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1
Brown, La Tasha Amelia. "The diasporic black Caribbean experience : nostalgia, memory and identity." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/35719/.
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The purpose of this study is to examine how children of Jamaican parentage, who came of age during the 1980s in Britain and the 1990s in the United States, constructed their identity by using social memory and popular culture. This research project is an interdisciplinary, comparative study that seeks to analyze how the shifting of boundaries, sense of dislocation, and loss of rootedness are grounded in the construction of a new transnational urban Jamaican Black identity, for which I have coined the term yáad/yard-hip hop. Yáad/Yard-Hip Hop characterizes the post-1960s immigrant generation, who found themselves “locked symbiotically into an antagonistic relationship” between their parents’ memories of home and their understanding of self within the socio-political context of Britain and the United States (Gilroy, The Black Atlantic 1-2). The deconstruction of these two narratives exposes the position of this age group as being wedged in-between two temporal spaces. Therefore, the significance of this study serves to demonstrate that the state of ambivalence experienced by this post-1960s immigrant generation not only encapsulated their identity within the period of the 1980s and the 1990s, but can also be viewed as indicative of how Caribbeanness, or more specifically, Jamaicanness, came to be reconfigured outside of the Caribbean region from the 1960s onwards.
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Douyon, Christina Marie. "Black in America but not Black American: A Qualitative Study of the Identity Development of Black Caribbean Immigrants." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108836.
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Thesis advisor: Janet E. HelmsBlack Caribbean Immigrants (BCIs) migrating to the US face the particularly difficult challenge of managing their racial and ethnic identities in relation to the subordinate African American (AA) culture and racial group as well as the dominant White American (WA) culture and racial group. Formal theories of acculturation have not focused on the adaptation of Black immigrants to both a low-status racial group (e.g., Blacks) and ethnic culture (e.g., African American) in the US. The acculturation literature usually has evaded the topic of race and the racial literature has not addressed Black immigration or ethnicity. Furthermore, when investigations of acculturation of BCIs have occurred, consumer habits, behaviors, and cultural expressions have been used as proxies for racial and ethnic identity. Moreover, virtually no research has investigated the BCI-AA acculturation experience from the perspective of BCIs. Hypotheses derived from an integration of Berry’s (1997) theory of acculturation and Ferguson et al.’s (2012) tridimensional model of minority-status ethnicity were that BCIs’ acculturation involves the intersection of two dimensions: (a) joining or not joining AA culture versus maintaining one’s own ethnic culture and (b) Black racial integration versus separation. When responses to each dimension are assessed, four possible acculturation outcomes were proposed: (a) Separation, (b) Integration, (c) Assimilation, and (d) Marginalization. The sample for the present study was Black Caribbean immigrants from the English and French speaking West Indies. I used narrative theory and analysis of participants’ interviews to assess the fit of participants’ stories about their ethnic/racial identity and acculturation process to the model. Findings indicated that maintenance of their ethnic culture rather than joining AA culture was more important for most of the interviewees than their Black racial identity (i.e., Separation)
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Nurse, Learie C. "Being Black:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/167.
