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1
Monyane, Temelo. "Culture, gender and patriarchy : a study of sixteen female teachers in gender specific schools of Lesotho." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3577.
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Schwendeman, Jennifer. "Gender parity and the 'usual suspects' in South African education." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11826.
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Includes abstract.<br>Includes bibliographical references.<br>It has been shown that educating girls has powerful externalities, which, if scaled, can act as a catalyst for socioeconomic development. However, there are many gender inequality factors that prohibit girls from accessing and succeeding in educational pursuits. This report explores the South African example, looking specifically at the Cape Area Panel Study, to find whether these gender inequality factors are present and if so, what effect they are having on educational outcomes.
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Mkhize, Gabisile. "African Women| An Examination of Collective Organizing Among Grassroots Women in Post Apartheid South Africa." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3710319.
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<p> This dissertation examines how poor black South African women in rural areas organize themselves to address their poverty situations and meet their practical needs – those that pertain to their responsibilities as grandmothers, mothers, and community members – and assesses their organizations' effectiveness for meeting women's goals. My research is based on two groups that are members of the South African Rural Women's Movement. They are the Sisonke Women's Club Group (SSWCG) and the Siyabonga Women's Club Group (SBWCG). A majority of these women are illiterate and were <i>de jure</i> or <i> de facto</i> heads of households. Based on interviews and participant observation, I describe and analyze the strategies that these women employ in an attempt to alleviate poverty, better their lives, and assist in the survival of their families, each other, and the most vulnerable members of their community. Their strategies involve organizing in groups to support each other's income-generating activities and to help each other in times of emergency. Their activities include making floor mats, beading, sewing, baking, and providing caregiving for members who are sick and for orphans. I conclude that, although their organizing helps meet practical needs based on their traditional roles as women, it has not contributed to meeting strategic needs – to their empowerment as citizens or as heads of households. </p>
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Hames, Mary Margaret Philome. "Black feminist intellectual activism: a transformative pedagogy at a South African university." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20364.
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This dissertation engages with critical pedagogic theories and activism from a black feminist perspective. The central argument is that education is not only confined to the formal classroom but also takes place in the most unlikely places outside the classroom. This work is premised on the educational philosophies of liberation, embodiment and freedom of the oppressed and the marginalised. The qualitative research is largely presented as ethnographical research, with the researcher located as both participant in the evolvement of the two educational programmes and as writer of this dissertation. Both educational programmes deal with performance and performativity and aim to give voice to the marginalised bodies and lives in the university environment. The research demonstrates how two marginalised groups claim space on campus through performativity involving the body and voice. In the Edudrama, Reclaiming the P…Word, young black women, via representation of word and body, transform the performance space into one in which the misogynistic and racist gaze is transformed. This feminist theatre is intrinsically related to the feminist political work of reclamation of the black female body, which became invisible and objectified for abuse under colonialism, apartheid and patriarchy. The various feminist elements and processes involved in creating feminist text and theatre are discussed. The praxis involved in these processes is then theorised in terms of critical pedagogy as black feminist intellectual activism. In the case of the lesbian, gay and transgender programme, Loud Enuf, the bodies and voices are used differently in the public campus domain to challenge homophobia. This programme is used to raise awareness about sex, sexuality, sexual orientation and gender identity. This programme is intensely political and challenges ambiguous understandings regarding the notion of equality in South Africa post-1994.
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Patel, Nafisa. "Islamic feminist reflection of pedagogy and gender praxis in South African madaris." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10649.
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Includes bibliographical references.<br>This thesis explores gender discourses in elementary Islamic learning institutions in South Africa. Informed by a feminist imperative that recognizes education to be both a site for gender struggle and also a tool for change-making, this thesis adopts a feminist pedagogical approach to examine some of the ways that young Muslim girls in South Africa learn about being gendered. Drawing on theoretical insights from feminist poststructuralism, I analyze the contents of a popular learning text that has been developed for young Muslim girls in contemporary South African Deoband mad'ris (elementary religious schools).
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Mugo, Cynthia. "'Now you see me, now you don't' - a study of the politics of visibility and the sexual minority movement in Kenya." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/26147.
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This study explores the varied ways sexual minority organisations in Kenya negotiate their choices, decisions and actions when determining how, when, and why to be publicly visible or retreat from visibility. This they have to do in the context of the threats of retribution on the part of Kenyan state leaders to their efforts to protect sexual minority rights. Sexual minority organising carries the risk of verbal abuse and the threat of arrest and other retribution. In spite of this, sexual minorities have organised themselves into publicly visible social movement organisations over the last ten years. In addition to the hostility of the Kenyan state, these organisations operate within the context of the uneven situation with regard to the constraints or otherwise of organising as sexual minorities between the Global South and North. The situation is further complicated by the role of donors, who bring their own experiences and agendas from the Global North, not always appropriately, into African contexts. Amid such varied responses to sexual minority organising, how, when, and why do Kenyan social movement organizations become publicly visible or retreat from visibility? To recognise the various forces that influence (in)visibility choices that sexual minority organisations have to negotiate, I used sociologist James M. Jasper's (2006) concept of "strategic dilemma". Sexual minority social movement organisations field strategic dilemmas when they strategise around whether and how to become visible, modify their public profile, or forgo political opportunities. To understand the micro-political dynamics of how sexual minority social movement organisations negotiated such strategic dilemmas of visibility and invisibility, I analysed 200 newspaper articles and sexual minority organisational documents and conducted 12 in-depth interviews with staff, members and leaders of sexual minority social movement organisations. Ultimately the findings of this thesis centre on the fluidity of visibility and invisibility as was experienced by Kenyan sexual minority organisations. (ln)visibility was experienced in diverse ways as a process that included a series of steps that do not have absolute values nor are they necessarily coherent in different time and space. My findings advance social movement theorizing by demonstrating the importance of studying social movements in the global South. In addition, my findings contribute to postcolonial feminist and queer theorizing by showing how marginalised sexual and gender minorities in Kenya struggled strategically to assert their democratic inclusion in the state.
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Mkhize, Gabisile Promise. "African Women: An Examination of Collective Organizing Among Grassroots Women in Post Apartheid South Africa." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357308299.
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McPherson, Marian. "Framing of African-American Women in Mainstream and Black Women's Magazines." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13850741.
