You searched for +publisher:"University of New Mexico" +contributor:("Lopez, Nancy"). Showing records 1 – 25 of 25 total matches.
1. Beals, Rebecca. Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009.
Degree: Sociology, 2011, University of New Mexico
► In this thesis, I examine the changing conceptualization of what is called the at-risk' or disadvantaged student from 1960-2009. Using components of theory on education… (more)
▼ In this thesis, I examine the changing conceptualization of what is called the at-risk' or disadvantaged student from 1960-2009. Using components of theory on education as an institution, the construction of knowledge, and racial formation theory, I specifically argue that research reviews and federal policy serve as sites where these core concepts in educational discourse and policy continually go through a process of rearticulation and legitimation. I use one journal, the Review of Educational Research, to examine this relationship over 50 years, from 1960-2009. I use a quantitative content analysis of research abstracts to explore 1.) how the concept of the 'at-risk student' is rearticulated between 1960-2009 and 2) how this is possibly legitimated through research discourse and changing educational policy over changing sociopolitical climates. I do this by tracing the trajectory of the change in conceptualization with changing policy and political regimes. Twenty-one individual level categories defining the 'at-risk' students emerge and are tracked over time. I conclude by discussing how the relationship between research discourse on the 'at-risk student' and federal policy directed toward the 'at-risk' mutually influence each other using legitimating effects so that this concept remains a stable instrument to structure society. Implications for diversity are discussed. Advisors/Committee Members: Lopez, Nancy, Lopez, Nancy, Ibarra, Roberto, Fiala, Robert.
Subjects/Keywords: Children with social disabilities – Education; Youth with social disabilities – Education; Student assistance programs; Educational equalization
Beals, R. (2011). Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009 . (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12814
Beals, Rebecca. "Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009." 2011. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/12814.
Beals, Rebecca. "Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009." 2011. Web. 17 Jul 2019.
Beals R. Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009. [Internet] [Masters thesis]. University of New Mexico; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/12814.
Beals R. Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009. [Masters Thesis]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12814
2. Muhammad, Michael. Stigmatization and the Re-Articulation of Eugenic Ideology: A Study of Coded Racism in Family Planning Policy from the 1920s to the 1990s.
► This study investigates the use of coded racism in the evolution of fertility control policies from the 1920s to the 1990s. I propose a theory… (more)
▼ This study investigates the use of coded racism in the evolution of fertility control policies from the 1920s to the 1990s. I propose a theory of welfare eugenics that explains stigmatization of the fertility of poor, racial and ethnic minorities through a re-articulation of overtly racist language in terms of cultural symbols, stereotypes, and labels referred to as coded racism. I conduct a discourse analysis of scientific papers presented at the Third International Congress of Eugenics in 1932, and witness testimony from congressional hearings held in the 1920s, 1965 — 1966, and 1995 — 1996 for evidence of eugenic ideology in public discourse about poverty, social welfare, and federal family planning policy. Results from a discourse analysis of the data partially supported a theory of welfare eugenics. The concept of welfare dependency emerged as the primary target of elite political discourse in the 1990s. Welfare dependency is presumed to be a failure of subordinate group members to fully assimilate dominant group traditional values about work ethic, meritocracy, morality, and family creation. These findings lead to a revision of my original theoretical perspective under a new conceptual framework for assimilation eugenics. A theory of assimilation eugenics explains discourse about the termination of the social welfare state as primarily an institutional stigmatization of the entire social welfare system to end the social and cultural reproduction of welfare dependency at the interpersonal level. Findings from this study will be used to advance understanding of how powerful elites adapt subtle forms of racist speech to set an agenda that reproduces structural forms of inequality in social and public policy. Advisors/Committee Members: Lopez, Nancy, Lopez, Nancy, Waitzkin, Howard, Gonzales, Felipe, Parker, Tassy.
Subjects/Keywords: eugenic ideology; coded racism; fertility control; assimilation eugenics; family planning policy; welfare dependency; eugenics
Muhammad, M. (2014). Stigmatization and the Re-Articulation of Eugenic Ideology: A Study of Coded Racism in Family Planning Policy from the 1920s to the 1990s . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24580
Muhammad, Michael. "Stigmatization and the Re-Articulation of Eugenic Ideology: A Study of Coded Racism in Family Planning Policy from the 1920s to the 1990s." 2014. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/24580.
Muhammad, Michael. "Stigmatization and the Re-Articulation of Eugenic Ideology: A Study of Coded Racism in Family Planning Policy from the 1920s to the 1990s." 2014. Web. 17 Jul 2019.
Muhammad M. Stigmatization and the Re-Articulation of Eugenic Ideology: A Study of Coded Racism in Family Planning Policy from the 1920s to the 1990s. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/24580.
Muhammad M. Stigmatization and the Re-Articulation of Eugenic Ideology: A Study of Coded Racism in Family Planning Policy from the 1920s to the 1990s. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24580
3. Beals, Rebecca Ann. "IT WAS A WHOLE NEW ENVIRONMENT": TRANSFORMATIVE ORGANIZATIONAL CULTURE AND THE DEVELOPMENT OF SCIENCE IDENTITY FOR UNDERREPRESENTED STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM).
► Traditional models of student success in higher education focus on access and retention of students, and fall short in their ability to explain the nuanced… (more)
▼ Traditional models of student success in higher education focus on access and retention of students, and fall short in their ability to explain the nuanced dynamics of identity formation that occurs for underrepresented STEM students. Drawing on Multicontextual Theory, I examine how academic environments offer non-traditional ways of developing an integrated science identity' in underrepresented STEM students and offer benefits to these students in terms of attraction to STEM, socialization and persistence. The intersectional, mixed-method data for this dissertation include in-depth interviews, focus groups, and student survey responses from various STEM contexts across multiple institutions in the Southwest. I discuss how traditional academic cultural environments are experienced differently than alternative cultural (program) environments and the implications for integrated identity development. I argue that sociological theories of education such as Tinto and Weidman's of access and retention need to be revised to include the role of cultural context. Specifically, Multicontext Theory, which encompasses the role of cultural context, pedagogy and student identity, elucidates the importance of providing Multicontextual environments for advancing inclusive excellence in higher education. Advisors/Committee Members: Ibarra, Roberto, Lopez, Nancy, Wood, Richard, Hood, Jaqueline.
Subjects/Keywords: Identity Development; STEM Education; Science Identity; Race; Class; Gender; Intersectionality; Diversity; Affirmative Action
Beals, R. A. (2016). "IT WAS A WHOLE NEW ENVIRONMENT": TRANSFORMATIVE ORGANIZATIONAL CULTURE AND THE DEVELOPMENT OF SCIENCE IDENTITY FOR UNDERREPRESENTED STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM) . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32275
Beals, Rebecca Ann. ""IT WAS A WHOLE NEW ENVIRONMENT": TRANSFORMATIVE ORGANIZATIONAL CULTURE AND THE DEVELOPMENT OF SCIENCE IDENTITY FOR UNDERREPRESENTED STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM)." 2016. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/32275.
Beals, Rebecca Ann. ""IT WAS A WHOLE NEW ENVIRONMENT": TRANSFORMATIVE ORGANIZATIONAL CULTURE AND THE DEVELOPMENT OF SCIENCE IDENTITY FOR UNDERREPRESENTED STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM)." 2016. Web. 17 Jul 2019.
Beals RA. "IT WAS A WHOLE NEW ENVIRONMENT": TRANSFORMATIVE ORGANIZATIONAL CULTURE AND THE DEVELOPMENT OF SCIENCE IDENTITY FOR UNDERREPRESENTED STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM). [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/32275.
Beals RA. "IT WAS A WHOLE NEW ENVIRONMENT": TRANSFORMATIVE ORGANIZATIONAL CULTURE AND THE DEVELOPMENT OF SCIENCE IDENTITY FOR UNDERREPRESENTED STUDENTS IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH (STEM). [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32275
4. Carlisle, Jessica. Gender, Jobs and Labor: Understanding The Gendered Division of Household Labor in Dual Earner, Middle Class Families Based on Job Dynamics.
► Despite the fact that women have made large strides in education and the workforce, they still do a significant amount of the traditional household labor.… (more)
▼ Despite the fact that women have made large strides in education and the workforce, they still do a significant amount of the traditional household labor. Past research shows that economic variables such as education, income, and available time as well as beliefs regarding gender norms and values can affect the variation of time spent in domestic labor for both men and women. However, inconsistencies in past research warrant the use of other models or theories to better understand this division. This study aims to understand this division through the use of the job dynamics' theory. This theory consists of scores for both job stress and job autonomy. These variables are then added to the current theories and compared with past economic and gender variables. However, these comparisons reveal that job stress and job autonomy from this data set are not statistically significant. But the study does show that variables restricted to economics or gender ideology alone do not fully explain variation in this sample. Further research is needed to evaluate the usefulness of job dynamics and to better understand the variation in the gendered division of household labor. Advisors/Committee Members: Lopez, Nancy, Roberts, Aki, Fiala, Robert.