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Many Black scholars have researched and written about their experiences as Black students at a Predominantly White Institution (PWI). Most of their successes were built on the support they received from their families and friends. More importantly, their personal commitment to being numbered as successful Black students was the impetus for which they were willing to challenge the paradigm that Blacks can indeed succeed in higher education. As a Black Caribbean Diaspora student enrolled at a PWI, I have experienced what it is like to be Black through purposeful living, education, leadership and a divine plan. I have also utilized my Black identity as a vehicle to garner success amidst the challenges I faced being the only Black in academia, readjusting to college life and discovering my own Blackness. It is with this backdrop that I use the Scholarly Personal Narrative (SPN) methodology to write this dissertation and highlight my experience as a Black Caribbean student at a PWI. The research and stories explored during this dissertation were examined through several questions: What is the experience of a Black Caribbean Diaspora student who carries multiple identities at a PWI? What differs, separates, divides, as well as unites, the Black Diaspora students from a racial perspective? How can PWIs communicate confidence in the ability of Black students and engage them in the campus and its academic life regardless of their racial identity? How can Black Diaspora students be retained to successfully achieve a college degree? Additionally, this dissertation focuses on a myriad of experiences and stories from other Black Diaspora students who are from different ethnic backgrounds. This helps to support and answer some of the posed research questions. This SPN methodology includes a literature review on topics of Black Identity Development (Cross, 1978, 1972, 1971), Colorism (Harris, 2009; Reid-Salmon, 2008), and Critical Race Theory (Cole, 2009; Collins, 2007; Roithmayr 1999; West, 1993). Several themes emerged that aligned with my personal narrative and that of my Black Diaspora peers. These included parental involvement, integrative model of parenting (Darling and Steinberg‟s 1993), leadership supported by the African proverb, “it takes a village to raise a child,” and purposeful living where faith for a Black Diaspora student is central to their survival. A number of recommendations for how faculty and staff at PWIs can support Black Diaspora students in their educational attainment emerged: recognizing and acknowledging the differences among Black students; supporting, imparting, accepting and encouraging Black students in their education; and reorienting faculty and administrators in matters of race so as to understand Black Diaspora students. My personal narrative further elucidates and universalizes the notion that Black students can be successful in higher education despite the odds that are sometimes against them.
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Venner, Heather Angela. "Challenging Mental Health Concerns among Black Caribbean Immigrants." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56979.
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The racial and ethnic diversity of the United States continues to evolve due to increases in immigration from nearly all parts of the globe, including the Caribbean region. Like the U.S., this region can also be considered a melting pot of cultures, with the Afro-Caribbean population widely scattered across these island nations. Important to this investigation is the large diaspora population of Black Caribbean immigrants (BCs) in the U.S. who are often viewed as African American simply by virtue of their skin tone and facial features. As such, this racial consolidation does not take into account their distinct history, immigrant experiences, and cultural 'separateness,' particularly with respect to mental health counseling. Current research is limited as to how the racial and ethnic identities of various generations of Black Caribbean immigrants in the U.S have shaped their experiences—and especially how racism in American may be impacting their lives. Moreover, their already limited experience with the counseling process may be undermined by culturally-inappropriate services that do not consider their distinct cultural beliefs and needs.
Guided by known and respected clinical standards for multicultural counseling and training for culturally-competent counseling, this qualitative study explored the counseling experiences of eight English-speaking BCs. Themes related to if and how mental health clinicians are actually addressing their racial distinctiveness, ethnic identity, and immigrant experiences were highlighted. Implications for counselors, counselor educators, and Black Caribbean immigrants were summarized.Ph. D.
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Tafferner-Gulyas, Viktoria. "Caribbean Traditions in Modern Choreographies: Articulation and Construction of Black Diaspora Identity in L'Ag'Ya by Katherine Dunham." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5137.
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The interdisciplinary field of Dance Studies as a separate arena focusing on the social, political, cultural, and aesthetic aspects of human movement and dance emerged in the late 1980s and early 1990s. Dance criticism integrated Dance Studies into the academy as critics addressed the social and cultural significance of dance. In particular, Jane Desmond created an integrated approach engaging dance history and cultural studies; in the framework of her findings, dance is read as a primary social text. She emphasizes that movement style is an important mode of distinction between social groups, serving as a marker for the production of gender, racial, ethnic, and national identities.
In my work, I examined the ways in which the African American identity articulates and constructs itself through dance. Norman Bryson, an art historian, suggests that approaches from art history, film and comparative literature are as well applicable to the field of dance research. Therefore, as my main critical lens and a theoretical foundation, I adopt the analytical approach developed by Erwin Panofsky, an art historian and a proponent of integrated critical approach, much like the one suggested by Bryson; specifically, his three-tiered method of analysis (iconology). I demonstrate that Erwin Panofsky's iconology, when applied as a research method, can make valuable contributions to the field of Dance Studies. This method was originally developed as a tool to analyze static art pieces; I explore to which extent this method
is applicable to doing a close reading of dance by testing the method as an instrument and discovering its limitations.
