“Never Give up:” The Strengths and Strategies Used Among Undocumented College Students From Central America to Access and Persist in U.S. Higher Education

The purpose of this study was to identify the strengths and strategies that undocumented college students from Central America used to access and persist in United States higher education. A multiple-case study design was used to conduct in-depth, semi-structured interviews and document collection from ten persons residing in Illinois, Maryland, Ohio, Texas, and Washington. Yosso’s (2005, 2006) community cultural wealth conceptual framework, an analytical and methodological tool, was used to uncover assets used to navigate the higher education system. The findings revealed that participants activated all forms of capital, with cultural capital being the least activated yet necessary, to access and persist in college. Participants also activated most forms of capital together or consecutively in order to attain financial resources, information and social networks that facilitated college access. Participants successfully persisted because they continued to activate forms of capital, displayed a high sense of agency, and managed to sustain college educational goals despite challenges and other external factors. The relationships among forms of capital and federal, state, and institutional policy contexts, which positively influenced both college access and persistence were not illustrated in Yosso’s (2005, 2006) community cultural wealth framework. Therefore, this study presents a modified community cultural wealth framework, which includes these intersections and contexts. In the spirit of Latina/o critical race theory (LatCrit) and critical race theory (CRT), the participants share with other undocumented students suggestions on how to succeed in college. This study can contribute to the growing research of undocumented college students, and develop higher education policy and practice that intentionally consider undocumented college students’ strengths to successfully navigate the institution.

Too Much to Belong: Latina/o Racialization, Obesity Epidemic Discourse, and Unassimilable Corporeal Excess

This project examines the discursive constructions of Latina/o bodies as excessive in order to examine how Latinas/os are excluded from belonging to the U.S. nation-state. By approaching Latina/o Studies from a Fat Studies perspective, it works to more adequately address the role of embodiment in determining processes of racialization that directly impact Latinas/os in the United States, especially in light of the role of race and racism in “obesity epidemic” discourse. This dissertation argues that cultural and even physiological explanations about the Latina/o propensity for “overweight” and “obesity” create a discourse that marks the Latina/o body as demonstrating an unassimilable corporeal excess. In turn, the rhetoric of “diversity” and “multiculturalism” are rendered inapplicable to Latinas/os, as demonstrated by both nativist and seemingly pro-immigrant discourses that posit Latina/o physical excess in the form of fatness as detrimental and even dangerous to the U.S. nation-state.

Symbiotic Cities: Buenos Aires, Montevideo, and Mass Culture, 1910-1960

This dissertation examines how Buenos Aires emerged as a creative capital of mass culture and cultural industries in South America during a period when Argentine theater and cinema expanded rapidly, winning over a regional marketplace swelled by transatlantic immigration, urbanization and industrialization. I argue that mass culture across the River Plate developed from a singular dynamic of exchange and competition between Buenos Aires and neighboring Montevideo. The study focuses on the Argentine, Uruguayan, and international performers, playwrights, producers, cultural impresarios, critics, and consumers who collectively built regional cultural industries. The cultural industries in this region blossomed in the interwar period as the advent of new technologies like sound film created profitable opportunities for mass cultural production and new careers for countless theater professionals. Buenos Aires also became a global cultural capital in the wider Hispanic Atlantic world, as its commercial culture served a region composed largely of immigrants and their descendants. From the 1920s through the 1940s, Montevideo maintained a subordinate but symbiotic relationship with Buenos Aires. The two cities shared interlinked cultural marketplaces that attracted performers and directors from the Atlantic world to work in theatre and film productions, especially in times of political upheaval such as the Spanish Civil War and the Perón era in Argentina. As a result of this transnational process, Argentine mass culture became widely consumed throughout South America, competing successfully with Hollywood, European, and other Latin American cinemas and helping transform Buenos Aires into a cosmopolitan metropolis. By examining the relationship between regional and national frames of cultural production, my dissertation contributes to the fields of Latin American studies and urban history while seeking to de-center the United States and Europe from the central framing of transnational history.

