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Title: "I wol nat serve--" : authority and submission in late medieval English literature
Creator: Charnley, Susan Christina De Long
Date: 1996
Collection: Electronic Theses & Dissertations

Title: "I would be a completely different teacher if I had been with a different mentor" : a longitudinal study of three beginning teachers
Creator: Wexler, Lindsay Joseph
Date: 2018
Collection: Electronic Theses & Dissertations
Description: This study investigates the role of educative mentors as three novices learn to teach, following them from their yearlong student teaching (2015-2016) through their first year teaching (2016-2017). During student teaching, each novice was paired with a mentor teacher who received preparation and support in the form of monthly professional development to engage in educative mentoring practices. The purpose of this dissertation is to examine what novices are able to take up from their student...
Show moreThis study investigates the role of educative mentors as three novices learn to teach, following them from their yearlong student teaching (2015-2016) through their first year teaching (2016-2017). During student teaching, each novice was paired with a mentor teacher who received preparation and support in the form of monthly professional development to engage in educative mentoring practices. The purpose of this dissertation is to examine what novices are able to take up from their student teaching mentors and take with into their first year teaching when they are able to work with educative mentors. This qualitative study highlights the perspectives of the three novice educators, drawing on their lesson plans, written reflections, interviews, and audio recorded conversations with their mentor teachers. By focusing on the experiences, practices, and reflections of the novices, rather than telling the stories of mentor teachers, I aim to document the potential learning opportunities for novices when they are paired with educative mentors. Through this, I hope to provide a rationale for teacher preparation programs and school districts to invest time and resources in preparing mentors to enact educative practices. Ultimately, I argue that when mentors during teacher preparation are supported in enacting educative practices, the novices’ instruction may be influenced beyond student teaching.
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Title: "I would say that might be all it is, is hope" : disruption, attachment, and farmers' framing of herbicide resistant weeds
Creator: Dentzman, Katherine E.
Date: 2017
Collection: Electronic Theses & Dissertations
Description: "While herbicide resistance has been an agricultural issue for decades, it is currently getting growing attention from academics, chemical companies, extension educators, and farmers. This is largely the result of weeds' increasing resistance to the popular herbicide glyphosate. Although an Integrated Weed Management approach is recommended to combat herbicide resistance, farmers are hesitant to adopt it and instead continue to express faith in herbicide solutions. Recognizing that society...
Show more"While herbicide resistance has been an agricultural issue for decades, it is currently getting growing attention from academics, chemical companies, extension educators, and farmers. This is largely the result of weeds' increasing resistance to the popular herbicide glyphosate. Although an Integrated Weed Management approach is recommended to combat herbicide resistance, farmers are hesitant to adopt it and instead continue to express faith in herbicide solutions. Recognizing that society and nature are inseparable causes of this phenomenon, I introduce a sociological perspective to a field dominated by 'hard sciences' in order to clarify why farmers maintain faith in and use of herbicides in the face of increasing herbicide resistance and suggested alternative integrated management practices. In order to do this, I employ a three chapter format. My first chapter focuses on how farmers draw on master frames to understand and make meaning of their reliance on herbicides. This uncovers issues of farmers' false trust in herbicides due to structurally binding conditions. My second chapter draws from place literature to understand herbicide resistant weeds as disruptions of place, arguing that these weeds present an observable challenge to farmers' herbicide dependence that threatens and therefore triggers farmers' place attachment. Together, these chapters describe how farmers understand herbicide resistance and their own reactions to it based on socio-environmental stimuli. Finally, my third chapter focuses on how quality data about farmers can be collected. Drawing from mixed methods, I suggest a framework of relational pragmatism that can be used to more effectively achieve this goal."--Page ii.
