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Scott, Bradley. "A comparative study of teacher perceptions of race and race relations in two selected school districts /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008438.
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Bailey, Kari. "Race in the classroom identifying and uprooting bias /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bailey_KMITThesis2009.pdf.
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Haynes, Janet M. "The impact of race and class on the educational experience of Black students in Ottawa's educational system /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100621.
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This thesis examines the educational inequalities facing Black high school students, particularly working-class youths in Ottawa's educational system. In consultation with several community organizations, educators, parents and students, several concerns were identified as barriers that impacted the educational achievement of Black youths in Ottawa's schools. They identified issues such as the continued negative stereotyping of Black students, particularly Black males as being aggressive, violent, low achievers, and lacking respect for authority, which often results in their suspensions and/or expulsion. Most importantly, they argue that in addition to the high rate of suspensions and expulsions, there also appears to be a funneling of Black working-class males into the criminal juvenile justice system, by schools, which results in the criminalization of Black youths by Ottawa schools.This study was framed within a Black antiracist feminist framework that employed an oppositional and critical pedagogy aimed at interrogating the educational experiences of Black youths. The study examined the impact of race and class on educational outcome, and the ways in which the current educational arrangement benefits some students while disadvantaging others. Critical to the study is the denial of racism within Ottawa schools by educators and administrators. The problem is further complicated by the fact that neither the Ottawa Carleton District School Board nor the Carleton Roman Catholic Separate School Board compiles statistical database on students' race, ethnicity and/or social class, which is a necessary tool in determining the existence of educational inequality. Due to the lack of educational statistics educators have avoided accountability, thus preserving the status quo.
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Souza, Fabiana Mendes de 1978. "Anonimos e invisiveis: os alunos negros na Unicamp." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279140.
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Orientador: Omar Ribeiro ThomazDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-08T22:50:14Z (GMT). No. of bitstreams: 1 Souza_FabianaMendesde_M.pdf: 1532483 bytes, checksum: 3073e00cd7c78b8f9ee7e362bae7683c (MD5) Previous issue date: 2006
Resumo: o presente trabalho é uma tentativa de recuperar as trajetórias escolares de estudantes negros na Universidade Estadual de Campinas - Unicamp. O objetivo central é compreender como a cor da pele interferiu e interfere nas vivências dos entrevistados, sobretudo, nos ambientes escolares, pelos quais estes têm passado. O pressuposto deste trabalho é que essas trajetórias seriam excepcionais, na medida em que estes estudantes negros teriam superado os limites de práticas pedagógicas estigmatizadoras ao ingressarem no sistema superior de ensino, que é reconhecido socialmente como espaço de difícil acesso, pelo seu processo de seleção baseado no conteúdo escolar. Chegando a campo me surpreendi, pois encontrei uma realidade distinta. Havia um grupo de estudantes negros cujas trajetórias de vida não compunham o descrito pela bibliografia. Encontrei jovens estudantes negros cujas histórias de vida não se diferenciavam em quase nada dos outros alunos universitários. Digo quase nada, pois a cor da pele parecia ser sua única diferença. Assim, ao terminar minhas entrevistas tinha um quadro interessante: um grupo de estudantes negros cujas trajetórias sociais eram similares a de outros estudantes já relatado em outros estudos, ou seja, encontrei trajetórias sociais de estudantes negros com menores condições socioeconômicas - o que já era esperado - encontrei, também, no entanto, trajetórias sociais de estudantes negros, cujas condições sociais os aproximavam do estudante universitário padrão: jovens, com pais com alto nível de escolaridade e com renda familiar elevada. Concluo que o estigma da cor da pele nas trajetórias escolares e acadêmicas dos entrevistados se expressa através dos mecanismos de auto-refinamento e silenciamento, provocando invisibilização do preconceito e discriminação racial na escola e na universidade
Abstract: The present study is an attempt of recovering the school trajectories of black students at State University of Campinas - UNICAMP. The main objective is the comprehension of how the skin tone had affected and affects the living of the interviewees, specially, in the school environments where they been through. The presupposition of this work is that the trajectories would be exceptional while these black students, when they reach the university (a competitive place which selection is based on merit), would have gone beyond the boundaries of educational practices that stigmatized them. But when I faced the object, I got surprised because I found a different reality. There was a group of black students which trajectories of life were the opposite of those described by the bibliography I was lied on. I met young black students which lives were very similar to any UNICAMP student's life. I mean very similar, because the skin tone was which make them different. Thus, by the end of the interviews I got an interesting picture: a group of black students which social trajectories were similar to the other students already researched, I mean I found some students of lower social classes - it was expected. But I found aIso black students which social conditions were very coherent to the typical university student: young boys and girls which parents have high schooling and income. I come to a conclusion that the skin tone stigma in school and academic trajectories of the interviewees is expressed through the mechanism of self refinement and silence that turns invisible the racial prejudice in the school and university
Mestrado
Politica, Memoria e Cidade
Mestre em Antropologia Social
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Robertson, Megan Aimee. "“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97085.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch University, a formerly white Afrikaans University which is still predominantly white in terms of numbers and proportions of students attending the institution. While I argue about the importance of taking measures to promote more „diverse‟ student populations, I am critical of discourses which equate transformation with „improving‟ demographic profiles defined in terms of numbers of black, white, coloured and Indian students. I argue that understandings of transformation and diversity need to engage with the students‟ views and experiences of the university in order to make meaningful change with regard to social cohesion and integration, which goes beyond statistical change. My research does this by exploring how students from particular residences, in Stellenbosch University, construct and experience university and residence life and their own identifications. The students were interviewed in friendship groups, selected by the students themselves, and a key concern of mine was to facilitate conversations with them on broad themes relating to their reasons for coming to Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications as particular students in particular residences in Stellenbosch. I was particularly concerned to pick up on issues which the students raised in these „focus group discussions‟ so that the students, themselves, played a key role in setting the agenda in the discussion and they and their reflections on their experiences and constructions of themselves and others became the topic of discussion. Rather than taking the group interview as an „instrument‟ (as interviews, like questionnaires, are often described in methods texts in the social sciences), I write about it as ethnographic encounter involving them and myself as participants, and I explore insights about the nature of their friendships and relationships derived from first-hand experience, of how they engage with their selected friends and with me in the research group. Furthermore, by engaging with them as authorities about their lives and identifications as particular kinds of students at Stellenbosch, and posing questions which encouraged them to reflect on these. I argue that this kind of research can itself become a model of good pedagogic and „transformative‟ practice.
