Elite Networks and the Redevelopment of the Cecil B. Moore Neighborhood

Schrider, David ProQuest Dissertations & Theses Temple University 2023 해외박사(DDOD)

This dissertation project explores how three distinct networks worked for and in opposition to the proposed construction of three Temple University athletic facilities all located within the Northern Philadelphia neighborhood of Cecil B Moore. Specifically, I conduct a network analysis of the three networks of elites who advocated for the construction of Pearson and McGonigle Hall athletic facility in the late 1960s, the Liacouras Center in the mid-nineties, and the contemporary proposed construction of a new football stadium in order to gain a deeper understanding of how these pro-development networks operate, promote urban development, and to explore how these pro-development networks have evolved over time. I do the same for the networks of activists who have attempted to halt these development projects. I employ a mixed method approach which combines ethnographic field observations, in-depth interviews, and a quantitative investigation. I answer the following research questions: 1) How have the demographic characteristics of actors who were members of the Pearson and McGonigle Hall, Liacouras Center, and the Football Pro and Anti-Development Networks changed over time? 2) What strategies were employed by the Pro-Stadium Network to promote Temple development and why were these strategies unsuccessful? 3) What strategies were employed by the Stomper Network to oppose Temple development and why were these strategies successful? I find that while across development eras pro-development networks remain majority White, Democrat, Male, and most network members were working in the educational field, there are noteworthy changes in network demographics. I find there is less consistency in the demographics of anti-development networks over time. Although these networks remain majority Black and Democrat, there is a noteworthy increase in Female network members and White network members over time. In my analysis of how the Pro-Stadium Network promoted Temple development, I examine the strategies employed by the Pro-Stadium Network, focusing specifically on the network's public outreach strategy. I address why the network was not successful at convincing residents and politicians to support the building of a football stadium in Cecil B Moore. I find that the Pro-Stadium Network did not provide basic details about the project, and this was an obvious omission. I also address why the Pro-Stadium Network might have been more successful if it attempted to establish a dialogue with residents prior to announcing the plans for the stadium. However, it is not clear that even with a detailed plan the Pro-Stadium Network would have been successful. It is possible that the political currents had shifted since the last period of Temple development. In my analysis of how the Stomper Network opposed Temple development I examine the strategies employed by the Stomper Network, focusing specifically on the network's public outreach strategy. I find the Stomper Network attempted to establish a dialogue with residents immediately after the network became active. The Stomper Network was also able to check the effectiveness of its messaging with residents and to counter the claims of the Pro-Stadium Network. This contributed to the Stomper Network's ability to exploit the shortcomings of the Pro-Stadium Network's outreach strategy. I hypothesize that the possibility that a growing negative view of urban development in Cecil B Moore made the construction of the football stadium impossible. I focus some of this discussion on how the Pro-Stadium Network has received more scrutiny than the two historical pro-development networks. In doing so, I hypothesize that this growing public scrutiny of Temple development projects in Cecil B Moore and an emerging negative view of urban development may have hampered the Pro-Stadium Network's attempts to build a football stadium in Cecil B Moore. I find theories of urban growth and elite theory fit the development processes for both the Pearson and McGonigle Hall and the Liacouras Center. However, the attempt to construct a football stadium in Cecil B Moore is not consistent with theories of urban growth and elite theory. The struggle over Temple's proposed football stadium is more consistent with pluralist theory and Henri Lefebvre’s right to the city.

The Resurrection and the Knife: Protestantism, Nationalism, and the Contest for the Corpse During the Rise of American Medicine

DeRewal, Tiffany ProQuest Dissertations & Theses Temple University 2020 해외박사(DDOD)

