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Dissertations / Theses on the topic 'Race, class, gender'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Baines, Donna. "Everyday practices of race, class and gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/NQ35103.pdf.

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2

Volk, Dana Christine. "Passing: Intersections of Race, Gender, Sexuality and Class." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78449.

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African American Literature in the 20th century engaged many social and racial issues that mainstream white America marginalized during the pre-civil rights era through the use of rhetoric, setting, plot, narrative, and characterization. The use of passing fostered an outlet for many light-skinned men and women for inclusion. This trope also allowed for a closer investigation of the racial division in the United States during the 20th century. These issues included questions of the color line, or more specifically, how light-skinned men and women passed as white to obtain elevated economic and social status. Secondary issues in these earlier passing novels included gender and sexuality, raising questions as to whether these too existed as fixed identities in society. As such, the phenomenon of passing illustrates not just issues associated with the color line, but also social, economic, and gender structure within society. Human beings exist in a matrix, and as such, passing is not plausible if viewed solely as a process occurring within only one of these social constructs, but, rather, insists upon a viewpoint of an intersectional construct of social fluidity itself. This paper will re-theorize passing from a description solely concerning racial movements into a theory that explores passing as an intersectional understanding of gender, sexuality, race, and class. This paper will focus on contemporary cultural products (e.g., novels) of passing that challenge the traditional notion of passing and focus on an intersectional linkage between race, gender, sexuality, and class.
Ph. D.

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3

Anderson, Kristi S. "Post-poststructuralism : gender, race, class and literary theory /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034175898.

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4

Karumanchery, Nisha. "Race, gender and class, Malayalee women's experiences in Toronto." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27973.pdf.

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5

Wimes, Angela D. "Race, gender and class differences in academic achievement motivation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/377.

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6

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

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7

Cox, Rosie. "Race, class, gender and paid domestic work in London." Thesis, Coventry University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342155.

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8

McIlwaine, Catherine Julia. "Gender, ethnicity and the local labour market in Limon, Costa Rica." Thesis, London School of Economics and Political Science (University of London), 1993. http://etheses.lse.ac.uk/1995/.

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The conceptual and empirical analysis of the interrelationship between gender and ethnicity has been largely neglected in the social sciences in general, and in Latin America in particular. The current research examines this relationship in the context of the local labour market of the Caribbean port of Limon, Costa Rica. The presence of a significant Afro-Caribbean minority along with the predominant white/mestizo population in the city, allows for the analysis of the distribution of ethnic and gender groups in the local economy, and the ways in which gender and ethnicity intersect with one another to produce particular patterns of employment differentiation. The above interrelations are explored with special reference to labour market segmentation and segregation. The approach adopted comprises the synthesis of three perspectives, the first of which is concerned with tracing the historical development of the region and city as an enclave economy. The second perspective deals with the labour market itself where current patterns of labour demand also influence segmentation and segregation. The third examines the contemporary household level, where factors such as household structure and gender ideologies (both of which may be mediated by ethnicity) operate to shape the supply of labour. Combination of the above three elements in the context of an holistic approach indicates that the configuration of employment differentiation in the enclave economy of Limon departs from more generally found patterns of vertical segmentation in gender and ethnic terms. Instead, horizontal distribution prevails in which Afro-Caribbean women do not occupy the most subordinate position in the labour market. Explanations for this lie in the historical evolution of the labour market and the dynamics of interaction between contemporary factors operating within the spheres of both household and workplace. A survey of 250 randomly-sampled households was conducted in three low-income settlements in Limon using structured and semi-structured questionnaires and targeting both male and female respondents. An employer survey was also conducted of 17 firms in the city, including large and small-scale enterprises. The principal conclusion is that a reconsideration of conventional conceptual approaches to labour markets is necessary in order to fully recognise the importance of the interaction between gender and ethnicity in employment differentiation.

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Strolovitch, Dara Z. "Affirmative advocacy : race, class, and gender in interest group politics /." Chicago : University of Chicago press, 2007. http://catalogue.bnf.fr/ark:/12148/cb41270045c.

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10

Esparza, Schaylee Marie. "Mediating Academic Success: Race, Class, Gender and Community College Persistence." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2019.