Developmental Neural Correlates of Social Interaction

Children develop in a sea of reciprocal social interaction, but their brain development is predominately studied in non-interactive contexts (e.g., viewing photographs of faces). This dissertation investigated how the developing brain supports social interaction. Specifically, novel paradigms were used to target two facets of social experience—social communication and social motivation—across three studies in children and adults. In Study 1, adults listened to short vignettes—which contained no social information—that they believed to be either prerecorded or presented over an audio-feed by a live social partner. Simply believing that speech was from a live social partner increased activation in the brain’s mentalizing network—a network involved in thinking about others’ thoughts. Study 2 extended this paradigm to middle childhood, a time of increasing social competence and social network complexity, as well as structural and functional social brain development. Results showed that, as in adults, regions of the mentalizing network were engaged by live speech. Taken together, these findings indicate that the mentalizing network may support the processing of interactive communicative cues across development. Given this established importance of social-interactive context, Study 3 examined children’s social motivation when they believed they were engaged in a computer-based chat with a peer. Children initiated interaction via sharing information about their likes and hobbies and received responses from the peer. Compared to a non-social control, in which children chatted with a computer, peer interaction increased activation in mentalizing regions and reward circuitry. Further, within mentalizing regions, responsivity to the peer increased with age. Thus, across all three studies, social cognitive regions associated with mentalizing supported real-time social interaction. In contrast, the specific social context appeared to influence both reward circuitry involvement and age-related changes in neural activity. Future studies should continue to examine how the brain supports interaction across varied real-world social contexts. In addition to illuminating typical development, understanding the neural bases of interaction will offer insight into social disabilities such as autism, where social difficulties are often most acute in interactive situations. Ultimately, to best capture human experience, social neuroscience ought to be embedded in the social world.

African-American Composers for the Concert Saxophone: A Look at Three Prolific Composers

African-American composers within the field of classical music have made very profound contributions to the literature. In the field of chamber music, Scott Joplin, William Grant Still, Adolphus Hailstork and other composers illustrious composers have created an established and well-documented body of repertoire for many orchestral wind instruments. The saxophone repertoire, however, has not been developed as fully due to its limited tradition as an orchestral instrument and its prominence in the tradition of jazz and popular music. African-American composers in particular appear to be significantly under-represented within the standard concert saxophone literature. My personal experiences with saxophone repertoire in academic settings, solo recitals, conferences and in surveys of standard repertoire from nationally-recognized saxophone teachers support this assertion. There are many African-American composers who have made substantial contributions to the body of repertoire for the concert saxophone. This dissertation examines the works of three prolific African-American composers for the concert saxophone; Dr. Yusef A. Lateef, Andrew N. White III, and Dr. David N. Baker. All have composed more than five separate works featuring the concert saxophone. This project comprises three recitals, each dedicated to one of the three composers selected for this dissertation. Each recital presented will present their compositions featuring the saxophone as a soloist with various types of accompaniment. The project also includes newly-created piano reductions of Dr. David Baker's works for saxophone and orchestra made collaboratively with Baker and arranger John Leszczynski.

SPINNING NARRATIVES ACROSS POLITICAL DIVIDES: HARNESSING THE CULTURAL POWER OF A STORY WELL-TOLD

This dissertation explores how two American storytellers, considered by many in their to be exemplary in their craft, rely on narrative strategies to communicate to their audiences on divisive political topics in a way that both invokes feelings of pleasure and connection and transcends party identification and ideological divides. Anna Quindlen, through her political columns and op-eds, and Aaron Sorkin, through his television show The West Wing, have won over a politically diverse fan base in spite of the fact that their writing espouses liberal political viewpoints. By telling stories that entertain, first and foremost, Quindlen and Sorkin are able to have a material impact on their audiences on both dry and controversial topics, accomplishing that which 19th Century writer and activist Harriet Farley made her practice: writing in such a way to gain the access necessary to “do good by stealth.” This dissertation will argue that it is their skilled use of storytelling elements, which capitalize on the cultural relationship humans have with storytelling, that enables Quindlen and Sorkin to achieve this. The dissertation asks: How do stories shape the beliefs, perspectives, and cognitive functions of humans? How do stories construct culture and interact with cultural values? What is the media’s role in shaping society? What gives stories their power to unite as a medium? What is the significance of the experience of reading or hearing a well-told story, of how it feels? What are the effects of Quindlen’s and Sorkin’s writing on audience members and the political world at large? What is lost when a simplistic narrative structure is followed? Who is left out and what is overlooked? The literature that informs the answers to these questions will cross over and through several academic disciplines: American Studies, British Cultural Studies, Communication, Folklore, Journalism, Literature, Media Studies, Popular Culture, and Social Psychology. The chapters will also explore scholarship on the subjects of narratology and schema theory.

