Tesi sul tema "Woman's studies"

The strong black woman (SBW) phenomenon was explored in college-educated African American women in the Los Angeles region. Quantitative measures indicated that these women averaged high levels of stress, depression, and perceived racism. Qualitative data derived from short open-ended questions yielded eight themes describing both the positive aspects of being a SBW (being a role model for family and community, and feeling empowered), as well as its negative aspects (prejudice, internalized bias, stress, masking, self-neglect, and relational strain). Correlational and regression analyses explored the relationships among the quantitative and qualitative variables. Clinical and research implications and recommendations were discussed.

This autoethnography focused on the following overarching question: How did I overcome the indoctrination and socialization in my early human development to accept the unexamined assumption that my life was limited to being a wife, mother, and cosmetologist that prevented me from aspiring to a career as a school counselor that would increase my sense of purpose in life using the framework of Erikson's stages of development and feminist thought as the theoretical lens for inquiry and analysis of my experience? Seven sub-questions were developed to guide the study. Analyzing the review of literature and my own experience related to the overarching question and sub-questions resulted in the emergence of twelve themes. These were socialization historicity, systemic societal power, freedom for self-determination, abandonment, sense of belonging, sense of responsibility, ethic of care, confidence, advocacy, personal transition, wounded healer, and authenticity . Erik Erikson's life stage theory, feminist theory and modern research comprised the theoretical framework for the study. Becoming an educational counselor at mid-life could only be told as one women's story, and this autoethnography provides just a small portion of what could be said about the experience.

Implications for practice and implications for future research were shared. The significance of the study was that it may help other females in their pursuit to understand their lives, help counselors in working with others, and contribute to the research on mid-life career change to become a school counselor.

This thesis examines the life and career of Kate Foley, home teacher of the blind with the California State Library from 1914–1940. The purpose of this investigation is to determine how Foley, who was disabled, built a successful career with the state library despite facing significant discrimination and prejudice. Using a wide variety of primary source material, including letters, library publications, conference proceedings, newspaper articles, and census data, this biography evaluates Foley’s pioneering role as well as the challenges she faced. Home teaching provided a new vocational opportunity for blind women, whose professional choices were extremely limited. Despite her unique career, the extensive contributions she made, and the fact that she was lauded upon her death as a pioneer and asset to the State of California, Foley’s life has been largely ignored in the historical literature. This biography remedies the omission, drawing upon the history of library services, the history of disability, women’s history, the history of Progressive Era California, and the history of state and federal welfare systems to provide context for her life and achievements. Chapters include discussions of the cause of Foley’s blindness, her education at the California School for the Blind, her volunteer teaching work, her career with the California State Library, the early organized blind movement, and the development of social services for blind individuals.

Women make up less than 5% of the highest levels of organizations in the United States (Branson, Chen, & Redenbaugh, 2013; Zarya, 2016). The current study focuses and builds upon previous research on one significant contributor to the lack of gender parity at the top levels of management: discrimination due to stereotyping (Hoobler et al., 2011; Martell, Parker, Emrich, & Crawford, 1998; Schein, 2001). Furthermore, the current study examines the role of a specific day-to-day interaction on a female subordinate’s perceived promotability (i.e., pushing back on a task-related request from her superior). To that end, participants were recruited online, instructed to take on the supervisor role, were assigned to one of three experimental conditions (i.e., acquiescing, negotiating, and refusing), viewed illustrated video clips, and provided their assessments of a female subordinate’s promotability. Results indicate that the female subordinate was perceived to be the most promotable when she acquiesced, followed by when she negotiated the task-related request. Refusing the request resulted in the lowest perceptions of promotability. These findings suggest that a female subordinate’s perceived promotability is influenced by the extent to which her behavior aligns with the female stereotype.

This qualitative, phenomenological study examined the psychological success factors of the executive woman as well as the use of psychological capital. Open-ended, semi-structured interviews were conducted to determine what these women considered success strategies and to determine the extent these executives used the tenants of hope, optimism, resilience, and self-efficacy as psychological strategies for success. Twenty female executives with the titles of Vice-President, Senior Vice-President, President, CEO, COO, CNO, Dean, Assistant Dean, and General Counsel were interviewed. The results indicate that determination in hard work, attitude, and risk taking were the most common strategies women listed as contributors to their success. Additionally, all women reported using optimism, resilience, and self-efficacy as means to succeed. Hope was used as a strategy in eighteen of the twenty females, with two females indicating that hope is not a resource they used at all.

The male Athenian aristocracy erected an exemplary polis. The city-state reflected aesthetic perfection, civility, grace, and philosophical clarity of mind. As the “school of Hellas,” in the words of Thucydides, Athens has proved to be fundamental for all Western cultures. It was also an originator of “civilized dominance,” which meant sequestering, and it was suppressing its “non-phallic” population. This study explores the institutionalized subordinating of women, the muting of their ability to be heard, in an attempt to unearth the deeply entrenched precedents of abuse from phallic dominance within society.