Subjects/Keywords: gender; household labor; occupation; job dynamics
Carlisle, J. (2014). Gender, Jobs and Labor: Understanding The Gendered Division of Household Labor in Dual Earner, Middle Class Families Based on Job Dynamics . (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24636
Carlisle, Jessica. "Gender, Jobs and Labor: Understanding The Gendered Division of Household Labor in Dual Earner, Middle Class Families Based on Job Dynamics." 2014. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/24636.
Carlisle, Jessica. "Gender, Jobs and Labor: Understanding The Gendered Division of Household Labor in Dual Earner, Middle Class Families Based on Job Dynamics." 2014. Web. 17 Jul 2019.
Carlisle J. Gender, Jobs and Labor: Understanding The Gendered Division of Household Labor in Dual Earner, Middle Class Families Based on Job Dynamics. [Internet] [Masters thesis]. University of New Mexico; 2014. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/24636.
Carlisle J. Gender, Jobs and Labor: Understanding The Gendered Division of Household Labor in Dual Earner, Middle Class Families Based on Job Dynamics. [Masters Thesis]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24636
5. Diaz, Aaron. THE IMPACT OF INDIAN GAMING ON EDUCATIONAL ATTAINMENT, POVERTY AMONG NATIVE AMERICAN TRIBES.
► What is the impact of Indian gaming on educational attainment among Native American tribes? Is there a correlation between Indian gaming and poverty rates? Utilizing… (more)
▼ What is the impact of Indian gaming on educational attainment among Native American tribes? Is there a correlation between Indian gaming and poverty rates? Utilizing a combination of cross-sectional analysis and longitudinal case studies, I examine whether Indian gaming has an impact on educational attainment. I also explore the economic mechanism of how this effect occurs. I analyze the 1990 and 2000 census data in addition to raw data collected from the National Indian Gaming Commission website, which provided the year selected Native American tribes were approved to pursue the establishment of gaming on their reservations. No significance was recorded in the correlation between Indian gaming and the population of 16 to 19 year olds not enrolled in school and not a high school graduate. The cross-sectional analysis of the 2000 census data, along with the data collected from the National Indian Gaming Commission website, also suggests no link exists between Indian gaming and improvements in educational attainment and enrollment. In all the models testing Indian gamings influence on education, the number of years a tribe has operated Indian gaming establishments under the approval of the National Indian Gaming Commission did not prove to have any statistically significant effect on educational attainment as tested by the population 16 to 19 years old not enrolled in school and not a high school graduate and therefore falsifies my hypothesis. My model did show that the population 16 to 19 years old not enrolled in school and not a high school graduate was significantly affected by families living below the poverty line, household per capita income, percent of 16 years and older employed, married couple families, and female headed households. It also provided evidence that the percentage of families living below the poverty line is decreasing and median/per capita household incomes are increasing for all 205 Native American tribes studied and even more so for those tribes that have Indian gaming establishments. Because of the bias measure of Indian gaming as determined by the approval of tribal gaming ordinances by the National Indian Gaming Commission, the goal of my case study research is to provide some explanation for a possible link between Indian gaming and education in my quantitative analysis. I will compare three control groups as identified by tribal affiliation. The first control group will consist of two tribes selected on the criteria that they do not have any form of Indian gaming before the year 2000. The operation of a less profitable Indian gaming establishment provides the conditions for the second control group. And the third control group is comprised of two tribes selected on the provisions that it operates highly successful and profitable gaming establishments. I will also examine their successes in educational attainment as measured by the population not enrolled in school and not a high school graduate. Therefore, I purposefully selected five tribes for my longitudinal case… Advisors/Committee Members: Lopez, Nancy, Roberts, Aki, Ibarra, Roberto.
Subjects/Keywords: Indian gaming; Education; Economic Stability
Diaz, A. (2009). THE IMPACT OF INDIAN GAMING ON EDUCATIONAL ATTAINMENT, POVERTY AMONG NATIVE AMERICAN TRIBES . (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9790
Diaz, Aaron. "THE IMPACT OF INDIAN GAMING ON EDUCATIONAL ATTAINMENT, POVERTY AMONG NATIVE AMERICAN TRIBES." 2009. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/9790.
Diaz, Aaron. "THE IMPACT OF INDIAN GAMING ON EDUCATIONAL ATTAINMENT, POVERTY AMONG NATIVE AMERICAN TRIBES." 2009. Web. 17 Jul 2019.
Diaz A. THE IMPACT OF INDIAN GAMING ON EDUCATIONAL ATTAINMENT, POVERTY AMONG NATIVE AMERICAN TRIBES. [Internet] [Masters thesis]. University of New Mexico; 2009. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/9790.
Diaz A. THE IMPACT OF INDIAN GAMING ON EDUCATIONAL ATTAINMENT, POVERTY AMONG NATIVE AMERICAN TRIBES. [Masters Thesis]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9790
6. Erickson, Rebecca. Exposing Sexual Harassment and Bullying in Secondary Schools: An Intersectional Feminist Analysis.
► Incidents of sexual harassment and bullying in secondary school are extremely commonplace, yet student experiences are underreported to school officials. Moreover, there are competing definitions… (more)
▼ Incidents of sexual harassment and bullying in secondary school are extremely commonplace, yet student experiences are underreported to school officials. Moreover, there are competing definitions regarding what constitutes sexual harassment among administrators, staff, and students. How does social identity influence incidents of sexual harassment and bullying in secondary schools? What kinds of sexual harassment and bullying occur and what are their consequences? How do gender, race/ethnicity, and class affect who is disciplined for sexual harassment and bullying? What role do peers and friends play in the choice to report an incident of sexual harassment? Two distinct school districts are compared, and mixed methodologies are utilized to begin to answer these questions. Disciplinary records for a 9th grade student population (N=777) are analyzed to explore harassment offenses. Student behavior handbooks are examined to garner official positions on sexual harassment and bullying. Administrator, staff, and student focus groups and interviews are assessed to examine discourses on and experiences with sexual harassment and bullying in secondary school. Overall, sexual harassment is not treated seriously within secondary schools. There is a low rate of officially recording sexual harassment and bullying offenses. Male and females students harass and female students perpetuate the sexual harassment of their female peers. Education is imperative and needs to incorporate all forms of harassment. Advisors/Committee Members: Ibarra, Roberto A., Lopez, Nancy, Galvan, Ruth Trinidad.
Subjects/Keywords: Bullying in schools; Sexual harassment in education; Sexual harassment of women; Feminist theory
Erickson, R. (2010). Exposing Sexual Harassment and Bullying in Secondary Schools: An Intersectional Feminist Analysis. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10813
Erickson, Rebecca. "Exposing Sexual Harassment and Bullying in Secondary Schools: An Intersectional Feminist Analysis." 2010. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/10813.
Erickson, Rebecca. "Exposing Sexual Harassment and Bullying in Secondary Schools: An Intersectional Feminist Analysis." 2010. Web. 17 Jul 2019.
Erickson R. Exposing Sexual Harassment and Bullying in Secondary Schools: An Intersectional Feminist Analysis. [Internet] [Masters thesis]. University of New Mexico; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/10813.
Erickson R. Exposing Sexual Harassment and Bullying in Secondary Schools: An Intersectional Feminist Analysis. [Masters Thesis]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10813
7. La Luz Baez, W. Azul. Hispanos in the valley of death: street-level trauma, cultural-post traumatic stress disorder, overdoses, and suicides in north central New Mexico.
► New Mexico has had the highest per capita drug overdose death rate in the United States, about 18 per 100,000, for more than ten years… (more)
▼ New Mexico has had the highest per capita drug overdose death rate in the United States, about 18 per 100,000, for more than ten years — 1995 to 2006. The USA's rates for the same period are about 5 per 100,000. North Central New Mexico (the Valley) has the highest per capita 'accidental drug overdose' death rate in all of New Mexico ranging from 42 to 72 per 1000,000 over the course of the eleven years examined, from 1995 to 2006. What are the differences and similarities between victims of 'accidental drug overdoses' and suicide victims in the Valley (as subjectively designated by the Office of the Medical Investigator)? How can we understand these high rates of suicide among the Valley residents, most of whom are Hispanic? What are the race, class, and gender structures that set the backdrop for the high rates of overdose and suicide in the Valley? This dissertation examines the social forces that may contribute to the overdose epidemic among the predominantly Hispanic population in Northern Central New Mexico. My analysis of 34 interviews of active illicit drug users and 10 interviews of family members and professionals, is anchored in sociological analysis, concepts, and literature – Anomic Suicide, post-Marxism, current sociological drug addiction theory, colonialism, historical/cultural trauma, and racial and ethnic inequality. The research design employs both qualitative and quantitative data, including data from the New Mexico Office of the Medical Investigator (1995-2006), historical analysis, participant observation, in-depth interviews, and autoethnography and positionality. This mixed method approach allowed for the triangulation of disparate data. I found that there was an overlap between the demographic profiles of suicide and overdose victims. I argue that the effects of colonization and "street-level trauma" (SLT) (which I define as interlocking traumatic shocks that are puissant and pervasive: chronic and acute emotional, physical, and psychological insults that are pernicious, debilitating, and untreated, and which may lead to mortality inducing behavior) may lead to a condition I call 'Cultural-post traumatic stress disorder' (C-PTSD). C-PTSD may result in high incidence of morbidity and mortality amongst Hispanos in the Valley. C-PTSD may be shaped by the loss of arable land (despite high home ownership), loss of traditional and cultural norms, the whole-cloth invention of a mythological and superficial ethnic consciousness (categorical awareness), and loss of meaningful social bonds to community. When C-PTSD and SLT are coupled with a substance abuse career, the combination of all three may prove lethal; may result in suicides that are labeled 'accidental drug overdoses. The implications for medical sociology are important. Treating drug overdose and suicide as a 'personal trouble,' an individual-level problem in the Valley, is a major limitation of current health policy. Public health programs must be implemented that do more than attempt to treat substance abuse and fail to go… Advisors/Committee Members: Lopez, Nancy, Tiano, Susan, Avila, Magdalena, Stringer, Ernest.
