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Relevant bibliographies by topics / Racialized experiences / Dissertations / Theses

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Dissertations / Theses on the topic 'Racialized experiences'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Nyambok, Nyamusi. "Racialized but Invisible : Experiences of Afro-Swedes." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351796.

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2

Haldeman, Kaaren M. Finkler Kaja. "Expectant fears and racialized reproduction African American women's lived experiences of pregnancy and motherhood /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2005. http://dc.lib.unc.edu/u?/etd,242.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Anthropology." Discipline: Anthropology; Department/School: Anthropology.

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Ashlee, Aeriel A. "Neither, Nor, Both, Between: Understanding Transracial Asian American Adoptees' Racialized Experiences in College Using Border Theory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981659086.

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4

Sabnis, Sujay. "White Teachers’ Experiences of Working with Black Students within a Response to Intervention Framework: The Role of Racialized Deficit Thinking." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6377.

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Response to Intervention (RTI) is a data-based decision-making framework of service delivery that has the potential to improve educational outcomes for all students. Preliminary data appear to bolster this claim. However, it is as yet unclear whether RTI will be able to close the gap in educational outcomes that exists between students of different racial groups. Drawing on theories such as culture of policy (Stein, 2004) and deficit thinking (Valencia, 2010), this study explored the experiences of six White elementary teachers using RTI while working with Black students receiving Tier 2 or Ti

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5

Mills, Melinda. ""You talking to me?" considering Black women's racialized and gendered experiences with and responses or reactions to street harassment from men /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04092007-190105/.

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Thesis (M.A.)--Georgia State University, 2006.<br>Title from file title page. Emanuela Guano, committee chair; Layli Phillips, Juliana Kubala, Wendy Simonds, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Dec. 13, 2007. Includes bibliographical references (p. 98-116).

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Mills, Melinda. "“You Talking To Me?” Considering Black Women’s Racialized and Gendered Experiences with and Responses or Reactions to Street Harassment from Men." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/wsi_theses/9.

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This thesis explores the various discursive strategies that black women employ when they encounter street harassment from men. To investigate the ways in which these women choose to respond to men’s attention during social interactions, I examine their perception of social situations to understand how they view urban spaces and strangers within these spaces. Drawing on qualitative interviews that I conducted with 10 black women, I focus on how the unique convergence of this group’s racial and gender identities can expose them to sexist and racist street harassment. Thus, I argue that black wom

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7

Ratna, Aarti. "British Asian females' racialised and gendered experiences of identity and women's football." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491098.

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This thesis provides a detailed analysis of British Asian females' expenences of playing women's football in England. Even though a growing number of British Asian girls and women are known to be playing the game in recent years, they have not generally been valued and/or accepted members of the field. Arguably, their positioning(s) as insiders/outsiders in relation to women's football is tenuous and involves different levels of belonging and non-belonging. This is an under-researched area of study and therefore I use ethnographic research methods - particularly interviews and participant obse

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Mason, Jennifer. "NAIDOC and me: A personal narrative journey exploring NAIDOC and lived experience." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235730/7/Jen_Mason_Thesis_.pdf.

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This study connects early Aboriginal activism to the provocation of systemic racism—exposing connections of Indigenous strength—to the historical timeline of NAIDOC. The film NAIDOC and Me, created as an output of the study and exegesis link academic, public and private resources, promoting Indigenous leadership. Adopting an Indigenous Yarning methodology the study shares learnings from Elders in Indigenous communities demonstrating the themes of pride, racism, education and leadership within the NAIDOC continuum. The research demonstrates that cultural engagement at NAIDOC events shifts negat

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9

MAHARAJ, NATALIA. "The Experiences of Racialized Female Faculty at Queen's University." Thesis, 2009. http://hdl.handle.net/1974/1885.

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Racialized female faculty frequently experience discrimination in the academy. However, few scholars have attempted to understand such experiences. This study helps to fill this void by exploring the experiences of racialized female faculty within the university. More specifically, in this study, I interviewed racialized female faculty from Queen's University and asked them to discuss their experiences with discrimination on campus. I was interested in conducting this study at Queen's due to The Henry Report (2004) which examined the experiences of racialized faculty at Queen's and found t

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10

Downey, Caitlin June. "Gendered and Racialized Experiences at Central State Hospital, Indianapolis, 1877 - 1910." Thesis, 2020. http://hdl.handle.net/1805/24744.