This dissertation examines how advocates for anatomical medicine in the early American republic defended medical training through dissection by framing anatomy as a Protestant spiritual and civic initiative. The project draws attention to prominent anatomists and anatomy advocates from the 1760s to the 1830s who did not dismiss the religious values and rhetoric of the people who rioted against dissections and bodysnatching, but instead imaginatively remodeled the Christian principles that had been wielded against them. Utilizing the public forums that were afforded to them as wealthy white Protestant intellectuals, these figures drew upon the mythologies of the new nation as well as the New Testament to defend the practice of dissection and persuade a largely Protestant public of the virtues of the dissected corpse. As this project will emphasize, they also used evangelical Protestant ideology to justify the pillaging of African American cemeteries and almshouse burial grounds for dissection subjects. Reinforcing an evangelical Protestant and portrait of nativist American citizenship, their rhetoric would ultimately play a powerful role in shaping state intervention in the regulation of medical schools and their supply of anatomical subjects. This project ultimately aims to reframe our understanding of the discursive formation of the dead body as a medical subject in the early republican era, seeking to illuminate how dead bodies were talked about—how they were discursively formed—by those who opened and examined them: practitioners of practical anatomy who not only dissected dead bodies, and likely disinterred them, but also launched public campaigns to repurpose them as tools of medical training. Tapping into the era’s evangelical postmillennialist rhetoric of resurrection, these figures petitioned the state and the public to draw a line between the respectable white citizens who contributed to civic progress, whose bodies would remain undisturbed after burial, and indigent and non-white populations, who could be made productive after death. At once religious and medical, their rhetoric functioned epistemically to transform medical training into a mode of Protestant civic discipleship, and to transform the dead bodies of socially and politically burdensome populations into redeemed post-mortem vessels of medical advancement. Recognizing the production of medical knowledge in the United States in a wide range of genres, authored by writers operating within as well as outside of the fledgling orthodox medical establishment, this dissertation analyzes the imaginative writings, both positive and critical, of doctors, ministers, satirists, novelists, and legislators, all of whom registered and reflected upon the framing of practical anatomy as a conduit of Protestant civic initiative. In “Dr. Shippen’s Anatomical Theatre: Defending Dissection in Colonial Philadelphia,” I examine an early model of this rhetoric in the writings and orations of Dr. William Shippen, Jr., one of the earliest outspoken advocates of anatomical dissection in the colonies, demonstrating how Shippen relied on Protestant language and cultural norms—and the colonial newspaper—not only to align himself and his anatomy lectures with the city’s religious elite, but also to create a spiritual justification for the use of the bodies of poor, criminalized, and otherwise subjugated individuals as dissection subjects. The chapter closes by tracing how two subsequent texts, a satirical pamphlet poem by Francis Hopkinson and a landmark state legislative report in defense of anatomical dissection, registered and responded to this rhetoric, and to the collusion of Protestant virtue and medical authority as tools of social order. “The Enlightened Gospel of Anatomy on the Atlantic Stage” spotlights Presbyterian minister Samuel Stanhope Smith’s 1787 Essay on the Causes of the Variety of Complexion and Figure in the Human Species, and Federalist statesman Royall Tyler’s 1797 novel The Algerine Captive. Situating both texts within transnational debates about American degeneracy and the expansion of the American slave economy, I outline how each author mounts a defense of American health and character that is grounded in anatomical knowledge of the human body as well as a Protestant framework of moral virtue. Taken together, the texts bear witness to a growing confidence in doctors—particularly anatomists—to understand and order human difference, and they demonstrate the continuing rhetorical framing of anatomical medicine as a Protestant civic initiative in the decades after the American Revolution.The dissertation’s final chapter, “ ‘life, strength, and usefulness’: Resurrection and Redemption in Sheppard Lee,” examines the ongoing consolidation of Protestant rhetoric in support of anatomical medicine in the early nineteenth century, as both American and British lawmakers began to take up the case for legislation to regulate and protect anatomical training for medical students through dissection. The chapter begins by identifying the rhetoric of Philadelphia anatomist John Davidson Godman as a principal influence in the development of the first American anatomy legislation, demonstrating how Godman utilized the rhetoric of Protestant nativism to strategically position anatomical medicine as a beacon of enlightened Christianity in the young republic, while also preserving the secrecy of an illicit interstate corpse trafficking network centered in 1820s Philadelphia. The chapter then considers how a novel written by a physician who was trained in Philadelphia’s medical institutions during this period engages with Godman’s rhetoric, and with the various debates and philosophies surrounding anatomy legislation in the Anglo-Atlantic world. In Robert Montgomery Bird’s 1836 Sheppard Lee: Written by Himself, Bird mimes and critiques the rhetoric of utilitarian anatomy advocacy, as well as the Protestant rhetoric of redemptive dissection. Bird generates a provocative cultural portrait of institutionalized dissection in the Atlantic world, underscoring the political distinctions that ultimately determined which corpses should be protected, which should be dissected, and which should be preserved. Considering corpses not merely as abstractions or metaphors, but as literal, material entities that incited riots, spurred industries, and inspired nativist fantasies, this dissertation illuminates the fraught negotiations and acts of power that undergirded what is often regarded as a natural or inevitable narrative of modern secularization and scientific progress. At its most ambitious, this project aims to embody a new dimension of interdisciplinary work in the medical humanities, reshaping our understanding of the origins of the medical cadaver and prompting new reflection on the secular morality of postmortem medical research.