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Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence.

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11

Sandhu, Angie. "Texts and contexts : contemporary feminist negotiations of class, race and gender." Thesis, Loughborough University, 1994. https://dspace.lboro.ac.uk/2134/27256.

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The original aim of this thesis was to investigate the relationship between feminist writing and the publishing industry. I was particularly interested in exploring the differences between 'successful' feminist wri ting and feminist wri ting which has either remained unpublished or has experienced difficulty in obtaining publication. I intended to foreground considerations of race, class and differences of sexual orientation between women and to explore the extent to which these factors were informing the publication of contemporary feminist writing.

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12

Rickman, Moi. "Mind and belonging : conceptions of gender, race and class, 1750-1850." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433826.

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13

Harvey, E. A. "Philanthropy in Birmingham and Sydney, 1860-1914 : class, gender and race." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1148213/.

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This thesis considers philanthropic activities directed towards new mothers and destitute children both “at home” and in a particular colonial context. Philanthropic encounters in Birmingham and Sydney are utilised as a lens through which to explore the intersections between discourses of race, gender and class in metropole and colony. Moreover, philanthropic and missionary efforts towards women and children facilitate a broader discussion of ideas of citizenship and nation. During the period 1860 to 1914 the Australian colonies federated to become the Australian nation and governments in both Britain and Australia had begun to assume some responsibility for the welfare of their citizens/subjects. However, subtle variations in philanthropic practices in both sites reveal interesting differences in the nature of government, the pace of transition towards collectivism, as well as forms of inclusion and exclusion from the nation. This project illuminates philanthropic and missionary men and women, as well as the women and children they attempted to assist. Moreover, the employment of “respectable” men and women within charities complicates the ways in which discourses of class operated within philanthropy. Interactions between philanthropic and missionary men and women reveal gendered divisions of labour within charities; the women and children they assisted were also taught to replicate normative (middle-class) gendered forms of behaviour. Specific attention is paid to the ways in which race impacted upon philanthropic activities: throughout the experiences of Aboriginal women and children on mission stations interweave with white women and children’s experiences of philanthropy in Birmingham and Sydney. Comparisons of philanthropic efforts towards white and Aboriginal women and children highlights the “whitening” of philanthropy in the colony of New South Wales and the existence of a differentiated philanthropy. Discourses of race were also crucial to philanthropic practices in Birmingham, which strove to create good subject/mothers and citizen/children for the British nation.

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Wahome, Samatha. "Ain’t I a Girl: Black Girls Negotiating Gender, Race, and Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313436849.

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Paine, Abigail D. "Gendering bodies in preschool: the importance of the interconnectedness of race, class, and gender." Oberlin College Honors Theses / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1316538550.

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16

Malmi, Anna Helena. "The Study of Race and Racism in Mexican Feminist Scholarship : Analyzing Mestizaje through race, class and gender." Thesis, Linköpings universitet, Tema Genus, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151817.

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This study explores how feminist scholarship in the Mexican context relate to race and racism. The study is particularly interested in critically reflecting on how race and racism have been problematized and conceptualized in Mexican feminist scholarship. The study is based on qualitative semi-structured interviews and a wide examination of the existing literature on the themes of the study. Of special interest to this study is the concept of mestizaje, used in this study as one of the main analytical concepts to make sense of race and racism in Mexico. The findings indicate that the feminist scholarship on race and racism in Mexico has focused mainly on studying race and racism in relation to indigenous people and more recently black Mexicans, in the process constructing mestizaje as a homogenous category of privilege. However, the findings of the study suggest that there is a blind spot in the Mexican feminist scholarship on race and racism, as it has left unacknowledged how the tone of skin interacts with gender and class in a way that transcends the whole of society and not just certain groups. Furthermore, the study argues that the illusion of homogeneity within mestizaje is among the core problems that hinders the public recognition of racism as a social and political problem. Therefore, it is argued that making visible the diversity within mestizaje becomes an essential strategy for transforming the relations of racial differentiation that characterize social relations in contemporary Mexico.