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Indiana University-Purdue University Indianapolis (IUPUI)<br>“Gendered and Racialized Experiences at Central State Hospital, Indianapolis, 1877 – 1910” analyzes the treatment of African American patients at the now-defunct Central State Hospital in Indianapolis, Indiana, throughout the Gilded Age and Progressive Era, from the late 1870s through the 1900s. This thesis examines the impact of scientific racism and institutionalized sexism on female African American patients’ diagnoses, medical treatment, and the outcome of institutionalization through a close reading of hospital publications and

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11

Gill, Jagjeet Kaur. "Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education." Thesis, 2012. http://hdl.handle.net/1807/43385.

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The issue of special education in the United States has been a contentious issue, at best, for the past 40 years. In Ontario, to a lesser extent, there have been issues of equal access to education for minoritized and racialized students. Special education in the Toronto area has not been without its issues surrounding parental advocacy, the use of assessments, and disproportionate number of English Language Learners in special education. This project examines how racialized and minoritized families understand special education practices and policies, specifically within the Toronto, York, Pee

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12

TASEVSKI, JENNIFER. "Living in a "Different World": Experiences of Racialized Women in the Criminal Justice System." Thesis, 2009. http://hdl.handle.net/1974/1886.

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The criminalization of women is an area of study that has intrigued many researchers. Using critical race theory, multiracial feminist theory, and radical feminist theory, this research attempts to explain this phenomenon. Through the use of personal interviews with women who are currently reintegrating back into society after being incarcerated, I attempt to uncover the factors which influence female criminality, and analyze the experiences women encounter when confronted by the Canadian criminal justice system. A key hypothesis that fuels this study is that discriminatory practices exist

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13

Monteiro, Andréa. "Re: Turning the gaze: racialized nurses’ insights into their nursing education in Canada." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9385.

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In Canada, nursing education and practice are enacted in the context of a white settler nation-state. As part of their mandates, nursing schools uphold concepts such as multiculturalism, equity, and diversity; however, studies in North America reflect that the reality contradicts these directives and suggest that nursing schools are hegemonic white spaces. This study challenges this white hegemony through the gaze of racialized nurses. Through in-depth interviews, ten self-identified racialized nurses shared narratives looking back at their experiences in nursing school, and their accounts i

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14

Razack, Sabrina. "Women’s Cricket Spaces: An Examination of Female Players’ Experiences in Canada." Thesis, 2009. http://hdl.handle.net/1807/18837.

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Presently the literature available on women’s cricket is very limited. This thesis attempts to redress this gap by telling a story about the experiences of women’s club cricket in Toronto and Victoria. The player’s social spaces were examined, as were the intersections of gender, race and culture.. Using qualitative methods, narratives were interpreted and analyzed using post-colonial, spatial and feminist theoretical frameworks. Major findings indicated that there are specific challenges to women’s participation in cricket in Canada and revealed differences between players due to geography, a

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15

Badwall, Harjeet. "Can I Be a Good Social Worker? Racialized Workers Narrate their Experiences with Racism in Every Day Practice." Thesis, 2013. http://hdl.handle.net/1807/35770.

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Social work imagines itself as a site of goodness and justice. My thesis illustrates the ways in which commitments to the profession’s social justice-oriented ideals are ruptured when racialized social workers name the operation of racism within everyday sites of professional practice. I show how colonial and imperial constructions of helping (moral superiority and goodness) continue to shape the hegemonic scripts about the role and practices of social work, reinscribing white dominance in social work knowledge production. Historically, racialized bodies have been constituted as Others, subje

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16

TREHIN, SIMREN. "My experience is just one: The voices of four racialized women at Queen's University." Thesis, 2010. http://hdl.handle.net/1974/6120.

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Silence around ideas of racial diversity in public settings has become normative. Colourmuteness allows for the culture of Whiteness to remain unchallenged, and reinforces attitudes of assimilation and tolerance. This culture manifests itself in institutions of higher learning, and positions these places as sites of cultural domination, such as Queen’s University, site of the current study. The purpose of this thesis was to offer insight into the educational experiences of four female self-identified racialized students at Queen’s University. Together these participants contributed their stori

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17

Resplandor, Sheena Ann. "Racialized Embodiment: Subject Formation and Ethics of the Self of Asian Canadian Teacher Candidates." Thesis, 2010. http://hdl.handle.net/1807/25671.