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Title: "I've Fooled Them All!" : Imposter Syndrome and the WPA
Creator: Robinson, Rachel
Date: 2021
Collection: Electronic Theses & Dissertations
Description: This dissertation explores the emotional labor of women-identified writing program administrators (WPAs) through the lens of imposter syndrome. The theoretical framework I build is based upon an autoethnographic, cultural rhetorics, and feminist-informed methodology in which I center story as theory and see myself as a participant as well as a researcher. The methods used in the study include participant interviews and personal video diary entries of three current WPAs and myself over a 15...
Show moreThis dissertation explores the emotional labor of women-identified writing program administrators (WPAs) through the lens of imposter syndrome. The theoretical framework I build is based upon an autoethnographic, cultural rhetorics, and feminist-informed methodology in which I center story as theory and see myself as a participant as well as a researcher. The methods used in the study include participant interviews and personal video diary entries of three current WPAs and myself over a 15 week period in the fall of 2019 in which I studied not only what was said in the conversations, but also how the body reacted to what was being said. By collecting this large amount of personal-experience data, I’m able to listen to the stories of my participants as the theories onto which I build my primary framework for this dissertation. In listening to my participants’ stories, I understand the emotional, embodied reactions my participants and I have to ideas of feeling “less than” in roles that we are absolutely qualified for. Through (auto)ethnographically-informed qualitative interviews, I worked with three writing program administrators—two writing center directors and one First-Year Writing director—to illuminate how women-identified academic professionals think and talk about their bodies and emotions at work through the lens of imposter syndrome. In studying how WPAs confront feelings of imposter syndrome and what their embodied working practices create, I find that my participants are Radically Willful Women who, despite knowing the consequences of imposter syndrome, engage in activities that produce it anyway. Therefore, radically willful women continually participate in roles that produce imposter syndrome because their participation makes imposter syndrome feel less daunting and proves that it is a temporary state.
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Title: "If I don't do it, then who is going to do it" : centering the lived experiences of migrant college students to examine sensemaking of family responsibilities during the college transition process & carve out space for their counterstories in existing ...
Creator: Martínez, José Luis (Graduate of Michigan State University)
Date: 2019
Collection: Electronic Theses & Dissertations
Description: The children of migrant farmworkers often take on family responsibilities to help their families. In this qualitative study, I rely on Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) to examine how current migrant college students make sense of their family responsibilities and other lived experiences during their college transition process. An analysis of eighteen individual structured platicas with current migrant college students in South Texas, suggests that students'...
Show moreThe children of migrant farmworkers often take on family responsibilities to help their families. In this qualitative study, I rely on Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) to examine how current migrant college students make sense of their family responsibilities and other lived experiences during their college transition process. An analysis of eighteen individual structured platicas with current migrant college students in South Texas, suggests that students' sense of family responsibility continues into college and is important to both their college selection and college transition processes. The data further suggests that in making sense of their family responsibilities, the participants in this study recalled their migrant experiences from an assets viewpoint creating a counterstory to narratives that have historically used their circumstances as a way of explaining their educational outcomes.
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Title: "If only I could be thin like her, maybe I could be happy like her" : the self-implications of associating being thin and attractive with possible life outcomes
Creator: Chin, Peggy Pui Kei
Date: 2001
Collection: Electronic Theses & Dissertations