Predictors of feelings of depression among Asian American college students

The purpose of this study is to explore the relationship between various collegiate experiences including substance use, religiosity, campus climate, academic life, social life, self-concept, satisfaction with college, and perceived feelings of depression among Asian American college students compared to other racial groups. Employing Astin’s (1993) I-E-O model, the study utilized the 2008 Cooperative Institutional Research Program (CIRP) the Freshman Survey (TFS) and the follow up College Senior Survey (CSS) in 2012 with the final sample of 10,710 students including 951 Asian American students. Descriptive analysis, cross-tabulations, blocked hierarchical multiple regression analysis, the equality of the unstandardized beta coefficients from the regression analyses, and a one-way ANOVA were conducted for the data analysis. Asian American students who are female, from low SES backgrounds, academically less achieved, frequent substance users, less religiously involved, and less satisfied with overall college experiences showed higher levels of feeling depressed. For the rate of feeling depressed across racial groups, Asian American college students showed the highest rate of feeling depressed while White students reported the lowest rate of feeling depressed. For Asian American college students, feeling depressed in high school, hours spent per week on studying and homework, and self-confidence in intellectual ability were the most significant predictors of feelings of depression while drinking beer, drinking liquor, spirituality, failing to complete homework on time, hours spent per week on socializing, self rated self-confidence in social ability, and satisfaction with overall college experiences were significant predictors of feelings of depression. Asian American college students spent the longest hours on studying and homework, reported the highest GPA, but showed the lowest self-confidence on intellectual ability. For all four racial groups, feeling depressed in high school and self-confidence in intellectual ability were significant predictors of feelings of depression in common. Implications for practice and directions for future research emphasize the need for better understanding the unique cultural background and impact of academic life associated with feelings of depression among Asian American college students and developing customized psycho-educational and outreach programs to meet unique needs for psychological well-being for each racial group on campus.

The Influence of Pre-Migration Factors and Post-Migration Climate of the Receiving Community on the Psychological Distress of Latino Immigrants

Over forty million foreign-born residents currently live in the United States. Latinos make up the largest population of immigrants living in the U.S. Previous research suggests that Latino immigrants often experience pre-migration stressors, such as traumatic experiences, political upheaval, and unplanned migration. These stressors may have a negative impact on immigrants’ post-migration mental health. Research also suggests that the post-migration climate of the receiving community may inform the connection between pre-migration experiences and post-migration mental health. The current study examined the relationship between Latino immigrants’ reasons for migration, migration planning, and pre-migration experience of political and/or interpersonal violence, and post-migration symptoms of psychological distress. In addition to examining the effect of these pre-migration factors, the current study also examined the community “climate” experienced by Latino immigrants post-migration by assessing the influence of three post-migration factors: 1) community support and engagement, 2) discrimination, and 3) employment. The study was a secondary analysis of data collected for the National Latino and Asian American Study, which focused on the mental health and service utilization of Latinos and Asian Americans. Participants included 1,629 Latino immigrants from across the United States. Results indicated that pre-migration experience of political and/or interpersonal trauma, post-migration experience of discrimination, and female sex were positively associated with psychological distress. Post-migration employment was negatively associated with psychological distress. In addition, discrimination modified the association between unplanned migration and psychological distress; the relationship between unplanned migration and psychological distress decreased for participants who reported more discrimination. Furthermore, employment modified the association between political and/or interpersonal trauma and psychological distress; the connection between trauma and psychological distress increased among those who reported having less employment. Recommendations for further research were presented. Policy and clinical practice implications were discussed, particularly given the current climate of high anti-immigrant sentiment and hostility in the U.S.