AFRIKAANSE OPSOMMING: Nie beskikbaar
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Hayashi, Miyako Jun-ko. "The Effects of Positive Illusions on Perceived Racism." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5088.
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This study investigated the effects of selfesteem, controllability, and optimism, the constructs inherent in positive illusions, on perceived racism. The perceived racism scale in this study was found to contain two dimensions, Equal Opportunity (EO) racism and Authority (AUT) racism. Thirty-seven AfricanAmerican, 64 Asian-American and 100 White-American students at Portland States University {101 females, 100 males and mean age of 25 years) served as subjects. The findings revealed that both African- and AsianAmerican students perceived a racist atmosphere from peer students {EO racism) significantly higher than did the White-American students. However, only AfricanAmerican students perceived greater racism from faculty members (AUT racism) than the White-American students. None of the illusions had an effect on perceived EO racism. However, all types of illusions (self-esteem, controllability and optimism) had a significant effect on perceived racism from faculty members {AUT racism). Higher perception of AUT racism was correlated with less self-esteem(~= -.089, R = .12), less controllability(~= -.319, R < .001), and less optimism (~ = -.144, R = .03). The results of this study support empirical evidence showing that the illusions, especially controllability, change individuals in how they perceive racism when the racism is practiced by authorities.
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Gumataotao-Lowe, Catalina San Nicolas. "Institutional racism in higher education : perceptions of people of color /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7888.
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Hadjor, Kofi Buenor. "Race and the American nation : the role of racial politics in the shaping of modern America." Thesis, University of Manchester, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673802.
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Brown, Darryl K. "Racism and Race Relations in the University." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539624383.
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Richert, Jennifer Kathleen. "Changing attitudes Congressional rhetoric, race, & educational inequalities /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-07182007-152948/.
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Baig, Raees Begum. "The political process and race relations in the legislation against racial discrimination in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44526799.
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Goodwin, Gerald F. "Race in the Crucible of War: African American Soldiers and Race Relations in the "Nam"." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399548260.
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Roy-Woods, Sabrina M. Lumsden D. Barry. "Reflections on diversity graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.
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Kennedy, Mike. "Medical School Admissions Across Socioeconomic Groups: An Analysis Across Race Neutral and Race Sensitive Admissions Cycles." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28440/.
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While the relationship between academic variables and admission into medical school has been well documented, the relationship between socioeconomic background and admission has not been extensively examined. In 2001, the Texas Legislature passed HB 1641, which allowed for the use of socioeconomic variables in the admission of graduate and professional school students. Additionally, the Grutter v. Bollinger decision in 2003 removed a prohibition on the use of race or ethnicity in the admission of students in the state of Texas. The study examined the role medical school admissions selectivity as it relates to the socioeconomic background during a race neutral admissions cycle in 2005 and a race sensitive admissions cycle in 2006. The results of data analysis found that in a race neutral admissions cycle socioeconomic background was a significant factor in the admission of applicants to medical school. However, it was not a significant factor for applicants from underrepresented minority groups. The analysis also found that socioeconomic background was a significant factor in the admission of applicants to medical school in a race sensitive admissions cycle as well. Finally, the study found that variances in selectivity led to differences in the socioeconomic makeup of entering students across different medical schools. From the data analyzed in this study, it can be argued admission to medical school is in agreement with the sociological literature in that parental socioeconomic status is positively related to academic opportunities for their offspring.
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Shivers, Marian C. "Black women administrators in California community colleges: Perceived influences of sex and race discrimination and affirmative action." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3173.
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The purpose of this study was four-fold. First, it determined the extent to which Black women were employed full time in the top three levels of community college administration in California. Second, it gathered demographic and attitudinal data about Black women in community college administration in California. Third, it reported the perceptions of Black women currently employed in top-level positions regarding race and sex discrimination as they had personally experiences it and the influences of affirmative action on career advancement. Finally, it reiterated some of the historical trends which influenced the role of Black women in the labor force as presented in Chapter 2.
The research addressed the following questions: (1) Has the representation of Black women administrators in top level positions in California community colleges increased or decreased in the last decade?; (2) What does the demographic profile of Black women administrators portray regarding their educational level, age, family background, and professional experiences?; (3) Hor are current Black women administrators motivated to achieve their present positions”; (4) Do current Black women administrators aspire to higher administrative positions? If so, to what positions”; (5) Do Black women administrators report that they have experiences race and/or sex discrimination in their professional careers, particularly in the community colleges?; and (6) Do Black women administrators report that affirmative action played a significant role in their upward career mobility?
