Adding Color to Feminism: White Privilege Within the Women's Liberation Movement.

This paper will explore how white privilege has been intertwined with the women's liberation movement in the United States. Feminism and its goals are described briefly and linked to an evaluation of white privilege within the movement. The feminist movement is explored throughout its three waves, including a class and race analysis of each separate period. In addition, this analysis focuses on how Black and Chicana women have been excluded from the mainstream, White, middle-class movement. Through the use of Social Dominance Theory (Sidanius & Pratto, 1999), the prevalence and impact of oppression and hierarchy are explored. The implications of oppression and exclusion in the current political climate are followed by suggestions for aligning the goals and direction of feminism with social justice.

April 4, 1968: Death, Difference, and Dialogue

Robert Kennedy's announcement of the assassination of Martin Luther King, Jr., in an Indianapolis urban community that did not revolt in riots on April 4, 1968, provides one significant example in which feelings, energy, and bodily risk resonate alongside the articulated message. The relentless focus on Kennedy's spoken words, in historical biographies and other critical research, presents a problem of isolated effect because the power really comes from elements outside the speech act. Thus, this project embraces the complexities of rhetorical effectivity, which involves such things as the unique situational context, all participants (both Kennedy and his audience) of the speech act, aesthetic argument, and the ethical implications. This version of the story embraces the many voices of the participants through first hand interviews and new oral history reports. Using evidence provided from actual participants in the 1968 Indianapolis event, this project reflects critically upon the world disclosure of the event as it emerges from those remembrances. Phenomenology provides one answer to the constitutive dilemma of rhetorical effectivity that stems from a lack of a framework that gets at questions of ethics, aesthetics, feelings, energy, etc. Thus, this work takes a pedagogical shift away from discourse (verbal/written) as the primary place to render judgments about the effects of communication interaction. With a turn to explore extra-sensory reasoning, by way of the physical, emotional, and numinous, a multi-dimensional look at public address is delivered. The rhetorician will be interested in new ways of assessing effects. The communication ethicist will appreciate the work as concepts like answerability, emotional-volitional tone, and care for the other, come to life via application and consideration of Kennedy's appearance. For argumentation scholars, the interest comes forth in a re-thinking of how we do argumentation. And the critical cultural scholar will find this story ripe with opportunities to uncover the politics of representation, racialized discourse, privilege, power, ideological hegemony, and reconciliation. Through an approach of multiple layers this real-life tale will expose the power of the presence among audience and speaker, emotive argument, as well as the magical turn of fate which all contributes the possibility of a dialogic rhetoric.

The Hybrid Spirit Animating Chinese Pentecostals in Malaysia

This dissertation interrogates the assertion in postcolonial scholarship, especially from the work of Homi Bhabha that the construction and performance of hybrid identities act as a form of resistance for marginalized communities against structures of oppression. While this study supports this assertion, it also critiques how hybridity fails to address issues of unequal power relations. This has led to an uncritical use of hybridity that reproduces the very idea of static identity which its proponents claim to transcend. Through qualitative study of Chinese members of a Pentecostal church in Malaysia, this study argues that church members engage in "unequal belonging" where they privilege certain elements of their identities over others. In concert with Pierre Bourdieu's conceptions of habitus, field, and capital, unequal belonging highlights how hybridity fails to capture the intersecting and competing loyalties, strategies, and complexities of identity formation on a contextual level. Unequal belonging challenges postcolonial scholars to locate the subtle workings of power and privilege that manifest even among marginalized communities. The study first situates the Chinese through an analysis of the historical legacy of British colonialism that has structured the country's current socio-political configuration along bounded categories of identification. The habitus constrains church members to accept certain Chinese ethnic markers as "givens." Although they face continuous marginalization, interviewee data demonstrates that church members negotiate their Chineseness and construct a "Modern Chinese" ethnic identity as a strategic move away from Chinese stereotypes. Moreover, conversion to Christianity affords church members access to cultural capital. Yet, it is limited and unequal capital. In particular, the "Chinese Chinese," who church members have demarcated as backward and traditional, are unable to gain access to this capital because they lack fluency in English and knowledge in modern, westernized worldviews. Unequal belonging nuances monolithic conceptions of hybridity. It demonstrates how church members' privilege of Christianity over Chineseness exposes the complex processes of power and privilege that makes westernized-English-speaking Chinese Christians culturally "higher" than non-English-speaking, non-Christian, Chinese. This study provides significant contribution to the complex aspect of hybridity where it is both a site of resistance and oppression.

Is Diversity Inclusiveness?" A Personal and Empirical Exploration"

While psychology recognizes and celebrates multicultural diversity connoting the inclusivity of all, it seems to ignore sociopolitical and religious diversity. Within contemporary multiculturalism, conservative voices are often found wanting. In this study, a "liberal" privilege survey was developed to examine the inclusion and limits of conservative ideology within the multicultural paradigm of psychology training programs and workplaces. It was hypothesized that mental health professionals who identified as more conservative would express more oppression of views/values in their workplace than individuals who did not identify as being conservative and those who identified as more liberal would express bias and concerns against those holding conservative views. Results did not support an overall generalization of conservative bias or intolerance, but did provide some evidence of discontent among individuals holding more conservative religious and sociopolitical values. Overall, findings reinforce the need for gathering more data on sociopolitical and religious variables within the context of multiculturalism and broadening the dialogue on diversity issues surrounding sociopolitical views and bias among colleagues and in training programs.

Mary, Quite Contrary: The Novels of Mary Davys, 1700-1727

As a relatively unknown author, Mary Davys (1674-1732) has garnered scant scholarly attention and little admiration for her work. Those who have written on Davys’s prose fiction most often mention the last three texts she published, Familiar Letters betwixt a Gentleman and a Lady (1716), The Reform’d Coquet (1724), and The Accomplish’d Rake (1727), yet rare mention is made of her first three novels. Moreover, of her later novels, many scholars read them as socially conservative and as representations of Davys’s support of and belief in patriarchy. My project disproves the long-standing and generally agreed upon conceptions regarding Davys’s writings and demonstrates the significance of her life’s work to studies of the novel. By investigating contemporary cultural issues, discussing the popular genres and modes of early eighteenth-century England, and comparing and contrasting Davys’s fiction to other authors’, I explore the myriad ways in which Davys experimented with the formal properties of the novel. Also, by closely examining each novel independently, I foreground Davys’s willingness to engage with charged contemporary topics such as rape, suicide, the laws surrounding inheritance, and male privilege. Not only does she engage with these topics; there is a discernable voice of protest imbedded in the narratives. At times, the techniques Davys employed and the plots she created in her work obscured her social concerns, yet with close reading, subversion also surfaces as one of Davys’s methods. An analysis of Davys’s experimentations with prose fiction and form illuminates the ways in which those innovations allowed Davys to criticize the culture in which she lived. Furthermore, an investigation of the whole of Davys’s work and the totality of her novels—looking at both form and content—exemplifies the importance of Davys for students of feminist thought and the development of the novel.

Restrictive and Expansive Views of Equality: A Grounded Theory Study that Explores the Influence of Racial Consciousness on the Behaviors of White Faculty in the Classroom

Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.