Nurturing Change: Lilly Martin Spencer's Images of Children

This dissertation is the first full-length study to concentrate on American genre painter Lilly Martin Spencer's images of children, which constituted nearly one half of her saleable production during the height of her artistic career from 1848 to 1869. At this time, many young parents received advice regarding child rearing through books and other publications, having moved away from their families of origin in search of employment. These literatures, which gained in popularity from the 1830s onward, focused on spiritual, emotional, and disciplinary matters. My study considers four major themes from the period's writing on child nurture that changed over time, including depravity and innocence, parent/child bonding, standards of behavior and moral rectitude, and children's influence on adults. It demonstrates how Spencer's paintings, prints, and drawings featuring children supported and challenged these evolving ideologies, helping to shed light not only on the artist's reception of child-rearing advice, but also on its possible impact on her middle-class audience, to whom she closely catered. In four chapters, I investigate Spencer's images of sleeping children as visual equivalents of contemporary consolation literature during a time of high infant and child mortality rates; her paintings of parent/child interaction as promoting separation from mothers and emotional bonding with fathers; her prints of mischievous children as both considering changing ideals about children's behavior and comforting Anglo-American citizens afraid of what they saw as threatening minority groups; and her pictures with Civil War and Reconstruction subject matter as contending with the popular concept of the moral utility of children. By framing my interpretations of Spencer's output around key issues in the period's dynamic child-nurture literature, I advance new comprehensive readings of many of her most well-known paintings, including Domestic Happiness, Fi, Fo, Fum!, and The Pic Nic or the Fourth of July. I also consider work often overlooked by other art historians, but which received acclaim in Spencer's own time, including the lithographs of children made after her designs, and the allegorical painting Truth Unveiling Falsehood. Significantly, I provide the first in-depth analysis of a newly rediscovered Reconstruction-era painting, The Home of the Red, White, and Blue.

INVISIBLE LABOR FOR DATA: INSTITUTIONS, INFRASTRUCTURE, AND VIRTUAL SPACE

Americans are accustomed to a wide range of data collection in their lives: census, polls, surveys, user registrations, and disclosure forms. When logging onto the Internet, users’ actions are being tracked everywhere: clicking, typing, tapping, swiping, searching, and placing orders. All of this data is stored to create data-driven profiles of each user. Social network sites, furthermore, set the voluntarily sharing of personal data as the default mode of engagement. But people’s time and energy devoted to creating this massive amount of data, on paper and online, are taken for granted. Few people would consider their time and energy spent on data production as labor. Even if some people do acknowledge their labor for data, they believe it is accessory to the activities at hand. In the face of pervasive data collection and the rising time spent on screens, why do people keep ignoring their labor for data? How has labor for data been become invisible, as something that is disregarded by many users? What does invisible labor for data imply for everyday cultural practices in the United States? Invisible Labor for Data addresses these questions. I argue that three intertwined forces contribute to framing data production as being void of labor: data production institutions throughout history, the Internet’s technological infrastructure (especially with the implementation of algorithms), and the multiplication of virtual spaces. There is a common tendency in the framework of human interactions with computers to deprive data and bodies of their materiality. My Introduction and Chapter 1 offer theoretical interventions by reinstating embodied materiality and redefining labor for data as an ongoing process. The middle Chapters present case studies explaining how labor for data is pushed to the margin of the narratives about data production. I focus on a nationwide debate in the 1960s on whether the U.S. should build a databank, contemporary Big Data practices in the data broker and the Internet industries, and the group of people who are hired to produce data for other people’s avatars in the virtual games. I conclude with a discussion on how the new development of crowdsourcing projects may usher in the new chapter in exploiting invisible and discounted labor for data.

RELATIONAL MEMORY IN EARLY CHILDHOOD: DOES UNITIZATION HELP?

Young children often experience relational memory failures, which are thought to be due to underdeveloped recollection processes. Manipulations with adults, however, have suggested that relational memory tasks can be accomplished with familiarity, a processes that is fully developed during early childhood. The goal of the present study was to determine if relational memory performance could be improved in early childhood by teaching children a memory strategy (i.e., unitization) shown to increase familiarity in adults. Six- and 8-year old children were taught to use visualization strategies that either unitized or did not unitize pictures and colored borders. Analysis revealed inconclusive results regarding differences in familiarity between the two conditions, suggesting that the unitization memory strategy did not improve the contribution of familiarity as it has been shown to do in adults. Based on these findings, it cannot be concluded that unitization strategies increase the contribution of familiarity in childhood.

Childhood Attention Problems and the Development of Comorbid Symptoms at the Transition to High School: The Mediating Role of Parent and Peer Relationships

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for the development of depression and delinquent behavior. Children and adolescents with ADHD also experience difficulty creating/maintaining high quality friendships and parent-child relationships, and these difficulties may contribute to the development of co-morbid internalizing and externalizing symptoms in adolescence. However, there is limited research examining whether high quality friendships and parent-child relationships mediate the relation between ADHD and the emergence of these co-morbid symptoms at the transition to high school. This study examines the mediating role of relationship quality in the association between ADHD and depressive symptoms/delinquent behaviors at this developmentally significant transition point. Results revealed significant indirect effects of grade 6 attention problems on grade 9 depressive symptoms through friendship quality and quality of the mother-child relationship in grade 8. Interventions targeting parent and peer relationships may be valuable for youth with ADHD to promote successful transitions to high school.

