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Title: "Keep your eyes on the prize" : cognitive and affective linkages to resilience behavior in work goal pursuit
Creator: King, Danielle D.
Date: 2018
Collection: Electronic Theses & Dissertations
Description: Resilience to workplace adversity (i.e., continued goal pursuit despite difficulty) is a sought after, competitive advantage that, if fostered, may unlock additional benefits for both employees and organizations. Theoretically, the current work presents a clarified behavioral conceptualization of resilience at work, based within the goal and self-regulation frameworks. Empirically, this work uses both field (Study 1) and experimental (Study 2) designs to explore the predictors (Studies 1 and...
Show moreResilience to workplace adversity (i.e., continued goal pursuit despite difficulty) is a sought after, competitive advantage that, if fostered, may unlock additional benefits for both employees and organizations. Theoretically, the current work presents a clarified behavioral conceptualization of resilience at work, based within the goal and self-regulation frameworks. Empirically, this work uses both field (Study 1) and experimental (Study 2) designs to explore the predictors (Studies 1 and 2) and outcomes (Study 2) of resilience. Specifically, the cognitive construal of one’s goal, alone and in combination with the perceived severity of the adversity encountered, were tested in the prediction of resilience. Subsequently, resilience was modeled as a predictor of goal performance quality as well as helping behavior, both alone and in combination with state positive affect. In the field study, a sample of 111 full-time nurses, based on occupational need for resilience, were studied over a 5-7 day period via an initial interview and two follow-up surveys. In the experiment, 284 undergraduate students were surveyed over two-time points. Both self-report and trained coder ratings of focal variables were assessed. Results demonstrated an interaction between goal construal level and perceived adversity severity in Study 1. A positive relationship between resilience and helping was also observed in Study 2. Theoretical implications for the resilience domain and practical implications are discussed.
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Title: "La gente decente" : a study in kinship, property, and class in an Argentine Oligarchy
Creator: Hoops, Walter Allen
Date: 1990
Collection: Electronic Theses & Dissertations

Title: "Laro tayo!" : parent-child and peer play activities of Filipino children and related variables
Creator: Bernardo, Marita Depante
Date: 1994
Collection: Electronic Theses & Dissertations

Title: "Left to themselves, the Cherokee would become a prosperous, independent commonwealth, and would never sell their lands" : Cherokees, slaves and Moravians at Springplace Mission, Georgia, 1799-1838
Creator: Willis, Stuart David
Date: 2009
Collection: Electronic Theses & Dissertations

Title: "Let's get free" : a critical ethnography of rap/hip hop, African American rhetoric, and critical social theory in college composition
Creator: Jackson, Austin Dorell
Date: 2008
Collection: Electronic Theses & Dissertations

Title: "Look, you have to sign" : literacy practices among Sudanese refugee families
Creator: Perry, Kristen H.
Date: 2007
Collection: Electronic Theses & Dissertations

Title: "Looking for trouble and making it" : rhetorical methodologies and practices for LGTBQ community action and remembering
Creator: Hayes, Rebecca J.
Date: 2017
Collection: Electronic Theses & Dissertations
Description: In this project, I study the rhetorical practices of two lesbian collectives, the Let's Be an Apple Pie Collective and the Ambitious Amazons, involved with the Lesbian Center in Lansing, MI in the 1970s and 1980s. Reading across twenty years of Center newsletters and other archival and ephemeral materials located in MSU Special Collections, collective and individual archives, and collective oral history interviews I conducted with collective members, I trace the rhetorical practices through...