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Teeger, Chana Tova. "Teaching Transformations: History Education and Race Relations in Post-Apartheid South Africa." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10986.
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How do nations deal with their difficult, shameful, and traumatic past? I tackle this question by examining how the history of apartheid is taught to--and understood by--South African high school students. I further examine the consequences of these understandings for contemporary race relations. To address these questions around the production, reception, and consequences of history education in schools, the study draws on data collected during 18 months of fieldwork in two racially and socioeconomically diverse public high schools in Johannesburg, South Africa. The data collection involved a multi-method research design that included: 1) five months of daily observations in 17 distinct classrooms; 2) content analysis of official curricular documents and materials used in classes; 3) interviews with teachers (N=10); and 4) interviews with two samples of students: one prior to, and one following, exposure to apartheid history education (total N=160). I find that teachers present the country’s racially divisive past in ways that limit its salience for understanding contemporary social issues. I show that this is driven both by broad national imperatives concerning racial reconciliation and by more local imperatives related to minimizing race-based conflict in the classroom. Drawing on ethnographic and interview data, I demonstrate that the narratives presented in class leave students without the cultural tools they need to understand, identify, and respond both to contemporary racism and to the structural legacies of apartheid which they encounter on a daily basis. Theoretically, the study contributes to literature that focuses on schools as sites where racial inequalities are reproduced by highlighting the importance of attending to messages transmitted through the formal curriculum. In so doing, it identifies both institutionalized representations and micro-level understandings of racially divisive pasts as important loci for examining contemporary race and ethnic relations.Sociology
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Isom, Carole A. "Not So Black and White: The Color of Perception in Corporate Layoffs." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1290134052.
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Arnot, Madeleine M. "Feminist issues in education : developing a theory of class and gender relations." n.p, 1989. http://ethos.bl.uk/.
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Ford, Payi-Linda. "Narratives and landscapes their capacity to serve indigenous knowledge interests /." Click here for electronic access to thesis: http://tux.lib.deakin.edu.au/adt-VDU/public/adt-VDU20070614.105953, 2005. http://tux.lib.deakin.edu.au/adt-VDU/public/adt-VDU20070614.105953.
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Thesis (Ph.D.)--Deakin University, Victoria, 2005.Submitted to the School of Education of the Faculty of Education, Deakin University. Degree conferred 2006. Includes bibliographical references (leaves 211-225)
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Pelak, Cynthia Fabrizio. "Nation building in post-apartheid South Africa : Transforming gender and race relations through sports /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235237654.
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Stratton, David Clifton. "The Path of Good Citizenship: Race, Nation, and Empire in United States Education, 1882-1924." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/history_diss/23.
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The Path of Good Citizenship illuminates the role of public schools in attempts by white Americans to organize republican citizenship and labor along lines of race and ethnicity during a time of anxiety over immigration and the emergence of the U.S. as a global power. By considering U.S. schools as both national and imperial institutions, it presupposes that the formal education of children served as multilayered exchanges of power through which myriad actors constructed, debated, and contested parameters of citizenship and visions of belonging in the United States. Using the discursive narratives of American exceptionalism, scientific racialism, and patriotism, authors of school curricula imagined a uniform Americanness rooted in Anglo‐Saxon institutions and racial character. Schools not only became mechanisms of the U.S. imperial state in order to control belonging and access supposedly afforded by citizenship, but simultaneously created opportunities for foreigners and “foreigners within” to shape their own relationships with the nation.
Ideological attempts to construct a nation that excluded and included on the basis of race and foreignness had very real implications. Using comparative case studies of Atlanta’s African‐Americans, San Francisco’s Japanese, and New York’s European immigrants, this dissertation shows how policies of segregation, exclusion, and Americanization both complicated and sustained designs for a national body of citizens and workers. Schools trained many of these students for citizenship that included subordinate labor roles, limited social mobility, and marginalized national identity rooted in racial difference. These localized analysis reveal the contested power dynamics that involved challenges from immigrant and non‐white communities to a racial nationalism that often slotted them into subordinate economic and social categories. Taken together, curricula and policy reveal schools to be integral to the mutually sustaining projects of nation‐building and empire‐building.
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Martin, Tracy A. "Black education in Montgomery County, Virginia, 1939-1966." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09182008-063206/.
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Garcia, Ozemela Liana M. "Race and diversity effects on earnings and educational outcomes in Brazil." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167792.
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This thesis employs advanced econometric methods to understand the determinants of race inequalities in labour markets and in higher education in Brazil. It then investigates whether race diversity can be used as a policy to reduce existing inequalities in pay and college campuses. It uses data from the National Household Sample Survey PNAD of 2005 and the National Examination of Higher Education Courses (ENC/Provão) of 2003. The main methodological contributions of this thesis are: 1) extending wage models to include several variables which can explain more than 40 percent of the total variation in wages; 2) computing a proxy for parental education (this has not been possible to estimate using PNAD since 1996); 3) correcting wage equations for selection bias using a robust instrument (most studies ignore the sample selection problem by using employed males only); 4) implementing a new algorithm that combines Heckman Two-Step, complex sample weights and constrained least squares (this increases robustness of the detailed decomposition of the discrimination term). This is done in a generalized wage decomposition setting where the level of discrimination is invariant to the choice of the reference wage group. Results show an existing pay-gap and a significant level of discrimination against nonwhites even after corrections are made. Selection bias appears to underestimate the discrimination term considerably. This study also develops a theoretical framework for the study of the impact of diversity on labour productivity and on discrimination simultaneously. Results support policies which seek greater diversity in order to reduce the existing inequalities in labour markets and on higher education campuses. However, the outcome of policies aimed at increasing diversity on campuses can significantly differ depending on the existing level of diversity and the subject majors attended by students.