As primary sources, I used Katherine Dunham's original recordings of diaspora dances of the Caribbean and her modern dance choreography titled L'Ag'Ya to look for evidence for the paradigm shift from "primitive" to "diaspora" in representation of Black identity in dance also with the aim of detecting the elements that produce cultural difference in dance.
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Lewis, Lance Kwesi. "Khepra : cultural developmental group-work; an evaluation; effective ways of working with school pupils of Afrikan descent." Thesis, Manchester Metropolitan University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390782.
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Ajuo, Concilia Nem. "Help-seeking behaviours of black Africans and African-Caribbean people to diagnose HIV and AIDS." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13898.
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With the advent of Highly Active Antiretroviral Therapy (HAART), people with the human immune deficiency virus (HIV) infection are increasingly enjoying longer and relatively healthy lives, particularly in developed countries. However, black Africans and African-Caribbean people in the United Kingdom and other developed countries are not yet enjoying the full benefits of HAART, essentially as a result of delayed diagnosis. Delayed diagnosis, in addition to affecting the health of infected individuals, also creates a community reservoir for the spread of the infection; thereby hampering prevention and control strategies by international and NHS guidelines. The delayed diagnosis may be grounded in individual, societal and health service factors that guide help-seeking behaviours of black African and African-Caribbean populations. This study set out to investigate the help-seeking behaviours to diagnose HIV and AIDS among UK based black African and African-Caribbean people, and to investigate the dynamics in those behaviours by place of origin (Africa vs. Caribbean) and by gender. A qualitative methodological approach involving semi-structured interviews was used to explore help-seeking behaviours to diagnose HIV and AIDS among black Africans and African-Caribbean populations in the UK and compared by gender. Thirty (30) purposively selected individuals from patients attending two sexual health clinics in the city of London were interviewed. These included 16 black Africans and 14 African-Caribbean people, and 16 men and 14 women. The symbolic interactionist perspective, and the concepts of broken narratives/silences, biographical disruption and biographical abruption guided the study and interpretation of findings. One main theme ‘Africanness’ and two sub-themes (“African way” and “African thing”) emerged from the findings. The “African way” embodies the risk factors involved in contracting or transmitting HIV and the “African thing” represents the HIV status itself. This is a cultural construction of HIV and AIDS within the acceptable context of participants which helped them to talk about HIV and AIDS without addressing it by the biomedical idiom. The notion of ‘Africanness’ provided a ‘marker’ for African identity. The “African thing” represented a new landscape for naming HIV without necessarily calling it by name and provided a comfortable platform for participants to seek help. The “African way” described the risk behaviours by participants that resulted in the “African thing”. Three sociological concepts; ‘broken narratives or silences, biographical disruption and biographical abruption were key issues in HIV and AIDS diagnosis at a late stage and have formed the basis for the development of a model of help-seeking for diagnosis by participants. Apparently, the main determinants of help-seeking for diagnosis of HIV and AIDS are dependent on cultural factors. Stigma is reinforced by the national health care system practices as well as health professionals themselves. This potentially increases the reluctance among black African and African-Caribbean populations to voluntarily test for HIV. An HIV diagnosis is seemingly a challenging experience because of the impending uncertainties associated with it. Seeking help for diagnosis may even be more difficult because of the anticipated and unpleasant experiences along the path to diagnosis. This may guide the individual to consider other alternatives outside the biomedical pathway, potentially; the biomedical path becomes the least likely choice, especially with black African and African-Caribbean populations. An insufficient cultural understanding is likely to result in inadequate recognition of alternative medical practices, insufficient attention to alternatives to biomedical health systems and potential distortion of the meaning of health messages linking them to practice.
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Higgs, Dellareese M. "Behind the Smile: Negotiating and Transforming the Tourism-Imposed Identity of Bahamian Women." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1207582369.
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Morris, Dennis K. "Racial identity, masculinity and schooling : perspectives on the academic performance of Black boys of Afro-Caribbean descent in the North of England." Thesis, University of Huddersfield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430274.
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Gibbs, Lance L. O. ""It's not just about giving them money": Cultural Representations of Father Involvement Among Black West Indian Immigrants in the United States of America." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429105119.
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Bundu, Malela Buata. "L'Homme pareil aux autres: stratégies et postures identitaires de l'écrivain afro-antillais à Paris, 1920-1960." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210803.
