ANALYSIS OF GENDER RELATIONS IN THE INDUSTRIAL COMMUNITY OF AGUIRRE, PUERTO RICO

This thesis is a study of the gender relations of the residents of Aguirre, Puerto Rico, between 1940 and 1991. The primary goal of the project was to explore how gender roles and relations in the Aguirre community were impacted by the social class system introduced by the Aguirre Sugar Company. This project was based on the interpretation of the past and present situation of the Aguirre community using oral history, by conducting a series of interviews among its residents. The interviews resulted in three main themes. First, the concepts of `normal and natural' were used to distinguish gender roles. Second, Aguirreños identified `family as community', since through the family individuals built their gender identity and learned the basic rules of coexistence within the social hierarchy of the community. Third, although the gender and class roles were clear in the community, `resistance and negotiation' occurred in the home and at the Company between those of different gender and social classes. The Aguirre Sugar Company was one of the principal influences on the construction of the Aguirreños identity, and left a mark on the past, present and future generations.

Multimembership and Identity in Writing Centers and in Industry: Examining the Work of Reconciliation in the Michigan Tech Multiliteracies Center and at Kimberly-Clark Corporation

Writing center scholarship and practice have approached how issues of identity influence communication but have not fully considered ways of making identity a key feature of writing center research or practice. This dissertation suggests a new way to view identity -- through an experience of "multimembership" or the consideration that each identity is constructed based on the numerous community memberships that make up that identity. Etienne Wenger (1998) proposes that a fully formed identity is ultimately impossible, but it is through the work of reconciling memberships that important individual and community transformations can occur. Since Wenger also argues that reconciliation "is the most significant challenge" for those moving into new communities of practice (or, "engage in a process of collective learning in a shared domain of human endeavor" (4)), yet this challenge often remains tacit, this dissertation examines and makes explicit how this important work is done at two different research sites - a university writing center (the Michigan Tech Multiliteracies Center) and at a multinational corporation (Kimberly-Clark Corporation). Drawing extensively on qualitative ethnographic methods including interview transcriptions, observations, and case studies, as well as work from scholars in writing center studies (Grimm, Denney, Severino), literacy studies (New London Group, Street, Gee), composition (Horner and Trimbur, Canagarajah, Lu), rhetoric (Crowley), and identity studies (Anzaldua, Pratt), I argue that, based on evidence from the two sites, writing centers need to educate tutors to not only take identity into consideration, but to also make individuals' reconciliation work more visible, as it will continue once students and tutors leave the university. Further, as my research at the Michigan Tech Multiliteracies Center and Kimberly-Clark will show, communities can (and should) change their practices in ways that account for reconciliation work as identity, communication, and learning are inextricably bound up with one another.