Show moreIn this project, I study the rhetorical practices of two lesbian collectives, the Let's Be an Apple Pie Collective and the Ambitious Amazons, involved with the Lesbian Center in Lansing, MI in the 1970s and 1980s. Reading across twenty years of Center newsletters and other archival and ephemeral materials located in MSU Special Collections, collective and individual archives, and collective oral history interviews I conducted with collective members, I trace the rhetorical practices through which the collectives engaged the lesbian, and larger geographic, community and sustained the Center. I introduce the exigency for the study through both the story of my own coming into this project and the multitude of creation stories the collective members and archival materials tell about the exigence and creation of the Lesbian Center. I also introduce the tensions in these exigencies and introduce the participants and the collectives they were a part of. I build a methodological framework for queer rhetorical historiography and public memory scholarship which draws on and is responsive to the collectives' rhetorical practices of the community. I find that the collectives' rhetorical practices of gathering and naming emerge as tactical interventions to create cultural spaces of survival and "thrive-al" and to negotiate tension and risk within the Center and the larger community. I describe gathering to make available, a rhetorical practice that Lansing lesbian collectives engaged in to create social spaces and places. Gathering to make available involved the tactics of identifying, interfacing, envisioning, documenting, sustaining, and assembling. I also study the collectives' use of naming as a rhetorical strategy. The collectives used tactics of visibility and tactics of coding in naming. I argue that the rhetorical strategy of naming has both discursive and material impacts and speaks to the collectives' larger social and epistemological politics. Finally, I offer methodological implications for scholars of rhetorical historiography.
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Title: "Love and distance" : racial spectacles and ambivalent black performers in Suzan-Lori Parks
Creator: Cho, Yeoniee
Date: 2016
Collection: Electronic Theses & Dissertations
Description: "This dissertation rethinks a relationship between blackness and performance through black performers who compulsively summon themselves to the historical stages of black suffering and subjugation as featured in Suzan-Lori Parks's history plays." -- Abstract.

Title: "Ma sha Allah!" : creating community through humor practices in a diverse Arabic language flagship classroom
Creator: Hillman, Sara Katherine
Date: 2011
Collection: Electronic Theses & Dissertations
Description: Drawing on Lave and Wenger's (1991) and Wenger's (1998) communities of practice (CoP) framework, this study explores the shared repertoire of humor practices in the creation of community within the context of a culturally diverse and multilevel adult Arabic language classroom consisting of two native speakers, five heritage language learners (HLLs), and three second language (L2) learners. These learners were the first cohort of students to participate in a new government...
Show moreDrawing on Lave and Wenger's (1991) and Wenger's (1998) communities of practice (CoP) framework, this study explores the shared repertoire of humor practices in the creation of community within the context of a culturally diverse and multilevel adult Arabic language classroom consisting of two native speakers, five heritage language learners (HLLs), and three second language (L2) learners. These learners were the first cohort of students to participate in a new government-funded university Arabic Flagship Program. Employing both a macro-level ethnographic analysis and a micro-level discourse analysis of video-taped classroom interaction, this study analyzes how participants displayed their individual and relational identities (Boxer & Cortés-Conde, 1997), community membership, and levels of participation in this classroom community through conversational joking and responses to canned joke-telling by the teacher.I analyze the data through notions of frames, footing, keying (Goffman, 1974, 1981; Gumperz, 1982), double-voicing (Bakhtin, 1986), and other contextualization cues. I also draw on the findings of previous research on humor in conversation (e.g., Bell, 2002; Boxer & Cortés-Conde, 1997; Norrick, 1993, 2004; Sacks, 1995) and humor in the classroom (e.g., Cekaite & Aronsson, 2004) in interpreting my data. The findings reveal humorous interactive processes and negotiations of meaning which make up the shifting participation of learners in this classroom community. They show patterns of language in interaction by learners, such as teasing classmates by code- switching into other dialects of Arabic which differed from a student's own heritage dialect, teasing the teacher or classmates with Arabic colloquialisms, parodying the teacher's voice, and a hierarchical display of responses and peer scaffolding to canned jokes told by the teacher. I argue that these humor practices were not only sites for identity display and relational identity display by my participants, but they also helped to mitigate tensions, soften face-threatening acts, and protect members' positive face needs in the classroom, ultimately contributing to the creation of a very inclusive, close-knit community with relatively low language learning anxiety for all its members. I also suggest that these humor practices created beneficial contexts for scaffolding and learning of Arabic culture and dialect. The findings are additionally discussed in terms of the CoP framework as well as more recent expansions and critiques of this framework (e.g., Haneda, 2006).