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Peters, James E. "Attitudes and General Knowledge of Affirmative Action in Higher Education Admissions At One Historically Black University in Tennessee." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3362.
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The purpose of this study was to examine attitudes and general knowledge of Affirmative Action in higher education admissions at one HBCU in Tennessee. The researcher used a modified version of the Echols’s Affirmative Action Inventory (EAAI) to assess attitudes and general knowledge of all administrators, faculty, staff, and students at this institution. At the conclusion of the collection period, 269 surveys were deemed usable. Of these, 31 surveys were completed by administrators, faculty completed 62 surveys, 55 surveys were completed by staff, and 121 surveys were completed by students. The dependent variables for the study were individual survey questions (1-9) and three dimensions created by transforming the data from sets of survey questions. The independent variables were participant group (administrators, faculty, staff, and students), gender, race, and academic discipline. Two-way contingency tables and c2 were used to examine the associations between each independent variable and the dependent variable for each of the individual survey questions. Two-way analysis of variance (ANOVA) was used to compare the mean differences between the dimensions and pairs of independent variables.
The quantitative findings indicated that the independent variable, participant group, was found to differ in five of the 11 research questions significantly. Administrators hold positive attitudes and exhibit greater general knowledge on the topic of Affirmative Action compared to faculty, staff, or students. Of the other independent variables, only race and academic discipline resulted in significant differences. Respondents who identified as Non-White exhibited positive attitudes towards the dimension that assessed whether Affirmative Action was moral and ethical over respondents who identified as White. Respondents who were classified as belonging to the humanities (academic discipline) were more likely to exhibit positive attitudes toward support of Affirmative Action over respondents who were classified as belonging to business.
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Roy-Woods, Sabrina M. "Reflections on diversity : graduate perceptions of campus climate at Dallas Theological Seminary, 1996-2005 /." Thesis, connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3621.
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Hollins, Robert Norvell III. "Discrimination and Nepotism Within Police Specialty Units." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/3094.
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A career as a police officer has served as a legitimate avenue for many Black Americans to elevate themselves from numerous low paying less prestigious jobs, to a more respectable better paying secured occupation that has a higher social economic status. The general perception related to the civil service position of a police officer, suggests that it is an occupation which should offer an environment free from discrimination and nepotism, thereby allowing fair treatment and equal access for advancement to all individuals employed within the police organization.
The concept of a police organization that offers fair treatment and equal access for advancement to all of its employees in a climate that is free from discrimination and nepotism is the subject of considerable skepticism among many black police officers.
Police departments throughout the United States of America have been challenged by a highly visible accusation of discrimination and nepotism in regards to the selection process and the police personnel selected to become members of elite police specialty units.
This thesis traces the historical involvement of black police officers in The United States and their progression to obtain equality and fair treatment as police officers within the law enforcement community.
This thesis examines the racial demographics of eighteen (18) police departments located in various sections of the United States and the racial demographics of the elite police specialty units which are incorporated within each police department.
In addition, this thesis will analyze collected data from the police departments that participated in the study and determine if the minority representation within each of the police department's elite police specialty units is equal to the general population which the police departments serve and proportionate to the minority representation within the police department.
Finally, this thesis will examine data identifying Black American's representation in significant areas of the criminal justice system, thus analyzing the correlation between Black American's over-representation in the criminal components of the criminal justice system and their under-representation within police departments and elite police specialty units.
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Dube-Luvai, Valerie M. C. E. ""Ja, Ich habe einen deutschen Pass, aber ich bin doch schwarz": Black German Confrontations with Blackness." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/6663.
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This thesis explores the complexities of constructing a German identity as a black German. The recent emergence of Germany's black minority group was generally perceived as an opportunity to reevaluate Germanness as it has been understood in the past. However, this thesis shows that a reevaluation of Germanness lacks full support because traditional German ideals of racial superiority continue to exist in the consciousness of all Germans - black and white. This suggests that theories of racial superiority continue to determine belonging and identity construction in Germany. Above all, the presence of Western racial ideology in black German identity construction signifies a development of self-rejection and the disunity of the black German population. This thesis explores these effects through black German literature, survey interviews and German media.
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Coymak, Ahmet. "Associations Of Religious Identification, Secular Identification, Perceived Discrimination, And Political Trust With Ethnic And Societal (national) Identification." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610734/index.pdf.
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The current thesis extends research in the area of multiple social identities and identity conflict by focusing on both intergroup and intraindividual process underlying structures of identities, namely, religious, ethnic, and societal (national)
identifications. In addition, it examined the influence of political trust, and perceived discrimination the relationship between ethnic and societal identification for disadvantaged ethnic groups in Turkey. Two studies were conducted to evaluate the process of identity organization both inter group and in group. While, the first study addresses intergroup differentiations of these identities, second study focused on intraindividual process of these identities'structure. Supporting hypothesis stemming from Social Identity Theory and Optimal Distinctiveness Theory, political trust and perceived discrimination have roles of mediation in the relationship ethnic and societal identification, by contrast with secular and religious identities in the relationship. Results were discussed for their implications to politic context of the Turkey.
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Gumbhir, Vikas Kumar. "Racial profiling in Eugene, Oregon : a case study in race, community, and law enforcement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181102.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 314-324). Also available for download via the World Wide Web; free to University of Oregon users.