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17

Herd, Pamela. "Crediting care, citizenship or marriage? Gender, race, class, and Social Security reform." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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18

Tijani, Ishaq. "Male domination, female revolt : race, class, and gender in Kuwaiti women's fiction /." Leiden : Brill, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789004167797.

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19

Resko, Stella M. "Intimate partner violence against women exploring intersections of race, class and gender /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181922677.

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Tijani, O. I. "Male domination, female revolt : race, class and gender in Kuwaiti women's fiction." Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662957.

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This thesis investigates various form of women’s resistance to male domination in Kuwaiti society, as represented in Kuwaiti women’s fiction. Two short stories: Hayfā’ Hāshim’s “al-Intiqām al-rahīb” (1953) and Laylā al-‘Uthmān’s “Min milaff imra’s” (1979), and three novels: al-‘Uthmān’s Wasmiyya takhruj min al-bahr (1986), Tayba al-Ibrāhīm’s Mudhakkirāt khādim (1995), and Fawziyya S. al-Sālim’s Muzūn (2000) are closely analysed, drawing from Marxist-feminist literary criticism. I argue that these texts portray their respective heroines, representing pre-oil generations of Kuwaiti women – born before or in the first half of the twentieth century – as resistant and/or revolutionary figures, contrary to the common notion of their stereotypical passivity and submissiveness. In view of the fact that these texts, as well as some others that are not represented here, form a minority among Kuwaiti women’s fiction, they are here considered as ‘feminist revolutionary’ texts. Part One introduces Kuwait and its people, with special reference to the development of Kuwaiti fiction (Chapter One), and the Kuwaiti female literary tradition (Chapter Two). Part Two (Chapters Three through Six) demonstrates how the Kuwaiti patriarchal tradition has affected, and continues to affect, race, class and gender relations in Kuwait, in a way that is discriminatory against and oppressive to women. An example of this is found in the sex-related concept of sharaf or fadīha (social honour or dishonour) – a-common-denominator ideology which each of the texts seeks to reflect and deconstruct. Exploring the agency which each of the authors has constructed for her heroine’s defiance, evasion, or subversion of patriarchal authority, this study asserts that some pre-oil Kuwaiti women have been actively resistant to male domination, and that they have worked for social change.

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Watson, Beccy. "Motherwork-motherleisure : analysing young mothers' leisure lifestyles in the context of difference." Thesis, Leeds Beckett University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324518.

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22

Feldman, Karie Ellen. "Post-Parenthood Redefined: Race, Class, and Family Structure Differences." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1267730564.

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23

McMullen, Liv J. "Privilege and pain problems of gender, class and race during the Harlem Renaissance /." Cick here for download, 2007. http://proquest.umi.com/pqdweb?did=1280151491&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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24

Ortiz, Susan Y. "Women's Experience of Discrimination at Work: Intersections of Race and Class with Gender." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396454658.

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25

Gulbas, Lauren E. "Cosmetic surgery and the politics of race, class, and gender in Caracas, Venezuela." Ann Arbor, Mich. : ProQuest, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337349.

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Thesis (Ph.D. in Anthropology)--S.M.U.
Title from PDF title page (viewed Oct. 7, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4769. Adviser: Carolyn Sargent. Includes bibliographical references.

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Hofstetter, Angela Dawn. "Lyrical beasts equine metaphors of race, class, and gender in contemporary Hollywood cinema /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3357987.

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Thesis (Ph.D.)--Indiana University, Dept. of Comparative Literature, 2009.
Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1649. Adviser: Barbara Klinger.

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Lovell, Donielle M. Pigg Kenneth E. "Leading in the Mississippi Delta an exploratory study of race, class and gender /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7029.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Kenneth E. Pigg. Vita. Includes bibliographical references.

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Parkin, Diana Jane. "Contested sources of identity : nation class and gender in Second World War Britain." Thesis, London School of Economics and Political Science (University of London), 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360554.

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Guru, S. "Struggle and resistance : Punjabi women in Birmingham." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382848.

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Leondar-Wright, Betsy. "Missing Class: How Understanding Class Cultures Can Strengthen Social Movement Groups." Thesis, Boston College, 2012. http://hdl.handle.net/2345/3697.

