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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Item Invisible Identities: The Selective Racialization of Iranian Students(2020) Sabihi, Samantha Sama; Kelly, Bridget T; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Southwest Asian and North Africans (SWANAs) are racially marked as white in the United States, despite their negative representation in the media resulting in their marginalization, similar to other Communities of Color (Tehranian, 2009). This study specifically focuses on the experience of second generation Iranian immigrants due to their religious, ethnic, and linguistic diversity; the timing of their parents’ mass migration to the U.S.; the increased political tension between Iran and the U.S.; and, because of an Aryan myth perpetuated by first generation Iranians who perceive themselves as white (Maghbouleh, 2017). Little research exists to highlight the discriminatory experiences of SWANAs, or Iranians, with a racial lens as opposed to a religious one. Even fewer studies explore this in the context of higher education. This study explores the messaging second generation Iranians receive from their parents, peers, institutions such as universities, and society about their racial identity. This research relies on John Tehranian’s (2009) conceptual framework, selective racialization, which views racialization as the sum of actions occurring from systemic and individual levels. This study is guided by the following questions: (1) What messages do second generation Iranians receive about their racial identity? (2) How do they respond to these messages? (3) How do they perceive the university playing a role in their racial identity development, if at all? Using a critical constructivist epistemology (Kincheloe, 2005) and a narrative inquiry methodology, this study interviewed how five second generation Iranian immigrants understood and navigated their racial identity. Participants shared different messaging they received at the interpersonal, institutional, and societal levels. These messages had impacts on their visibility which depended on their representation, cultural retention, and their proximity to whiteness. This study concludes with implications for both research and practice based on detailed findings provided by participants.Item Bridging the worlds through art and culture, An Iranian cultural center in Washington D.C.(2007-12-18) Zandian, Nastaran; Ambrose, Michael; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)My thesis will be a center for Iranian art and culture in Washington D.C., the aim being to familiarize Americans and Iranians living in the United States with Iranian culture, and to serve as a center for research on Iran and Iranian art. I am planning to have my site in the District of Columbia, not only because of its national prestige but also because it is home to the second largest population of Iranians in the country. About 28,651 Iranian-Americans live in the D.C. metropolitan area. This institution, modeled on the Alliance Francaise and other national cultural institutions, would serve as a bridge between the United States and Iran in a time of tension and misunderstanding. The program elements would accommodate education and performance of music, visual arts, traditional crafts, dance and literature. This center would celebrate Iranian culture both by observing traditional festivals and occasions and through opportunities for research. Such an institution would require a variety of spaces including class rooms, meeting rooms, a ballroom, and a library, all of which should reflect Iranian culture and history. In beginning to research these topics, I did not find sufficient local resources, and found it necessary to travel to Iran and experience the culture and visit various cities and historic buildings in person. This allowed me to document both buildings of interest and urban conditions. Of specific importance to me was documenting the experience of spaces, as well as the use of light and natural conditions. I focused also on the phenomena of everyday life of Iranians as it interacts with their architectural heritage. I visited the cities of Tehran, Isfahan and Shiraz. In Tehran the focus was on modern buildings and cultural centers such as the Niavaran Cultural Center (a contemporary art museum by Kamran Diba) and Tatre Shahr (The city theatre). In Isfahan and Shiraz the emphasis was on historic buildings, mosques, schools, baths and bazaars as well as other public places. Some Palaces and gardens were also visited to research the use of outdoor and indoor spaces and their interaction. I will be continuing my studies with further research. A number of themes were considered on my thesis. Stylistic transformation from the golden age to modern times Exploration of the effects of adopting a westernized lifestyle in domestic and public space The role of gender in shaping space Inward focused architecture versus externally focused Documentation of cultural conditions that I have experienced and observed, but have not formally analyzed. The transformation of architecture throughout Iran's history The adoption and adaptation of modern architecture