Alan Pauls: Poéticas del anacronismo

Alan Pauls (b. 1959) is an Argentine novelist and essayist. His works have barely been studied outside of Latin America; therefore, my work will be one of the first to focus critically and theoretically on his oeuvre and raise awareness of his importance to Contemporary Latin American Literature. The fundamental concept of my thesis is anachronism, which I develop by investigating the ways in which the present and the past are interconnected in the same temporal space. My dissertation has two interconnected parts. In the first, I propose an approach to Pauls’ literary work that emphasizes its engagement with literary and cultural theory. Specifically, I analyze how Pauls’ first novels –El pudor del pornógrafo (1984), El coloquio (1989), Wasabi (1994)– are strongly influenced by various theoretical discourses, especially the work of Roland Barthes. The guiding question of my dissertation’s first part is how one can narrate a fictional text without strictly appropriating narrative devices. Namely, I suggest that Pauls’ conception of literature is inevitably related to critical discourse. In the second part, I study a trilogy that Pauls wrote about the 1970s in Argentina: Historia del llanto (2007), Historia del pelo (2010), and Historia del dinero (2013). Here I focus on how Pauls uses the 1970s to propose a new conceptualization of the “political.” For Pauls, the “political” is not represented in the great events of a particular time but rather in the “effects” that these events produce; these effects are minor, almost imperceptible, and for that reason much more powerful as a literary event mechanism per se. From my point of view, this new conceptualization of the “political” contains in itself a problematic issue: the articulation between personal experience, history, and fiction. In conclusion, this interrelation between theory, politics, history, and fiction defines the path of my dissertation, which would have been just the “starting point” in my personal attempt to reconfigure the map of the Latin American literary contemporaneity.

Viral Bodies: Uncontrollable Blackness in Popular Culture and Everyday Life

Viral Bodies: Uncontrollable Blackness in Popular Culture and Everyday Life maps rapidly circulated performances of Blackness across visual media that collapse Black bodies into ubiquitous “things.” Throughout my dissertation, I use viral performance to describe the uncontrollable discursive circulation of bodies, their behaviors, and the ideas around them. In particular, viral performance is employed to describe the complicated ways that (mis)understandings of Black bodies spread and are often transformed into common-sense beliefs. As viral performances, Black bodies are often made more visible, while simultaneously becoming more opaque. This dissertation examines the recurrence of viral performances of Blackness in viral videos online, film, and photography/images. I argue that viral performances make products that reinscribe stereotypical notions of Blackness while also generating paths of alterity—which contradict the normalized clichés and provide desirable possibilities for Black performance. Viral Bodies forges a new dialogue between visual and aural technologies, performance, and larger historic discourses that script Black bodies as visually (and sonically) deviant subjects. I am interested in how technologies complicate the re-presentation of images, ideas, and ideologies—producing a necessity for new decipherings of performances of Blackness in popular culture and everyday life.

"Natural Enemies" or Intentional Allies? Teachers' & Parents' Perspectives on Middle School Boys of Color

This study examined the perspectives and “shared knowledge” of parents and teachers of boys of color. The following overarching research question guided this study: “What do parents and teachers want each other to know about their middle school son or student of color regarding academics, engagement, and behavior?” Additionally, it explored the challenges and opportunities for shared knowledge and understanding of their (respective) son’s’ or students’ academics and engagement. The methodology was qualitative in nature and the intent in conducting this case study was to describe, interpret, and explain the “shared knowledge” between these stakeholders at a predominantly minority middle school. A sample of seven parents and seven teachers from one school in a mid-Atlantic state participated in interviews and focus groups. Results indicated that parents and teachers of boys of color viewed each other as “intentional allies.” Results further showed that parents and teachers were aware of the challenges faced by boys of color in and out of school. That awareness was reflected in strategies that both groups employed to support, prepare, and protect their son/students. Lastly, the study found that teachers received no formal training in building parent-teacher partnerships, but gathered experimental knowledge on how to build those relationships. These findings have implications for teacher education programs, schools, parents, and teachers.