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<p> For decades, there has been a concern with the negative framing of black women in the media. Historically, black women are placed into four stereotypical frames: The Mammy, The Jezebel, The Sapphire and The Matriarch. However, in 2008, a new image of black women arose through Michelle Obama. She was well rounded — beautiful, intelligent, insightful, humorous, strong, yet soft all at the same time. This study seeks to understand the changes in the framing of black women since Michelle Obama’s time as First Lady.</p><p> More specifically, this study focuses on the medium of magazine journalism, which seems to be largely ignored in the realm of media studies. Thirty articles from a mainstream (<i>Glamour</i>) and a black women’s magazine (<i>Essence</i>) were analyzed for the presence of historical frames along with the emergence of new ones. The study employs the qualitative method of textual analysis as a way to determine frames and their meanings through a grounded theory approach.</p><p> The primary outcomes of this study are a greater understanding of how historical frames still affect how magazines, mainstream and black, frame black women, and the revealing of new frames that depart from those historical representations. Furthermore, this study will be used as a foundation for editors, writers, educators and students alike, to create more authentic and multifaceted stories about black women.</p><p>
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Theron, Liesl. "'This is like seeing a human body totally from a different angle' : experiences of South African cisgender partners in cisgender-trans* relationships." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13926.
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To date, the knowledge available about cisgender-trans* couples and their experiences is located in the global North. Research situated in the interest of trans*, transgender and transsexual people's lives most often furthers scholars' understanding of gender. In my research, I employed strategies to look at the experiences of the cisgender partners of masculine identifying trans* persons, in order to learn more about gender Post-apartheid South Africa is a country that is vibrant with discussions in mainstream platforms about contemporary political and socio-economic matters, regularly framed in sexist approaches with clear patriarchal messages. How and where does the trans* masculine person find role models and what is that impact on the cisgender-trans* relationship? Bringing together literature from the global North and South Africa, I formed a theoretical framework that served as the context to support my research. As a feminist, I employ both feminist theory and transgender theory in my qualitative study. I interviewed fourteen cisgender partners of masculine identifying trans* persons. From the rich data, five themes emerged and were analysed through a content analysis approach.
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De, Klerk Lara Monica. "Gendered institutional change in South Africa : the case of the state security sector." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/14227.
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Where do the opportunities for gendered institutional change lay in post conflict transitional states? In particular, what processes explain the transformation of gender roles within traditionally male-dominated sectors such as security? The post-conflict South African State provides the institutional backdrop against which the gender equality gains of women in the security sector are explored. The rare opportunities presented in the transitional context are a key factor in understanding the promises and limits of gendered change within the institutional arena, both in terms of the descriptive and substantive representation of women. This thesis explores the processes of gendered institutional change from a feminist institutional perspective, incorporating a range of normatively nuanced variables that examine the mechanisms by which socially-constructed gender norms are altered within the security sector, situating power at the heart of the contextually driven analysis. The thesis argues that the paths which emerged over the course of the liberation struggle as a result of three key historical legacies enabled a transformation of gender roles and institutional norms with respect to security. Specifically, the intertwined legacies of an equality-based liberation movement, the continuous increase in women’s autonomy, and the legacy of militarisation all contributed to the opening of spaces for women’s strategic action. Through process tracing methodology, the thesis reveals how South African women strategically wielded their power to consolidate gender gains embedded within the foundational documents of the new democratic regime. In so doing, women capitalised on a range of timeous exogenous influences within the broader feminist movement, particularly the global shift towards institutionally-focused gender mainstreaming strategies. The focus on the security sector is viewed as a litmus test for the advancement of gender equality within the institutional structures of South Africa, given the rigidly patriarchal and masculine norms permeating the security arena. Among the contextual considerations which produced openings for the gendering of State security structures was the adoption of the human security paradigm, which called for a holistic, people centred vision of security centred around development and stability. The resulting overhaul of the security sector, and the repositioning of the South African military on the national and regional stage, presented further opportunities for strategic interventions by women to transform the institutional culture of the State security structures. Bolstered by exogenous influences such as innovative regional and international instruments and organisations, a new military culture began emerging in South Africa, with women positioned to play a central role in its development. The manner in which women engaged with this process is a demonstration of the extent to which gendered norms have become entrenched in the institutional structures of the post-conflict South African State, revealing the constraints of inherited structures, and the power of institutional layering in restructuring women’s security roles within the State. The successes and failures of the gendering of the security sector are embodied within the complex case of the arms acquisition. This example is analysed as a “case study within a case study”, and clearly highlights the intersection of the multiple variables discussed in the thesis, revealing the manner in which evolving institutional norms promote and foreclose gendered change, and the implications of the struggle between old and new gendered legacies. The infusion of gendered norms into the security sector is also considered through the perceptions of government and civil society respondents, as an indicator of the “stickiness” of the gender equality rhetoric, and of the progress made towards transforming the masculine domain of the security arena. The unique attributes of the South African case yields insights into the opportunities and constraints of post-conflict institutional change, contributing to the broader feminist institutional literature through the focus on the complex processes of gendered institutional change and continuity within the overlooked security structures of the State.
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Ndabayakhe, Vuyiswa. "Attitudes towards polygamy in select African fiction." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1354.
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A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts in the Department of English at the University of Zululand, South Africa, 2013.<br>Polygamy is widely practised in African communities. The African social-realist
novel, especially when it is woman-authored, shows female characters as having to
play docile, subservient roles and accept demeaning positions in polygamous
marriages. Although it has been claimed that traditional African marriage creates a
satisfactory situation for women, mainly by means of the security it offers and the
bonds that it forges between co-wives, the narrators of African realist novels almost
always expose only evils associated with polygamy. In most of the texts, co-wives
experience conflict with one another, not bonds. Men are portrayed as egocentric
beings that greedily satisfy their sexual impulses at the expense of women.
Encouraged by their families, they inflict irreparable emotional damage not only on
their accumulated wives but often also on their offspring. While blinded by their
desires, these men engender many unplanned children for whom they usually take
little fatherly responsibility. Consequently, children too are objects of pity in many of
the books. This dissertation, by means of close analysis of select African narratives,
reveals that, despite all the struggles for liberation and democracy, values highly
regarded in modern societies, polygamy is a prevailing sign of male dominance in
African communities today. The dissertation shows that even such male-authored
novels as Chinua Achebe’s Things Fall Apart and Onuora Nzekwu’s High Life For
Lizards fail to recommend a polygamous life to women, while Mariama Bâ ’s So
Long a Letter and Scarlet Song, Buchi Emecheta’s The Joys of Motherhood and
Kehinde, Es’kia Mphahlele’s Chirundu, Lazarus Miti’s The Prodigal Husband, Ama
Ata Aidoo’s Changes, Sue Nyathi’s The Polygamist,SembeneOusmane’s Xala, Lola
Shoneyin’s The Secret Lives of Baba Segi’s Wives, Rebecca HourwichReyher’s Zulu
Woman, Miriam KWere’s The Eighth Wife, T.M. Aluko’s One Man One Wife and
Aminata Sow Fall’s The Beggars’Strike all use polygamy to highlight the
incongruence between the ideals of democracy and the facts of life as experienced by
African women. These texts reflect real social problems. They cast light on the
inequalities that prevail in polygamous relationships and imply that the principle of
equality cannot be achieved as long as polygamy exists.