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Cette étude porte sur le fait littéraire afro-antillais de l’ère coloniale (1920-1960). Il s’agit d’examiner les stratégies des agents à partir des cas de René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant et Mongo Beti et de percevoir comment ils se définissent leur identité littéraire et sociale.Pour ce faire, notre démarche s’articule en deux temps :(1) examiner les conditions de possibilité d’un champ littéraire afro-antillais à Paris (colonisation française et ses effets, configuration d’un champ littéraire pré-institutionnalisé, etc.) ;(2) analyser les processus de consolidation du champ, ainsi que les luttes internes qui opposent deux tendances émergentes représentées d’abord par Senghor et Césaire, ensuite par Beti et Glissant, dont les prises de position littéraires mettent en œuvre des « modèles empiriques » ;ceux-ci régulent et unifient leurs rapports au monde et à l’Afrique.
This study relates to afro-carribean literature in colonial period (1920-1960). We want to examine the strategies of agents like René Maran, Léopold Sédar Senghor, Aimé Césaire, Édouard Glissant and Mongo Beti ;and we want to understand how they invente literary and social identity.
Our approach is structured in two steps: we shall analyse (1) the conditions for an afro-carribean literary field to appear in Paris (french colonialism and its consequences, configuration of literay field.) ;(2) the consolidation of this field and the internal struggles between two tendances represented by Senghor and Césaire, by Glissant and Beti whose literary practice shows the “empirical model” that regularizes and consolidates their relation with the world and Africa.
Doctorat en philosophie et lettres, Orientation langue et littérature
info:eu-repo/semantics/nonPublished
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Thompson, Keisha Venicia. "Validation of the Multigroup Ethnic Identity Measure for Afro-Caribbean-American College Students." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10005.
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The purpose of this study was to validate the Multigroup Ethnic Identity Measure (MEIM) on a sample of Afro-Caribbean college students. Participants were drawn from a larger national study on culture and identity collected at 26 universities from across the United States. Students included in this sample were either born in a Caribbean country, or had one or both parents from a Caribbean country. The students completed various measures of culture and identity. The ones utilized in this study were ethnic identity (Multigroup Ethnic Identity Measure), self-esteem (Rosenberg Self-Esteem Scale) and depression (Center for Epidemiologic Studies Depression Scale). Analyses were conducted using the Statistics Package for the Social Sciences and AMOS (SPSS for Windows Version 16.0.2, 2008). A confirmatory factor analysis was utilized in order to confirm the hypothesized factor structure of the MEIM with this sample in terms of goodness of fit. Correlations to determine the internal reliability and construct validity of the MEIM and multivariate analysis of variance to determine group differences within the sample were conducted. Additionally, criterion validity was examined between the MEIM and measures of self-esteem and depression. The results of this study indicate that the MEIM is a two factor structure for Afro-Caribbean college students. The results suggested adequate to good internal item consistency on all measures utilized with this sample. With regard to concurrent validity, the relationship between self-esteem and ethnic identity in this sample wasn't as remarkable and supportive of past research where there has been a more distinct and robust relationship. There was a statistically significant positive correlation with the affirmation subscale and depression. This was not true for the total MEIM measure and the exploration subscale. Ethnic identity does not have the same relationship with self-esteem and depression as it has in previously studied Black/African American and minority populations in the United States.
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"Caribbean Women and the Black British Identity: Academic Strategies for Navigating an ‘Unfinished’Ethnicity." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54815.
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abstract: The primary aim of this dissertation is to make a substantial contribution to the better understanding of the identity formations of Black Caribbean migrant women in Britain. The dissertation outlines a theory of Black female subject formation in Britain. This theory proposes that the process of subject formation in these women is an interrupted one. It further suggests that interruptions are likely to occur at four crucial points in the development of their identities. These four points are: 1) the immigrant identity; 2) the Caribbean identity; 3) “the Jamaican” identity; and 4) the Black British identity.