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Thesis advisor: Willaim A. Gamson
What are the class culture differences among US progressive social movement groups? This mixed-methods study finds that activists speak and act differently depending on their class background, current class and upward, downward or steady class trajectory, confirming previous research on cultural capital and conditioned class predispositions. In 2007-8, 34 meetings of 25 groups in four movement traditions were observed in five states; 364 demographic surveys were collected; and 61 interviews were conducted. I compared activists' approaches to six frequently mentioned group problems. * Lifelong-working-class activists, usually drawn in through preexisting affiliations, relied on recruitment incentives such as food and one-on-one relationships. Both disempowered neophytes and experienced powerhouses believed in strength in numbers, had positive attitudes towards trustworthy leaders, and stressed loyalty and unity. * Lifelong-professional-middle-class (PMC) activists, usually individually committed to a cause prior to joining, relied on shared ideas to recruit. They focused more on internal organizational development and had negative attitudes towards leadership. Subsets of PMC activists behaved differently: lower professionals communicated tentatively and avoided conflict, while upper-middle-class people were more assertive and polished. * Upwardly mobile straddlers tended to promote their moral certainties within groups. A subset, uprooted from their working-class backgrounds but not assimilated into professional circles, sometimes pushed self-righteously and brought discord into groups. * Voluntarily downwardly mobile activists, mostly young white anarchists, drew the strongest ideological boundaries and had the most distinct movement culture. Mistrustful of new people and sometimes seeing persuasion as coercive, they had the weakest recruitment and group cohesion methods. Analysis of class speech differences found that working-class activists spoke more often but more briefly in meetings, preferred more concrete speech, and used more teasing and self-deprecating humor. The professional-middle-class (in background and/or current class) spoke longer but less often, preferred more abstract vocabulary, and used less negative humor. Group styles were formed by the interplay of members' predominant class trajectories and groups' movement traditions. Better understanding these class culture differences would enable activists to strengthen cross-class alliances to build more powerful social movements
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology

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31

Hällgren, Linnea. "Casualties among Unauthorized Migrants at the Arizona Border : A Race, Class and Gender Perspective." Thesis, Karlstads universitet, Avdelningen för geografi och turism, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9332.

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This bachelor thesis deals with the increasing borders control/security between nations, especially between the, so-called third world and first world nations. Security and wall building is something that is becoming a more and more current issue at borders. Today we live under the scare of terrorism which excuses this behavior. The state seeks to gain more control over whom they are letting in. This has, created harsher laws for immigration, and especially unauthorized such, creating a global apartheid and mistreatment of unauthorized migrants. This study focuses on unauthorized migration and especially on the casualties of such attempts to cross the border betweenMexicoandArizonacaused by walking through the Sonoran desert. The United States has during the 90’s and this the 2000’s deliberately been pushing unauthorized migration routes further from urban areas out in to remote desert in order to discourage it. This has led to a rising number of deaths among unauthorized migrants trying to cross into theUnited StatesfromMexicoand other Latin American countries. This bachelor thesis focuses on the statistics taken from border patrol reports that were listed in the newspaper the Arizona Daily Star. It also contains an interview made with a volunteer from the organization No More Deaths/No Mas Muertes, an organization working for the prevention of deaths in the Sonoran desert and more human immigration policies. A perspective of this bachelor thesis is also gender: how these policies affect gender, and whether women who migrate unauthorized are exposed to more risks than men. The conclusion of the essay is that the majority who migrate unauthorized are male. The women who migrate, however, are exposed to more risks. They are more prone to travel with family or children making them more vulnerable due to the extra responsibility. Traveling alone, they are more vulnerable to sexual assaults. Sexual assaults can come from coyotes, other migrants and border patrol. Risks for human trafficking exist not only while crossing the border but also after deportation.

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Mock, Roberta Ann. "Performing the Jewess : the representation of race, gender, class and sexuality by Jewish women." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251187.

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33

Mair, Christine Armstrong. "SOCIAL SUPPORT AND MENTAL WELL-BEING: THE INTERSECTIONALITY OF AGE, RACE, GENDER, AND CLASS." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-09302007-220612/.