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Mason, Andrea Little. "Non-conventional gender roles in relationship education curricula for African Americans| A content analysis." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691443.
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<p> Empirical evidence shows that successful marriages among African Americans are often more egalitarian than hierarchical; however, there was no known research that explored how curricula developers depict non-conventional gender roles in relationship education designed for African Americans. This content analysis involved exploration of nonconventional gender roles in three relationship education curricula developed for African Americans. Analyses included both the manifest (explicit) and latent (implicit) messages of the curricula to determine whether portrayals of gender roles were conventional or non-conventional. The PIES (Political/Intercultural/Economic/Social) model of marital dimensions allowed analysis of marital gender roles using an organizational analysis model that included the political (power structures and decision-making), intercultural (values and beliefs about manhood and womanhood), economic (employment and education of the couple), and social (domestic roles and responsibilities) dimensions of marriage. Results of the study revealed that the intercultural dimension tended toward conventional characteristics, even when the political, economic, and social dimensions were non-conventional. The results suggested that curricula developers design curricula based on conventional contexts of marriage that do not include African Americans’ historical context of marital gender roles in the United States. Two of the curricula described titular type leadership that combines aspects of conventional and nonconventional gender roles in the PIES model and is most effective when husbands practice servant leadership. Explicit instruction about gender roles through the PIES model was a suggestion to help resolve the cognitive dissonance created by conflicting ontological perspectives, especially in Biblical contexts. </p>
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Lux, Stephanie. "Re-externalizing the revolution: young women and the neoliberal re-ordering of race, class and gender." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12837.
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Includes bibliographical references.<br>My research interest can be framed as an investigation of how the contemporary neoliberal reordering of race, class and gender is negotiated, resisted or embraced by (young) socially mobile women at the University of Cape Town, South Africa. Through a qualitative mixed-method approach consisting of nine semi-structured, open-ended interviews with ten women and auto-ethnography, I wrote into existence counter-representations to the currently hegemonic – mainly northern-based – representations of neoliberal femininities. The Literature Review provides an overview of existing scholarship on neoliberalism, its intersection with postcolonialism and lastly neoliberal subjectivities/femininities. Given that neoliberalism as an ideology affects all areas of life, the two methodology chapters explore feminist epistemology in relation to neoliberal cooption. Additionally, by taking into account neoliberalism’s attendant ideology of non-racialism, I explore the effects of my own white subject position, the world view it affords me as well as how my whiteness affected the encounter with the participants and subsequent representation of their narratives. By utilizing discourse analysis and by reading the interview transcripts through a lens that allowed me to identify the tension and relationship between the two main neoliberal ideals of freedom and responsibility, I assembled the ‘data’ into two main clusters. The first cluster – Bodies and Heterosexuality, subdivided into two chapters – broadly explores gendered socialization and the (ab)use of gendered socialization by the neoliberal project as well as the participants’ representations of their engagements with male bodies. The second cluster – Education and Freedom – locates the reasons for the participants’ wish to become socially mobile/educated; the performances/techniques the participants embrace in order to be able to construct race and gender as choice and concludes with the claim that true human liberation will remain unfinished in neoliberal environments characterized by inequality, non-racialism as well as ideologies of choice and agency which neglect systemic analysis.
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Moore, Courtney L. "Stress and Oppression| Identifying Possible Protective Factors for African American Men." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717844.
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<p>One of the most discriminated groups of people in the United States are African American men who experience daily individual, institutional, and systemic racism. This research study will explore how several factors may influence the impact of the experience of discrimination on African American males who are over the age of 18 years. More specifically, this study will examine how formation of a sense of identity, personal definition of life satisfaction and an individual's adaptability in stressful situations impact the overall sense of well-being among African American males in the United States. There were 5 self-report research measures used in this study. This study?s correlations showed that if African American men experience stress in one area, they would also experience stress in other ways. An individual having a more developed racial identity and a higher sense of coherence will have a higher sense of well-being and overall satisfaction with life. The findings in this study can benefit the African American male community by providing more information to understand how discrimination and internalized oppression adversely impact their overall quality of life.
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Rivers, Tiffany. "Shoot or Be Shot| Urban America and Gun Violence among African American Males." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841331.
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<p> Gun homicides are highly concentrated in African American communities and are widespread in urban neighborhoods. African American males are disproportionately victims and perpetrators of gun violence, have a higher propensity to use and carry weapons, and are more likely to die due to gun violence. Few studies, however, provide a detailed account of the history of gun carrying, the value of gun carrying, and the individual and situational factors that lead to or inhibit the use of guns among young African American males. </p><p> Based on semi-structured interviews of 11 African American males obtained via snowball sampling, this thesis explains the causes of African American male gun violence, and describes the patterns and decision-making processes around gun carrying and the use of guns (i.e. how gun were introduced, obtained, used or not used, loved, and despised) among African American males in Oakland, California. Based on the sample’s insight, this thesis concludes that strengthening collective efficacy and community-police relationships, providing employment and educational opportunities and resources, implementing mentorship and restorative justice programs, and Crime Prevention Through Experimental Design (CPTED) strategies can reduce gun violence.</p><p>
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Bocast, Brooke. "'If books fail, try beauty': Gender, consumption, and higher education in Uganda." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/283263.
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Anthropology<br>Ph.D.<br>My dissertation "'If books fail, try beauty': Gender, consumption, and higher education in Uganda," explores students' romantic entanglements at Uganda's Makerere University (the "Harvard of Africa") in order to illuminate emerging processes of value creation in the context of controversial market-based education reforms. Each chapter of my dissertation (in addition to the Introduction and Conclusion) speaks to an underlying question: Why do educated, financially stable young women engage in sexual transactions that incur significant biomedical and social risk? Ultimately, I demonstrate how these reforms - in opposition to their gender equality aims - compel novel sexual and consumption practices that undermine female students' opportunities for success. The aims of my dissertation are three-fold. First, I analyze the interlinked sexual and consumption practices of an emerging demographic group in a post-structural adjustment economy; namely, young, educated, unmarried women. Because they occupy this novel life stage, female students are structurally positioned to be a particularly revelatory group for examining the relationship between institutional restructuring and transforming gender, class, and generational norms in East Africa. Second, this project provides a crucial counterpoint to the bulk of Africanist literature that conflates "youth" with "young men." In doing so, my analysis generates insight into how young women navigate the challenges and opportunities wrought by higher education reform. Third, by taking seriously the prevalence of HIV on African university campuses, this project produces useful knowledge about cross-generational sex and multiple concurrent partnerships - practices that directly contribute to disproportionate rates of HIV among young African women (as opposed to men).<br>Temple University--Theses
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Williams, Jennifer. "The Audacity to Imagine Alternative Futures: An Afrofuturist Analysis of Sojourner Truth and Janelle Monae's Performances of Black Womanhood as Instruments of Liberation." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390887.