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Title: "Man muss die Menschheit lieben" : Georg Büchner und J.M.R. Lenz : ein Beitrag zur Rezeptionsgeschichte
Creator: Burke, Ilse H.
Date: 1986
Collection: Electronic Theses & Dissertations

Title: "More than our reasoned acts" : Du Boisian philosophy and imaginative fiction
Creator: Lee, Evan R.
Date: 2019
Collection: Electronic Theses & Dissertations
Description: This dissertation approaches the literary corpus of W.E.B. Du Bois with specific attention paid to understudied speculative texts, what could be classified as Science Fiction presently, and the theoretical elements of Du Bois's scholarly work which inform them. I argue that both that these works---"A Vacation Unique," The Star of Ethiopia and "A.D. 2150"---belong in a critical canon of Science Fiction or Speculative Fiction, but that these texts are also vitally linked to Du Bois's political...
Show moreThis dissertation approaches the literary corpus of W.E.B. Du Bois with specific attention paid to understudied speculative texts, what could be classified as Science Fiction presently, and the theoretical elements of Du Bois's scholarly work which inform them. I argue that both that these works---"A Vacation Unique," The Star of Ethiopia and "A.D. 2150"---belong in a critical canon of Science Fiction or Speculative Fiction, but that these texts are also vitally linked to Du Bois's political and sociological philosophy. Du Bois's groundbreaking sociological work and theories of human societies as they are organized by concepts of Race, and the complex relationships between individuals and larger groups---including and especially "Sociology Hesitant" and "The Spirit of Modern Europe"---provide the technological and scientific basis for his literary consideration of the possible. Du Bois's literary imagination is oriented toward a future which is not necessarily Utopian but which is sensitive to the social construction and consequences of Race, and the pathway to a more equitable and just society. The scientific imagination of Du Bois's literary fiction presents his theoretical vision of Race, Identity, and collective enterprise as it spans centuries and travels long distances among the global descendants of the African Diaspora, and this theoretical, historical view shapes the structure of my analysis. First, in Chapter 1, I seek to establish Du Boisian philosophy as it wields a variety of scientific and sociological concepts to describe and imagine the possibilities of Race and the future in his theoretical works, which Du Bois explicitly connects to the experimental space of imaginative fiction. Chapter 2 focuses on Du Bois's spectacular historical pageant, The Star of Ethiopia, which establishes the foundational past of African Civilizations, and the intellectual technology of Ancient History as a tool for asserting national identity in the present and looking towards the future. Chapter 3 examines Du Bois's fragmentary short story, "A Vacation Unique," as it explores the slippery sociopolitical category of race through the abstract geometrical analogy of the Fourth Dimension. Finally in conclusion, I look to an explicitly futuristic short story, "A.D. 2150," which projects some of Du Bois's sociological theories into the future, but which is remarkably hesitant to perform sincere forecasting, and demonstrates some of the limits of futurology for Du Bosian thought. Locating these texts in Du Bois's corpus and critically linking them to his political and sociological work, provides models of understanding their place among the canon of African American literature and Science Fiction. The theoretical possibilities of Du Boisian literary fiction provides not only a framework for reading these particular texts, but demonstrates the remarkable intersection of African American Science Fiction and Du Boisian Critical Race Theory more broadly.
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Title: "Musadzi u fara lufhanga nga hu fhiraho" : black women elementary school leaders creating socially just and equitable environments in South Africa
Creator: Phendla, Thidziambi
Date: 2000
Collection: Electronic Theses & Dissertations

Title: "My life is changed but the trust ain't there to trust somebody else" : experiences of recovery from intimate partner abuse of women of Mexican heritage in a mid-size city in Michigan
Creator: Palma-Ramirez, Evangelina
Date: 2020
Collection: Electronic Theses & Dissertations
Description: This exploratory qualitative study aimed to gain an understanding of the experiences of recovery from intimate partner abuse (IPA) of 17 women of Mexican heritage in a mid-size urban city in Michigan. IPA was defined as any type of physical, sexual, stalking, psychological harm or coercive control by a former intimate partner or spouse. Two aspects were explored: experiences of abuse and experiences of recovery from abuse. The study used a feminist theory and intersectionality perspective as...
