Дисертації з теми "Critical identity, ethnic and race studies"
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Casas, Martha. "Viva Emiliano Zapata! Viva Benito Juarez! Helping Mexican and Chicano Middle School Students Develop a Chicano Consciousness via Critical Pedagogy and Latino/Latina Critical Race Theory." University of Arizona, Mexican American Studies and Research Center, 2006. http://hdl.handle.net/10150/219198.
Повний текст джерелаKhandelwal, Radhika. "South Asian Americans’ Identity Journeys to Becoming Critically Conscious Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/930.
Повний текст джерелаYartey, Franklin Nii Amankwah. "Digitizing Third World Bodies: Communicating Race, Identity, and Gender through Online Microfinance/A Visual Analysis." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329782791.
Повний текст джерелаCherry-McDaniel, Monique Gabrielle. "Call Me By My Right Name: The Politics of African American Women and Girls Negotiating Citizenship and Identity." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344022629.
Повний текст джерелаPeters, Charnell. "Exploring the Communicative Identity Construction of Descendants of Roberts Settlement." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522966410747939.
Повний текст джерелаChapman, 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.
Повний текст джерелаPh.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
Adodo, Sophia. "THE FASHION RUNWAY THROUGH A CRITICAL RACE THEORY LENS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461576556.
Повний текст джерелаMoultry, 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.
Повний текст джерелаWoodward, Joan M. "Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108000.
Повний текст джерелаResearch has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Garcia, Justin D. "Communities In Transition: Race, Immigration, and American Identity in York County, Pennsylvania." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/125715.
Повний текст джерелаPh.D.
This research examines constructs and discourses of racial and ethnic differences within York County, Pennsylvania. Located in south central Pennsylvania along the Maryland border, the York region has long held a reputation as a hotbed for white supremacy and racial prejudice. The Ku Klux Klan has been active in York County since the 1920s, and in recent years the Klan has resurfaced in the local area amidst an increase in the Latino population. The growth of the Latino population within York County has shifted the nature of racial and ethnic relations, as historically relations between whites and blacks comprised the primary axis of tension and conflict in the local area. Although the Latino population of York County consists of Puerto Ricans, Mexicans, Dominicans, Cubans, and Central and South Americans, popular external local and media-driven discourses often conflate Latinos with Mexican-ness and racialize Latinos in highly negative terms as illegal aliens, criminals, and welfare recipients who threaten American national identity. These external discourses of latinidad contrast sharply with the manner in which local Latino and Latina residents construct their own ethnic identities. During Barack Obama's 2008 Presidential campaign, the black-white racial dichotomy reemerged in local racialized discourses. As such, the research also examines constructs and discourses of whiteness and blackness within the York area. York County features several anti-racist human relations activists and organizations. This research contains ethnographic interviews and analysis of local anti-racist activists and their activities designed to foster greater tolerance and to combat racial and ethnic prejudice within the local area. Anti-racist activists have had different life experiences that have raised their awareness to racism and have led them to become active in their cause. Public anti-racist activities take a variety of forms and consist of various programming strategies, which appears to impact their effectiveness in generating the size of turnout and level of interest among the general public.
Temple University--Theses
Overdyke, Renee M. "Critical mass on campus| An analysis of race/ethnicity and organizational outcomes." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558349.
Повний текст джерелаThe 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.
Fernandez-Bergersen, Sandra L. "Mexican American women‘s perspectives of the intersection of race and gender in public high school: a critical race theory analysis." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8552.
Повний текст джерелаCurriculum and Instruction Programs
Kay A. Taylor
This qualitative multiple participant case study examined Mexican American women‘s experiences at the intersection of race and gender in public high school. Mexican American women‘s experiences cannot be isolated and described independently in terms of either race or gender. The intersection of race and gender for Mexican American women has not been investigated fully. The few studies that include Mexican American females focus on dropouts and emphasize at risk factors such as gender, race, socioeconomic status, and language. Consequently, the gaps in the empirical literature are caused in part by the shortage of research on Mexican American women and the propensity toward examining Mexican American women from the deficit perspective. Critical Race Theory was the framework for the analysis and the interpretation in this study. The significant findings of this research support CRT, in that racism is prevalent and ordinary in the daily the lives of Mexican American females. The findings of the study included: First, racism is endemic and pervasive in public education. Second, colorblindness is the notion from which many educational entities operate. Third, the participants perceive social justice as the solution to ending all forms of racism and oppression. Finally, navigating the system is necessary to learn to be academically successful. The results contribute to the limited research on Mexican American women at the intersection of race and gender and the racism experienced in public high school to the overall CRT research in education, and in particular, to LatCrit research.