In order to understand the racial and gendered dynamics of identity formation in these women, I hypothesized that the structure of institutional racism in Britain has taken the form of a “double wall” or a “double portcullis”, which much be scaled by these “immigrants”. My research, based on interviews with 15 Black professional women who identify with a Caribbean ancestry, confirmed very strongly the existence of this double portcullis. It further supported the hypothesis that the above points of identity transition were also points of possible interruption. My research also revealed that through a variety of social movements, cultural and political mobilizations, it has been possible to get over the negative stereotypes of the immigrant identity, the Caribbean identity, “the Jamaican” identity and to succeed getting over the first or the Black British wall of the double portcullis. For me, the most interesting findings of my research, are the continuing difficulties that the women I interviewed have faced in attempting to climb over the second portcullis to achieve the Black English identity. The dissertation concludes with some suggestions about the future of this “unfinished” Black British identity and its prospects for easier access to the Black English identity, and thus to “life success”.Dissertation/Thesis
Doctoral Dissertation Justice Studies 2019
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Williams-Pulfer, Kim N. "Get involved : stories of the Caribbean postcolonial black middle class and the development of civil society." Diss., 2018. https://doi.org/10.7912/C2NM1X.
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Indiana University-Purdue University Indianapolis (IUPUI)The main research question of this project is: How do the narratives of Caribbean black middle class civil society within the bounds of the “post-postcolonial” state, explain the evolving yet current environment of local and postcolonial civil society development? Using the Bahamas as a case, this project explores the historical, political, cultural, and social conditions that supported the development of civil society within the context of a postcolonial society. Furthermore, an investigation via in-depth interviews, participation observation, archival, and contemporary document analysis contextualizes the present-day work of civil society leaders in the Bahamas. Methodologically, the project employs narrative analysis to uncover the perspectives, voices, and practices of black middle-class Bahamian civil society offering an unfolding, dynamic, and nuanced approach for understanding the historical legacies and contemporary structure of local civil society and philanthropy. The study focuses on three primary forms of narratives. These include the narratives of the past (historical), the narratives of expressive and aesthetic cultural practices, and the narratives of lived experience. The project locates that the development of civil society is linked to historical and cultural forces. The findings show that that the narratives of history, social, and artistic development foregrounds a hybrid model of civil society development drawn from the experience of slavery, colonialism, decolonization, as well as the emerging structures related to economic and political globalization. Furthermore, observed through resilience narratives, local civil society leaders negotiate the boundaries of hybridity in their understanding of their personal, social, and professional identities as well as the way in which they engage government, the public, as well as local and international funders.
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Dhouti, Khamla Leah, and Sonia Labrador-Rodriguez. "Reconfiguring mestizaje : black identity in the works of Piri Thomas, Manuel Zapata Olivella, Nicolás Guillén and Nancy Morejón." 2002. http://hdl.handle.net/2152/10957.
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Awosogba, Olufunke Rachael. "Racial identity, ethnic identity, and the link between perceived racism and psychological distress in African and Afro-Caribbean Blacks." Thesis, 2013. http://hdl.handle.net/2152/24066.
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Numerous studies confirm the relationship between perceived racism and psychological distress. Scholars have incorporated group identification to understand this relationship among Black Americans; however, there is a dearth in the literature on other Black ethnic groups. The influx of African and Afro-Caribbean immigrants continues to change the demography of Black America. Despite being racially categorized as Black, these groups have different social and cultural experiences, which influence self-concept and psychological functioning. The proposed study seeks to examine moderation effects of racial identity and ethnic identity in relation to perceived racism and psychological distress in African and Afro-Caribbean Blacks.text
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Dhouti, Khamla Leah. "Reconfiguring mestizaje black identity in the works of Piri Thomas, Manuel Zapata Olivella, Nicolás Guillén and Nancy Morejón /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077526.
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Forbes-Erickson, Denise Amy-Rose. "Performance of fluid identities and black liminal displacements by threshold women." 2013. http://hdl.handle.net/2152/23090.