Show moreThis exploratory qualitative study aimed to gain an understanding of the experiences of recovery from intimate partner abuse (IPA) of 17 women of Mexican heritage in a mid-size urban city in Michigan. IPA was defined as any type of physical, sexual, stalking, psychological harm or coercive control by a former intimate partner or spouse. Two aspects were explored: experiences of abuse and experiences of recovery from abuse. The study used a feminist theory and intersectionality perspective as a guiding framework to understand the experiences of women considering their contextual situation. Data were collected using a semi-structured questionnaire and analyzed using a constructivist grounded theory by Charmaz. The findings revealed that women understand their experiences of abuse as being connected to their early socialization about gender roles, history of child abuse, lack of sexual education, and the influence of the environment. Also, the participants revealed they experienced overlapping types of abuse: psychological, coercion, economic, physical, sexual, and stalking. Despite the negative impact of the abuse on participants' physical and mental health, findings showed that women were able to recover from the abuse and to move on with their lives. Data suggested that the recovery was a gradual ongoing process of physical and psychological healing. Participants identified empowering experiences that helped them in their recovery from IPA. Such empowering experiences included life-changing religious realizations, receiving services in Spanish, acquiring more education, receiving counseling services, and getting a job. Receiving social support from family and friends and having access to resources were identified as factors that aided in the recovery from IPA. However, some participants experienced limited access to such resources due to economic constraints, cultural beliefs about gender roles, and the impact of immigration policies.Lastly, findings revealed that experiences of recovery from IPA vary based on whether women decided to leave their partners or to remain with them. Implications for culturally sensitive interventions for Latinas of Mexican heritage are discussed as well as implications for future research on issues of recovery for this specific Latino subgroup.
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Title: "My voice speaks for itself" : the experiences of three transgender students in secondary school choral programs
Creator: Palkki, Joshua
Date: 2016
Collection: Electronic Theses & Dissertations
Description: Is choral music education in America at a “trans(gender) tipping point”? With the purpose of furthering and enhancing the sociocultural dialogue surrounding LGBTQA issues in music education and to improve vocal/choral instruction for trans students, this multiple narrative case study explored the musical lives and lived experiences of trans students in high school choral music programs. The two grand tour problems of this study were:• To describe how transgender students enrolled in secondary...
Show moreIs choral music education in America at a “trans(gender) tipping point”? With the purpose of furthering and enhancing the sociocultural dialogue surrounding LGBTQA issues in music education and to improve vocal/choral instruction for trans students, this multiple narrative case study explored the musical lives and lived experiences of trans students in high school choral music programs. The two grand tour problems of this study were:• To describe how transgender students enrolled in secondary school choral music programs navigate their gender identity in the choral context.• To describe if/how transgender students in secondary school choral programs were supported by groups including their choral teachers, choral peers, and school administrators.The emergent research design employed narrative inquiry and ethnographic techniques in order to honor and highlight voices of the three participants: Sara, Jon, and Skyler (pseudonyms). The stories of these three students revealed the importance of context and geography in shaping the experiences of trans youth at school. Additionally, the connection or lack thereof between voice and gender identity was different for each of the participants. The policies of the students’ school districts, high schools (administrators), choral programs, and outside music organizations (e.g., state music education organizations) shaped and influenced how Sara, Jon, and Skyler navigated their trans identity within the high school choral context. Mentors and important others helped these students as they traversed their individual gender journeys. Based upon these data, I contend that secondary schools and choral programs can make policy changes, both large and small, in order to better serve trans youth. I also posit that more professional development and incorporation of (trans) gender issues is needed for choral music educators.
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Title: "Narrativas de transicion en el cine y la literatura de Chile : neorrealismo, virtualidad y cuerpos ciberneticos de la postdictadura"
Creator: Vidal-Jones, David A.
Date: 2016
Collection: Electronic Theses & Dissertations
Description: This dissertation project explores cultural narratives in Chile during the transition to democracy from 1990 to 2010. I examine the impact of literature and cinema in the construction of (post) national discourses and its implications in the context of the globalized Chilean society. In the works of Alberto Fuguet, Carlos Franz, Alicia Scherson, Ernesto Díaz-Espinoza and Gonzalo Contreras, I advance the idea of a third space in transition which allows a post-colonial place of enunciation that...