Collins, Dana Lang. "Perceived Parental Ethnic-Racial Socialization as a Predictor of African American Youths' Racial Identity, Critical Conciousness, and Race-Related Stress." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107279.
Повний текст джерелаAfrican American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Clements, Philip Jameson. "Roll to Save vs. Prejudice: The Phenomenology of Race in Dungeons & Dragons." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1448050814.
Повний текст джерелаBrown, La Tasha Amelia. "Yard-hip hopping -- Reggae and hip hop music : commercialized constructions of blackness and gender identity in Jamaica and the United States, 1980-2004." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/1876.
Повний текст джерелаThorne, Ana Viola. "Framing a Blaxicana Identity: A Cultural Ethnography of Family, Race and Community in the Valley Homes, Lincoln Heights, Ohio, 1955-1960." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/25.
Повний текст джерелаJacobs, Michelle R. "Negotiating American Indian Identity in the Land of Wahoo." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342364012.
Повний текст джерелаCastilleja, Fabian Andrew. "Understanding principals' perspectives on hiring high quality teachers in Washington State| A critical race perspective." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640004.
Повний текст джерелаThis study investigated principals' perceptions in the hiring process of classroom teachers in high minority (Latino) schools. Nine secondary principals in five school districts in Washington state were interviewed regarding their perceptions of characteristics of high quality teachers in their school. Data gathered via personal interviews indicated that principals identified teachers who "fit" their schools and their current staff by focusing on state and federal highly qualified mandates and their own subjective criteria for desirable teacher characteristics. Participating administrators promoted what was described as a "colorblind" hiring process that would allow them to remain "ethnically neutral" when hiring teachers. Despite principals' professed desire to provide their students with same-race mentors, the process described had the effect of ensuring that the high percentages of white staff at high minority schools would persist in high minority schools, thus leaving little hope for a change in the ethnic or racial demographics of the teaching staff in these schools.
McCabe, Juhnke Austin. "Music and the Mennonite Ethnic Imagination." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523973344572562.
Повний текст джерелаWilliams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.
Повний текст джерелаBaker, Raquel Lisette. "Undoing Whiteness: postcolonial identity and the unfinished project of decolonization." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6542.
Повний текст джерелаLeFlore-Munoz, Candice J. "I've Got a Story to Tell: Critical Race Theory, Whiteness and Narrative Constructions of Racial and Ethnic Census Categories." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288549971.
Повний текст джерелаSadeghi, Sahar. "National Narratives and Global Politics: Immigrant and Second-Generation Iranians in the United States and Germany." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/274683.
Повний текст джерелаPh.D.
This dissertation project examines the lived experiences of immigrant and second- generation Iranian immigrants to uncover the factors that shape their perceptions of belonging in two differ western nations. It is a qualitative methods study that utilized in-depth interviews. I address the limitations of past research by highlighting that Iranians' experiences of belonging and membership in western nations are greatly influenced by the national narratives of their host societies and the global politics surrounding Iran. My central research questions are: How do America's and Germany's national narratives of immigration influence Iranians' sense of belonging? and How do Iranians perceive the global politics surrounding Iran as impacting their lives in the West? Research on Iranians in the United States and Europe underscores Iranians' proclivity to become entrepreneurs in their new nation, the lack of solidarity and community among Iranians, and the discrimination that they experience due to their ethnic and religious identities. However, we lack comparative scholarship that examines Iranian immigrants' experiences in two nations where the national narratives are different. Moreover, there is an absence of research that addresses whether, and how, global politics influence perceptions of belonging. The three empirical chapters examine the data from sixty-four in-depth interviews with immigrant and second-generation Iranians living in northern and southern California, and Hamburg, Germany. In the first interview data chapter, I examine the motivations of Iranians' migration to the US and Germany, their settlement experiences, and their expectations of their lives in their new nation. Specifically in this chapter, I reveal that the lack of foreign policy considerations for post-Revolution Iranian exiles in the US and the institutionalized nature of refugee policy, and lack of it, in each nation helps explain the varying settlement experiences of immigrant-generation Iranians in the US and Germany. It is noteworthy that these experiences also helped shape Iranians' understanding of each nation's main values and characteristics. In the second empirical chapter, I show that national narratives of immigration are important in shaping Iranian immigrants' understandings, expectations, and experiences of belonging and membership in the US and Germany. These narratives inform their interpretations of not just the prospects of belonging, but the indications of whether they have accomplished it. In the last data chapter, I explore how Iran's global political standing influences the lives of Iranian immigrants