UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    THE FORGOTTEN ALLY: U.S./SOUTH KOREAN RELATIONS DURING THE VIETNAM WAR
    (2021) Matheny, Michael; Chung, Patrick; History; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    South Korea participated in the Vietnam War as America’s ally on a tremendous scale involving over 300,000 soldiers from 1964-1973. Despite this massive commitment, South Korea’s involvement has attracted little scholarly interest or public attention. The prevailing explanation in relevant historiography often dismisses South Korea’s role as a mercenary exchange taken under U.S. pressure or in pursuit of economic incentives. Alternatively, I argue that the South Korean government had a legitimate national interest in participating in the Vietnam War in pursuit of political, national defense, and economic advancements that were uniquely motivated by concurrent hostilities with North Korea. South Korea’s national interests aligned with the U.S. such that they willingly and effectively contributed to the Vietnam War. By the war’s end, U.S. and South Korean national interests diverged sharply as relations declined, which left South Korea’s wartime role as an embattled and largely forgotten memory in the U.S.
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    From dialogue to action: The development of White racial allies
    (2010) Alimo, Craig John; Inkelas, Karen K.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The Supreme Court rulings of Gratz, et al. v. Bollinger, et al. and Grutter, et al. v. Bollinger, et al. (2003) legally affirmed the relationship between positive student learning outcomes and the presence of racial diversity on college and university campuses (Gurin, Dey, Hurtado, & Gurin, 2002). Institutions of post- secondary education are poised to leverage the presence of racial diversity to engage and educate for social change. The purpose of this study is to examine how a race/ethnicity themed intergroup dialogue facilitates the development of confidence and frequency of White college students' engagement in actions that are congruent with the development of White racial allies. Variables measuring confidence and frequency of action engagement included: (a) self-directed, (b) other-directed, and (c) intergroup collaborative actions. Participants were part of the Multiversity Intergroup Dialogue Research (MIGR) project that included nine college and universities. Using an experimental design with stratified random assignment, three MANCOVA analyses were used to determine the differences in dependent variables between experimental dialogue and waitlist control groups. Covariates included pretest responses repeated survey measures and college involvement variables. All three analyses yielded multivariate group differences. Univariate ANOVA analyses revealed group differences for only the frequency subscales.