Show moreThis dissertation project explores cultural narratives in Chile during the transition to democracy from 1990 to 2010. I examine the impact of literature and cinema in the construction of (post) national discourses and its implications in the context of the globalized Chilean society. In the works of Alberto Fuguet, Carlos Franz, Alicia Scherson, Ernesto Díaz-Espinoza and Gonzalo Contreras, I advance the idea of a third space in transition which allows a post-colonial place of enunciation that falls between democratic realism and authoritarian narratives of dictatorship.Following Bernardo Subercaseaux’s conceptualization of historical national time as a theatrical world of spectacle, this dissertation explores emergent narratives of liminal communities, interrupting dichotomist discourses about the past.This study situates the following literary and cinematographic corpus between the centripetal discourse of national imagined communities and the centrifugal dynamics of globalized imagination. Walter Mignolo’s concept of ‘borderthinking’ helps to problematize the post authoritarian local-global axis, inciting the following question: Can we determine the existence of a new kind of post-national neorealism in Chile’s post-authoritarian period? If so, do these narratives present a disruption from the post-dictatorial rhetoric? Alberto Fuguet’s novel Mala onda (1991) and film Se arrienda (2005) offer fractured subjects as they enter fluid spaces between modernity and resistance. As the main characters fail, desacralizing the bildungsroman, they allow a critical representation of the subject within democratic realism, defined by Nelly Richards. Conversely, Ernesto Díaz-Espinoza and his film trilogy Kiltro, Mirageman and Mandrill (2006-2009) render a parody of the national hero between the fluid spaces of global and local realities. Through the novel Películas de mi vida (1993), Alberto Fuguet dislocates the period of political transition towards democracy with new temporality and velocity relocating the narrative from extraterritorial spaces. This study problematizes also the concept of ‘virtual realism’ in Alicia Scherson’s film Play (2005) and Carlos Franz’s novel Santiago cero (1988). These works navigate the world of hyperreality created through epistolary interchanges and virtual gaming to contest the place of enunciation of the national subject, specifically its construction and deconstruction process of Santiago’s neoliberal landscape. Finally, the figure of the cyborg appears to challenge democratic progressivism through historicity and memory in the works of Gonzalo Contreras’s novel La ciudad anterior (1991) and Alberto Fuguet’s film Velódromo (2009).It is important to establish a connection between these works and new ‘glocal’ imaginaries that have been overlooked since the decade of the 1990s. These cultural productions, in their visual and textual dynamic language, challenge national identities by intersecting the global with a local through folklorization, parody, and hyperbolic realisms. They deconstruct the naturalized national hero and reconstitute virtual and precarious cyborg identities disrupting dominant discourses such as the dictatorship and the democratic transition rhetoric.
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Title: "Neglected Honor," : the life of General A.S. Williams of Michigan (1810-1878)
Creator: Charnley, Jeffrey Gordon
Date: 1983
Collection: Electronic Theses & Dissertations

Title: "No sovereign nation, no reservation" : opposing Haudenosaunee sovereignty through land claim and fee-to-trust discourse
Creator: McCune, Meghan Y.
Date: 2015
Collection: Electronic Theses & Dissertations
Description: In 1974, the United States Supreme Court Oneida Indian Nation of New York v. County of Oneida decision opened the federal courts to Native American land claims against states and many Native Nations have since used the United States legal system to file land claims. In the wake of the now landmark 2005 United States Supreme Court decision City of Sherrill v. The Oneida Indian Nation of New York, Native Nations have found it nearly impossible to seek redress through the courts and many have...