Subjects/Keywords: Hispanic Americans – New Mexico – Social conditions; Hispanic Americans – Drug use – New Mexico; Hispanic Americans – Suicidal behavior – New Mexico; Post-traumatic stress disorder – Social aspects
La Luz Baez, W. A. (2010). Hispanos in the valley of death: street-level trauma, cultural-post traumatic stress disorder, overdoses, and suicides in north central New Mexico . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10352
La Luz Baez, W Azul. "Hispanos in the valley of death: street-level trauma, cultural-post traumatic stress disorder, overdoses, and suicides in north central New Mexico." 2010. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/10352.
La Luz Baez, W Azul. "Hispanos in the valley of death: street-level trauma, cultural-post traumatic stress disorder, overdoses, and suicides in north central New Mexico." 2010. Web. 17 Jul 2019.
La Luz Baez WA. Hispanos in the valley of death: street-level trauma, cultural-post traumatic stress disorder, overdoses, and suicides in north central New Mexico. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/10352.
La Luz Baez WA. Hispanos in the valley of death: street-level trauma, cultural-post traumatic stress disorder, overdoses, and suicides in north central New Mexico. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10352
8. McCarthy, Kelly Kathleen. Revealing a Spectrum of Racialized Sexuality: Representations of Video Game Characters Over Time, 1981-2012.
► While researchers have examined controlling images of race and gender in the media, many have failed to acknowledge the role video games play in the… (more)
▼ While researchers have examined controlling images of race and gender in the media, many have failed to acknowledge the role video games play in the hegemonic domain of power and few have examined the simultaneity of race and gender. This study expands upon existing literature by using video games as a site of racial formation, through which racialized "others" are created and Whiteness is normalized. Through the lens of intersectionality, I examine representations of female characters that appeared in popular video games between 1981 and 2012 and assess changes in racial composition, sexualization, narrative role, and aggression. A content analysis indicates belated portrayals of women of color and an analysis of odds ratios reveals a hierarchy of racialized femininity and sexuality in which Hispanic females are portrayed as hypersexual and passive and Asian females are depicted as aggressive but sexually modest. Examination of narrative roles indicates that, while women of color appear much later and far less often than white women, they are more likely to secure a significant role than white female characters when they are present. Advisors/Committee Members: Lopez, Nancy, Santoro, Wayne, Ibarra, Robert.
Subjects/Keywords: Intersectionality; Race; Gender; Video Games; Matrix of Domination; Hegemonic Domain of Power; Longitudinal; Content Analysis; Racialized Sexuality; Racialized Femininity; Racialized Sexualizaton
McCarthy, K. K. (2015). Revealing a Spectrum of Racialized Sexuality: Representations of Video Game Characters Over Time, 1981-2012 . (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/27942
McCarthy, Kelly Kathleen. "Revealing a Spectrum of Racialized Sexuality: Representations of Video Game Characters Over Time, 1981-2012." 2015. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/27942.
McCarthy, Kelly Kathleen. "Revealing a Spectrum of Racialized Sexuality: Representations of Video Game Characters Over Time, 1981-2012." 2015. Web. 17 Jul 2019.
McCarthy KK. Revealing a Spectrum of Racialized Sexuality: Representations of Video Game Characters Over Time, 1981-2012. [Internet] [Masters thesis]. University of New Mexico; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/27942.
McCarthy KK. Revealing a Spectrum of Racialized Sexuality: Representations of Video Game Characters Over Time, 1981-2012. [Masters Thesis]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/27942
9. Ouassini, Anwar. BETWEEN ISLAMOPHOBIA AND THE UMMAH: HOW SPANISH MOROCCANS ARE NEGOTIATING THEIR IDENTITIES IN POST 3-11 MADRID.
► This dissertation explores how Spanish Moroccans are negotiating their identities in post 3-11 Madrid. In doing so, I explore and capture the lived discourses that… (more)
▼ This dissertation explores how Spanish Moroccans are negotiating their identities in post 3-11 Madrid. In doing so, I explore and capture the lived discourses that reveal the underlying processes that are shaping their identities at the micro, meso, and macro level. The data for this research was collected through in-depth interviews with 33 Spanish- Moroccans residing in Madrid, Spain. Results revealed that Spanish Moroccan identities are increasingly racialized towards a Muslim-Arab religious identity by two ideological currents found at the local and the transnational level: Islamophobia and the Ummah. The Islamophobia racial project was experienced by my participants at the micro-level of everyday interactions including at work, educational institutions, and public life. This strengthened an attachment to a Muslim first identity. At the transnational level, Ummah ideological scapes shaped my participants identities via Arabic Satellite television and transnational Islamic movements. These scapes reinforced a Muslim- Arab first identity among my participants. These findings indicate that Spanish Moroccans are experiencing what I coined as dual communal racialization, a process wherein individuals are exposed to two racial projects that are simultaneously racializing my participants identities towards a Muslim —Arab ethno-racial identity. Moreover, at the meso-level, I found that my participants lacked any active participation in voluntary associations; but did belong to what I call immigrant community spheres, which include the mosque, Muslim monuments, and the Moroccan café. These 'institutions' are often cites of contention for dual communal racialization and work to reinforce identity ties and claims towards Islam and the Spanish state. Advisors/Committee Members: Lopez, Nancy, Wood, Richard L, Gonzales, Phillip, Lubin, Alex.
Subjects/Keywords: Spain; Morocco; Racialization; Dual Communal Racialization; Immigrant Community Spheres
Ouassini, A. (2013). BETWEEN ISLAMOPHOBIA AND THE UMMAH: HOW SPANISH MOROCCANS ARE NEGOTIATING THEIR IDENTITIES IN POST 3-11 MADRID . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23147
Ouassini, Anwar. "BETWEEN ISLAMOPHOBIA AND THE UMMAH: HOW SPANISH MOROCCANS ARE NEGOTIATING THEIR IDENTITIES IN POST 3-11 MADRID." 2013. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/23147.
Ouassini, Anwar. "BETWEEN ISLAMOPHOBIA AND THE UMMAH: HOW SPANISH MOROCCANS ARE NEGOTIATING THEIR IDENTITIES IN POST 3-11 MADRID." 2013. Web. 17 Jul 2019.
Ouassini A. BETWEEN ISLAMOPHOBIA AND THE UMMAH: HOW SPANISH MOROCCANS ARE NEGOTIATING THEIR IDENTITIES IN POST 3-11 MADRID. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/23147.
Ouassini A. BETWEEN ISLAMOPHOBIA AND THE UMMAH: HOW SPANISH MOROCCANS ARE NEGOTIATING THEIR IDENTITIES IN POST 3-11 MADRID. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23147
10. Pitts, Kimberly Mathis. LATINA IMMIGRANT WOMEN AND DOMESTIC VIOLENCE: LIKELIHOOD OF REPORTING TO MID-SOUTH POLICE.
► Domestic violence occurs across all ethnic and racial groups and affects women of all ages and socio-economic backgrounds. However, research shows that battered women of… (more)
▼ Domestic violence occurs across all ethnic and racial groups and affects women of all ages and socio-economic backgrounds. However, research shows that battered women of Latin American descent are less likely to seek help from either formal or informal sources (West, Kantor, & Jasinski, 1998) and research done on Latina women in shelters suggest that these women are more likely to stay longer in an abusive relationship before seeking help (Torres, 1991). To contribute to the growing body of literature on race and domestic violence, this research will examine particular situational and individual-specific characteristics of domestic violence incidents experienced by Latina immigrant women living in Memphis, Tennessee. Based on a sample of 568 immigrant Latina women, this research seeks to determine whether particular situational and individual-specific characteristics of domestic violence incidents affect whether the Latina victims will report to the police. Despite the multitude of possible barriers to reporting domestic victimization to the police, many of the hypotheses have not been studied systematically. Advisors/Committee Members: Tiano, Susan, Fiala, Robert, Lopez, Nancy, Williams, Yaschica.