This dissertation explores the role of critical service-learning from the perspective of urban community members. Specifically, it examines the counternarratives produced by Black women community gardeners who engage in academic service-learning with postsecondary faculty. The study focuses on this particular group because of the women's deep involvement with grassroots organizing that reflects their sense of self and other community members, as well as their personal and political relationships to Detroit, Michigan. Given the city's economic disparities rooted in racial segregation, structural violence and gender oppression, Detroit is a site of critical learning within a postindustrial/postcolonial context. This intersectionalist approach to service-learning is likened to bell hooks's concept of homeplace, a site of resistance created by Black women for the purposes of conducting anti-oppression work. Integrating community member interviews and the author's autoethnographic account to dialogically co-construct meaning, the study employs the womanist epistemological tenet of multivocality through connections to place, community, and activist praxis. Presenting Black female cultural expressions and life stories illustrated in the data, the study identifies holistic community-campus partnerships as those that emphasize environmental insight, cultural representation, reflexive relationships, and collective action. The dissertation has strong implications in service-learning research and practice, advancing an ethos of responsibility that provides a space for unheard voices to speak and for relationships among community members and academics to reflect a model based on solidarity as opposed to traditional paradigms centered on charity.

Uppsatsen undersöker hur genus produceras i utvalda artiklar ur 14 nummer av tidningen Veckorevyn från 1999. Med utgångspunkt i den kritiska diskursanalysen studeras hur genus produceras och upprätthålls i Veckorevyn. De diskurser som analyseras inbegriper hur Veckorevyn betraktar, beskriver och tilltalar kvinnan. Diskurserna som analyseras samt resultaten av analysen presenteras i sex kapitel: Ta kontroll över ditt liv som handlar om hur Veckorevyn uppmanar sina läsare att ta kontroll över sina liv. Förändra dig! som behandlar förändringsdiskursen som är en av de tydligast framträdande i Veckorevyn. Var dig själv / tro på dig själv handlar om att Veckorevyn uppmanar sina läsare att stå upp för sig själva. Kropp/Utseende behandlar kroppsdiskurser och hur de kan påverka läsaren. Killar – så funkar de behandlar de tips om killar som ges till Veckorevyns läsare. Sista kapitlet kallat Relationer handlar om kärleksrelationer och sexuella relationer. Diskurserna analyseras med hjälp av genusteorier som problematiserar Veckorevyns förhållningssätt till kvinnan. Kort sagt kan slutresultatet sägas vara att Veckorevyn ger sina läsare dubbla budskap.

This research study offers a revisioning of Black women’s rage, which is typically viewed as a destructive emotion offering no value to modern society. Through the use of multiple methodologies—alchemical hermeneutics, literary textual analysis, and a focus group—and examined through the theoretical lenses of depth psychology, mythology, Black feminism, and Black women’s literature, this dissertation presents a new understanding of rage, freeing it from the shadows of the ideal feminine, cracking it open, and presenting it as an agent for personal and global change.

Scholars have examined rage as an emotional expression; however, minimal psychological research has focused on the rage felt specifically by Black women. Depth psychologists must look deeper at rage as a result of racism, sexism, patriarchy, and white privilege, and the experiences of Black women in particular and how their experiences are expressed or silenced. This study uses a focus group as a research tool to witness the lived experiences of Black women and re-vision rage’s manifestation as useful.

The study employs Singer and Kimbles’ theories of the cultural complex and the myth of invisibility, which evolved from C. G. Jung’s theory of complexes. Culminating with the literary artistry of Black women’s literature by authors hooks, Morrison, and Naylor, this study argues that “the systematic devaluation of black womanhood” (hooks, 1981) has taken its toll on the potentiality of all Black women born in Western societies.

The angry Black woman is a myth that continues to be rehashed using stereotypes to perpetuate the oppression of Black womanhood. Depth psychology offers an opportunity to see through the stereotypes and into the experience of Black feminine rage.

The Emancipation of Celie: The Color Purple as a womanist Bildungsroman

The purpose of this essay is to study The Color Purple as a Bildungsroman, focusing on the development of the protagonist, Celie. The Color Purple is related to both the traditional Bildungsroman and to the female Bildungsroman, but the essay shows that it can also be seen as a womanist Bildungsroman. Initially, Celie believes that being a woman inescapably means that she has to serve and obey men and she is oppressed by patriarchy. She is eventually introduced to another way of living by the strong female characters of Sofia and Shug who embrace her in a kind of sisterhood, which is vital for Celie as she has nothing else to help her liberate herself from the patriarchal values that keep her down. In conclusion, this essay shows how Celie has developed from being a young girl, forced to act in an adult way, into a woman who displays signs of all the criteria for having achieved a womanist development: she is grown up (not just acting as though she is), she is in charge of a business, a house and, in short, her life. She is serious, she has a universalist perspective, and most importantly, she loves. Furthermore, the essay highlights which characteristics of her development can be linked to the traditional and the female Bildungsroman and which characteristics can be seen as typical of a womanist Bildungsroman.