Show moreIn 1974, the United States Supreme Court Oneida Indian Nation of New York v. County of Oneida decision opened the federal courts to Native American land claims against states and many Native Nations have since used the United States legal system to file land claims. In the wake of the now landmark 2005 United States Supreme Court decision City of Sherrill v. The Oneida Indian Nation of New York, Native Nations have found it nearly impossible to seek redress through the courts and many have turned to the fee-to-trust process as a means of regaining land. Beginning in the 1970s and 1980s when the Oneida Indian Nation and Cayuga Indian Nation successfully filed their land claims, non-Native communities—affected by 50 years of economic decline—organized and systematically challenged the exercise of Haudenosaunee sovereignty in Central New York State. Specifically, since its inception in 1980 the Cayuga Nation’s land claim has been met with local opposition in the form of organized grassroots anti-Indian sovereignty movements—most notably Upstate Citizens for Equality (UCE). This dissertation draws from ethnographic research of UCE and analyzes varying interpretations of law, policy, race, and class that inform non-Native understandings and attitudes towards Haudenosaunee sovereignty. Social norms of public discourse discourage direct conversations of race and class and, as a result, such discourses must take other normative forms; in UCE land claim and fee-to-trust discourse, linguistic frames of property (and property rights), patriotism, equality, and assimilation are used to challenge Indigenous sovereignty while also serving to resist labels of racism/anti-Indianism. This analysis also includes UCE’s use of litigation and legal discourse to formulate—and in turn perpetuate—(mis)understandings of Indigenous land rights, identity, and sovereignty.
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Title: "Not as multicultural as I'd like" : White English teachers' uses of literature for multicultural education in predominantly White contexts
Creator: Borsheim-Black, Carlin
Date: 2012
Collection: Electronic Theses & Dissertations
Description: Research at the intersection of multicultural education and English education has established that English teachers who engage multicultural literature study in predominantly White contexts face formidable challenges. English teachers not only meet a dearth of multicultural literature curriculum but also struggle to overcome student resistance and norms of Whiteness in classroom discourse. Existing research has contributed to a deeper understanding of the complexity of the issue. However,...
Show moreResearch at the intersection of multicultural education and English education has established that English teachers who engage multicultural literature study in predominantly White contexts face formidable challenges. English teachers not only meet a dearth of multicultural literature curriculum but also struggle to overcome student resistance and norms of Whiteness in classroom discourse. Existing research has contributed to a deeper understanding of the complexity of the issue. However, much existing research assumes that literature is either multicultural or not, that multicultural education means applying pedagogy to content that is already multicultural, and that the myth of the generic, emancipated critical educator is a solution. Drawing on Critical Antiracist Multiculturalism and Critical Whiteness Studies, this dissertation study aims to challenge those assumptions and to identify new possibilities for teaching and research. Informed by critical educational methodology and employing a multi-phased qualitative research design, this dissertation explores the following research questions: What literature, if any, do White English teachers use to enact multicultural literature study in predominantly White contexts? How do White English teachers use literature to enact multicultural literature study in predominantly White contexts? What challenges do they face? And how does Whiteness shape their work? I explain that White English teachers who participated in the survey reported using literature by White authors, often canonical literature, to address multicultural themes, most often race and racism. Bringing together canonical literature and multicultural themes constructs a curricular borderland characterized by tensions and conflicts. I follow up on those findings with a case study of one White English teacher who employed a critical multicultural approach to To Kill a Mockingbird with her White students. Through that case study, I identify a constellation of practices she used to make Whiteness visible and to teach her students about institutional racism. At the same time, I explore how she and her White students participated in Discourses of Whiteness even as they attempted to disrupt them. Bringing together critical multicultural pedagogy and traditional English curriculum constructs a pedagogical borderland. Next, I explore one White English teachers' negotiations of competing discourses informing her notions of "diversity" and "prejudice" thereby complicating her purposes for multicultural literature study. By foregrounding multicultural discourse, a research interview provided a borderland space in which the White English teacher grappled with tensions and conflicts related to her curriculum and pedagogy. Finally, taken together, data chapters suggest that among the many challenges White English teachers negotiate are Discourses of Whiteness that work simultaneously at individual, institutional, societal, and epistemological levels and complicate "White contexts." Ultimately, this dissertation suggests that grappling with conflicts and tensions is the essence of critical antiracist multicultural literature study in predominantly White contexts. In other words, borderland discourses, which illuminate those conflicts and tensions, offer generative spaces for doing such work.
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