Disability and Multimodal Composition: Exploring Access Conflicts, Personalization, and Access Creation

Savaglio, Micah ProQuest Dissertations & Theses Temple University 2022 해외박사(DDOD)

Recently, disability and writing studies scholars have demonstrated the extent to which widely accepted approaches to the teaching of writing fail to address the fraught intersection between mental disability and academic commonplaces, such as multimodal texts and assignments, with real consequences for the well-being of our students (Yergeau; Oswal; Selfe). Given the dramatic rise of online and other multimodal forms of instruction that has characterized and continues to shape college writing classrooms in the era of COVID-19, the barriers to access (social, physical, and institutional) that exist in multimodal writing classrooms require deeper examination. Drawing upon disability studies scholarship from Price, Kerschbaum, and Walters, my dissertation examines the complex relationship between writing instruction and mental disability in the context of Metro University’s First Year Writing Program (FYWP) and explores the affordances disabled students bring to bear on the multimodal spaces of their writing classrooms. In addition to examining the program’s standard syllabus, policies, and assignments, I conducted individual interviews with Metro undergraduate students, including students with disabilities, to collect data on students’ experiences of course policies (e.g., participation; grading) and practices (e.g., online peer review; multimodal composing) in the first-year writing classroom. I used methods drawn from critical discourse analysis and disability studies to identify elements of the curriculum that presented potential barriers to students with mental disabilities, including cumulative, interconnected penalties for absences, tardiness, and late work; a policy of not grading essay drafts; and the absence of policies designed to address issues linked to mental health. My analysis has revealed conflicting levels of access to participation in the course, pointing to the need for multimodal learning environments flexible enough to address a wide range of access needs at once. This work contributes to emerging writing and disability scholarship on the role of multimodality in developing non-normative writing pedagogies and inclusive program designs. The study was reviewed by the IRB and deemed not to be human subjects research. It was conducted in partnership with the university’s Disability Resources and Services and FYWP, which adopted attendant policy recommendations.

Coherence in Quantitative Longitudinal Language Program Evaluation

Ono, Leslie N ProQuest Dissertations & Theses Temple University 2018 해외박사(DDOD)