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Malbon, Justin Law Faculty of Law UNSW. "Indigenous rights under the Australian constitution : a reconciliation perspective." Awarded by:University of New South Wales. School of Law, 2002. http://handle.unsw.edu.au/1959.4/19044.
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This thesis examines the possibilities for building a reconciliatory jurisprudence for the protection of indigenous rights under the Australian Constitution. The thesis first examines what could be meant by the term ???reconciliation??? in a legal context and argues that it requires (1) acknowledgement of and atonement for past wrongdoing, (2) the provision of recompense, and (3) the establishment of legal and constitutional structures designed to ensure that similar wrongs are not repeated in the future. The thesis focuses on the last of these three requirements. It is further argued that developing a reconciliatory jurisprudence first requires the courts to free themselves from the dominant paradigm of strict positivism so that they are liberated to pay due regard to questions of morality. Given this framework, the thesis then sets out to examine the purpose and scope of the race power (section 51(xxvi)) of the Australian Constitution, with particular regard to the case of Kartinyeri v Commonwealth in which the High Court directly considered the power. The thesis concludes that the majority of the Court had not, for various reasons, properly considered the nature of the power. An appropriate ruling, it is argued, should find that the power does not enable Parliament to discriminate adversely against racial minorities. The thesis then proceeds to consider whether there are implied terms under the Constitution that protect fundamental rights. It is argued that these rights are indeed protected because the Constitution is based upon the rule of law. In addition constitutional provisions are to be interpreted subject to the presumption that its terms are not to be understood as undermining fundamental rights unless a constitutional provision expressly states otherwise. The thesis also considers whether there is an implied right to equality under the Constitution. The conclusion drawn is that such a right exists and that it is both procedural and substantive in nature.
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Bowie, Eleanor S. Hutchinson Sandra L. "Profile of African American women leaders in a southeastern community college system." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6976.
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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. Title from PDF of title page (University of Missouri--Columbia, viewed on April 20, 2010). Thesis advisor: Dr. Sandra Hutchinson. Vita. Includes bibliographical references.
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Brown, Jordan. "Perpetual educational inequality an historical analysis of the Germantown community in Philadelphia, Pennsylvania /." Connect to the thesis, 2002. http://hdl.handle.net/10066/659.
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Irvine, Philippa Margaret. "Post-apartheid racial integration in Grahamstown : a time-geographical perspective." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1005521.
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This research is situated within the context of the post-apartheid era in South Africa, which includes the dominant ideologies and policies that have shaped the urban landscape of the past and present. It investigates the extent and patterns of integration that exist twenty years after the country’s political transition and it uses Grahamstown, a small education and cultural centre in the Eastern Cape Province, as its case study. The investigation incorporates the traditional geographical focus of residential and educational integration, using conventional means of investigation such as segregation indices, dissimilarity indices, percentages and maps. However, in identifying the broader nature of ‘segregation’ and ‘integration’, the study moves beyond these foci and approaches. It adopts the timegeographical framework to reveal the dynamic use of urban space that reflects the lived space of selected individuals from the community of Grahamstown: the extent and patterns of their behavioural integration or spatial linkages. Together, these approaches reveal that Grahamstown is still a city divided by race and, now, class. Schools and residential areas remain tied to the apartheid divisions of race and the white community exists almost entirely within the bounds of apartheid’s blueprint of urban space. Rhodes University, which is located within Grahamstown, has experienced admirable levels of integration within the student body and within the staff as a whole, but not within the staff’s different levels. In essence, where integration has occurred it has been unidirectional with the black community moving into the spaces and institutions formerly reserved for whites. The limited behavioural integration or spatial linkages are shown to be tied to city structure and, within the white group, to perceptions of ‘otherness’ held by the individuals interviewed. While the study shows limited differences in the time-spatial movements between members of different races who are resident in the former white group area, it highlights the differences between those more permanently resident in the city and the temporary educational migrants or students. The study argues that the slow pace of change is related to the nature of South Africa’s democratic transition and its attending political and economic policies.
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Salmi, Katya. "Exploring the mechanisms for challenging racial discrimination in relation to French political culture : a race critical approach." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38593/.
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This thesis questions the effectiveness of anti-racial discrimination mechanisms in France, particularly in relation to the national political culture. Considering the overall import of republican ideology in France, which emphasizes values of universalism, colour-blindness, and laïcité, there are significant implications for how institutional, legal and civil society actors have traditionally approached issues of racism in France. From primary data, gathered through fieldwork in France (consisting of a series of semi-structured interviews with key antiracist and anti-racial discrimination actors), this thesis highlights the ways in which the political culture impacts the anti-racial discrimination agenda. By taking into account the various levels of antiracism in France, this thesis constitutes a unique, holistic and race critical analysis whereby legal, civil society, institutional and non-conventional mechanisms are considered in conjunction with each other, instead of separately. Using “race” as an analytical tool for understanding the French context, this thesis offers a critical re-reading of French history, linking an ethnicized and racialized formation of national identity throughout key historical moments to contemporary forms of racism. This research thus argues that certain antiracist approaches based on republican ideology result in a limited understanding of racialized processes, which appears to constrain actors from producing effective mechanisms for challenging racism and racial discrimination.
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Poon, Oi Yan Anita. ""More complicated than a numbers game" a critical race theory examination of Asian Americans and campus racial climate /." Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2026887811&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Goldsmith, Pat Antonio. "Race relations in schools: The effects of competition and hierarchy on education, sports participation, and standardized test scores." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284703.