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Many scholars in the field believe that identities are fluid without question. Butler’s “fluidity of identities,” for instance, describes the numerous variations in gender identities that denaturalize gender, but not consider its racial dimensions (179). Butler analyzes drag performance as a model to show how gender identities are fluid, suggesting agency and social mobility in everyday life. But what is most striking to me about fluidity of identities is the assumption that everyone has fluid identities with scarcely any regard for how racialized stereotypes fix identities (Hall 1997, 258). Fixity is the repetition of colonial power over racialized subjects rendering them without agency and access (Bhabha 94). Fixity uses stereotyping, which is a process of constructing “composite images” about groups of people, and that hold certain identities within “symbolic boundaries” (Brantlinger 306).
As a result, this dissertation challenges the universality in a fluidity of identities by examining three case studies in Caribbean racialized gender identities, often thought to be fluid because of multi-ethnicity, but discriminate against, and erase blackness or “Africanness,” in race theories of “whitening” (blanquemiento), “darkening” (negreado), color-casting, and colonial stereotypes of “miscegenation” throughout Latin America and the Caribbean. Through performance analyses of three black and "miscegenated" Anglophone Caribbean performers Denise “Saucy Wow” Belfon in Trinidad carnival crossdressing, Carlene “The Dancehall Queen” Smith in Jamaican dancehall transvestism, and Staceyann Chin in American performance poetry with racialized “androgyny,” I examine the figures of Creole, La Mulata, Dougla and “half-Chiney” by these women in their performance genres in order to investigate whether identities are as fluid as Butler suggests, and to chart their fixities. Focusing on fluidity alone risks denying inequalities and the lack of social mobility restricting access to marginalized people. Belfon, Smith and Chin manipulate racialized “drag” by simultaneously crossing race and gender in masquerade traditions of Trinidad carnival, Jamaican dancehall, and in the orality and embodiment in American performance poetry in performances I call black liminal displacements, defined as self-stereotyping and self-caricaturing. However fluid racialized gender identities may appear to be, I argue that racialized gender identities are not definitively fluid because racial stereotypes fix identities.text
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Redway, Jorja. "Black Caribbean Immigrants in the United States and their Perceptions of Racial Discrimination: Understanding the Impact of Racial Identity, Ethnic Identity and Racial Socialization." Thesis, 2014. https://doi.org/10.7916/D8VT1Q8Q.
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This study sought to address an existing gap in the multicultural research literature by exploring the impact of racial identity, ethnic identity, and racial socialization on perceptions of racial discrimination among Black Caribbean immigrants to the United States. Participants included 120 English-speaking Black Caribbean immigrant adults who completed a survey consisting of: a demographic information sheet, the Black Racial Identity Attitude Scale - Long Form (RIAS-L), the Multigroup Ethnic Identity Measure (MEIM), the Teenager Experience of Racial Socialization Scale (TERS), and the Perceived Racism Scale (PRS).
A Pearson's correlational analysis found significant relationships between racial identity and ethnic identity, with the racial identity status attitudes Encounter, Immersion-Emersion, and Internalization being positively related to overall ethnic identity. Linear regression analyses were then conducted using racial socialization as a predictor variable and racial identity status attitudes as well as overall ethnic identity as criterion variables. Significant positive relationships were found between racial socialization and the racial identity status attitudes Encounter, Immersion-Emersion, and Internalization, as well as between racial socialization and overall ethnic identity.
Two simple linear regressions were initially conducted in order to determine whether racial socialization might be predictive of perceptions of racial discrimination for the year as well as the lifetime. Significant positive relationships were found between racial socialization and perceived racism scores for both the year and the lifetime. Further regression analyses also found the racial socialization factor Cultural Alertness to Discrimination (CAD) to be a unique positive predictor of perceptions of racial discrimination for the year as well as the lifetime. Subsequent hierarchical regression analyses later indicated that racial socialization significantly predicted perceptions of racial discrimination for the year and the lifetime above and beyond racial identity. Racial socialization was also a significant predictor of perceptions of racial discrimination for the year and the lifetime after accounting for overall ethnic identity.
Finally, MANOVA results indicated that first generation and second generation participants differed significantly on: the racial identity status attitude Encounter, overall ethnic identity, as well as the racial socialization factor Cultural Alertness to Discrimination (CAD). In sum, findings from the current study suggest that racial socialization experiences have a substantial impact on perceptions of racial discrimination and play an important role in racial and ethnic identity development. Implications for research and practice are discussed.