In recent years, foreign language program evaluation has gained greater attention among language educators, program administrators, and evaluators. Increased demands for demonstrated program performance, often motivated by external forces, such as accreditation pressures and decisions regarding the allocation of funding, have led to heightened focus on foreign language program evaluation practices, methodologies, and results. Despite this increased attention, there are few published evaluation studies within the field of foreign language learning that have examined foreign language program effectiveness over time. This longitudinal study was designed to quantitatively investigate the performance of one Japanese university English for Academic Purposes (EAP) program over the 20-year span of the program's existence. Quantitative evaluation methodologies and advanced statistical procedures were utilized to examine changes in student English proficiency, as measured by the Institutional Test of English as a Foreign Language (TOEFL ITP) and English achievement, as measured by four semesters of EAP course grades, as students progressed through the two-year program. Twenty cohorts of students (cohort n-sizes ranging from approximately 250 to 550 students) were included in this study. The comprehensive data set included three repeated-measures of the TOEFL ITP and four English achievement grade point averages (GPAs) for each of the 20 cohorts. The research questions for this expansive longitudinal study addressed two levels of inquiry. First, at the program-global level, this study sought to investigate patterns of English proficiency change within and between cohorts across the life of the program, and the extent that programmatic events and external influences might have impacted those patterns. For this investigation, TOEFL ITP results for three proficiency domains---listening, grammar, and reading---were chronologically charted for the 20 cohorts and time-series analyses were conducted. The results indicated that all cohorts demonstrated significant gains in the three proficiency domains by the end of the two-year program. However, the overall trends across the program's 20-year history revealed gradual negative trajectories for grammar and reading proficiency. Events that were hypothesized to have influenced proficiency patterns were tested, including (a) the addition of a new department specialization, (b) changes to department admissions, (c) the entrance of students who experienced new national reforms at the secondary education level, and (d) department expansion. While listening proficiency patterns were unaffected, grammar and reading proficiency trends were negatively impacted by the start of the new specialization and changes to admissions procedures. The entrance of students who had experienced secondary educational changes had an initial negative impact on the grammar trend, but positive grammar and reading proficiency trends emerged from that point onward. It was speculated that these events, as well as larger population trends impacting Japanese universities, led to gradual shifts in program student demographics, which contributed to the observed changes in proficiency patterns. Also of interest was an examination of the concept of English achievement coherence---or the extent that student English achievement, as measured by English course grade point averages (GPAs)---can be used to assess course interrelatedness. English course GPA data was used to statistically derive three rival achievement coherence metrics. These metrics were then tested separately, using hierarchical linear modeling techniques, to examine the extent that achievement coherence might serve to mediate any proficiency variation observed across the 20 cohorts. There were no significant findings for two of the metrics tested, while the third metric was found to have a significant negative effect for reading proficiency. This finding directly contradicted the hypothesized outcome that a greater amount of coherence would serve to facilitate proficiency development. Given the significant negative reading trend that emerged across the life of the program, this result might suggest that larger influences affecting student demographic changes could outweigh any potential facilitative effects of coherence on proficiency outcomes. Following the program-global analyses, the second level of inquiry was at the cohort-specific level. Individual cohorts that had demonstrated comparatively high and low listening and reading proficiency gains were selected for follow-up analyses. The aim was to examine if differences in coherence at the cohort level might account for the contrastive proficiency gains attained. For each target cohort, a recursive path model, including the program's 16 English courses and final proficiency outcome, was tested to examine English achievement interrelatedness and contributions to the final proficiency outcome. A greater number of significant paths and larger final model R2 coefficient would suggest more coherence. Additionally, for each target cohort, grade residuals analyses using linear regression methods were conducted to investigate grading consistency at the course level. (Abstract shortened by ProQuest.).

The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-efficacy, and Reading Performance

Hann, Fergus ProQuest Dissertations & Theses Temple University 2018 해외박사(DDOD)

Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D'Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students' beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice ( n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students' TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. (Abstract shortened by ProQuest.).

Negotiation of Form by EFL Learners: Effect of Task Modality and L1 Use

Koizumi, Yusa ProQuest Dissertations & Theses Temple University 2017 해외박사(DDOD)