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African American Studies<br>Ph.D.<br>I examine Sojourner Truth and Janelle Monáe’s identity performances to identify some strategies and tactics Black women use to transgress externally defined myths of Black womanhood. I propose that both of these women use their identity as a liberation technology - a spiritual, emotional, physical, and/or intellectual tool constructed and/or wielded by Africana agents. They wield their identity, like an instrument, and use it to emancipate Africana people from the physical and metaphoric chains that restrict them from reproducing their cultural imperatives. I argue that both Truth and Monáe consciously fashion complex narratives of revolutionary Black womanhood as a way to disseminate their identities in ways that “destroy the societal expectations” of Black womanhood and empowers women to reclaim their ability to imagine self-defined Black womanhoods. I analyze the performance texts of Truth and Monáe using Afrofuturism, a theoretical perspective concerned with Africana agents’ speculation of their futures and the functionality of Africana agents’ technologies. Its foundational assumption is the pantechnological perspective, a theory that assumes “everything can be interpreted as a type of technology.” When examining Africana agency using an Afrofuturism perspective, the researcher should examine the devices, techniques, and processes – externally or intra-culturally generated – that have the potential to influence Africana social development.<br>Temple University--Theses
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Garatidye, Serita. "An exploration of the experiences of Zimbabwean women informal cross-border traders at the Zimbabwean/South African BeitBridge border post." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12839.
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Includes bibliographical references.<br>Much research on economically-enforced migration between Zimbabwe and South Africa locates women as partners of men, rather than as economic agents in their own terms. Research on cross-border trade, however, has theorized that gender dynamics may empower women traders as they learn to negotiate new business networks and as they develop economic independence; a different perspective on gender dynamics suggests that far from empowerment, women cross border-traders face particular abuse and harassment. This research worked with eleven Zimbabwean cross border traders to explore the theoretical tensions between notions of ‘empowerment’ and notions of ‘disadvantage’ arising from the traders’ experiences. The study concentrated in particular on the traders’ representation of their experiences at the Zimbabwe/South Africa Beitbridge border post crossing point. Analysing the material qualitatively, the dissertation argues that while gender dynamics can be seen to afford the traders both opportunities and great challenges, the traders’ representations of the interplay of official corruption and the impact of economic pressure on all border-players reveal the border-post itself as a complex site of micro-negotiations whereby survival becomes the ‘business’ itself.
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Perez, Kimm M. "The effects of gender conformity/nonconformity and ethnic identity on workplace sexual identity management among LGB African Americans." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729779.
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<p> The study investigated the impact of ethnicity and gender on sexual orientation disclosure in the workplace. A total sample of 129 African American lesbian, gay, or bisexual (LGB) workers between 20 and 61 years of age completed an online survey on PsychData. Respondents were given several measures to determine their ethnicity, gender conformity, and workplace sexual identity coping strategies. A 2x2 multivariate analysis of variance was used to examine the differences between the independent variables (gender conformity/nonconformity and ethnic identity) and dependent variables (passing, covering, implicitly out, and explicitly out). Based on the minority stress model, the research questions focused more on passing and covering coping strategies among LGB individuals who have dual minority identities (i.e., sexual orientation and African American ethnicity). No significant differences were found in terms of using passing and covering coping strategies among LGB individuals who identified with their African American ethnicity combined with gender-nonconforming behaviors. This may have been due to several factors such as a restricted sample size, change or shift in social stereotyping, or the contradicting feelings or concerns of LGB workers with regard to disclosing their sexual orientation. Although previous researchers posited that LGB individuals have a fear of being discriminated against and rejected in the workplace, there are few laws that prevent sexual orientation and gender identity discrimination, leaving the LGB individual to engage the continuum of coping strategies. Methodological implications and limitations of the study are discussed, and suggestions for future research are presented.</p>
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Nkosi, Vusumuzi Joshua. "African authors' perceptions of women's achievements : exploring cultural expectations in selected isiZulu literary texts." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/76176.
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In indigenous African societies, cultural expectations compel women to restrict themselves from excelling in whatever they do as a way of conforming to prevailing customary expectations. This is because those women who are said to disregard cultural expectations by aspring to achieve more than their male conterparts face societal consequences.<br>Thesis (PhD)--University of Pretoria, 2020.<br>Andrew Mellon Foundation.<br>African Languages<br>PhD<br>Unrestricted
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Billingsley, Kia A. "African American Female Educators and African American Male Students: The Intersection of Race and Gender in Urban Elementary Classrooms." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/548.
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Historically, African American male students have been marginalized in our society and we have seen the repeatedly through the media, educational statistics, and prison statistics. This study was completed to examine the intersection of race and gender in urban classroom setting by looking at the impact of African American male student. This study challenges culturally responsive pedagogy and looks at a more specific pedagogy, African Centered pedagogy to determine the effective practices African American female educators use to positively impact the African American male student in the classroom setting.
The data collected in this study demonstrated that African American female educators make a conscious effort to prepare African American male students in their class for the obstacles they will have to face in society. They provide positive classroom environments and multiple opportunities for these students when American society does not, and they demonstrate a critical understanding of the gendered experiences of African American students and act accordingly.
This study proposes that there is a need for a more specific pedagogy introduced in teacher education programs in order to prepare not only African American educators but also all educators to better support African American male students by using Black feminist thought.
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Burns-Ramirez, Angela. "The Influence of Gender and Ethnicity on the Identity and Actions of African American Female Criminal Investigators." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264739.
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<p> In the past four decades, women and African Americans have made great strides in the labor market, breaking the proverbial glass ceiling as well as climbing the corporate ladder. Despite scholarly studies revealing those strides across work domains, the influences of race and gender that continue to exist for African American women in the workplace—particularly when it comes to the law enforcement field—have not been studied extensively. </p><p> The purpose of this phenomenological study was to explore the influence of ethnicity and gender in African American women who were working as criminal investigators in federal law enforcement through the theoretical lens of identity theory and career decision-making. This study employed a phenomenological approach to capture the rich, thick descriptive summaries of participants’ experiences and convert those findings into emergent themes that accurately described the participants’ interpretation of those events. Moreover, the researcher used a modified version of Seidman’s (2006) three-interview structure for this study.</p><p> There were six findings in this study. First, perceptions of identity, in terms of race and gender or the combination of the two, did not hinder the participants in succeeding in their role as a criminal investigator. Second, participants experienced a variety of issues and challenges as a result of a combination of race and gender in regards to lack of respect, lack of support, and lack of guidance relevant to completing their duties and responsibilities. Third, five factors influenced participants’ choice of a career as a criminal investigator. Fourth, participants had a difficult time separating their identity as an African American and as a woman. Fifth, many participants perceived that training was a tool that better equipped them for doing the job. Sixth, and lastly, participants made decisions based on following the rules, regulations, and orders that governed the agency.</p><p> This study contributes to the body of research on African American female criminal investigators (and women as a whole) in federal law enforcement. Furthermore, the findings in this study have given these participants a voice. </p>
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Mwanjawala, Patrick Enson. "The Invented Tradition: Hastings Kamuzu Banda and the Marginalization of Women in Malawi, 1964-1994." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1596206291826625.