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Aging literature often links social support to higher levels of mental well-being for older adults. Findings concerning variations in the impact of social support on mental well-being according to race, age, gender, and class, however, are not consistent. This paper argues that the reason for these inconsistencies is due to a lack of attention to the intersectionality of inequality in older populations and resulting cumulative disadvantages. I employ an intersectionality perspective to examine how processes of social support (marriage, children, frequency, proximity, and perceptions) interact with race, age, gender, and class to produce differential outcomes in terms of mental well-being. Using data from the 2004 wave of the Health and Retirement Study (HRS), I use split samples to test the effect of social support and intersections of inequality on the depressive symptoms of adults over the age of 50. Findings indicate that there is a clear interaction between social support and inequality. Contrary to many theories, women and minorities in this sample are more different than similar. Individuals aged 80 and older of all race and gender groups are less responsive to social support than other age groups. Black men, in particular, emerge as a group particularly at risk for higher depression. The findings demonstrate the necessity of using an intersectionality perspective when studying (increasingly diverse) aging populations.

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Garoutte, Lisa. "Lynching in the U.S. South incorporating the historical record on race, class, and gender /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179510859.

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Ryalls, Emily Davis. "The Culture of Mean: Gender, Race, and Class in Mediated Images of Girls' Bullying." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3325.

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This dissertation examines narratives about female bullying and aggression through mediated images of "mean girls." Through textual analysis of popular media featuring mean girls (television shows such as Gossip Girl and films like Mean Girls), as well as national news coverage of the case of Phoebe Prince, who reportedly committed suicide after being bullied by girls from her school, this feminist examination questions how the image of the mean girl is raced and classed. This dissertation values an interdisciplinary approach to research that works to make sense of the forces that produce bodies as gendered, raced, and classed. One of the central concerns of this project is explore images of mean girls in order to highlight the ideas that construct female aggression as deviant. In popular culture, the mean girl is constructed as a popular girl who protects and cultivates the power associated with her elite status in duplicitous and cruel ways. Specifically, mean girls are framed as using indirect aggression, which is defined as a form of social manipulation. This covert form of aggression, also referred to as "relational" or "social" aggression, includes a series of actions aimed at destroying other girls' relationships, causing their victims to feel marginalized. The bullying tactics associated with indirect aggression include gossiping, social exclusion, stealing friends, not talking to someone, and threatening to withdraw friendship. The leader of the clique is the Queen Bee who is able to use boundary maintenance to exclude other girls from her friendship groups. In media texts, while the Queen Bee is always White, the Mean Girl discourse does not ignore girls of color. Instead, girls of color are acknowledged as having the potential to be mean, but, more often, they are shown to exemplify the characteristics of normative White femininity (they are nice and prioritize heterosexual relationships) and to escape the lure of popularity. Indeed, whereas media texts continually center Whiteness as a necessary component of the mean girl image, nice girls are constructed as White, Latina, and Black. The constructions of the girls of color often rely on stereotyped behaviors (i.e., Black girls' direct talk and Latina girls' commitment to nuclear family structures); at the same time, these essentialized characteristics are revered and incorporated into the nice girl tropes. The Queen Bee is always upper-class, while the Wannabe (the girl who desires to be in the clique) is middle-class. When attempting to usurp the Queen Bee's power, the Wannabe breaks with normative cultural versions of White, middle-class passive femininity in ways that are framed as problematic. Although the Wannabe rises above her class, in so doing, she also transcends her "authentic" goodness. As a result, middle-classness is recentered and ascribed as part of the nice girl's authentic image. The Mean Girl discourse defines girls' success on a continuum. A popular girl stays at the top of the social hierarchy by being mean. The nice girl finds individual success by removing herself from elite social circles. As a result, privilege is not defined inherently as the problem, but girls' excessive abuse and access to privilege is.

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Short, Geoffrey A. "Unfair discrimination : age-related differences in children's understanding of 'race', gender and social class." Thesis, University of Newcastle Upon Tyne, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235568.

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Smock, Jessica Anne. "Negotiating gender, race, and class at boarding schools: the resilience of African-American girls." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11052.

