Training a nation: The General Federation of Women's Clubs' rhetorical education and American citizenship, 1890--1930

White, Kristin Kate The Ohio State University 2010 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Historical scholarship in the field of rhetoric and composition has flourished in the last thirty years and developed a rich and diverse picture of the history of American women's rhetorical practices. Much of the recent research surrounding women's clubs has focused on written documents and an analysis of rhetorical strategies to demonstrate how nineteenth-century women advocated for political and social change. Scholars like Karen Blair (1980), Theodora Martin (1987), Anne Meis Knuper (1996), Anne Ruggles Gere (1997), and Jacqueline Jones Royster (2000) have focused on the civic accomplishments and reading and writing practices of African American, Jewish, Mormon, working-class, and white middle-class clubwomen. My dissertation, "Training a Nation: The General Federation of Women's Clubs' Rhetorical Education and American Citizenship, 1890-1930," extends existing scholarship to include a focus on how white-middle class clubwomen developed and sustained their own programs of rhetorical education during a historical era in which women were still excluded from educational institutions, barred from most professions, and lacked any formal training in rhetoric in the United States. Existing scholarship has not focused on the connection between the seemingly less significant activities that occurred in individual women's clubs and the public efforts of the General Federation of Women's Clubs to educate and train better American citizens. These internal and external programs of rhetorical education established the General Federation as an influential cultural institution. My study focuses on the concrete and self-conscious pedagogical tools that women used to educate one another and develop a model of social change rooted in education, which had mixed results. My archival research demonstrates how the white women's clubs of the General Federation advocated structured pedagogical techniques, such as prescribed reading lists for children and adults, uniform club programs and discussion questions, and patriotic plays and pageants, to contribute to the dialogue surrounding citizenship and thus the formation of American identity in the progressive era. The General Federation's rhetorical campaign for promoting American citizenship both reinforced racist notions of an idealized white citizenship and, at the same time, attempted to invite immigrants, newly naturalized citizens, and young adults into the conversation. The General Federation of Women's Clubs promotional materials and pedagogical techniques reveal how its members were a product of the ideological heritage in the Progressive movement of the early twentieth century with its focus on the cultivation of a particular kind of good American citizen that was rooted in ideas of obedience and mass education. The club movement also represents a site of rhetorical education which can show us how clubwomen in the General Federation were learning and teaching each other the politics of rhetoric in very public but non-academic sites. Ultimately, I argue that it is important to study sites where women created and supported rhetorical education to develop civic consciousness because these sites reflect evidence of clubwomen's contributions to rhetorical theory and history.

Two Steps Forward, One Step Back: Effects of Skin Tone and Cross-Platform Self-Presentation on Evaluations of Black Job Applicants

White, Tiffany Nichole ProQuest Dissertations & Theses The Ohio State Uni 2017 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Colorism, or skin tone discrimination, manifests in the form of a general denigration of dark-skinned individuals. Black Americans, who are only one of many groups affected by this international bias, are impacted in many ways, but its influence in the realm of employment is of particular consequence to day-to-day existence. Modern technology, such as social network(ing) sites (SNSs), has amended facets of the employment process, granting employers access to an abundance of online applicant data; however, the array of information located online and the many self-presentation options available via SNSs could hurt the job prospects of Black applicants. As such, the current study investigates the effect of skin tone and cross-platform self-presentation upon evaluations of Black employability utilizing the theory of uncertainty reduction. An online experiment using a 2 (applicant skin tone: dark vs. light) x 2 (applicant sex: male vs. female) x 3 (cross-platform congruency: congruent, incongruent, control) between-subjects design was conducted with a sample of 757 Whites. Each participant was told to evaluate the applicant according to the materials provided (resume, LinkedIn profile, and Facebook posts). Results indicated that skin tone and congruency impact evaluations of Black applicants. Both dark-skinned applicants and applicants with incongruent self-presentations across Facebook and LinkedIn were evaluated less favorably concerning certainty, perceived job suitability, perceived hireability, and salary deserved. The implications of these results and limitations are discussed therein.

Strains of Skin Tone Bias: Implications for Adolescent Delinquency and Residential Segregation for Blacks