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Brown, Spencer Elaine. "The Black Oneness Church in Perspective." Thesis, 2009. http://hdl.handle.net/1807/19177.
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This qualitative study examines the social, spiritual and political role the Black Oneness Churches play in Black communities. It also provides an anti-colonial examination of the Afro-Caribbean Oneness churches to understand how it functioned in the formation and defense of the emerging Black communities for the period 1960-1980.
This project is based on qualitative interviews and focus groups conducted with Black Clergy and Black women in the Oneness church of the Greater Toronto area. This study is based on the following four objectives:
1. Understanding the central importance of the Black Oneness Pentecostal Church post 1960 to Black communities.
2. Providing a voice for those of the Black Church that are currently underrepresented in academic scholarship.
3. Examining how the Black Church responds to allegations of its own complicities in colonial practices.
4. Engage spirituality as a legitimate location and space from which to know and resist colonization.
The study also introduces an emerging framework entitled: Whiteness as Theology. This framework is a critique of the theological discourse of Whiteness and the enduring relevance of the Black Church in a pluralistic Afro-Christian culture.
The data collected reveal that while the Black Church operated as a social welfare institution that assisted thousands of new black immigrants, the inception of the church was political and in protest to racism. Hence, the Black Church is a product of white racism, migration and colonization. The paradox of the Black Church lies in its complicity in colonization while also creating religious forms of resistance. For example, the inception of the Afro-Caribbean Oneness Church was an anti-colonial response to the racism in the White Church. But 40 years later, the insidious nature of colonization has weaved through the church and “prosperity theology” as an impetus of colonialism has reshaped the social justice role of Black Churches.
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Litchmore, Rashelle. "Ethnic and Racial Self-Definitions of Second-Generation Canadians: An Analysis of Discourse." Thesis, 2012. http://hdl.handle.net/10214/4144.
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The present study was designed to investigate the social construction of racial and ethnic identities and categories among second-generation Canadian youth who identify as, or can be physically identified as Black. A culturally diverse sample of 34 participants aged 13 – 19 years was recruited from communities in the General Toronto Area to participate in six discussion groups. Discourse analysis was utilized to demonstrate the fluidity and negotiability of racial and ethnic identity, and the role of the immediate and wider social contexts in the constructions of these identities and the content of their associated social categories. Results are discussed with regards to the implications of the reliance on mainstream social-cognitive approaches that do not adequately address the social construction of these phenomena.
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Moore, CARLA. "Wah Eye Nuh See Heart Nuh Leap: Queer Marronage In The Jamaican Dancehall." Thesis, 2014. http://hdl.handle.net/1974/8599.
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This thesis explores the interweaving of colonial and post-colonial British and Jamaican Laws and the interpretive legalities of sexuality, compulsory heterosexuality, and queerness. The research project begins by exploring the ways in which the gendered colonial law produces black sexualities as excessive and in need of discipline while also noticing how Caribbean peoples negotiate and subvert these legalities. The work then turns to dancehall and its enmeshment with landscape (which reflects theatre-in-the round and African spiritual ceremonies), psycho scape (which retains African uses of marronage and pageantry as personhood), and musicscape (which deploys homophobia to demand heterosexuality), in order to tease out the complexities of Caribbean sexualities and queer practices. I couple these legal narratives and geographies with interviews and ethnographic data and draw attention to the ways in which queer men inhabit the dancehall. I argue that queer men participate in a dancehall culture—one that is perceived as heterosexual and homophobic—undetected because of the over-arching (cultural and aesthetic) queerness of the space coupled with the de facto heterosexuality afforded all who ‘brave’ dancehall’s homophobia. Queer dancehall participants report that inhabiting this space involves the tactical deployment of (often non-sexual) heterosexual signifiers as well as queering the dancehall aesthetic by moving from margin to centre. In so doing, I argue, queer dancehall queers transition from unvisible (never seen but always invoked) to invisible (blending into the queered space) while also moving across and through, as well as calling into question, North American gay culture, queer liberalism, and identity politics.Thesis (Master, Gender Studies) -- Queen's University, 2014-01-30 13:32:15.082