Unified School District face when addressing issues of race and racism in their classrooms. Teachers' and District Administrator's stories of barriers and strategies were analyzed to inform my professional practice. Data were collected through qualitative interviews and a focus group. The main theoretical framework that supported analysis came from Critical Race Theory. The data were analyzed through descriptive coding and analytic memoing. Key findings include the impact of personal beliefs and experiences on teachers' barriers and strategies. Teachers' barriers include the age or English proficiency of their students, lack of discussion at their school site, and a lack of training and tools. They used a wide range of strategies, including literature, general conversations, specific questions, creating a strong link between home and school as well as relying on experiences regarding race and racism they had in their personal lives. Teachers and district administrators were both working on addressing racism, however, their strategies were very distinct; administrators were working on large-scale projects while teachers were very focused on their individual classrooms and students. This study makes an important contribution to the literature because the role and impact of race and racism in Early Childhood classrooms is often overlooked. There is a lack of professional literature addressing the obstacles that teachers committed to engaging in this work face and also an absence of reflection from early childhood teachers about what strategies they use to support them in their anti-racist work.

Keywords: anti-racist teaching, early childhood education, critical race theory, obstacles to anti-racist teaching, teacher strategies