living in the US and Germany. In both the US and Germany, the dominant negative discourse surrounding a highly politicized homeland stigmatizes Iranians' identities, and makes them more subject to experiences of marginality and discrimination. Specifically, in the US, global politics puts a cap on Iranians' quality of middle class experiences, and facilitates the construction of social marginality and discrimination against them. In Germany, it helps solidify a boundary that is already there. Ultimately, this dissertation research uncovers three important aspects in regards to perceptions of belonging among Iranians in the US and Germany: First, a comparison of Iranian immigrant experiences in two western nations where the narratives of belonging are considerably different demonstrated that the national narratives of an immigrants' host society greatly shape and mediate perceptions and experiences of belonging and membership. Specifically in the US, Iranians perceive belonging when they can obtain opportunities for social mobility, when their ancestry is not marked or stigmatized, and when they can place themselves in the `nation of immigrants' narrative. In Germany, Iranians perceive that they can come close to belonging once they are perceived as having culturally accommodated to German society, can access greater opportunity structures, and are perceived and accepted as `good foreigners and immigrants'. Second, an examination of how global politics surrounding Iran impact Iranians' lives in western nations revealed that their identities are stigmatized; they encounter marginality and exclusion, and ultimately feel that they do not belong or have full membership in the US and Germany. Interestingly, Iranians in both nations hypothesized that an improved Iranian standing would help facilitate belonging and membership. What is more, their perceptions of how their lives would change, and how belonging would take shape, if they did not live with the stigmas created by Iran's global politics, were inextricably linked to the national narratives of their host societies. Third, there were significant generational differences in how the second-generation in each nation assessed belonging. In the US, the second-generations' ability to access the educational resources needed for professional careers, despite their perceptions of the existence of anti-Iranian prejudice, legitimized both the US national narrative and proved to them that they can secure a good quality of life and be a part of US society. In Germany, the second generation experienced generational lag with regard to belonging. Their ability to belong is not resolved by length of residence, German citizenship, German educational attainments, or their adherence German cultural norms and practices. Rather, second generation believed that being marked as foreigners was perpetual, and not an identity that one loses after a few generations. Ultimately, among the US second-generation US sample there were more significant/powerful declarations of the ability to acquire social mobility and belonging, while those in Germany experienced a more generalized feeling of not belonging. This research contributes to ongoing conversations regarding immigrant belonging and membership. It adds the comparative dimension of belonging and membership by examining evaluations of belonging in two western nations where the national narratives are different. Furthermore, it takes into account how the contentious and antagonistic political relationship between Iran and western nations has impacted Iranians' lived experiences, and ability to belong, in the US and Germany. Ultimately, the inclusion of national narratives and global politics contributes to our understanding of the sociological processes that facilitate, and disrupt, experiences of immigrant belonging and membership in their host society, and provides us with a deeper understanding of the layered and complex dynamics that shape immigrant experiences.
Temple University--Theses
Lyn, Francesca. "Graphic Intimacies: Identity, Humor, and Trauma in Autobiographical Comics by Women of Color." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5904.
Повний текст джерелаCadusale, M. Carmella. "Allegiance and Identity: Race and Ethnicity in the Era of the Philippine-American War, 1898-1914." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1472243324.
Повний текст джерелаJavier, Eljee. "Narratively performed role identities of visible ethnic minority, native English speaking teachers in TESOL." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/narratively-performed-role-identities-of-visible-ethnic-minority-native-english-speaking-teachers-in-tesol(67d6ca08-8e83-4a1c-bad3-c880c6c1bdec).html.
Повний текст джерелаShi, Ting. "Acculturation and Ethnic-Identification of American Chinese Restaurant." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3212.
Повний текст джерелаVlasnik, Amber L. "Understandings of Race and Negotiations of Theory Among Women’s Center Professionals: A Critical Phenomenological Exploration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462805246.
Повний текст джерелаMalone, Larissa. "My Existence Didn't Make No Difference to Them: Perceptions of Teacher Expectations Among African-American Students and Their Families." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428617534.
Повний текст джерелаHesse-Swain, Catherine. "Speaking in Thai, dreaming in Isan: Popular Thai television and emerging identities of Lao Isan youth living in northeast Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/399.
Повний текст джерелаGeiger, Karen Audrey. "Cross-Race Relationships as Sites of Transformation: Navigating the Protective Shell and the Insular Bubble." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1289853182.
Повний текст джерелаGoldberger, Stephanie. "Mexican-Americans in Los Angeles: Strengthening Their Ethnic Identity Through Chivas USA." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/307.