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Veloz, Olivia N. "Factors that support successful African American male student-athletes at a community college." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663038.
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<p> The purpose of this study was to gain a rich understanding of successful African American male student-athletes' perspectives on factors that supported their academic success in California community colleges. Using phenomenological methods, 13 African American male student-athletes from a large suburban single-campus community college were interviewed. Twelve of the 13 student-athletes participated in intercollegiate football, and one played basketball. The interview sample was comprised of students with ages spanning from 19 to 23 and grade point averages varying from 2.12 to 3.57, with most of the students above a 2.5 grade point average. The results of this study provide a unique look into the lives of African American male student-athletes as they describe their individual journeys that have led to their academic success. The young men discussed the effects of family, finances, relationship negotiation, academic resources, academic integration, and racial issues that served as a support to their success rather than as a barrier. This study raises awareness of the struggles Black student-athletes encounter in college and their resiliency in overcoming challenges by utilizing the barriers they face as motivation to succeed in both their athletic and academic endeavors. Additionally, this study provides insights that administrators, program developers, and educational leaders can use to ensure inclusiveness and to enhance programs and academic pathways that intentionally support first-generation, underrepresented, underserved students.</p>
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Fulkerson, Dikuua Kelly Jo. "[Un]informed Consent: Eugenics, Forced Sterilization and Medical Violence in the Jim Crow United States and Apartheid Southern Africa." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1560981650973904.
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Hardin, Floyd H. III. "African American gay male entrepreneurs| A study of enabling and inhibiting factors impacting entrepreneurial success." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139498.
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<p> Minority and Lesbian Gay Bisexual and Transgendered (LGBT) businesspersons are carving out for themselves leadership roles in the world of business as entrepreneurs and CEO’s. As they are experiencing much success, and are sought after to help provide unique and necessary perspectives regarding best practices in the areas of inclusion, diversity and strategic planning; they are yet underrepresented in mainstream media and in the business community. This qualitative study explores the enabling and inhibiting factors that select African American Gay Male Entrepreneurs (AAGME) experience throughout their career and ascent into entrepreneurship. The qualitative research includes interviews from ten African American Gay Males, who live in the metropolitan Atlanta, Georgia area and have owned/operated their organizations for three or more years. The accounts obtained of the AAGME are the primary data reviewed and reported. </p><p> Qualitative research methods are used to analyze the data, and the findings are presented in narrative format. The findings are consistent with the literature review and examined elements of enabling and inhibiting factors experienced by other LGBT professionals. The findings suggest that African American gay men considering starting their own organizations may benefit from utilizing a collaborative leadership approach, inclusive decision-making practices, personal and professional flexibility, and expressing humility and authenticity. AAGME aspiring to begin their own enterprises may also benefit from mentorship from an established LGBT businessperson and/or living in, or establishing their company in a geography that is supportive of LGBT persons and conducive to holistic identity expression.</p>
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Smith, Qiana Brandy. "Parental Mentoring| An African American Approach to Raising Daughters with Self-Esteem." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722292.
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<p> There is an ample amount of research that documents the positive effect of self-esteem on a child established through an affirmative parental or mentoring relationship, verses a specific parent-mentoring approach designed with a curriculum to enhance the positive self-esteem of African-American daughters based on the relationship with their maternal parent. The purpose of this qualitative study was to answer the following research questions: what strategies and behaviors are used by parents in African-American families to affect the self-esteem of female children and adolescents and, how can strategies and behaviors exhibited by African-American parental mentors be organized in a teachable format for African-American families? By utilizing a portraiture research design to study specific parental mentoring techniques and behavior exhibited by five female parents in African-American families which are intended to affect the self-esteem of their biological African-American female children and adolescents. The project focused on a unique group of African-American parents who had been recognized by the court system as <i>parental mentors </i>. They had been trained to use specific strategies and behaviors to assist their daughters in developing confidence in their ability to think and to cope with the basic challenges in life: success, happiness, self-worth, self-esteem, and efficacy. Overall, the results of the study showed supporting evidence of the importance of parenting African-American females in a diverse format which would allow the elements of self-love, confidence, and historical pride to aid in the comprehension of effective coping procedures. The emerging strategies that were a commonality among the mothers throughout the entire process were consistency, behavior representation, love, historical teachings, communication, processes, and involvement. The mentoring component demonstrated by the mothers exposed them and their truths in a transparent form to all that were involved in a Rites of Passage process. This exposure allowed daughters to view them from a humanistic perspective without the authoritative title of mother, which also allowed them to relate more based on gender and cultural commonalities.</p>
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Onyegbula, Roselyn. "Women's Experiences in Peace Building Processes| A Phenomenological Study of Undeterred Female Leaders in Northern Nigeria." Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839774.
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<p> Women living in northern Nigeria face a herculean challenge of overcoming direct and indirect violence. These include domestic violence, political instability, social inequality, and the threat of Boko Haram. Boko Haram is an extremist militant group that has been known to kidnap, rape, and torture women and young girls as means of terrorizing the Nigerian community. Northern Nigerian women have also faced challenges within their own community as they are barred from participating in public activities, are under-represented in government, forced into early marriages, and are often victims of domestic violence. This study examines the lived experiences of women peacebuilders living in northern Nigeria as they negotiate regional conflicts and manage the peacebuilding process. Seven northern Nigerian females between the ages of 30 to 60 were recruited to participate in this study. All came from diverse backgrounds but shared a commonality of peace building and conflict management within their respective communities. The goal of this study was to better understand the meaning of these experiences and to uncover how these women handle these daily challenges. Feminist standpoint and structural violence theories provide the theoretical framework to dissect the essence of their experiences. The study adopted Clark Moustaka’s approach towards conducting transcendental phenomenological research methods and procedure. The results of the study will inform project design and policy formulation and serve as a source for future research and interventions by development agencies and other stakeholders interested in peace within the region.</p><p>
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Oshindoro, Michael Eniola. "Myth Is Its Own Undoing: Approaching Gender Equity Through Gender Dialogue In Ayọbami Adebayọ’s Stay With Me (2017) And Lọla Shonẹyin’s The Secret Lives Of Baba Sẹgi’s Wives (2010)". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586457496960154.
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Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.
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This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.
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Husseini, Nahid. "Higher education, gender and social change in Iran (1979-2015)." Thesis, Kingston University, 2017. http://eprints.kingston.ac.uk/40640/.