White, Karletta ProQuest Dissertations & Theses The University of 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In two separate studies, I examine the relationship between skin tone and important psychological well-being, delinquency, and social integration outcomes for Blacks, testing not only if skin tone is important in determining these outcomes but attempting to disentangle the mechanism by which the inequality is produced. More specifically, using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), in study one I draw on important propositions of Agnew's (1992) General Strain Theory to investigate the extent to which darker skin impacts youths' feelings of strain, psychological well-being, and delinquency. The study found skin tone to be significantly associated with certain facets of well-being but surprisingly there were no direct effects on various types of strain. Skin tone is a strong predictor of one's involvement in serious weapon violence, controlling for prior delinquency. Results also show that skin tone matters more for female adolescents' odds of being suspended compared to their male counterparts, while certain forms of strain significantly impact the effect of skin tone on one's involvement in delinquent activity. In study two, I continue my investigation of skin tone as an external or interracial source of discrimination using the National Survey of American Life (NSAL). In this study I am concerned with whether Blacks with darker skin tones are more likely than their lighter-skinned counter parts to live in neighborhoods that they perceive as more segregated and with fewer amenities and community resources. Although these data did not allow me to directly test how the respondents came to reside in their present community (i.e. racial steering or neighborhood choice), I examine skin tone discrimination as well as major types of everyday discrimination (e.g. being denied a bank loan or housing opportunity) experiences reported by Blacks. Overall, findings suggest that darker-skinned Blacks fare worse in regard to frequent experiences of skin tone discrimination from Whites. Skin tone is significantly related to respondent's perceived seriousness of drug activity in their current neighborhood, suggesting that skin tone may have some impact on one's perceived neighborhood quality. Further results, implications, and conclusions are discussed.

Interrogating whiteness: Exploring identities of white prospective teachers working for social justice

White, Edie The University of Wisconsin - Madison 2009 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation investigates the ways that one facet of identity, whiteness, influences teachers' understanding of their roles in the schools and informs their decision making within their practice. The study focuses on representing and analyzing the life histories of five white prospective teachers in an Elementary Education Program with the aim of understanding how life experiences shape one's emerging teacher identity. Situated within a Bakhtinian framework of the development of the self as well as an historical view of white privilege, I show how the life stories which individuals deem as important events in their lives influence how they come to understand what it means to be a socially just educator. The study challenges the status quo of Teacher Education Programs which often reinforce resistance to socially just pedagogies from white pre-service teachers.

White Mountain Apache health and illness : an ethnographic study of medical decision-making

Everett, Michael Wayne Human Relations Area Files 1980 해외석사

Sociolinguistic challenges to minority collegiate success: Negotiating academic discourses and identities

White, John Wesley, III University of Colorado at Boulder 2003 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Research has shown that the transition to college generally proves to be considerably more difficult for minority students than it is for their white peers (Allen et al., 1987; Pancer et al., 2000). Researchers have helped to explain the causes of this problem by focusing on such issues as minority students' lack of academic preparedness for college (Anyon, 1990), minority students' perception that predominantly white colleges are hostile to them (Just, 1999), and that the families of minority students—because many had not themselves experienced college—offer less emotional support for these students (Nettles & Perna, 1997). Yet, one area of research that has not received enough attention is the fact that minority freshmen must also negotiate significant sociolinguistic hurdles in their quest to become successful college students. Because most colleges and universities are based upon white western culture—with its corresponding linguistic styles (Elbow, 1991; Kaestle, 1983; Tyack, 1976)—minority freshmen must adapt to a new environment that is culturally and linguistically far different from, and sometimes hostile toward, their own. Therefore, this study examines how minority freshmen must, in addition to numerous other challenges, also try to adapt to the unique culture and “discourse community” of the college; it explores the unique sociolinguistic challenges many ethnic minority students encounter in their attempts to develop an academic literacy and thereby become integrated into the college community. The study also examines the sociolinguistic notion (Vygotsky, 1999) of how, with changes in discursive practices, students' respective sense of themselves as students changes. More specifically, the study examines the nature of how, with the adoption of academic literacy, students' perceptions of themselves as college students and scholars change. Similarly, the study examines how—for cultural reasons—some students may be resistant to adopting the “official” discourse of the academic community. Finally, the study demonstrates how direct instruction in academic literacy—liberally defined—may help a growing body of students find collegiate success and it provides suggestions for undertaking this endeavor on a large scale.

Alternative spheres of influence: The impact of divergent political elites on the racial divide in American public opinion

White, Ismail K University of Michigan 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Moving beyond other scholars' focus on the relationship between political predispositions and black and white differences in opinion on policies, I develop a theoretical framework that considers the effects of groups' exposure to differing elite interpretations of political issues. Specifically, I argue that in an attempt to advance their own interests and ideologies among their respective racial constituencies, African-American elites---including black elected officials, journalists, and religious and organizational leaders---and mainstream elites---those elites who are able to dominate mainstream discourse---frame political issues, even issues with no apparent racial content, in substantively different ways. Through analysis of both survey and experimental data, I demonstrate that these framing differences imply that African Americans' exposure to messages from their own indigenous political elites, as delivered through black institutions, and white Americans' lack of exposure to this alternative elite discourse, help explain many of the differences researchers have observed in black and white public opinion.