One issue that faces second language (L2) teachers when they use task-based language teaching (TBLT) is how they should integrate focus on form into goal-oriented, meaning-focused tasks. This issue is particularly relevant to Japanese secondary school teachers, who need to prepare students for entrance examinations that heavily emphasize grammar. Researchers have proposed various ways to address this issue, one of which is shifting task modality from speaking to writing (Richards, 2002; Skehan, 1998). Studies have shown that learners engage in negotiation of form (i.e., an interactional sequence in which learners attempt to resolve a linguistic problem in their output) more frequently when they are required to produce written output (Adams, 2006; Niu, 2009). Another way of promoting focus on form during task-based interaction is to have learners use their first language (L1) to negotiate forms. Research has demonstrated that the use of metalanguage enables learners to discuss forms in detail and helps them maintain their attention on the forms (Fortune, 2005; Fortune & Thorp, 2001). Learners of English as a foreign language (EFL) typically develop explicit knowledge of English through the medium of L1 metalanguage. Thus, it is assumed that EFL learners will negotiate forms more frequently and effectively if teachers allow them to speak their L1 during task work. This study investigated the effectiveness of the two manipulations---shifting production modality to writing and having learners use their L1---in facilitating negotiation of form during task work. First-year university students in two EFL classes at a university in Tokyo participated in two data collection sessions. In the first session, both classes completed a picture story jigsaw task and then wrote the story in pairs. In the second session, both classes completed another picture story jigsaw task and then orally narrated the story in pairs. In both sessions, one class was instructed to speak English only during the post-task while the other class was allowed to speak their L1 (Japanese). Students' interactions were transcribed, and language-related episodes (LREs) were identified in the transcripts. LREs refer to interactional sequences in which the learners question or correct the use of an L2 item in their own or each other's utterance (Swain & Lapkin, 1998; Williams, 1999). When all LREs were identified, they were classified according to focus, outcome, and L1 use. Then, to investigate the effect of modality, the writing post-task and the speaking post-task were compared in terms of the frequency, focus, and outcome of LREs. To investigate the effect of L1 use, the English-only (EO) class and the English/Japanese (EJ) class were compared in terms of the frequency, focus, and outcome of LREs. In addition, to study the effect of L1 use further, the texts that students composed in pairs on the writing post-task were analyzed, and the two classes were compared in terms of the accuracy of the compositions and types of errors they made. Finally, LREs in which students used Japanese (L1 Use) and LREs in which they used English exclusively (L2 Only) were compared in terms of metalanguage use and length. (Abstract shortened by ProQuest.).

Affordances and Gratifications in the Formation of a Student-Centered Online Academic Community of Practice

Yasuda, Raymond ProQuest Dissertations & Theses Temple University 2020 해외박사(DDOD)

The present study is an investigation of a recent phenomenon, the creation and maintenance of a student-centered online community using Line, a Web 2.0 mobile messaging (MIM) application. In recent years, mobile instant messaging has become the most widely utilized form of social media (Clement, 2019a), and has been increasingly used by students to interact about schoolwork (e.g., Cetinkaya, 2017; Bouhnik & Deshen, 2014; Tanaka, 2014). With the ubiquity of mobile technology use amongst students, how interactions in student-centered online groups contribute to the achievement of academic goals warrants further research. Therefore, this study had three purposes. The first purpose was to utilize Wenger’s (1998) community of practice framework to investigate whether an online group formed by the students could evolve into an academic community of practice. A second purpose was to analyze online interactions through the lens of uses and gratifications theory (Katz, Blumler, & Gurevitch, 1973) to discover the specific academic uses of MIM valued by the participants. Furthermore, the affordances (Gibson, 1977) that made the application amenable to academic purposes were investigated. The third purpose was to further analyze online interactions to uncover the specific ways in which the practices of the online academic group contributed to and conflicted with the achievement of course objectives.A case study approach (Yin, 2014) was used to provide a thick descriptive account of the online group and achieve the objectives of the study. The 12 participants in this study were members of an intact EAP course, which was part of an English-medium economics curriculum at a private Japanese university. The main source of data were two online groups created using the Line application, one group consisting of all members of the class and the other a group of four students created to work on the course project. Other sources of data included online documents saved to Google Drive, a survey, interviews, and course materials. Data from all sources were coded and analyzed first inductively, using codes from the three frameworks used in the study, and then inductively, to discover any other themes that emerged from the data. The analysis suggested that the online group created by the participants evolved into an academic community of practice. There was evidence of a focused academic domain because the vast majority of online posts dealt directly with course content. Moreover, interactions revealed the development of trust, reciprocity, and commitment, all key components of mutual engagement. Various group practices also emerged that supported students in their coursework and contributed to group learning. A key factor in community formation was attributed to the Line application meeting the academic needs of students. Key gratifications associated with the needs of the students included online interaction with a closed group, convenience, quickness, retrievability, information sharing, and emotional support. The affordances that enabled these gratifications to be obtained were selective connectivity, context-free access, asynchronous/synchronous communication, information aggregation, and multi-user content creation. Further analysis of the online interactions supported by these affordances showed that the prominent group practices directly supported course objectives. However, there were several conflicts associated with the use of MIM, such as problems with the constant flow of messages, unequal levels of contribution, and academically questionable activities. Finally, a summative analysis led to the creation of a model that demonstrated the relationships between learning objectives, student academic needs, gratifications, and affordances in the formation of a community within the context of a traditional university course.