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Thesis (Ed.D.)--Boston University
This qualitative research study explored the experiences of female African American students at elite boarding schools who were graduates of a Boston nonprofit program called Beacon Academy. Beacon Academy prepares eighth grade public school students for admission and success at independent schools, and the study participants described the social, cultural, and academic preparation with which Beacon equipped them. Using phenomenological research methods, the purpose of this study was to identify the commonalities in these girls' experiences, coping responses, protective factors, and identity changes during their years at boarding school. Using the framework of Spencer's (2001) Phenomenological Variant of Ecological Systems Theory (PVEST), the analysis of the transcribed interviews resulted in the identification of three common themes from the female African American students' accounts of their experiences as Beacon Academy graduates and as boarding school students. These common themes included the importance of Beacon Academy preparation, racial stressors at boarding school, and coping strategies. Beacon prepared these girls with emotional support, cultural competence, and awareness of the importance of work habits and motivation. All of the girls faced racial microaggressions -- or subtle forms of racism -- as psychological stressors at boarding schools, but learned to cope with them through a set of bicultural coping strategies. Implications for independent schools, nonprofit programs, and diversity issues at all institutions are discussed.

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PURCELL, DAVID A. "RACE, GENDER, AND CLASS AT WORK: EXAMINING CULTURAL CAPITAL AND INEQUALITY IN A CORPORATE WORKPLACE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186439336.

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Lyon, Katherine. "“There's no excuse for slowing down" : doing gender, race, and class in the third age." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61123.

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Within social gerontology, the third age is often imagined to be a time of healthy, prosperous, flexible retirement, yet this interpretation can overshadow the experiences of more marginalized elders. Drawing on over 135 hours of participant-observation and twenty-six semi-structured interviews conducted between January and September 2015 at a Vancouver Neighbourhood House, I explicate how elder volunteers and staff take up the third age discourse through their development and implementation of a Seniors’ Drop-In Program. Drawing on feminist gerontology and the sociology of gender, I trace how these low-income elders “do” gendered and generational conceptions of aging through accessible, affordable, productive activity by replicating and revising the third age discourse mediated through institutional texts targeted toward the “boomer” generation. At the same time, elders develop distinct relationships to and perform different interpretations of these Seniors’ Drop-In activities, particularly the multicultural lunch components, based on their intersecting social locations, including generation, class, race, and gender. This thesis also explores the standpoint of staff in order to demonstrate how the work of senior-driven programming is constrained and enabled by grant-based funding and workload pressures articulated through the discourse of managerial efficiency. In sum, this work’s key findings concern how a senior-driven Drop-In Program in a Neighbourhood House context is coordinated by the complementary and contradictory textually-mediated discourses of the third age, senior-driven programming, and managerial efficiency that elders and staff enact and bring into being in particular interindividual and institutional contexts. This dissertation is sociologically significant in centring age and generation within theories of intersectionality and performativity through an inductive, qualitative exploration of low-income elders often erased from dominant third age scholarship, and through an examination of senior-driven program planning dynamics within the unique understudied context of a community-based Neighbourhood House.
Arts, Faculty of
Sociology, Department of
Graduate

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Toth, Anna. "Discourses of race, class, gender and sexual identity in the writings of feminist family therapists." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ47369.pdf.

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Purcell, David A. "Race, gender, and class at work examining cultural capital and inequality in a corporate workplace /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1186439336.

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Thesis (Ph. D.)--University of Cincinnati, 2007.
Title from electronic thesis title page (viewed Oct. 8, 2007). Includes abstract. Keywords: cultural capital, gender, race, work, inequality, social class. Includes bibliographical references.

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Wiggins, Dana C. "From Countrypolitan to Neotraditional: Gender, Race, Class, and Region in Female Country Music, 1980-1989." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/history_diss/21.

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During the 1980s, women in country music enjoyed unprecedented success in record sales, television, film, and on pop and country charts. For female performers, many of their achievements were due to their abilities to mold their images to mirror American norms and values, namely increasing political conservatism, the backlashes against feminism and the civil rights movement, celebrations of working and middle class life, and the rise of the South. This dissertation divides the 1980s into three distinct periods and then discusses the changing uses of gender, race, class, and region in female country music and links each to larger historical themes. It concludes that political and social conservatism influenced women’s country performances and personas. In this way, female country music is a social text that can be used to examine 1980s America.