Subjects/Keywords: Hispanic American women – Abuse 0f – Tennessee – Memphis; Women immigrants – Abuse of – Tennessee – Memphis; Victims of family violence – Tennessee – Memphis – Psychology; Abused women – Tennessee – Memphis – Psychology; Wife abuse – Tennessee – Memphis – Psychological aspects
Pitts, K. M. (2011). LATINA IMMIGRANT WOMEN AND DOMESTIC VIOLENCE: LIKELIHOOD OF REPORTING TO MID-SOUTH POLICE . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12105
Pitts, Kimberly Mathis. "LATINA IMMIGRANT WOMEN AND DOMESTIC VIOLENCE: LIKELIHOOD OF REPORTING TO MID-SOUTH POLICE." 2011. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/12105.
Pitts, Kimberly Mathis. "LATINA IMMIGRANT WOMEN AND DOMESTIC VIOLENCE: LIKELIHOOD OF REPORTING TO MID-SOUTH POLICE." 2011. Web. 17 Jul 2019.
Pitts KM. LATINA IMMIGRANT WOMEN AND DOMESTIC VIOLENCE: LIKELIHOOD OF REPORTING TO MID-SOUTH POLICE. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/12105.
Pitts KM. LATINA IMMIGRANT WOMEN AND DOMESTIC VIOLENCE: LIKELIHOOD OF REPORTING TO MID-SOUTH POLICE. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12105
11. Vasquez Guzman, Cirila Estela. Conceptualizing Mental Health: A Qualitative Study on Mexican Immigrant Mothers' Definition of Their Children's Mental Health in New Mexico.
► Parents play a significant role in many areas of their childrens mental health, including understanding the concept, detection, utilization, and treatment options. Despite the importance… (more)
▼ Parents play a significant role in many areas of their childrens mental health, including understanding the concept, detection, utilization, and treatment options. Despite the importance of parents' role, there is relatively little research in the United States on Latino parents' conceptualization of the term mental health. This study focuses on understanding conceptualization patterns of children's mental health among low-income Mexican immigrant mothers. I utilize the social construction framework to investigate the social nature of the construct mental health. I also engage with the medicalization literature to shed light on the biomedical model's perspective on mental health. Nine focus groups were conducted with 75 low-income Mexican immigrant mothers in New Mexico. Through inductive qualitative analysis of how participants define the term mental health of their children, five coexisting conceptualizations of mental health emerged: cognitive, emotional, behavioral, positive outlook, and social environment. I found that Mexican immigrant mothers have a complex, multifaceted conceptualization of children's mental health. The mothers in this study defined mental health first in the arena of larger social dynamics and contexts in which children are embedded and then included definitions that aligned with the traditional Western biomedical framework. Mexican immigrant mothers' concept of mental health is not a fixed, purely biological or psychological concept, but instead it is an evolving, social, and multidimensional category that includes a variety of overlapping conceptualizations. The analysis suggests a need for additional research to continue to investigate the concept of mental health within this and other communities. Furthermore, this community's conceptualization of mental health was tied to the participants' identity and everyday experiences. Contextualizing the definition of mental health should add to the understanding about mental health disparities among Latino children and suggest strategies to increase better communication between Latino parents and mental health providers. This study emphasizes the social determinant framework highlighting the importance of context in regards to the construction of children's mental health. Advisors/Committee Members: Huyser, Kimberly, Lopez, Nancy, Ginossar, Tamar, Waitzkin, Howard.
Subjects/Keywords: Mental Health; Children; conceptualization; Social Determinants; Latino/a; Biomedical Model
Vasquez Guzman, C. E. (2012). Conceptualizing Mental Health: A Qualitative Study on Mexican Immigrant Mothers' Definition of Their Children's Mental Health in New Mexico . (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/21011
Vasquez Guzman, Cirila Estela. "Conceptualizing Mental Health: A Qualitative Study on Mexican Immigrant Mothers' Definition of Their Children's Mental Health in New Mexico." 2012. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/21011.
Vasquez Guzman, Cirila Estela. "Conceptualizing Mental Health: A Qualitative Study on Mexican Immigrant Mothers' Definition of Their Children's Mental Health in New Mexico." 2012. Web. 17 Jul 2019.
Vasquez Guzman CE. Conceptualizing Mental Health: A Qualitative Study on Mexican Immigrant Mothers' Definition of Their Children's Mental Health in New Mexico. [Internet] [Masters thesis]. University of New Mexico; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/21011.
Vasquez Guzman CE. Conceptualizing Mental Health: A Qualitative Study on Mexican Immigrant Mothers' Definition of Their Children's Mental Health in New Mexico. [Masters Thesis]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/21011
12. Windsong, Elena. Neighborhood Experiences and the Co-Construction of Neighborhood, Race, and Gender: A Qualitative Study of a Middle-Class, Latino-White Neighborhood.
► This dissertation incorporates three distinct bodies of scholarship to bridge theories on: 1) the social construction of community and neighborhood, 2) the social construction of… (more)
▼ This dissertation incorporates three distinct bodies of scholarship to bridge theories on: 1) the social construction of community and neighborhood, 2) the social construction of race, and 3) the social construction of gender. In doing so, I identify similarities in these theories by focusing on the symbolic and interactional dimensions. I draw from this theoretical framework to address the research question: for a middle-class neighborhood with a relatively even mix of both whites and Latinos, what are the patterns of neighborhood experiences in terms of race and gender? I develop the multidimensional analytic concept of neighborhood experiences to include neighboring, emotional connections, and neighborhood activities. I draw from qualitative data collected from an Albuquerque, New Mexico neighborhood that I refer to as Las Flores. In particular, I conducted in-depth interviews with neighborhood residents and field notes from neighborhood activities and argue that neighborhood and race are co-constructed and neighborhood and gender are co-constructed. Co-construction refers to how neighborhood is given meaning via race and how race is given meaning via neighborhood. Similarly, gender is given meaning via neighborhood and neighborhood is given meaning via gender. This dissertation presents three main results chapters. First, I explore neighboring interactions and the symbolic meaning given to neighbors, specifically highlighting the concept of friendly distance. Second, I examine emotional connections to the neighborhood and the co-construction of neighborhood and race with results on racial differences in residents' descriptions of sense of belonging, neighborhood history, and neighborhood attachment. Third, I address neighborhood activities and gendered expectations within the neighborhood highlighting how women experienced the neighborhood as mothers and linking these results to the systemic model of community. Taken as a whole, the results point to the significance of examining the co-construction of race and neighborhoods and the co-construction of gender and neighborhoods to better understand neighborhood dynamics in a contemporary, middle-class Albuquerque neighborhood. This dissertation concludes with a discussion of insights, implications, and suggestions for future research. Advisors/Committee Members: Lopez, Nancy, Lyons, Christopher, Erickson Nepstad, Sharon, Sanchez, Gabriel.
Subjects/Keywords: Neighborhood; Race; Gender; Qualitative Methods; Community
Windsong, E. (2015). Neighborhood Experiences and the Co-Construction of Neighborhood, Race, and Gender: A Qualitative Study of a Middle-Class, Latino-White Neighborhood . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/30427
Windsong, Elena. "Neighborhood Experiences and the Co-Construction of Neighborhood, Race, and Gender: A Qualitative Study of a Middle-Class, Latino-White Neighborhood." 2015. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/30427.
Windsong, Elena. "Neighborhood Experiences and the Co-Construction of Neighborhood, Race, and Gender: A Qualitative Study of a Middle-Class, Latino-White Neighborhood." 2015. Web. 17 Jul 2019.
Windsong E. Neighborhood Experiences and the Co-Construction of Neighborhood, Race, and Gender: A Qualitative Study of a Middle-Class, Latino-White Neighborhood. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/30427.
Windsong E. Neighborhood Experiences and the Co-Construction of Neighborhood, Race, and Gender: A Qualitative Study of a Middle-Class, Latino-White Neighborhood. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/30427
13. Guyton Acosta, Kiley Jeanelle. Azúcar negra: (Re) Envisioning Race, Representation, and Resistance in the Afrofeminista Imaginary.