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I investigate the influence of race upon high school student's approaches to education, sports participation, and high school test scores. The theoretical perspective employed suggest that the effect of race upon these items will vary across schools. To explain this school level variation, I employ two theories of race relations: competition theory and the cultural division of labor perspective. Using the National Longitudinal and Educational Study of 1988 (NELS: 88) and multilevel model statistical procedures, support for both theories is found. I conclude that race relations in schools impact student's cultural activities and test scores.
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Huckaby, M. Francyne. "Challenging hegemony in education: specific parrhesiastic scholars, care of the self, and relations of power." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/4799.
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This dissertation explores how five specific intellectuals challenge hegemony in education and society, and express uncomfortable truths about hegemony faced by local communities in their academic practices. Their actions of free speech in regards to dangerous truths are similar to those of the ancient Greek parrhesiastes. This word, parrhesiastes, was used to describe the male citizen in ancient Greece, who had and used his rights to free speech or parrhesia. The activity of speaking freely, parrhesiazesthai, however, is not without its risks. Such speech is dangerous to the status quo, as well as the parrhesiastes. The activity is engaged despite the consequences and the parrhesiastes faces dangers and risks. It is argued that the five scholars who participated in this study are specific parrhesiastic scholars. They are specific intellectuals in their relations with academia, communities, and movements; and parrhesiastes in their actions to assure their rights to and exercise of freedom. While the ancient parrhesiastes served a critical and pedagogical role in transforming citizens to serve the best interests of the city, the specific parrhesiastic scholar, in the case of these five scholars, argues for changes in society for the benefit of citizens whose interests have been ignored or trampled. Foucault acknowledged that the work of specific intellectuals could benefit the state to the detriment of local communities or could work to transform the state to include the interests of specific communities. Specific parrhesiastic scholars choose the latter. The focus of this study is the intersection of technologies of the self with technologies of power. This intersection, which Foucault terms governmentality, comes closest to a utilitarian exploration of resistance to power and the formation of freedom, and understanding of how individuals negotiate their particular positions in truth games for resistance and freedom. The basic conditions necessary for parrhesiazesthai are "citizenship" and understanding the distinction between positive and negative forms of parrhesia. The parrhesiastic practices of the five scholars are explored through three analytical frames: (1) self-knowledge and resisting repression, seduction, and desire; (2) political activity and tactics; and (3) the self within systems of subjugation.
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Blassel, Romane. "(Dé)Construire la race : Socialisation et conscientisation des rapports sociaux chez les diplômé.e.s du supérieur." Thesis, Université Côte d'Azur, 2021. http://theses.univ-cotedazur.fr/2021COAZ2002.
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La thèse étudie l’expérience de la racialisation rapportée par des personnes diplômées de l’enseignement supérieur en France. Elle s’appuie sur une enquête qualitative par entretiens biographiques menés entre 2017 et 2019 auprès de diplômé·e·s de Master, né·e·s en France de parents étrangers, ou arrivé·e·s en France pour leurs études. Elle met en perspective les parcours d’hommes et de femmes d’origines diverses (Afrique du Nord et subsaharienne, Asie, Amérique du Sud, Outremer, Europe), et de trajectoires sociales variées. Cette recherche interroge les variations dans les récits, et met en lumière le processus de conscientisation du rapport de race, en interaction avec le rapport de classe et de sexe. Dans ce travail, la conscientisation désigne un processus continu de traitement cognitif d’un signal, lequel conduit, dans un contexte donné, à interpréter une situation comme racialisante ou non. L’enquête montre que les caractéristiques sociales, politiques et migratoires des enquêté·e·s, leur degré d’exposition au risque discriminatoire ou l’idée de « frustration relative » ne suffisent pas à expliquer pourquoi certain·e·s enquêté.e.s interprètent leur expérience en termes de race et de racisme, quand d’autres ne le font pas. L’hypothèse principale défendue dans ce travail met l’accent sur le rôle de la socialisation dans la conscientisation des rapports de race. Mon travail discute et précise alors la notion de socialisation raciale en mettant en évidence sa complexité et sa pluralité. Il identifie trois dimensions essentielles de la socialisation raciale : la socialisation relationnelle (relations familiales, amicales, scolaires, professionnelles), la socialisation intellectuelle (accès aux connaissances, notamment sur le racisme), et la socialisation expérientielle (apprentissage de la « visibilité » et des contextes de stigmatisation et de discrimination). Le contexte français, caractérisé par la massification de l’enseignement supérieur et l’essor de l’antiracisme post- et décolonial, est également présenté comme un élément socialisateur. La thèse analyse les effets de la conscientisation du rapport social de race sur la relation à soi-même et à autrui. Elle montre que cette conscientisation peut prendre différentes formes, qui orientent le récit du parcours et de la vie quotidienne. Selon ces différentes formes, la personne enquêtée exprime une acceptation, une contestation, ou une minimisation de la position minoritaire. Chacune de ces formes influe également sur les ressentis, sur les perspectives scolaires et professionnelles, et sur la sociabilité. L’enquête montre comment la position de classe revendiquée par les enquêté.e.s influence la perception de leur place dans le rapport de race. En mettant l’accent sur le processus de conscientisation, la thèse enrichit la compréhension de l’articulation des rapports sociaux de race, de sexe et de classeThe dissertation studies the experience of racialization as reported by higher education graduates in France. It is based on a qualitative research through biographical interviews conducted between 2017 and 2019 with Master's degree graduates, born in France to foreign parents, or who arrived in France for their studies. It puts into perspective the life paths of men and women from various origins (North and sub-Saharan Africa, Asia, South America, overseas, Europe), and from different social backgrounds. This research questions the variations in narratives, and highlights the race conscientization process, in interaction with class and gender. In this study, conscientization refers to the continuous process of cognitive processing of a signal, which leads, in a given context, to the interpretation of a situation as racializing or not. The analysis of the interviews shows that social, political, and migratory characteristics of the respondents, their exposure to discriminatory risk, or the idea of "relative frustration" are not enough to explain why some interviewees interpret their experience in terms of race and racism, when others do not. The main hypothesis defended in this work emphasizes the role of socialization in the conscientization of race relations. My work discusses and specifies the notion of racial socialization by highlighting its complexity and plurality. It identifies three of its essential dimensions: relational socialization (family, friends, school, professional relationships), intellectual socialization (access to knowledge, especially on racism) and experiential socialization (learning about "visibility" and contexts of stigmatization and discrimination). The French context – characterized by the popularization of higher education and the rise of post- and decolonial anti-racism – is also presented as a socializing element. The dissertation analyzes the effects of the conscientization of race on the relationship to oneself and to others. It shows that this conscientization can take different forms, which guide the narrative of the life path and daily life. According to these different forms, the interviewee expresses acceptance, contestation, or minimization of the minority position. Each of these forms also influences feelings, educational and professional prospects, and sociability. The research shows how the class position claimed by the respondents influences the perception of their place in race relations. By emphasizing the conscientization process, the dissertation enriches the understanding of the articulation of race, gender and class
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Flintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.