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The purpose of this study is to identify key factors that have led women to enter higher education on a large scale in Iran. My research will analyse the social, political, economic and cultural contexts which have provided an opportunity for women to take up more than 65% of places in Iranian universities, in a society which is unequal in many other respects. The rationale for a focus on women's share of higher education on such a scale is that education is considered to be a key social development indicator for measuring women's status and condition in any country. Tertiary education is seen by many commentators as a provider of greater opportunities for women's economic and social development. Education is one of the most significant means of empowering women with the knowledge and skills they need in order to play a greater role in the process of economic and social development. This research will also cover the historical background of women's issues since the Islamic Revolution of 1979. I will then explore the rise of female participation in social movements, which have been followed by government repression. The role and solidarity of women with different political views in reformist movements and specifically the role of women in the Green Movement of 2009 will be discussed. This study will also examine the role of the Iranian diaspora in general, and specifically the role of women in the diaspora, in social and cultural change. The impact of social media im mobilising people not only to support their demands inside Iran but also to serve as a strong tool for communication with the outside world will be important issues to discuss. New Social Movement theory will be the main theoretical framework discussed in this research. Qualitative multi-methods were used to gather data based on existing resources in English and Farsi, and interviews were conducted in Iran and abroad with sixteen women activists. In addition, a Facebook page was designed to collect more information from other sources. A brief comparison of the situation of women in education and employment in Iran and that of women in the region more widely has also been conducted. This research sims to address gaps in the existing research and provide suggestions and recommendations for future research on the women's movement in Iran. Finally the research aims to discuss how educated Iranian women's journeys can make an impact on social, political and cultural development in contemporary Iran.
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Mendoza-Williams, Jaime. "Road to success| The experiences of academically successful graduation-bound African American males." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001591.
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<p> From slavery to modern times, African American males have faced a wide range of obstacles growing up in America. This study used resiliency and self-determination theories as the lenses to understand the experiences of 21 academically successful African American males. Their stories were examined to better understand their experiences. Interview data were analyzed to extract subject matter from each interview to develop codes and themes within the participants’ experiences. Demographic questionnaires are used to enhance and supplement the individual experiences of each participant. </p><p> This qualitative study highlighted the fundamental reasons why a small group of African American male high school juniors and seniors in the selected high school have succeeded academically. Through interviews, and field notes, I uncovered factors related to home and school environmental factors, academic and surrounding community factors, factors of self-motivation from participants, and the role of sports and extracurricular activities, which contributed to the success of these African American males. </p><p> The qualitative methods used in the study gave voice to the students and made their individual experiences clear. The findings indicated that parent and teachers’ high expectations and positive relationships, loyal peers who also served as accountability partners and a strong relationship with their parents; especially their mothers contributed to their academic success. An in-depth examination of the study findings could lead school personnel to actively participate in critical conversations about issues related to African American male achievement. The context centering on the mutual themes present in the lives of the 21 participants of this study may lead to significant school-based, school district, local and national school reform and increased achievement for all students; particularly African American males.</p>
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Hill, Phyllis Lynette. "Resiliency Factors in African American Female Students in Single-Gender Educational Settings." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5720.
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Resiliency is a critical factor in educational success; the gap exists in the research regarding the effect of resiliency in the educational success of African American female students. The purpose of this interpretive phenomenological research (IPR) study was to explore and describe the lived experience of single-gender education through African American female student alumnae to capture and distill their shared experience of educational resilience and competence. Framework drew on gender-relevant education, social capital, racial identity and socialization. Research perspective that participants were viewed consisted of critical race feminism theory and competency versus deficit or risk perspective. Research questions focused on how African American female student alumnae of single-gender educational settings described their experiences in and out of school as they relate to resiliency and competence. The IPR design consisted of 3 interviews per participant; 1 focused on the past, 1 focused on the present, 1 integrated past and present experiences. Interpretive phenomenological analysis was used to analyze data. Results showed the components that factor into the African American Academic Achieving Female (A4F) include racial identity and socialization, gender relevant education, support systems within cultural and social capital, Guts, Resilience, Initiative, Tenacity (GRIT), Cultural (Re)Appropriation Unity (CRU), personal spiritual relationship. Recommendation for the A4F framework to be used as a foundation to foster growth of the A4F. Social change implication is understanding how African American female alumnae of single-gender schools describe their shared experience of A4F on their lives to foster social change for the African American students.
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Colbert, John L. "Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male." Thesis, University of Arkansas, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278938.
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<p> We expect all students to achieve and succeed in school, yet current data shows that 23.6% of African American students in Arkansas drop out of school (Bailey & Dziko, 2008). The African American male high school dropouts are much higher than the number of male dropouts from other ethnic groups. As the researcher reviewed the current data about African American dropouts, it was the impetus behind this study. Although many have discussed and written about African American male dropouts in educational forums, essays, short stories, dissertations, and even movies, few have captured the experiences of the African American males in qualitative research, allowing them to have a voice.</p><p> The study focused on the African American males’ perspectives and their educational experiences during high school and how these experiences influenced their decisions to drop out of high school. The purpose of this phenomenological study was to examine the reasons why African American males decided to drop out of high school. The researcher engaged subjects in an in depth assessment of the issues that influenced their decisions to leave high school. The researcher felt that, in order to glean a true picture of the facts as it relates to the African American dropouts, it was imperative to relate the issues to those who were affected. As we examine this dilemma, it is very important that educators understand how African American students might respond or not respond in the learning environment.</p>
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Moll, Tessa. "Bodies across borders : embodiment and experiences of migration for southern African international students at the University of Cape Town." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14597.
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Includes bibliographical references.<br>In context of increasing global migration and its correlation to heightened tensions around the meaning of a "foreign" body, this research questions the experiences of bodies crossing borders into the social and historical space of Cape Town, South Africa. Grounded in theories of surveillance, embodiment, and feminist geography of fear of crime, the study employed a feminist methodology using qualitative group interviews with international students from the Southern African Development Community at the University of Cape Town. The transcribed data was analysed through the participants' use of discourses and their descriptions of experiences. Questions arose around the meaning of surveillance and notions of respectability in transition. Furthermore, participants navigate amid new spaces of fear and insecurity in relation to their subjectivities, particularly as "foreigners". The research suggests that fear becomes a fundamental attribute of bodies in migration through which individuals mitigate through "passing" subverting expressions of embodied nationalities, knowledge gathering of the local terrain, among others. The challenges and techniques to overcome these fears become part of a process to re-establish the "self" in a foreign context.
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Murray, Bethany A. "Sociocultural factors in women's health in Swaziland." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712736.