Degree: Spanish and Portuguese, 2013, University of New Mexico
► In this dissertation, I locate contemporary articulations of afrofeminismo in manifold modes of cultural production including literature, music, visual displays of the body, and digital… (more)
▼ In this dissertation, I locate contemporary articulations of afrofeminismo in manifold modes of cultural production including literature, music, visual displays of the body, and digital media. As a point of departure, I examine the development of afrofeminismo in relation to colonial sexual violence in sugar-based economies to explain how colonial dynamics inflect ideologies of blanqueamiento/embranquecimento (racial whitening) and pseudo-scientific racial determinism. In this context, I address representations of the mujer negra (black woman) and the mulata (mulatto woman) in Caribbean and Brazilian cultural discourse. Specifically, I analyze how the discourses around, as well as by, these figures contribute(d) to the (trans)formation of national identities in former slave societies. I subsequently situate afrofeminista epistemology among interrelated transnational discourses of Afro-diasporic female subjectivity. My study brings into focus three geographic areas of concentration. These areas include the Hispanic Caribbean (Cuba, Puerto Rico and the Dominican Republic), Brazil and the diasporic Caribbean communities of the United States. Within these geographic areas, I have identified three dynamic contemporary sites of afrofeminista expression that revise and (re)envision blackness and womanhood in the Latin American and U.S. Latino cultural imaginaries. I posit these arenas as cross-cultural contact zones where symbolic and material expressions of ethno-racial identity and resistance expand third-wave African-American black feminist theory. Yet, afrofeministas also reveal nuanced racialized, gendered subjectivities in response to highly-specific socio-economic and political conditions. My research thus explores the various social, cultural and political mechanisms inextricably linked to the articulation of race, gender, and identity within those Latin American nations who share strong ideological ties to the construct of racial democracy. Furthermore, extrapolating from the Latin American context, I address the porous and highly conflictive networks of racial and national identity emerging from the multiply-positioned subjects of Caribbean diasporic communities in the United States. I argue that afrofeminismo generated organically within Latin American and U.S. Latino revisionist artistic spaces problematizes the idea of mestizaje (racial miscegenation) as a unifying agent of nationalism. Through cultural media, afrofeministas (re)imagine transatlantic slavery as a shared historical memory connecting African women and their descendants through collective structural and psychological conditions. Advisors/Committee Members: Santiago-Diaz, Eleuterio, Milleret, Margo, Lopez, Kimberle, Lopez, Nancy.
Subjects/Keywords: Afrofeminismo; Afro-Brazilian Literature; African Diaspora; Black Feminism; Blanqueamiento; Nancy Morejon; Cuban Hip-Hop; Miriam Alves; Conceicao Evaristo; Loida Maritza Perez; Junot Diaz; Los Aldeanos; Krudas Cubensi; Anonimo Consejo; Afrodescendiente; Dominican; Afro-Cuban; Hip-Hop Feminism; [email protected]; Ninteenth-Century Caribbean Literature; Race; Gender; Mulata; Mujer Negra; U.S. Latino Literature
Guyton Acosta, K. J. (2013). Azúcar negra: (Re) Envisioning Race, Representation, and Resistance in the Afrofeminista Imaginary . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23328
Guyton Acosta, Kiley Jeanelle. "Azúcar negra: (Re) Envisioning Race, Representation, and Resistance in the Afrofeminista Imaginary." 2013. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/23328.
Guyton Acosta, Kiley Jeanelle. "Azúcar negra: (Re) Envisioning Race, Representation, and Resistance in the Afrofeminista Imaginary." 2013. Web. 17 Jul 2019.
Guyton Acosta KJ. Azúcar negra: (Re) Envisioning Race, Representation, and Resistance in the Afrofeminista Imaginary. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/23328.
Guyton Acosta KJ. Azúcar negra: (Re) Envisioning Race, Representation, and Resistance in the Afrofeminista Imaginary. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23328
14. Pichardo, Elvira. "Ellos Son Mi Familia." Testing the Embodied Capital Theory in Dominican Populations in the Dominican Republic and in New York City.
Degree: UNM Department of Anthropology, 2014, University of New Mexico
URL: https://digitalrepository.unm.edu/anth_etds/52
► This dissertation explores the conditions under which Dominican women invest in their own embodied capital and the embodied capital of their offspring, focusing on the… (more)
▼ This dissertation explores the conditions under which Dominican women invest in their own embodied capital and the embodied capital of their offspring, focusing on the tradeoffs between quantity and quality and income and stability using two different labor market economies in the Dominican Republic and in New York City. The main goals of this dissertation include three specific aims: (1) to identify different political economies and their impact on the same cultural/ethnic group, (2) to understand how access to different educational and employment opportunities influences variation in reproductive timing, considering ways in which birth control and birth spacing might facilitate delays in onset of reproduction and number of children, and (3) to understand the causes and consequences of female parental investments including the tradeoff between income and stability. A key assumption of the embodied capital theory the recognition that females face tradeoffs between investments in own embodied capital and investments in offsprings embodied capital and that the costs and benefits of parental investment may change due to the environmental context and familial and individual circumstances. Results indicate that access to educational and employment opportunities influences reproductive timing and investments in own and offspring's embodied capital although differences exist between the two populations due to economic restructuring and structural factors. In skill intensive labor markets, investments in own embodied capital and offspring's embodied capital is the result of various factors including socio-economic context, structural factors such as public funding for education and government aid such as food stamps and Medicaid, and employment and educational opportunities. My results indicate that given opportunities to invest in embodied capital and in offspring's embodied capital, Dominican women in NYC and in the Dominican Republic will invest in the education of their children. Investments in embodied capital have impacted the later onset of reproduction, differences in domestic units based on the tradeoff between income and stability, and the use of birth control and birth spacing as a coping tactic where access to employment and education is present. Different political economic contexts lead to different investment strategies in embodied capital including somatic investments in the Dominican Republic. This dissertation extends Embodied Capital Theory by illustrating the importance of contextualizing the decision making process of the same ethnic/cultural group in two highly distinct sites. This research highlights the importance of further investigation and application of theories of reproductive behavior that incorporate behavioral ecology and females as active decision makers capable of changing reproductive behavior as a response to the need for quality offspring in different political economies and changing labor market conditions.' Advisors/Committee Members: Lancaster, Jane, Lamphere, Louise, Lopez, Nancy, Field, Les.
Subjects/Keywords: embodied capital theory; education; female-headed households; Anthropology
Pichardo, E. (2014). "Ellos Son Mi Familia." Testing the Embodied Capital Theory in Dominican Populations in the Dominican Republic and in New York City . (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/anth_etds/52
Pichardo, Elvira. ""Ellos Son Mi Familia." Testing the Embodied Capital Theory in Dominican Populations in the Dominican Republic and in New York City." 2014. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. https://digitalrepository.unm.edu/anth_etds/52.
Pichardo, Elvira. ""Ellos Son Mi Familia." Testing the Embodied Capital Theory in Dominican Populations in the Dominican Republic and in New York City." 2014. Web. 17 Jul 2019.
Pichardo E. "Ellos Son Mi Familia." Testing the Embodied Capital Theory in Dominican Populations in the Dominican Republic and in New York City. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Jul 17]. Available from: https://digitalrepository.unm.edu/anth_etds/52.
Pichardo E. "Ellos Son Mi Familia." Testing the Embodied Capital Theory in Dominican Populations in the Dominican Republic and in New York City. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: https://digitalrepository.unm.edu/anth_etds/52
15. Rucker, Iliana. OBAMA'S PRESIDENTIAL (MIXED) RACE: FRAMING AND IDEOLOGICAL ANALYSIS OF BLOGS AND NEWS.
Degree: Department of Communication and Journalism, 2011, University of New Mexico
► The election of Barack Obama as President of the United States brought a heightened awareness to the role of race and produced speculation about the… (more)
▼ The election of Barack Obama as President of the United States brought a heightened awareness to the role of race and produced speculation about the idealized notion of the achievement of a post-racial United States. This dissertation examined mediated conversations on mixed race identity in response to some of the significant events in the Obama campaign and the first months of the Obama presidency. Specifically, this study examined the ways that newspapers and blogs construct discourses about race, mixed race, and racism. Further, I explored the biological, legal, and social implications as they relate to current constructions of mixed race identity. This dissertation centered the data collection around four pivotal discourses in the Obama era: (1) Obama's announcement of his presidential candidacy; (2) Obama's "A More Perfect Union" speech; (3) Obama's election to the presidency; and (4) the arrest of Harvard professor Henry Gates. The parameters of these pivotal discourses allowed me to focus on what bloggers say about the events and how the newspapers reported them. Ideological criticism and framing analysis guided my study on racial identifications and negotiations related to Obama from three newspapers: New York Times, the Washington Post, and the Chicago Sun-Times; as well as four blogs: Mixed Roots, Beige-World, Light-skinned-ed Girl, and Twisted Curlz. Three dominant frames emerged from the news coverage on the four discursive moments: race, dialogue, and history. I define the race frame as stories about the issues concerning race and racism; the dialogue frame as stories about a conversation, specifically at the national level; and the historical frame as stories about historic events. Three frames also emerged from the framing analysis of the blog posts: awareness, personalization, and racism. The awareness frame consists of postings about news and celebrity in mixed race community; the personalization frame as personal postings; and the racism frame as postings relating to issues concerning racism. Ideological criticism facilitated the analysis of the news articles and blogs and allowed me to uncover several ideologies about race and mixed race emerge from these discursive constructions. The newspapers perpetuated the invisibility of Whiteness, the Black and White binary, hybrid heroism, and the erasure of racism ideologies. The preference for Obama as President, the salience of mixed race matters, and promotion of anti-racist work are ideologies in the blogs. While the blogs and news articles are different in format, style and purpose, taken together they give a look at the ongoing conversation that impacts discourses on race, racism, and mixed race. The interpretation of the findings explains how the media I examined reveal the social construction of race, the rhetoric of race, and agenda setting in each of the discursive moments in order to discuss current conceptualizations of race in the United States. In addition to an in-depth interpretation of framing and ideological analyses findings,… Advisors/Committee Members: Schuetz, Janice, Foss, Karen, Rodriguez, Ilia, Lopez, Nancy.