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Cowin, Gibbs Michelle Renee. "Detroit Brand Blackness: Race, Gender, Class, and Performances of Black Identities in Post Recession Detroit." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573836782749038.

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Ross-Stroud, Catherine Trites Roberta Seelinger. "Non-existent existences race, class, gender, and age in adolescent fiction; or Those whispering Black girls /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106763.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, Janice Neuleib. Includes bibliographical references (leaves 217-236) and abstract. Also available in print.

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Pollard, Juliet Thelma. "The making of the Metis in the Pacific Northwest : fur trade children : race, class, and gender." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30632.

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If the psychiatrist's belief that childhood determines adult behaviour is true, then historians should be able to ascertain much about the fabric of past cultures by examining the way in which children were raised. Indeed, it may be argued that the roots of new cultures are to be found in the growing up experiences of the first generation. Such is the premise adopted in this thesis, which explores the emergence of the Metis in the Pacific Northwest by tracing the lives of fur trade youngsters from childbirth to old age. Specifically, the study focuses on the children at Fort Vancouver, the Hudson's Bay Company headguarters for the region, during the first half of the nineteenth century — a period of rapid social change. While breaking new ground in childhood history, the thesis also provides a social history of fur trade society west of the Rocky Mountains. Central to the study is the conviction that the fur trade constituted a viable culture. While the parents in this culture came from a wide variety of ethnic backgrounds, their mixed-blood youngsters were raised in the 'wilderness' of Oregon in a fusion of fur trade capitalism, Euro-American ideology and native values — a milieu which forged and shaped their identities. This thesis advances the interpretation that, despite much variation in the children's growing up experience, most fur trade youngsters' lives were conditioned and contoured by the persistent and sometimes contrary forces of race, class and gender. In large measure, the interplay of these forces denoted much about the children's roles as adults. Rather than making them victims of 'higher civilization,' however, the education of fur trade children allowed them access to both native and white communities. Only a few were 'marginalized'. The majority eventually became members of the dominant culture, while a few consciously rejected the white experience in favour of native lifestyles.
Arts, Faculty of
Philosophy, Department of
Graduate

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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.
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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Balot, Michelle Magee. "Redefining Responsibility: Welfare Reform, Low-Income African American Mothers, and Children with Disabilities." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/957.

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Mothers of children with disabilities face a variety of problems compared to other mothers, but their experiences are not universal. This thesis provides a critical analysis of caregiving and disability by examining the experiences of a group of low-income African American mothers with children with disabilities. It explores the impacts of race, class, gender, and disability on mothers' experiences in the context of conflicting employment and caregiving demands for poor women. Drawing on in-depth qualitative interviews with ten low-income African American mothers of children with disabilities, I illustrate how the struggles of raising a child with a disability are amplified in the face of race and class inequalities. As a result, these women redefine the notion of personal responsibility and employ a series of survival strategies.

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Odum, Tamika C. "Our Journey, Our Voice: Conceptualizing Motherhood and Reproductive Agency in African American Communities." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505148678895392.

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Krause, Elizabeth L. ""The Bead of Raw Sweat in a Field of Dainty Perspirers": Nationalism, Whiteness and the Olympic-Class Ordeal of Tonya Harding." University of Arizona, Department of Anthropology, 1996. http://hdl.handle.net/10150/110832.

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This paper examines the interrelations of whiteness, gender, class and nationalism as represented in popular media discourses surrounding the coverage of the assault on Olympic ice skater Nancy Kerrigan and the investigation of her rival, Tonya Harding. As with other recent works that have refocused the issue of "race" on whiteness, this essay seeks to unveil the exclusionary social processes in which boundaries are set and marked within the "difference" of whiteness. The concepts of habitus and historicity are used to understand how Tonya Harding became marked as "white trash," and the implications of her "flawed" qualifications are explored. Furthermore, this paper identifies ongoing ideological struggles over moral regulation and reproduction of the nation and its subjects.

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Thakkilapati, Sri Devi. "Better Mothers, Good Daughters and Blessed Women: Gender Performance in the Context of Abortion." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258503022.

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