Title: "In danger for the breach of law" : Trial scenes in Shakespeare's 2 Henry VI, the merchant of Venice and Measure for measure
Creator: Bernthal, Craig A. (Allen)
Date: 1988
Collection: Electronic Theses & Dissertations

Title: "In-package" ripening of loose blue cheese curds
Creator: Morrison, Crystal Aque
Date: 1985
Collection: Electronic Theses & Dissertations

Title: "It's not just one thing!" : examining the role of a STEM enrichment program in facilitating college readiness and retention among underserved students of color
Creator: Lane, Tonisha Brandy
Date: 2015
Collection: Electronic Theses & Dissertations
Description: Advancing the success of students of color in Science, Technology, Engineering, and Mathematics (STEM) is a pressing and complex issue. There are several trends (e.g., changing demographics, an aging workforce, and globally competitive market), which make improving retention and success among students of color in STEM fields important. STEM enrichment programs have shown promise in sustaining underrepresented students’ science interests and strengthening their readiness for college level work...
Show moreAdvancing the success of students of color in Science, Technology, Engineering, and Mathematics (STEM) is a pressing and complex issue. There are several trends (e.g., changing demographics, an aging workforce, and globally competitive market), which make improving retention and success among students of color in STEM fields important. STEM enrichment programs have shown promise in sustaining underrepresented students’ science interests and strengthening their readiness for college level work. Thus, this study investigated how a STEM enrichment program facilitates college readiness and retention among students of color at a predominantly White, large, public, research university. In this study, I used an explanatory, holistic case study approach to examine the strategies and practices employed in the program to support student success (Yin, 2003). The study was conducted at Jefferson State University (pseudonym), a predominantly White, large, public research university in the Midwest. The Comprehensive STEM Program (CSP, pseudonym) at Jefferson State was established in 2007 with the National Science Foundation Louis Stokes Alliance for Minority Participation (NSF-LSAMP) grant. CSP contains eight program components: a six-week academic intensive residential summer bridge program, bi-weekly advising meetings, weekly recitation sessions, selected STEM sections of math and science courses, first-year seminar, residential assignment, peer mentoring, and undergraduate research opportunity. The program capacity is 50 students.The conceptual framework that guided this study integrated three theoretical constructs: (1) the Expertise Model of Students Success (EMSS), (2) sense of belonging, and (3) science identity. Drawing upon expert’s systems theory, EMSS contends that identification of barriers, knowledge, and actions are central to understanding the student experience and student retention. The sense of belonging and science identity constructs provided additional lenses to explore how the program fostered community and academic and professional development opportunities for its participants. To explore my research questions, I interviewed 50 individuals: 42 current and former program participants, 2 administrators, 2 instructors, and 4 recent baccalaureate recipients and former program participants. I also conducted 24 hours of participant observations and analyzed over 200 pages of documents. A Model for Programmatic Influences on College Readiness and Retention among Underserved Students of color emerged from the findings. This model is comprised of four major themes: proactive caring, holistic support, community building, and STEM identity development catalyst. Proactive caring was found to be a philosophy and approach used for student retention. Holistic support attended to the myriad of needs of the program participants. Community building practices created a familial atmosphere and conditions to develop meaningful relationships. STEM identity development catalysts were the ways in which the program buttressed science identity development. This study concludes with recommendations for practice, policy, future research, and theory on students of color pursuing degrees in the STEM disciplines. The implications from this study support the need for continued federal and institutional support for STEM enrichment programs to address opportunity gaps, provide a supportive and caring environment for underrepresented groups, and bolster pathways for STEM identity development.
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Title: "It's part of my culture" : a study on lowrider cars as an aesthetic identity for Chicana/o communities
Creator: Gradilla, Alejandro
Date: 2016
Collection: Electronic Theses & Dissertations
Description: "This exploratory study examines the construct of the lowrider car as part of a barrio aesthetic of U.S. Chicanas and Chicanos, and this material component of the culture is equally part of the social identity of this cultural community of United States. Within Chicana/o communities, lowrider cars are built and designed as symbolic meaning [systems] within the sub-populations of U.S. Chicana/o citizens. This is especially true for those who participate in the ritual of displaying their...
Show more"This exploratory study examines the construct of the lowrider car as part of a barrio aesthetic of U.S. Chicanas and Chicanos, and this material component of the culture is equally part of the social identity of this cultural community of United States. Within Chicana/o communities, lowrider cars are built and designed as symbolic meaning [systems] within the sub-populations of U.S. Chicana/o citizens. This is especially true for those who participate in the ritual of displaying their vehicle creations. In order to participate in the ritual of riding in cars or bicycles that have been re-configured to conform to lowriding culture and ridden in appropriate public events and locations, requires full knowledge of particulars and parameters of Chicano/a culture and the lowriding component thereof. Nevertheless, not everyone subscribes to this expressive cultural behavior as not everyone engages in the lowriding ritual and/or embraced this type of modified car as a symbol of Chicana/o culture. This paper reports on some ten (10) individual interviews conducted with Chicanas/os who have built lowriding cars. In addition, this research included systematic observations of two car shows and a content analysis of popular media. The research findings suggest three appropriate and salient themes: A Socialized Practice, an Aesthetic Identity, and Representation of Aesthetics. I give these the respective names; 'I Just Grew-Up with It,' 'It's Part of My Culture,' and 'I'm Mexicano Regardless.'"--Page ii.
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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 GRAN CEGUEDAD DE ESTA MISERABLE GENTE : " VIOLENCIA CULTURAL Y NEGOCIACIONES DISCURSIVAS EN EL MANUSCRITO DE HUAROCHIRI (c. 1608)
Creator: Berrios-Campos, Claudia