Subjects/Keywords: Mixed Race; Ideology; Framing; Obama
Rucker, I. (2011). OBAMA'S PRESIDENTIAL (MIXED) RACE: FRAMING AND IDEOLOGICAL ANALYSIS OF BLOGS AND NEWS . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13167
Rucker, Iliana. "OBAMA'S PRESIDENTIAL (MIXED) RACE: FRAMING AND IDEOLOGICAL ANALYSIS OF BLOGS AND NEWS." 2011. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/13167.
Rucker, Iliana. "OBAMA'S PRESIDENTIAL (MIXED) RACE: FRAMING AND IDEOLOGICAL ANALYSIS OF BLOGS AND NEWS." 2011. Web. 17 Jul 2019.
Rucker I. OBAMA'S PRESIDENTIAL (MIXED) RACE: FRAMING AND IDEOLOGICAL ANALYSIS OF BLOGS AND NEWS. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/13167.
Rucker I. OBAMA'S PRESIDENTIAL (MIXED) RACE: FRAMING AND IDEOLOGICAL ANALYSIS OF BLOGS AND NEWS. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13167
16. Montgomery, Michelle. Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices.
Degree: Language, Literacy, and Sociocultural Studies, 2011, University of New Mexico
► In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen,… (more)
▼ In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen, 2002; Root, 1996 & 2001; Spencer, J, M., 1997; Spencer, R., 2006a; Thorton, 1992). There is not a lot of empirical research that examines how schools influence the racial identity of multiracial students, in particular mixed-race students that identify as Native American. Even more troubling is the lack of literature on experiences of mixed-race students using racial identity choice as a social and political tool through race discourse and actions. The aim of this qualitative case study was to look at the relationship between the racial agency of multiracial students and the larger white supremacist social structure. The research questions addressed in this study are as follows: (1) How do the formal and informal schooling contexts shape the identity choices of multiracial students? (2) How do the identity choices of multiracial students conform to an/or resist the racialized social system of the United States? This study was conducted at a tribal college in New Mexico with selected mixed-race participants who identified as Native American, or acknowledged Native American ancestry. At the time of data collection, the school enrollment was 513 students, representing 83 federally recognized tribes and 22 state recognized tribes. The presence of a multi-racial body of students created a unique contributing factor of multiracial participants for a broader understanding of mixed-race experiences in cultural and traditional learning environments. The study was conducted using qualitative case study methodology of mixed-race students interviewed in the last weeks of the fall semester (pre-interview) and once during the last few weeks of the spring semester (post interviews). Mixed-race students were asked to discuss nine group sessions during the spring semester their lived experiences that influenced their identity choices. The sample for this study represented mixed-race participants from various tribal communities. In an eight-month time period of the study, nine participants were interviewed and participated in-group sessions. Of the nine total in sample, two were male, seven were female; three were Native American/white, two were black/white/Native American, three were Hispanic/white/Native American, and one were Hispanic/Native American. From my analysis of the nine participants mixed-race experience, three overarching themes emerged: (a) racial(ized) self-perceptions, (b) peer interactions and influences, and (c) impact on academic experiences. Of the nine participants, how a students' race was asserted, assigned, and reassigned appears to be determined by being mixed-race with black versus white or non-black. According to the participants, this particular tribal college did not provide a supportive or welcoming environment. As a result, students were highly stratified based on experiences tied to their phenotype and racial… Advisors/Committee Members: Allen, Ricky Lee, Hunter, Margaret, Lopez, Nancy, Zancanella, Donald.
Subjects/Keywords: Indians – Mixed descent – Social conditions; Indians of North America – Ethnic identity; Indian college students – United States – Social conditions; Indian college students – United States – Attitudes
Montgomery, M. (2011). Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12098
Montgomery, Michelle. "Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices." 2011. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/12098.
Montgomery, Michelle. "Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices." 2011. Web. 17 Jul 2019.
Montgomery M. Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/12098.
Montgomery M. Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12098
17. Leon, Diana. A Latina Captain in Showtime's Dexter: (Un)Veiling a Progressive Image of Latinas through Discourse Analysis of Media-Audience Co-constructions of Latinidad'.
► This thesis focuses on Showtimes series Dexter as a rich text through which to study the production and consumption of racial and gender representations in… (more)
▼ This thesis focuses on Showtimes series Dexter as a rich text through which to study the production and consumption of racial and gender representations in media. More specifically, this research examines the representation of a prominent Latina character (Captain Maria LaGuerta) in Dexter and the audience readings of this character to explore the co-construction of contemporary discourses on Latinidad. On the basis of a critical discourse analysis of the television text and online viewer comments, I discuss relations between the meanings encoded in the text and the meanings co-constructed interactively by audiences online, and the ideological implications of such discourse on Latinidad given the current climate of racial relations in the United States. The analysis shows how a seemingly progressive representation of a Latina in a breakthrough role that over-steps 'old' racial and gender boundaries, does not break down the reproduction of stereotypical representations and notions of Latinidad based on homogeneity, symbolic colonization, and immigration as markers of Latina/o identity. In addition, the analysis shows how notions of Latinidad link Latina/os to ideologies of race and gender to which other minority groups are often associated in contemporary conservative discourse. Advisors/Committee Members: Rodriguez, Ilia, Washington, Myra, Rodriguez, Ilia, Lopez, Nancy.
Subjects/Keywords: Communication Latinidad Television
Leon, D. (2013). A Latina Captain in Showtime's Dexter: (Un)Veiling a Progressive Image of Latinas through Discourse Analysis of Media-Audience Co-constructions of Latinidad' . (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23282
Leon, Diana. "A Latina Captain in Showtime's Dexter: (Un)Veiling a Progressive Image of Latinas through Discourse Analysis of Media-Audience Co-constructions of Latinidad'." 2013. Masters Thesis, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/23282.
Leon, Diana. "A Latina Captain in Showtime's Dexter: (Un)Veiling a Progressive Image of Latinas through Discourse Analysis of Media-Audience Co-constructions of Latinidad'." 2013. Web. 17 Jul 2019.
Leon D. A Latina Captain in Showtime's Dexter: (Un)Veiling a Progressive Image of Latinas through Discourse Analysis of Media-Audience Co-constructions of Latinidad'. [Internet] [Masters thesis]. University of New Mexico; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/23282.
Leon D. A Latina Captain in Showtime's Dexter: (Un)Veiling a Progressive Image of Latinas through Discourse Analysis of Media-Audience Co-constructions of Latinidad'. [Masters Thesis]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23282
18. King, Kelly. JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION.
► The purpose of this study has been to apply the lens of Critical Race Theory (CRT) as a means for understanding how Japanese as second… (more)
▼ The purpose of this study has been to apply the lens of Critical Race Theory (CRT) as a means for understanding how Japanese as second language (JSL) learners are racialized in Japanese public schools and the degree to which Japanese public middle school teachers support or interrupt these processes. The approach taken in this study was qualitative; data was collected between December 2008 and September 2009. The data includes an initial survey to middle school teachers, two semi-structured interviews with 16 middle schools teachers, participant-observations in JSL and other subject area classes at four schools— a total of twenty eight 50-minute classes, an observation notebook and reflective journal, and document analysis of official documents from schools, the central and local governments, and the Japanese Ministry of Education, and Culture, Sports, Science and Technology (MEXT). It was found that the JSL policies and curricula of the four schools observed varied: JSL students in two schools with similar JSL populations received strikingly different education. Furthermore, a number of participants expressed a belief that JSL students from Brazil and Peru, who are of Japanese descent (Nikkeijin), are less studious or care less about education than their mainstream Japanese and Asian newcomer' classmates. It is argued that such beliefs may allow teachers to rationalize the problematic educational policies toward JSL students, including the disconnect between MEXT and local governments and schools regarding JSL curricula, and the problematic Fundamental Law of Education (FLE) which mandates compulsory education only for Japanese nationals. Although some teachers in the study worked to disrupt the racialization of Nikkei students in their schools, teacher beliefs about Nikkei students appeared to support a core belief that assimilation is the goal of public education. The findings from the study suggest that Japanese public school teachers who work with JSL students are cognizant of the discriminatory effects of the FLE. It is argued that by actively working to change the FLE and improve the quality of JSL curricula, they may disrupt the racialization process and improve the quality of education for all students.' Advisors/Committee Members: Allen, Ricky Lee, Martinez, Glenabah, Lopez, Nancy, Kubota, Ryuko.