Radiohead and Identity: A Moon Shaped Pool and the Process of Identity Construction

Davis, Sean M ProQuest Dissertations & Theses Temple University 2019 해외박사(DDOD)

This dissertation synthesizes critical theories of identity with music theoretical analysis to explore how listeners use popular music as a means of identity construction. Focusing on Radiohead's 2016 album A Moon Shaped Pool, the dissertation investigates the various sociological and musical frameworks that illuminate how the songs interact with listener expectations in the process of interpretation. Work on popular music and personal expression is already present in sociology, anthropology, musicology, and other disciplines, though that work rarely engages the close readings of musical processes that I employ in the dissertation. Richard Middleton (Studying Popular Music) and Tia DeNora (Music in Everyday Life), for example, apply a wide variety of methodologies toward identifying the complexities of identity and popular music. For the dissertation, though, I focus primarily on how Judith Butler's conception of interpellation in Giving an Account of Oneself can be used as a model for how musical conventions and listener expectations impact the types of identity positions available to listeners. For Butler, interpellation refers to how frameworks of social norms force subjects to adhere to specific identity positions. This dissertation will explore both the social and musical conventions that allow for nuanced and critical interpretations of popular songs. Although many theorists have probed Radiohead's music, this dissertation synthesizes robust analytical approaches with hermeneutics in order to explore how Radiohead's music signifies, both in the context of their acoustic components and with regard to how this music impacts the construction of listener identities. Radiohead's music is apt for these analyses because it often straddles the line between convention and surprise, opening several avenues for critical and musical scrutiny. I also argue that listeners interact with this music as if the songs are agents themselves- they have powerful emotional and physical effects on us. The dissertation investigates the various sociological and musical frameworks that illuminate how the songs interact with listener expectations in the process of interpretation. Work on popular music and personal expression is already present in sociology, anthropology, musicology, and other disciplines, though that work rarely engages the close readings of musical processes that I employ in the dissertation. Richard Middleton (Studying Popular Music) and Tia DeNora (Music in Everyday Life), for example, apply a wide variety of methodologies toward identifying the complexities of identity and popular music. For the dissertation, though, I focus primarily on how Judith Butler's conception of interpellation in Giving an Account of Oneself can be used as a model for how musical conventions and listener expectations impact the types of identity positions available to listeners. For Butler, interpellation refers to how frameworks of social norms force subjects to adhere to specific identity positions. This dissertation will explore both the social and musical conventions that allow for nuanced and critical interpretations of popular songs.

Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study

Richard, Jean-Pierre Joseph ProQuest Dissertations & Theses Temple University 2018 해외박사(DDOD)