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Duke, Thomas Scott. "Project Hoʻoponopono : the impact of racism, sexism, homophobia/heterosexism, and colonialism on an adolescent day treatment program student service delivery team (ADTPSSDT) in rural Hawaiʻi." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882871&SrchMode=1&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208552082&clientId=23440.
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Gillis, Lawanda P. Liston Delores D. ""Courageous conversations" rural south Georgia teachers reflecting on the role of race and racism in the education of rural south Georgia students /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/lawanda_p_gillis/gillis_lawanda_p_200908_edd.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Delores D. Liston, major professor; Yasar Bodur, F. Erik Brooks, Hsiu-Lien Lu, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.170-181).
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Lewis, Shannon FitzPatrick. "Gender representation trends and relations at the United States Naval Academy." Thesis, Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/1721.
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This study employed quantitative and qualitative methods to examine gender trends and the quality of gender interactions at the United States Naval Academy (USNA). In addition to gender, midshipmen demographics, experiences, personality types, interests, and graduation outcomes were compared within and across gender for graduation years, 1980, 1985, 1990, 1995, 2000, and 2004. Representation of women has increased to the current high of around 16%. Further, the data revealed similarities and differences between men and women in terms of their non-gender characteristics. Women's SAT scores and Cumulative Quality Point Ratios (QPRs) are on par with the men's. Proportionally, women are more likely to be extroverts and varsity athletes than are men. Women are less likely to be technical majors. Women are being afforded leadership experiences to the same extent as men. Perceptions regarding gender relations and cohesion were assessed through focus groups conducted with 110 midshipmen. Although gender representation has increased, and the Administration is credited with improving the explicit climate, there does not yet exist a completely gender-neutral or women "friendly" climate. The preponderance of findings regarding gender interactions at the Naval Academy suggests that male midshipmen have yet to fully accept female midshipmen. The Naval Academy must continue to confront the subsurface issues and dynamics persisting amongst male and female midshipmen. Recommendations include making an institutional commitment to improving gender interactions and company cohesion, securing alumni cooperation, and involving midshipmen in improving the gender climate.
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Shimazu, Naoko. "The racial equality proposal at the 1919 Paris Peace Conference : Japanese motivations and Anglo-American responses." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:8fd0f80b-a0be-42df-a1a0-7441fb27616b.
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This thesis is a study of the racial equality proposal at the Paris Peace Conference. It explores Japanese motivations for submitting the proposal, and the responses of the British and American governments which eventually defeated it. The thesis uses an analytical framework based on five categories of possible explanations for the proposal: immigration, universal principle, great power status, peace conference politics and bargaining, and domestic politics. The thrust of the analysis contained in the thesis is as follows. For Japan, the proposal meant three things: a means of reaffirming its great power status by securing racial equality with the western great powers in the League of Nations; a justification for Prime Minister Hara whose pro- League position was maintained by a fragile domestic consensus against sceptics in the government and the wider public; and a means of resolving Japanese immigration problems in the United States and British Dominions. But for Japan the proposal was not originally intended as a demand for universal racial equality. For Britain, the proposal was unacceptable because it meant "free immigration" of non-white immigrants into the Dominions. In particular, Australia adamantly opposed it also because of its political significance for Australian public opinion. For the United States, Wilson's determination to create the League of Nations at almost any cost led him to impose a unanimity ruling at the crucial vote on llth April 1919. Other explanations worked in the background. The proposal highlighted the importance of the link between race and great power status for Japan, Japan's insecurity concerning the League of Nations and the West, and Japan's different approach to international relations. Moreover, the failure of the proposal revealed the limits of Wilsonian idealism in that neither Britain nor the United States at that time seriously considered the possibility of universal racial equality.
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Frawley, J. W., University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Country all round : the significance of a community's history for work and workplace education." THESIS_CSHS_ASH_Frawley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/528.