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Esta tesis examina el manuscrito quechua del siglo XVII conocido como Manuscrito de Huarochirí como un ejemplo de una violenta zona de contacto en la cual las creencias y conocimientos culturales, ideológicos y religiosos europeos confrontaron los modos indígenas de pensar, conocer y preservar de la memoria y las historias locales y globales. En este contexto, observo los intentos europeos de controlar las creencias y las respuestas indígenas (asimilación, negociación, resistencia) a las...
Show moreEsta tesis examina el manuscrito quechua del siglo XVII conocido como Manuscrito de Huarochirí como un ejemplo de una violenta zona de contacto en la cual las creencias y conocimientos culturales, ideológicos y religiosos europeos confrontaron los modos indígenas de pensar, conocer y preservar de la memoria y las historias locales y globales. En este contexto, observo los intentos europeos de controlar las creencias y las respuestas indígenas (asimilación, negociación, resistencia) a las imposiciones españolas cristianas e imperiales. De esta manera, los colonizadores españoles y extirpadores de idolatrías lideraron una guerra con el propósito de alcanzar un poder simbólico mientras agentes indígenas tales como curacas, interpretes, escribas y secretarios intentaban mantener vivo el saber indígena. A través de una investigación interdisciplinaria entre la historia social, la lingüística, el pensamiento político, los estudios religiosos y un enfoque decolonial, esta tesis traza la colonización europea a través del desarrollo de la extirpación de idolatrías en el Arzobispado de Lima durante los primeros cincuenta años del siglo XVII como un proceso que buscó controlar los sistemas de creencias andinos y sus discursos. Esta colonización trasatlántica de imágenes, símbolos y prácticas intentó deshacerse de la gnoseología indígena y los principios sociales nativos, tales como la reciprocidad, el tinkuy (encuentro, confluencia) o el pachakutiy (la inversión del mundo). De esta manera, manifestaciones de esta guerra de símbolos alcanzaron el poder imperial más allá del Atlántico, pero no fueron percibidas como amenazas inmediatas. Sin embargo, la cuestión de la recepción de estas ideas, así como la idea de una gnoseología andina, todavía queda por ser estudiada. Específicamente, estudio ejemplos textuales de una violencia cultural, ideológica y simbólica hacia los modos indígenas de conocimiento y saber. El pensamiento y el conocimiento indígena se encuentra arraigado en estas historias y tradiciones, las cuales han sido leídas en el pasado como un discurso mítico. Mi investigación confronta la naturaleza problemática de esta lectura a través de un enfoque decolonial que considera las dinámicas discursivas y culturales entre las comunidades indígenas y los colonizadores europeos como un producto de la colonialidad del saber impuesta por el proceso de colonización del continente americano. Presto atención a estas dinámicas culturales como procesos de negociación discursivos con el objetivo de adquirir un poder simbólico que permitirá a los sujetos indígenas colonizados subsistir y resistir en un contexto (post)colonial. Mi tesis abre la puerta a la mirada imperial enfrentada a la diversidad en las formas indígenas de entender el mundo.
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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: "Like a double, triple hate" : music education at the intersections of race, religion, and sexuality in the Bible belt
Creator: Thomas-Durrell, Latasha
Date: 2019
Collection: Electronic Theses & Dissertations
Description: With the purpose of better understanding how a population of multiply marginalized teachers navigate their professional and personal lives, this narrative study focused on the following research question: How do K-12 African American LGBQ music educators who teach in the Bible Belt describe their negotiation of various identity markers (race, sexual identity, religion, and other social norms that stem from religious beliefs)? In order to honor the voices and experiences of the three...
Show moreWith the purpose of better understanding how a population of multiply marginalized teachers navigate their professional and personal lives, this narrative study focused on the following research question: How do K-12 African American LGBQ music educators who teach in the Bible Belt describe their negotiation of various identity markers (race, sexual identity, religion, and other social norms that stem from religious beliefs)? In order to honor the voices and experiences of the three participants Andrew, Zion, and Alex (pseudonyms), this study embraced the emergent design of narrative inquiry and ethnographic techniques. The experiences of these three music educators revealed the importance of intersectionality in understanding complex and interlocking layers of identity. Four main categories of themes emerged related to participants' layers of identity considerations: family, race, music education, and resilience. The topics of each participant's interviews all centered around similar themes-the importance of faith in their lives or at least in their childhoods, battling with their families' conservative religious beliefs in general and in relation to sexual identity, the (assumed) closeness of family, racial microaggressions and stereotypes, music education advocacy and representation, and resilience through every tough experience. The theoretical lenses labeling theory and queer theory illuminated connections between how and why participants navigated their personal and professional lives in their respective ways. Labeling theory guided analysis of how people in dominant roles used labels to demean the character of participants who reflect identities incongruous with dominant identities. Queer theory aided in examining participants' experiences and choices in how they deconstruct labels attached to their interlocking identities. Based on participants' experiences and perceptions, implications emerge for how families and education personnel might provide support and mentorship for minoritized populations, and how music educators can help drive needed changes in music education. Education professionals can make policy changes that better support minoritized teachers and students alike. Better and more professional development that focuses on identity considerations is needed for all music educators.
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Title: "Living" statuary in Italian Renaissance painting
Creator: Garrett, Arlene Arday
Date: 1969
Collection: Electronic Theses & Dissertations

Title: "Longing eyes" Two erotic devotions in Henry Playford's Harmonia Sacra, 1688, 1693
Creator: Bonczyk, Patrick David-Jung
Date: 2014
Collection: Electronic Theses & Dissertations
Description: "Henry Playford's two-book anthology of sacred song, Harmonia Sacra (London: 1688, 1693), is as much a songbook of erotic love as it is a hymnbook of religious devotion. To clarify an early modern conception of embodied devotion in England, I explore two songs from the collection with an eye to the erotic, the carnal, and the material... " -- Abstract.

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

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