Повний текст джерелаMorimoto, Lauren Shizuyo. "The barefoot leagues: an oral (hi)story of football in the plantation towns of Kaua’i." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133225348.
Повний текст джерелаMitchell, Yolanda T. "“My daughter is a white girl in a mixed body that wishes she were black”: monoracial parents perceptions of mixed-race children and racial identity development." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17840.
Повний текст джерелаDepartment of Family Studies and Human Services
Karen S. Myers-Bowman
Rudabeh Nazarinia-Roy
Racial identity of mixed race individuals is important to understand because of the growing proportion of the population with parents from different racial groups. Having more than one racial heritage has a direct impact on how these children are seen by others as well as how they understand and encounter the world around them. Parents socialize their children in matters of race and discrimination that can impact their racial identity development, which is a component of their overall identity development. The aim of this study was explore how multiracial children are socialized and the impact of that socialization on racial identity formation from a heuristic perspective. Heuristic inquiry is a facet of phenomenology that seeks to understand the researcher’s experience of the phenomenon; therefore, I provided data on my experiences with raising a mixed-race child in a monoracial family. Two other families experiencing the same phenomenon were also interviewed. Themes related to racial profiling, parental perception of the mixed race child’s personality, skin tone, level of respect, and parenting were identified through the five-step analysis process recommended by Moustakas for heuristic inquiry, including immersion, incubation, illumination, explication, and creative synthesis. This study highlights relevant aspects in the lives of mixed-race children, how that impacts the way society views mixed-race individuals, and how those individuals encounter the world around them.
Shaheen, Shabana. "The Identity Formation of South Asians: A Phenomenological Study." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5042.
Повний текст джерелаEsakov, Heidi-Jane. "Reading race : the curriculum as a site of transformation." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11132008-181716.
Повний текст джерелаGunel, Elvan. "Understanding Muslim girls' experiences in midwestern school settings negotiating their cultural identities and interpreting the social studies curriculum /." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.
Повний текст джерелаGioioso, Richard N. "Placing Immigrant Incorporation: Identity, Trust, and Civic Engagement in Little Havana." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/263.
Повний текст джерелаChatelain, Megan E. "Minority Representations in Crime Drama: An Examination of Roles, Identity, and Power." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3716.
Повний текст джерелаCrum, Melissa Renee. "THE CREATION OF BLACK CHARACTER FORMULAS: A CRITICAL EXAMINATION OF STEREOTYPICAL ANTHROPOMORPHIC DEPICTIONS AND THEIR ROLE IN MAINTAINING WHITENESS." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268255174.
Повний текст джерелаVan, Patterson Cameron. "A Black Presence Disclosed in Absence: The Politics of Difference in Contemporary Art." Thesis, Harvard University, 2011. http://dissertations.umi.com/gsas.harvard:10050.
Повний текст джерелаAfrican and African American Studies
Graham, Daria-Yvonne J. "Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1523721754342058.
Повний текст джерелаMitchell, Dove Lakindra Michelle. "Got Hair that Flows in the Wind: The Complexity of Hair and Identity among African American Female Adolescents in Foster Care." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2321.
Повний текст джерелаFloyd, Isaac Thomas. "EXPLORING BLACK IDENTITY AND NUTRITION: THE RELATIONSHIP BETWEEN THE BLACK IDENTITY AND NUTRITION SELF-EFFICACY AND SELF-RATED HEALTHINESS OF DIET OF BLACK COLLEGE STUDENTS." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent155689279704749.
Повний текст джерелаAustin, Marne Leigh. "Nomadic Subjectivity and Muslim Women: A Critical Ethnography of Identities, Cultures, and Discourses." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371657565.
Повний текст джерелаWoods, Christopher Michael. "Exploring the Meaning-Making Process of Lesbian, Gay, Bisexual, and Questioning Students of Color and Faith." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366479914.
Повний текст джерелаEastman, Rayshawn Lawndale. "Beyond the messages: A counter-narrative of Black men navigating college." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1512052759139359.
Повний текст джерелаDeol, Raman Kaur. "The creation of the Khalsa : a study into the rhetorical strategies of collective identity transformation." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/724.
Повний текст джерелаTillman-Kelly, Derrick L. "Sexual Identity Label Adoption and Disclosure Narratives of Gay, Lesbian, Bisexual, and Queer (GLBQ) College Students of Color: An Intersectional Grounded Theory Study." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429835835.
Повний текст джерелаCarlovici, Corina. "Analyzing Freedom Writers : An analysis of the depiction of race in the film Freedom Writers and how using such films adds to student knowledge, values and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104494.
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