Responses to Black and White News Anchors: Effects of Tweet Types, and Moderation by Humanitarianism/Egalitarianism Motivations

White, Linda R Michigan State University ProQuest Dissertations & 2023 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Increasingly network affiliate stations are hiring reporters and anchors of color, with the belief that racially diverse newsrooms provide coverage that satisfies the diverse news needs of the many Americans who rely on local television news. Also increasingly, network affiliate stations encourage their on-air professionals to use social media, to post on Facebook, Instagram, and Twitter. This dissertation first asks from a structural racism point of view, how African Americans/Blacks and Whites response to African American/Black and White news anchors and their stories. It then asks how audiences respond when these anchors are said to not tweet, tweet a neutral news statement, or to tweet their own opinion about controversial issues. The tweet impact is theorized to result from the degree to which the two types of tweets depart from norm violations for professional journalists-who tweet the news, but generally eschew tweeting their own opinions. Results show Whites are less positive about African American/Black than White anchors, and that there is negativity about opinionated tweets. Further, the results show complicated relationships among anchor race, audience race, type of tweet, age, and political affiliation.

Economic inequality from three different perspectives

White, T. Kirk Duke University 2003 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The dissertation consists of three essays and aims to add to the inequality literature from three different perspectives. The first essay examines how prominent economic thinkers have answered the question "To what extent should society promote economic equality?" The answer changes significantly over the history of economic thought. For Aristotle, equality of wealth should be promoted for the stability of the city-state. John Stuart Mill uses Utilitarian principles to equate greater equality with greater happiness. Pareto argues that greater income inequality is better for society because inequality weeds out society's "inferior" elements through starvation and disease. Finally, Sen argues that in order to compare the social welfare associated with different income distributions, one can and should look at more than individual preference orderings. The second essay investigates the effects of the Tax Reform Act of 1986 on the U.S. wealth distribution in a model in which heterogeneous agents face idiosyncratic labor income risk and hold only one asset. The model's stochastic process for earnings is consistent with estimates from panel data. The model is calibrated to match the U.S. wealth distribution and the progressive U.S. income tax structure in 1984. Then, using the same earnings process, the equilibrium is computed with the post-reform income tax structure of 1989. The reform increases the after-tax return to savings more for wealthy households than for wealth-poor households. As a result, the tax reform can account for the increase in wealth inequality observed in the data. The third essay argues that "initial conditions" at Emancipation account for a significant fraction of current U.S. black-white wealth inequality. A two-sector model with physical and individual human capital accumulation is used to investigate black-white earnings and wealth inequality from 1870 to 1990. The model predicts that when schooling is publicly funded and all schools are funded equally, it is optimal for households to invest in human capital before investing in physical capital. The predicted convergence in wealth is therefore extremely slow, while earnings and human capital levels converge more quickly. Under historically realistic, unequally funded public schooling, the predicted rate of convergence of earnings is 70% longer than under equal school funding.

The association of social responsibility endorsement with race-related experiences, racial attitudes, and psychological outcomes among black college students

White, Rhonda L University of Michigan 2008 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examines social responsibility to the African American community among African American college students. Particular attention is devoted to examining attitudes towards social responsibility and involvement in socially responsible behaviors. This study argues that while social responsibility endorsement is influenced by background and contextual factors, race-related variables are particularly influential among African American college students. Individual's experiences with race, the meaning and significance they attribute to their racial status, and their attitudes towards the racial group likely influence the extent to which individuals endorse social responsibility. As such, this work examines the relationship between social responsibility attitudes and behaviors with perceptions of societal racism, experiences with racial discrimination, and racial identity. The current study also explores the link between social responsibility endorsement and psychological outcomes. African American college students from Historically Black and Predominantly White universities were surveyed about their attitudes towards social responsibility and their engagement in socially responsible behaviors. Differences in social responsibility endorsement emerged for religious service attendance, employment status, and university racial composition. Results also indicate that social responsibility attitudes were related to perceptions of societal oppression, Public Regard, and Nationalist Ideology. Involvement in social responsibility behaviors was related to experiences with racial discrimination and Racial Centrality. Racial identity attitudes and experiences with racial discrimination did not moderate the relationship between social responsibility endorsement and perceptions of societal oppression. Results also suggest aspects of social responsibility endorsement are positively related to self-esteem, psychological well-being, and life satisfaction. Overall, these findings suggest endorsement of social responsibility attitudes is fairly common among African American college students, but that actual engagement in behaviors consistent with social responsibility is less frequent. This calls attention to the need to study both social responsibility attitudes and social responsibility behaviors, as levels of endorsement and the predictors of each dimension of social responsibility vary. Furthermore, this work provides more evidence to suggest that individual's race-related experiences and attitudes are critical to their social responsibility endorsement. Additional findings and implications of the work are discussed in greater depth.