This exploratory study investigated variables that have received scant attention in the field of second language acquisition. Four research questions were addressed concerning academic capital, achievement orientations, efforts to learn English, and perceptions of the impact of globalization on English. A fifth research question tested these variables in a model of language learning. The final research question investigated the participants L2-English goal stability over one academic year. The longitudinal study used a mixed-methods, QUAN+qual approach. The primary group of participants (n = 748) were Japanese postsecondary students from 12 institutions. To address the first five research questions, data were gathered with questionnaires and vocabulary tests at three intervals in one academic year. A secondary group of participants, the Goal-Setting group (n = 192), was composed of participants from seven institutions. To address Research Question 6, written responses were collected on three occasions from the Goal-Setting group. Lastly, there were two interview groups, a Student Group (n = 16) and a smaller group, the Worker Group (n = 5), was composed of young Japanese adults who had never attended university. Data from the interviews were used to provide additional insight into several factors in this study. For Research Question 1, the quantitative data results revealed differences on certain components of Academic Capital between participants at different institutions, and no differences on other components. For example, there were large differences found on Family Aspirations and Family Background but no differences found on Study Behaviors. The interview data revealed more striking unequal disparities, in particular on Family Background and School Experiences. Differences in family background likely account for large disparities in educational opportunities, both past and present, and point to potentially uneven futures. For Research Question 2, the results revealed that the four-factor structure of Achievement Orientations at each time interval was similar to previous research; however, rank order and stability of the orientations were different from previous results. In particular, unlike previous research with students in math and psychology classes, Performance-Approach and Performance-Avoidance orientations were generally higher and more stable. These results might need to be considered in light of the important gatekeeping role that language tests play in Japan. For Research Question 3, the results for the Perceptions of the Impact of Globalization on English Survey revealed two factors related to an instrumental, career-related factor and an intrinsic, contact-related factor. These findings connect with contemporary discourses regarding the role of English and with findings from earlier motivational research in Japan. Participants at female-only institutions generally had higher scores than participants at co-educational institutions. This latter finding might be viewed in relation with the way English is marketed in Japan. For Research Question 4, the results revealed that Efforts to Learn English are multidimensional; however, in previous L2-motivational research, the dimensionality of items representing different temporal efforts was not investigated. Participants at female-only institutions generally scored higher on Past Efforts and Present Efforts than participants at co-educational institutions. In all, these findings suggest that greater care needs to be taken when operationalizing Efforts to Learn English. In addition, gender differences need to be explored further. For Research Question 5, the measurement models were generally acceptable; however, the structural equation model testing the paths between the above exogenous variables and vocabulary scores did not perform well. Even though few paths in the final model were found to be significant, the findings add to body of literature in SLA and introduce new concepts to our field. Finally, for Research Question 6, the analyses revealed four goals that were most frequent and stable. These goals relate to using English, English for tests, English for going abroad, and English for career. Learners with the latter instrumental goal had the largest vocabulary sizes, and career goals correlated with many other variables in this study. The strength of career goals should be considered in relation to current motivational theories in SLA.

Identity, Discursive Positioning, and Investment in Mixed-Group Spanish Language Classes: A Case Study of Five Heritage Speakers

Mattson-Prieto, Raquel ProQuest Dissertations & Theses Temple University 2019 해외박사(DDOD)

Research in identity and heritage language (HL) education focuses on the experiences of heritage speakers (HS) and how certain classroom discourses can devalue the skills and proficiencies that they bring with them to the class (Garcia & Torres-Guevara, 2010; Leeman, 2012; Showstack, 2016). These dominant and monoglossic language discourses often focus on the teaching and acquisition of a "standard Spanish language" (Train, 2007; del Valle, 2000). Although scholarship on HL education has long advocated for separate specialized courses to meet the needs of HSs (Potowski, 2002; Valdes, 1997), many HSs remain in courses designed for second language (L2) learners because institutions do not consistently offer specialized instruction. Some research has investigated the experiences of HSs in mixed L2-HL classes (Harklau, 2009; Potowski, 2002), but there is a need for an examination of the classroom discursive practices in courses tailored for L2 learners and how those practices shape how HSs of diverse backgrounds position themselves as Spanish speakers within and outside of the classroom. The present study explores the representation of identity among HSs enrolled in university-level Spanish language classes. This investigation examined the relationship between HSs' perceived instructional objectives in a Spanish as a second language class, the ways HSs positioned themselves as knowledgeable of the language concerning these objectives, and finally, their subsequent investment in their Spanish studies. The data come from a classroom ethnography and were analyzed within a grounded theory methods approach (Glasser & Strauss, 1967) and showed the extent to which classroom activities were inclusive to HSs' pedagogical needs. Further, from a social identity and positioning lens, I considered how language ideologies that value the standard linguistic repertoires of monolingual native speakers' affected individuals' perceptions and relationships to their heritage community, and the expert or novice identities they negotiated during social interaction. Classroom observations and interviews revealed that the instruction that HSs received often promoted a linguistic hierarchy that devalued the non-standard language forms that reflected the participants' ethnolinguistic backgrounds. The findings show that each HS navigated classroom discursive practices and negotiated multilingual identities in interaction with their peers, teachers, and the curriculum in different ways. Some of the participants became ambivalent toward the language and its speakers as their backgrounds went unacknowledged in classroom practice, while others found value in the Spanish classes because of past experiences. Findings suggest that there is a need for methodologies in mixed-group classrooms that reflect and acknowledge the sociolinguistic variation of the class (Gutierrez & Fairclough, 2006).