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Through Foucault’s genealogy and ethics of the self, I examine the experiences of Asian teacher candidates in the K-12 Canadian school system and how those experiences influence what teaching means for them. I look at the connections between race, the body and education and ask, how do the embodied experiences of racialized students inform the formation of the racialized teacher candidate? In my study I reveal that discourses of racism and discrimination are embodied and constitute racialized subjectivity. Through using individual interviews and a focus group, I listen to the narratives of my

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18

Govender, Kasambal. "Racialized narratives : the construction and experience of racial identity among learners at a desegregated school in Chatsworth." Thesis, 2005. http://hdl.handle.net/10413/3060.

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This thesis explores the construction and experience of racial identity among eight grade eleven learners at a desegregated school in Chatsworth. The possible challenges and threats faced by these learners in terms of racial identity were also examined. Semi-structured interviews were utilized as qualitative method to interrogate the ways in which the eight grade eleven learners construct their racial identities. There were many contradictions which emerged from my study. This points to the fact that research is never clear-cut; results do not always fall neatly into place. Nonetheless, th

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19

Al-Haque, (MOHD) RASHED. "International Male Students’ First-Year Experience." Thesis, 2012. http://hdl.handle.net/1974/7485.

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The purpose of this study was to explore the experiences of four racialized, male, first-year, international students attending a university in southern Ontario and living in university residence. Through four one-on-one interviews, my qualitative study sought to uncover the challenges, needs, and opportunities of these students. In addition to cultural and academic adjustment, my study focused on how the participants preserved their masculine and cultural/religious identities in a Western university. A secondary purpose of my study was to examine how these four international students experien

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20

"El ser racializado: el concepto de raza en las experiencias autobiográficas de Richard Rodriguez y Kevin R. Johnson." Master's thesis, 2014. http://hdl.handle.net/2286/R.I.24951.

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abstract: Race is a complex system founded on social ideologies that categorize and evaluate human beings into different groups based on their visible characteristics (e.g., skin color) that, according to this notion of race, indicate a person's personal traits (e.g., intelligence). The concept of race has been an integral part of American society since the ratification of the United States Constitution in the late 18th century. Early on, the practice of race within American society established one particular group as the norm: the White Anglo-Saxon Protestant. By the late 19th and early 20th

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21

Mouafo, Fidèle. "Trajectoires socioprofessionnelles des immigrants africains subsahariens de Montréal accédant à des fonctions socioéconomiques valorisées." Thèse, 2015. http://hdl.handle.net/1866/12598.

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Les immigrants à Montréal (Québec, Canada) connaissent des difficultés d’insertion en emploi. Parmi eux, ceux originaires de l’Afrique subsaharienne constituent des «groupes racisés» et, à ce titre, sont susceptibles d’éprouver davantage de discriminations et de difficultés que les autres (Hadiri, 2008; Nikuze, 2011). Grâce à une sociologie des "trajectoires de réussites" et grâce à des questions mobilisant l'apport de plusieurs disciplines dans une perspective de résolution de problèmes pratiques, cette thèse a pour but de proposer de possibles solutions aux différents problèmes de ces immig

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22

Casséus, Thierry. "Entre contestation et résignation : l’expérience de profilage racial de jeunes racisés ayant reçu des constats d’infraction dans le cadre du contrôle de l’occupation de l’espace public montréalais." Thèse, 2016. http://hdl.handle.net/1866/16228.

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Ce mémoire explore le vécu et la construction de l’expérience de jeunes racisés ayant reçu des constats d’infraction dans le cadre de leur occupation de l’espace public montréalais. Il s’agit spécifiquement d’appréhender, à partir de la sociologie de l’expérience de Dubet (1994), le profil et les conditions de vie, la présence dans l’espace public, les raisons et la nature des constats d’infraction, les stratégies mises en œuvre face au profilage racial ainsi que les conséquences du profilage racial sur les jeunes racisés. Se situant dans une perspective qualitative, la méthodologie de recherc

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