Subjects/Keywords: Race discrimination – Japan; Discrimination in education – Japan; Japanese language – Study and teaching – Japan – Foreign speakers; Middle school teachers – Japan – Attitudes; Education and state – Japan
King, K. (2013). JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22048
King, Kelly. "JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION." 2013. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/22048.
King, Kelly. "JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION." 2013. Web. 17 Jul 2019.
King K. JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/22048.
King K. JAPANESE PUBLIC MIDDLE SCHOOL TEACHERS PERCEPTIONS OF JAPANESE AS SECOND LANGUAGE (JSL) LEARNERS: DYNAMICS OF RACIALIZATION. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22048
19. Bettez, Sonia. The Social Transformation of Health Inequities: Understanding the Discourse on Health Disparities in the United States.
► Discourse in the United States characterized health disparities' as the disproportionate burden of morbidity and mortality suffered by racial, ethnic and other disadvantaged populations. This… (more)
▼ Discourse in the United States characterized health disparities' as the disproportionate burden of morbidity and mortality suffered by racial, ethnic and other disadvantaged populations. This dissertation contributes a theory of social construction that transformed health inequalities and inequities into 'health disparities,' a hegemonic (dominant) concept that prevented structural analysis of root causes and effective solutions. Consequently health disparities remain. My study focuses on the discourse during the latter part of President Clinton's administration (1999-2001), when eliminating 'health disparities' became a major objective. Anchored by hegemony and racial formation theories, and using critical discourse analysis as the principal research method, I study the social construction of 'health disparities. I also discuss the differences in discourse between the United States and other countries. I analyze a selection of official government reports published between 1979 and 2010 and interviews with a sample of key informants involved in policy and/or academia at the time of the study. In addition I perform limited quantitative content analysis to look at the change in use of the term 'disparities' through time. I find that the discourse on 'health disparities' emphasized race and ethnicity, individual responsibility, and medical care. This narrow focus omitted and diverted attention from root causes such as growing structural inequality, thus exculpating government of responsibility and forestalling socio-economic change. My analysis suggests that, because of their elite positions and qualifications, individuals who contributed to the discourse in government participated in transforming health inequities into 'health disparities. This study contributes to sociology, population health and social epidemiology by applying racial formation theory to the study of health inequalities and inequities, and extending its principles to class formation; thus, it adds a greater understanding of the social construction of health inequities, as affecting racial and ethnic minorities, as well as other disadvantaged populations. My study also helps make sense of how hegemony operates at the individual and institutional levels. Through omissions, contradictions, fears and capitulation, individuals who express passion and desire for social change and eliminating inequities in society contribute to maintaining the status quo by diverting attention from more fundamental transformations in inequities and inequalities. Advisors/Committee Members: Waitzkin, Howard, Lopez, Nancy, Cacari-Stone, Lisa, Gomez, Laura, Beckfield, Jason.
Subjects/Keywords: Social construction; Health; Inequities; Inequalities; Policy; Theory; Sociological
Bettez, S. (2013). The Social Transformation of Health Inequities: Understanding the Discourse on Health Disparities in the United States . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23084
Bettez, Sonia. "The Social Transformation of Health Inequities: Understanding the Discourse on Health Disparities in the United States." 2013. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/23084.
Bettez, Sonia. "The Social Transformation of Health Inequities: Understanding the Discourse on Health Disparities in the United States." 2013. Web. 17 Jul 2019.
Bettez S. The Social Transformation of Health Inequities: Understanding the Discourse on Health Disparities in the United States. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/23084.
Bettez S. The Social Transformation of Health Inequities: Understanding the Discourse on Health Disparities in the United States. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23084
20. Lechuga, Chalane E. They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'.
► This research explores how Latino/a high school students in New Mexico constitute their racial identities in this particular historical moment, the post-Civil Rights colorblind era.… (more)
▼ This research explores how Latino/a high school students in New Mexico constitute their racial identities in this particular historical moment, the post-Civil Rights colorblind era. I explore what their chosen nomenclatures and employed discourses suggest about the relationship between their racial identities and academic achievement. The research questions are: How do Latino/a youth articulate their expressions of racial identity in the post-Civil Rights colorblind era? What discourses or nomenclatures do they employ? How are these discourses distinguished from one another? What do their expressions of racial identity suggest about the relationship between racial identity and gender? What may their expressions of racial identity suggest about the relationship between racial identity and academic achievement? This study reveals that Latino/as youth are negotiating their racial identities in the context of racialization and gendering processes at school. As part of that process, this study sheds light on the ways that phenotype influences the construction of race and the process of assimilation. Specifically, for Latino/as, I found that phenotype played into their identity negotiation. Many of these youth employed discourses of off-whiteness,' some embraced their ethnic heritage, many worked to deflect racial-stigma by distancing themselves from Mexicanness, while others 'straddled' being 'American, but still a little bit Mexican. When examining the experiences of the multiracial Latino/as, I found that the multiracial white and Latino boys appeared to be assimilating into white society and that the multiracial Black and Latino/as youth were subjected to the one-drop rule as they were often racialized as Black. I also found that understandings of race and gendered expectations worked together to create opportunity and barriers. That is, I found that the way in which schools mete out discipline is influenced by perceptions of hegemonic masculinities and ideal femininities. Most of the young Latino/as had been disciplined at school. The Latino boys were subjected to harsh forms of discipline and the Latina girls were disciplined when they engaged in behavior that was in contrast to ideal femininities. These findings also suggest that there is no clear relationship between racial identity and school achievement among these young Latinos. Advisors/Committee Members: Lopez, Nancy, Gonzales, Phillip B., Allen, Ricky Lee, Gomez, Laura E..
Subjects/Keywords: Hispanic American youth – New Mexico – Ethnic identity; Hispanic American youth – New Mexico – Social conditions; Minority high school students – United States – Ethnic identity; Minority high school students – United States – Social conditions; Racism in education – United States
Lechuga, C. E. (2010). They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico' . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/11121
Lechuga, Chalane E. "They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'." 2010. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/11121.
Lechuga, Chalane E. "They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'." 2010. Web. 17 Jul 2019.
Lechuga CE. They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/11121.
Lechuga CE. They'll expect more bad things from us.: Latino/a Youth Constructing Identities in a Racialized High School in New Mexico'. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/11121
21. Mays, Andrea L. REVISIONING REALITY: NORMATIVE RESISTANCE IN THE CULTURAL WORKS OF THE LINCOLN MOTION PICTURE COMPANY, NELLA LARSEN, AND ALLAN ROHAN CRITE, 1915-1945.
Degree: American Studies, 2014, University of New Mexico
URL: https://digitalrepository.unm.edu/amst_etds/28
► Despite the fact that nineteenth and twentieth century biologist and Social Darwinists theories of race have been dispelled, the social residue of white supremacist… (more)
▼ Despite the fact that nineteenth and twentieth century biologist and Social Darwinists theories of race have been dispelled, the social residue of white supremacist ideologies continue to have social and political implications throughout American society. America's racial hierarchy, and whiteness as a social and racial construct instantiated within it, against which every other group of people has been relationally situated, has helped not only to define non-white racial subjects in inferior terms, it has also guaranteed a perpetuation of race-based structural and social inequalities in United States of America. African American Studies, Critical Race Theory, Whiteness Studies, and most recently a body of Normalcy scholarship have examined not only the immensity and reach of power that "whiteness" has a construct in American society, but the ability of this construct to operate in society as an invisible and largely un-interrogated force. This is because of how whiteness is often represented as neutral, disinterested, and normal. This dissertation examines three early twentieth century African American cultural producers who deployed representations of normativity as acts of artistic expression, political critique and social resistance. This dissertation argues that The Lincoln Motion Picture Company (1916-1923), writer Nella Larsen (1891-1964), and painter Allan Rohan Crite (1910-2007) used narrative forms to construct "a politics of normativity" through which they critiqued U.S. racial politics and challenged racist discourses aimed at African Americans in the early twentieth century. These artists deployed representations of "normativity" as an antiracist strategy through which to respond to U.S. racial hierarchies in the public realm, which persistently represented African Americans as non-normative, inferior and social deviant subjects. This dissertation joins ongoing discussions by scholars in the fields of American Studies, African American Studies, Women's Studies, Cultural Studies and Visual Culture and Literary Studies investigating strategies of representations, as forms of resistance, and what these strategies reveal about social, cultural and political negotiations made by marginalized subjects in U.S. national culture. Advisors/Committee Members: Lubin, Alexander S., Schreiber, Rebecca M., Buick, Kirsten P., Lopez, Nancy.