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<p> The Kingdom of Swaziland is a small African nation with an HIV prevalence rate of 27.4% in adults and up to 39% in pregnant women (Global Health Observatory, 2014). In 2012, life expectancy for a woman in Swaziland was 55-years (World Health Organization, 2014). Health entails more than the absence of disease. Although considered a lower middle-income country, 69% of Swazi citizens live in poverty and nearly one-third live in extremely poor circumstances. The degree to which upstream factors such as social conditions and the cultural environment impact individuals tends to be minimized in Westernized models of health behavior. The purpose of this study was to examine the sociocultural factors that impact self-care and health maintenance of women in Swaziland. The goals related to this were to uncover the salient cultural values, beliefs and attitudes that affect the health of Swazi women, and to develop a deeper understanding of how strongly embedded cultural values are a determinant of health outcomes. Using Carspecken’s methodology of critical ethnography, which incorporates both observational and narrative methods, this study focused intensively on the life stories of four rural African women. The findings richly illustrate how social issues such as poverty and food insecurity impact the health of women and their children; and how traditional customs and practices both support and threaten the health of women and families. Women in this study experienced a loss of husband or extended family due to death or abandonment that resulted in losses in supports and resources. Additionally, they worried about the health and education of their children before personal health needs. They also reported chronic employment problems and mistrust in existing governmental agencies including the healthcare system. Application of the culturally sensitive Person-Environment-Neighborhood (PEN-3) model highlights areas of resilience, strengths, and resource targets and identifies the community as an appropriate entry level for health interventions.</p>
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Smith, Lindsey Marie. "The Politics of Social Intimacy| Regulating Gendered and Racial Violence." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784120.
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<p> This project explores the constructions of gender, intimacy, and race and the ways these issues are informed by history and the law. The idea of consent, while originally described in texts as a legal concept between citizens, transformed into a way to navigate intimate relationships in the private sphere. This muddied the ways women and men were understood to form relationships and the limits of those relationships. In the same ways that gender was arbitrated through legal language, race is often ensnared in the same processes and institutions. Tolerance has been offered as one approach, but instead of mitigating this violence, it has more firmly entrenched it into the democratic process. Hannah Arendt’s description of the social frames an understanding of intimacy and narratives. Arendt’s work critically creates a space for the category of the social, something found around but outside of the public and private. Instead of working to make the private seen as a sphere for political action, I will focus on the potential of the social as a method of political action. While Arendt has obvious racial bias, I will use her own response to anti-semitism to develop a different approach to Black politics that allow for identity-based responses. Lauren Berlant’s <i>Intimate Publics</i> addresses the potential for coalition building in the social. Using the sorority system as a way of teasing out notions of femininity, discipline, sexual violence, and intimacy, I will describe the ways that a woman subject is produced and how this then works to shape our notions of race. Women’s identities, particularly white women, are constructed through an association with race and sexuality, by unpacking this development, its possible to see how this is socially and institutionally enforced. Part of this enforcement will focus on the narratives of sexual violence. Rape is an issue that not only confronts legal questions, but also the nature of a woman’s ability to participate in democracy. Tying this together will be the importance of political theory. This serves to define the contemporary issues, solutions that have been offered and new potential approaches to intimate violence.</p><p>
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Capelli, Amanda M. "The (Un)Balanced Canon| Re-Visioning Feminist Conceptions of Madness and Transgression." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10686919.
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<p> By re-positioning the works of Elaine Showalter, Phyllis Chesler, Sandra Gilbert, and Susan Gubar alongside Alice Dunbar-Nelson, Nella Larsen, and Zora Neale Hurston, reading the literary texts through the feminist theories in order to expand them, this dissertation aims to contribute to an intersectional feminist practice that challenges claims of universality and continues to decolonize the female body and mind. Through an intersectional analysis of narratives written by women of color, applying and re-visioning theories of madness and transgression, this dissertation will present a counter-narrative to the “essential womanness” developed within and sustained by white feminist practices throughout the 1970s. Each chapter pairs white feminist theorists with an author whose work complicates notions of universal female experience: Dunbar-Nelson/ Showalter, Larsen/ Chesler, Hurston/Gilbert and Gubar. These pairings create tension between theories of universality and the realities of difference. The addition of three different narratives, each representing a broader range of intersectional female experience, enriches the heteroglossia surrounding feminist conceptions of mental illness. The result is a poly-vocal conversation that employs a scaffold of intersectional identity politics in order to (re)consider the relationship between the diagnosis and treatment of mental illness and the performativity of gender.</p><p>
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Haynes, Christina S. "TIGHTROPE WALKERS: NARRATIVES OF ACADEMICALLY SUCCESSFUL AFRICAN AMERICAN WOMEN ATTENDING PREDOMINATELY WHITE INSTITUTIONS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366996649.
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Taylor, Michelle Flowers. "Sacred Spaces| A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722850.
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<p> Late-adolescent African American students face unique difficulties on their journey to womanhood. As members of a double minority (i.e., African American and female) (Jean & Feagin, 1998), certain limiting stereotypes relevant to both race and gender pose challenges to these students. They must overcome these challenges in order to excel within the various and changing environments they move through on a daily basis (hooks, 1981, 1994). Within the context of social justice, this dissertation provides insight into the role that language and literacy practices play to help enable the positive and affirming development of self-hood of African American college freshmen. This research is qualitative and employs critical narrative inquiry to analyze data collected from six academically high-achieving African American female freshmen college students attending Ivy League, Historically Black Colleges, and private and state universities in the United States.</p>
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Irby, Coretta Andrea. ""Now You Know What You're Reaching For?On the Up and Up"| An Interpretative Phenomenological Analysis of Scholar Identity Development Among Black Male Achievers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700277.
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<p> Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed. </p>
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Persson, Ebba, and Josefin Svensson. "Voices of South African Women : A qualitative research study on gender equality work as experienced by women in South African corporations." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95569.
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Problem statement: How do South African women experience the current gender equality work in their workplace and how does it affect their working conditions? Purpose: The purpose of our study is to contribute to an understanding of how South African women are experiencing gender equality work in their workplace and how this is affecting their working conditions. The aim is to find personal experiences of working women in South Africa of how gender equality work is being experienced on an individual level. South Africa has a broad range of legislations about gender equality but the perspective interesting for this study is how the individual South African women experience this is being realized. Methodology: A qualitative research method with an inductive approach. The empirical material was conducted with semi-structured interviews and later a thematic analysis was applied. Conclusions: Social structures, organizational culture and motherhood are areas identified by South African women to affect their working conditions as well as how they experience gender equality work within their organization. Although these are hard to change to some extent, the study found that by contributing to an understanding of the women’s experiences and identify the reasons of these, it creates possibilities for organizations to strive for a more gender equal workplace initiated with acknowledging aspects that can result in gender equality being experienced as fulfilled.
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Taylor, Timothy L. "Academic success of at-risk African American male students who receive culturally relevant teaching, college readiness preparation, and mentorship." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124222.