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The purpose of this research is to investigate the significance of a Tiwi community's history in order to better understand the work of Aboriginal Community Police Officers (ACPO).The situation under study is a workplace on Bathurst Island in the Northern Territory. The literature on workplace education offers the proposition that an understanding of the socio-cultural and historical context of workplaces is fundamental to thinking about workplace education.It is hypothesised that ACPOs have a dual consciousness of their profession and their workplace, and this consciousness has been informed and shaped by their common history.It is argued that this history is characterised by syncretism. The process of acculturation is researched, where police officers draw on experiences with, and knowledge of, both Tiwi and murrintawi societies.An historical account of the Tiwi society is given.A literary device of vignettes is used, followed by a descriptive-analytical interpretation in which historical events and various social-cultural aspects are described, analysed and interpretedDoctor of Philosophy (PhD)
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Sampson, David. "Strangers in a strange land the 1868 Aborigines and other indigenous performers in mid-Victorian Britain /." Click here for electronic access to document: http://epress.lib.uts.edu.au/dspace/handle/2100/314, 2000. http://epress.lib.uts.edu.au/dspace/handle/2100/314.
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Thesis (Ph. D.)--University of Technology, Sydney, 2000.Sportsmen: Tarpot, Tom Wills, Mullagh, King Cole, Jellico, Peter, Red Cap, Harry Rose, Bullocky, Johnny Cuzens, Dick-a-Dick, Charley Dumas, Jim Crow, Sundown, Mosquito, Tiger and Twopenny. Bibliography: p. 431-485.
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Clark, Art. "The perceptions of African-American males on affirmative action in education and employment." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1270.
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Henriksen, Donna L. "Instructors' written responses in the basic writing courses at Ball State University : issues of gender and race." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932633.
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Educational and feminist researchers as well as philosophers and psychologist claim that women are not receiving the same university education as men. Studies show that males receive more praise and more attention in the classroom through the university. As a result, female students feel alienated from much of their educational experiences. Likewise, minority students also report feeling estranged in the university claiming that their previous experiences are undervalued.Freshman composition classes are designed to acquaint in-coming students with the discourse needed in order to succeed in college. Likewise, the Basis Writing Courses at Ball State University are designed to help underprepared students gain confidence and practice in their writing abilities. Teachers' written comments upon essay drafts are a major means of communication between the students and professors.This study was designed to determine whether or not instructors teaching in the Ball State University Basic Writing courses in the Fall Semester of 1992 gave responses on essays which were significantly different relative to the students' gender and/or race. In other words, did male students receive different editing and revisional advice than did female or non-Caucasian students? Did male students receive more praise and encouragement than did female or non-Caucasian students? Is there unconscious gender or racial bias exhibited in the basic writing classrooms at Ball State University as evidenced by instructors' written comments?? Contrary to the multi-vocal chorus proclaiming existing bias, this study found such bias did not exist at the significant Alpha level of .05, yet trends towards such bias did emerge. White males were slightly favored both in the amount of praise and the amount of advice offered on essay drafts. The careful selection of the Basic Writing faculty may have contributed to the lack of bias found at a significant level. As a secondary issue, it was also found that instructors were unaware of the extent of their direct editing habits. This overediting may result from the portfolio nature of the course where outside readers are involved in course assessmentDepartment of English
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Klaas, Jongi Joseph. "Racial integration in South African education : an ethnographic study of race relations in two historically white secondary schools." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426544.
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Rainer, Jennifer Brooke. "Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? Mentoring Experiences in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/912.
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Cross-race mentoring relationships are of interest to the theory and practice of mentoring and they also speak to a longstanding problem in the sociological study of prejudice. The mentoring literature reveals some disagreement regarding the advisability of cross-race matching for young protégés. Some researchers stress same-race matching, while others emphasize the problem this creates for minority's facing a dearth of mentors. Sociologists and psychologists, on the other hand, have amassed evidence showing support for a contact hypothesis, which states frequent intergroup contact between equal-status members can lead to improved perceptions of the Other. However, to date, the contact hypothesis has not been explored in the context of mentoring relationships between white adults and minority youth. This Thesis hopes to fill these gaps in the literature. The purpose of this Thesis is to better understand the perceptions and understandings mentors and protégés attach to their cross-race mentoring relationship. It is primarily concerned with identifying the conditions that lead to successful outcomes of interracial mentoring experiences. Specifically, this study explores the perceptions of white adult mentors and black and Latino protégés of their activities, interactions, and their views on the advantages and drawbacks of their cross-race mentoring relationship. This study explores mentors and protégés in cross-race mentoring relationships to grasp a better idea of the meanings each mentoring partner attaches to their mentoring experience. Respondents are sampled from one formal mentoring program at a four-year university. Nine mentors and eleven protégés are interviewed following a semi-structured format. From this sample of twenty participants, six complete pairs participated. The remaining seven respondents make up the supplemental data group, as their mentoring partner did not participate in this study. This study suggests that the intergroup contact theory is useful in explaining the outcomes of these cross-race mentoring relationships. Not only does this Thesis support the intergroup contact theory, it also broadens our understanding by painting a more complete picture of how the optimal conditions emerge and work to strengthen and reinforce one another. Additionally, this research highlights how important understanding both the in-group and out-group member's perceptions are when exploring cross-race mentoring relationships and the intergroup contact theory. Finally, this study supports the notion that a mentoring program's structure is an important feature that can greatly enhance or inhibit mentoring bonds between mentors and protégés.
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Lewis, Joshua Reid Lewis Shannon FitzPatrick. "Gender representation trends and relations at the United States Naval Academy /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Jun%5FLewis%5FJ.pdf.
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Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, June 2005.Thesis Advisor(s): Janice H. Laurence, Gail F. Thomas. Includes bibliographical references (p. 95-96). Also available online.