Subjects/Keywords: Normative; Race; American Studies
Mays, A. L. (2014). REVISIONING REALITY: NORMATIVE RESISTANCE IN THE CULTURAL WORKS OF THE LINCOLN MOTION PICTURE COMPANY, NELLA LARSEN, AND ALLAN ROHAN CRITE, 1915-1945 . (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/amst_etds/28
Mays, Andrea L. "REVISIONING REALITY: NORMATIVE RESISTANCE IN THE CULTURAL WORKS OF THE LINCOLN MOTION PICTURE COMPANY, NELLA LARSEN, AND ALLAN ROHAN CRITE, 1915-1945." 2014. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. https://digitalrepository.unm.edu/amst_etds/28.
Mays, Andrea L. "REVISIONING REALITY: NORMATIVE RESISTANCE IN THE CULTURAL WORKS OF THE LINCOLN MOTION PICTURE COMPANY, NELLA LARSEN, AND ALLAN ROHAN CRITE, 1915-1945." 2014. Web. 17 Jul 2019.
Mays AL. REVISIONING REALITY: NORMATIVE RESISTANCE IN THE CULTURAL WORKS OF THE LINCOLN MOTION PICTURE COMPANY, NELLA LARSEN, AND ALLAN ROHAN CRITE, 1915-1945. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Jul 17]. Available from: https://digitalrepository.unm.edu/amst_etds/28.
Mays AL. REVISIONING REALITY: NORMATIVE RESISTANCE IN THE CULTURAL WORKS OF THE LINCOLN MOTION PICTURE COMPANY, NELLA LARSEN, AND ALLAN ROHAN CRITE, 1915-1945. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: https://digitalrepository.unm.edu/amst_etds/28
22. Torrez, Jessica. Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program.
► This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language… (more)
▼ This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language instruction. Furthermore, this research focuses on the implications of the NMMP's services and curriculum for the migrant community. Through interviews with students, administration (on both the local and federal levels), as well as migrant agricultural laborers, the findings reveal the need for simultaneous heritage language (HL) and English language instruction. Parents, students, and staff emphasized the significance of HL in community maintenance and an individual's relationship to the community, while underscoring the importance of English language development for the student's academic achievement. As such, the migrant community stressed the need to concurrently maintain and develop both languages. However they also suggested the NMMP enlist qualified Latina/o teachers who have a deep connection to the farmworker community and maintain a commitment to student academic success. All participants agreed that poor communication and an undeveloped purpose prohibited the NMMP from truly becoming a successful learning environment.' Advisors/Committee Members: Trinidad-Galvan, Ruth, Blum-Martinez, Rebecca, Lopez, Nancy, Cranston-Gingras, Ann.
Subjects/Keywords: Children of migrant laborers – Education – Michigan
Torrez, J. (2009). Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/7630
Torrez, Jessica. "Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program." 2009. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/7630.
Torrez, Jessica. "Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program." 2009. Web. 17 Jul 2019.
Torrez J. Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/7630.
Torrez J. Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/7630
23. Martinez, Natalie. Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power.
Degree: Teacher Education, Educational Leadership & Policy, 2011, University of New Mexico
► Research regarding secondary schooling of Pueblo youth in the southwestern United States is limited. Existing literature examines schooling through boarding school era historical depictions and… (more)
▼ Research regarding secondary schooling of Pueblo youth in the southwestern United States is limited. Existing literature examines schooling through boarding school era historical depictions and anthropological studies of school experiences. Current Indigenous academic knowledge calls for rededication to self-determination and tribal control over education systems. This research critically analyzes curricular implications and the operation of power in a New Mexico school district whose Indigenous students exceed one-third of the student population. This study demonstrates long-standing disempowerment of the constituents of this school district through existing hierarchical power structures. This research is based upon qualitative methodologies for gathering and analyzing data, including discourse analysis of legislative policy, secondary curriculum, textbooks and classroom materials. It also utilizes ethnographic data from interviews with students, school personnel and community members, and participant observations. Through 22-months of fieldwork, this study examines responses to the research question: How does state power operate in the inception and implementation of culturally relevant pedagogy at a school district that serves a large population of Native high school youth? Themes emerged throughout the study such as the hidden curriculum embodied in the instruction and policy that affect Native high school students; reception and implementation of policy and curriculum within the school district; and historical factors within the district. The study also presents the foundations for response to imperatives of neo-liberalism throughout the district. The research shows that despite the 2003 passage of state legislation (New Mexico Indian Education Act) regarding appropriate educational practices for American Indian students, the federal mandates of No Child Left Behind shape public schooling. Research participants desire a more direct, formal tie between school and culturally meaningful education, but see standardization and individualization for cultural relevance in competition. This study reveals that every aspect of curriculum in the school district, from inception to implementation, is driven by the inexorable adherence to federal legislation. The data also reveal the implications of this study, which include the need for more local control and community empowerment to influence the curriculum, instruction, and policy within this school district. This research also documents emerging sites of resistance within the school district. Advisors/Committee Members: Martinez, Glenabah, Trinidad-Galvan, Ruth, Jiron-Belgarde, Mary, Lopez, Nancy.
Subjects/Keywords: Pueblo Indians – Education (Secondary) – Social aspects; Pueblo Indians – Education (Secondary) – Political aspects; Education and state – United States; Education and state – New Mexico
Martinez, N. (2011). Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12092
Martinez, Natalie. "Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power." 2011. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/12092.
Martinez, Natalie. "Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power." 2011. Web. 17 Jul 2019.
Martinez N. Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/12092.
Martinez N. Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12092
24. Howard, Natasha. Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse.
► This study examines the (re)production of anti-Black ideology in critical discourses on race. Though contemporary critical discourses on race have been concerned with theorizing about… (more)
▼ This study examines the (re)production of anti-Black ideology in critical discourses on race. Though contemporary critical discourses on race have been concerned with theorizing about the deployment of colorblind racial ideology, this study takes the position that anti-Black ideology is uniquely situated within the United States. Post-Civil Rights critical dialogues on race call for a move beyond the Black/white binary and the need to transcend dualistic racial paradigms. Though a typical critique of colorblind ideology implicates a social structure that oppresses all people of color uniformly, this study argues that the reality of material and social consequences vary depending on the group. The study makes an ideological critique of critical race discourses that purport to move beyond Black/white racial theorizing. It argues that not only is racial binary thinking implicated, but that there is a perpetuation of anti-Black ideology that works to create a non-Black/Black paradigm. This study proposes three frames that construct Blacks as nativists, essentialists and pathogens in the post-Civil Rights era. The methodological approach of this study employs racial realism. Racial realism legitimates studies that explore the patterns of racial dynamics. As an ideological critique, this study unpacks and interprets the presence of dominant ideologies that endeavor to maintain a hierarchical racial order. Advisors/Committee Members: Allen, Ricky Lee, Celedon-Pattichis, Sylvia, Lopez, Nancy, Rodriguez, Ilia.
Subjects/Keywords: Blacks – Race identity – United States; Race awareness – United States; Racism – United States; United States – Race relations
Howard, N. (2011). Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12849
Howard, Natasha. "Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse." 2011. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/12849.
Howard, Natasha. "Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse." 2011. Web. 17 Jul 2019.
Howard N. Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/12849.
Howard N. Black in the Non-Black Imagination: How Anti-Black Ideology Shapes Non-Black Racial Discourse. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12849
25. Santillanes, Sarah Leah. (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE.
► This ideological critique project focused on the race and gender discourse of 20 self-identified Latina community college students between the ages of 18-30. Participants were… (more)
▼ This ideological critique project focused on the race and gender discourse of 20 self-identified Latina community college students between the ages of 18-30. Participants were purposively sampled and recruited from a large community college within the state of New Mexico. Over a period of eight months, two or more semi-structured interviews were conducted with each research participant. These interviews highlighted the participants race and gender experiences and their perceived expectations about these norms inside and outside of school. A critical hermeneutic methodological framework was employed in the interpretation of the participants' interviews. Discourse transcriptions were coded first for general themes and next for hermeneutical themes generated by Atlas Ti software. Significant researcher interpretations included links between illness and embodiment, problematic race and gender notions of exceptionality and empowerment, and mestizaje discourses of racial ignorance. Latina mestizaje discourse was juxtaposed to actual Latina practices of racial knowing. Ultimately, the author argues that mestizaje is a racializing and gendering process, ultimately organized by white supremacy, that offers less material privileges than its gives. Recommendations for further research and study are detailed in the concluding chapter.' Advisors/Committee Members: Allen, Ricky Lee, Trinidad-Galvan, Ruth, Lopez, Nancy, Pimentel, Charise.
Subjects/Keywords: ideological critique; Latinas; community college; critical hermeneutics; mestizaje
Santillanes, S. L. (2014). (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE . (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23577
Santillanes, Sarah Leah. "(RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE." 2014. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/23577.
Santillanes, Sarah Leah. "(RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE." 2014. Web. 17 Jul 2019.
Santillanes SL. (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/23577.
Santillanes SL. (RE)MAKING MESTIZAJE: THE ROLE OF RACE AND GENDER NORMS IN LATINA COLLEGE STUDENTS DISCOURSE. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/23577