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<p> This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in gathering and analyzing data to find the differences between the two groups. The results of an ANCOVA test and chi-square goodness-of-fit tests indicated no significant difference (<i>F</i> = .054, <i>P</i> = .817) between the mean gain reading comprehension scores of 11th grade at-risk African American male students who received AAMI/AVID learning methodologies and those who did not. However, a significant difference did exist (<i>P</i> = .000, chi-square = 24.605) between the two instructional approaches (AAMI/AVID learning methodologies and non-AAMI/AVID learning methodologies), which indicated a high association between AAMI/AVID learning methodologies and enrollment into more rigorous courses such as advanced placement and or honors classes: X<sup>2</sup>(1) = 7.410<sup>a</sup>, <i>p</i> (.006) ≤ .05. Although a final research question (Is there a difference in the number of students enrolled in college after graduation of at-risk African American male students who received CRP and those who did not during 2010-2013?) could not be answered due to lack of available data, teachers and or administrators of the AAMI/AVID program in the district recorded that 90% of the at-risk African American male students who received AAMI/AVID learning methodologies enrolled in college after graduation. Practical implications for this study suggested that professional development (PD) of AAMI/AVID learning methodologies is an essential factor in effective implementation of AAMI/AVID learning methodologies, and these methodologies can yield positive results for at-risk African American male students.</p>
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McGee, Marquis Cornelius. "From Roots to Star Trek| A Case Study on Successful Persistence of African American Male Engineering Majors." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837215.
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<p> The United States is competing on a global level for jobs in the STEM fields but retention and graduation rates in the engineering disciplines are lower than desired. African American males make up 5 % of the population of American colleges and universities (Strayhorn, 2010) and many of those pursuing an engineering degree often are not academically prepared for a career in engineering. There are African American males who have successfully persisted in engineering; however, limited research is provided about the success of these African American males and their experiences in engineering programs. The purpose of this study was to understand factors that impact successful persistence of African American male engineering majors at a predominantly White institution. Critical Race Theory was used as a framework to gain a broader scope of the underlying themes interwoven into the fabric of American society and a better understanding of the perceptions about African American male engineering majors. A qualitative case study was conducted to understand real-world phenomena through the experiences of successful African American male engineering majors. Using constant comparative analysis technique, two major themes were identified: Overcoming challenges and social identity. Early academic experiences, developing a positive identity, and a connection to others experiencing similar challenges were found to contribute to successful persistence.</p><p>
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Okango, Joyce Khalibwa. ""Fair and Lovely": The Concept of Skin Bleaching and Body Image Politics In Kenya." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1496345994175129.
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Starnes, Martinique. "Dreams Deferred| A Critical Narrative Analysis of African American Males in Pursuit of Higher Education." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722558.
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<p> Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; Brown & Donnor, 2011; Howard, 2008; O’Conner, Lewis, & Mueller, 2007; Osborne, 1999), as this gap has been a persistent problem for decades. However, despite more students of color gaining access to institutions of higher education, there is still a severe gap in college graduation rates (National Center for Education Statistics [NCES], 2011), with African American males being the least likely group to be found on college campuses (Dunn, 2012), and thus, possessing the lowest college graduation rate. St. Peter Claver Academy (pseudonym) is a Catholic, male high school located in an inner city, low-income community in the western United States. The demographic composition of the school is 65% Latino and 35% African American. Despite the fact that 100% of seniors are accepted into a college or university, the graduates of St. Peter Claver Academy have very poor college graduation rates. This qualitative study investigated the narratives of seven African-American graduates of the school in order to understand their college experiences, looking closely at attrition, retention, resilience, and persistence. Through the lens of critical bicultural theory, the voices of these former students are central to this study in an effort to seek common threads about their experiences, which can provide educators useful insight on how to improve the college graduation rate for this underrepresented student population group.</p>
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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.
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<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. </p><p> The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.</p>
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Kirby, Kara L. "EMPOWERMENT PROCESSES IN THE LIVES OF TANZANIAN WOMEN: INTERSECTION OF FAMILY, EDUCATION, AND DIGITAL TECHNOLOGY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478777628317389.
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Bowles, Laurian Rebekah. "WIDENING THE LENS: EMBODIMENTS OF GENDER, WORK AND MIGRATION WITH MARKET WOMEN IN GHANA." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/114250.
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Anthropology<br>Ph.D.<br>Women have legendary roles as traders who financially dominate the sale of various market goods in West Africa. Head porters are young women from Ghana's rural northern region who work as human transporters in the various markets in urban areas throughout the country. Kayayei (female head porters) who work at these famed markets are the focus of this dissertation. The north of Ghana is the agricultural breadbasket of the country, with strong Islamic influences that thrive in dispersed, mostly rural ethnic enclaves. This contrasts sharply with the service manufacturing and trade economies that mark Christian influenced southern Ghana. As young women migrants arrive in Accra, this dissertation focuses on narratives of head porters as they confront the multi-ethnic, hierarchical social climates of the city, particularly Accra's largest shopping venue, Makola Market. This dissertation uses theories in phenomenology, informed by feminist anthropology, to consider the political economy of Ghana in order to examine how head porter's lives are grounded with the development history and the spread of capitalism in the nation-state. Throughout this dissertation, attention is given to the widespread informalization of the economy in the nation-state and the role of head porters in these processes. Using a methodology of collaborative photography with kayayei, this dissertation examines the politics of visibility and analyzes the kinds of skills these women develop in order to survive and negotiate the socio-economic hierarchies of urban space. By situating the theoretical and methodological concerns of this research within the social realities of rural-urban migrants, this dissertation explores migration as a sensibility that acts upon various social terrains at markets in Accra, Ghana.<br>Temple University--Theses
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Harewood, Wayne R. "Addressing the Crisis of African American Males in Community Colleges| The Impact of Leadership & Black Male Initiatives." Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609894.
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<p> The word "crisis" has been used to describe the impact of the current educational system (K-12) upon the lives of African American males. Black males are the group most likely to be negatively stereotyped, the most likely to drop out of K-12, the most likely to be harshly punished, and the most likely to be labeled as a trouble maker. "Social and incarceration problems of young dropouts are quite severe among all gender and race-ethnic groups but are frequently more severe among men and Blacks" (Sum, Khatiwada, Mclaughlin, & Palma 2009, para.16). It is up to community colleges to help remedy this crisis and to educate a host of unprepared Black men.</p><p> The purpose of this qualitative study is to look at what community college leadership is doing to retain and graduate African American men. The research is primarily focused on the success or failures of Black male initiatives (BMI's) and whether or not they have been proven successful in assisting black males to succeed. Questionnaires were sent to directors of Black male initiatives to complete. In addition, document research on African American male initiatives was reviewed. Finally, the data was analyzed to address the research questions. </p><p> Researched showed that Black BMI's help to retain and graduate African Americans at higher rates than African American men not in the program.</p><p> <i>Keywords:</i> crisis, initiatives, leadership, community college retention, Black males.</p>