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.
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Item WOMEN FACULTY AGENCY: A CASE STUDY OF TWO UNIVERSITIES IN RUSSIA(2019) Kuvaeva, Alexandra; Stromquist, Nelly P; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the study was to explore professional and personal challenges experienced by women faculty in Russia and analyze organizational factors that influence their sense of agency. Expanding on O’Meara, Campbell & Terosky (2011) theoretical framework on agency, this research suggests differentiating two forms of agency experienced by women faculty in Russia, professional agency and personal agency. Professional agency is shaped by a woman’s strong confidence in her capacity in professional fulfillment. Personal agency reflects a woman’s confidence to build relationships in her family that help her manage multiple roles in her personal and professional life, therefore, producing a strong mediating effect on professional agency perspectives and behavior and work satisfaction. The use of structural equation modeling (SEM) revealed strong positive effects of organizational factors such as promotion procedures, collegiality, workload distribution policies and practices, resources and support, and work-family balance factor on women’s agency perspectives and behavior, and a strong effect of agency behavior on faculty outcomes such as academic rank promotion and leadership opportunities, research productivity and overall satisfaction with their careers. The SEM model did not find gender differences in the above relationships, suggesting that the effect of organizational factors on faculty agency and outcomes is significant regardless of gender. Survey data also provided a broader picture of work environments of the two institutions and helped to gain understanding of which aspects of faculty work reveal significant differences by gender, rank, discipline, and type of institution, and whether women faculty in Russia feel more or less agentic than men faculty. In addition to pre-defined categories of organizational factors that influence faculty career, interviews with women faculty created space for emerging themes of issues shaping women experiences in their work environments and helped to identify what agentic perspectives and behaviors women faculty assume in their career that are pertinent to the Russian context.Item ENTRE EL DESEO Y EL PUDOR, EL AMOR HEREOS EN LA NOVELA SENTIMENTAL: GRISEL Y MIRABELLA DE JUAN DE FLORES(2017) Eldredge, Ginette Alomar; Benito-Vessels, Carmen; Spanish Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the studies about Medieval Spain, only men were believed to be susceptible to amorous passion or lovesickness. I propose that a more nuanced and complete understanding of women’s roles and actual behavior can be reached by analyzing the same medical and philosophical treatises that deny them the possibility of suffering from lovesickness. In fact, my readings of texts such as Grisel y Mirabella (ca. 1475), Celestina (1499) and Tristán de Leonís (1501), demonstrate that women’s behavior in literary representations is guided by the same symptoms experienced by lovesick men, symptoms that women sometimes suffer even more intensely than men. The topic of women’s lovesickness and the rhetorical devices used to depict the power and influence of women in medieval Spanish literature has not been formally studied due to the misjudgment that this malady was an exclusively male condition. This study shows that women's roles in Juan de Flores' sentimental romance Grisel y Mirabella (1495) were influenced by lovesickness or amor hereos. I also discuss how linguistic and narrative theories, as well as historical rhetoric about sexuality from the time of this text, helps us to understand how lovesickness influenced the female discourse created by Juan de Flores in the late Middle Ages. In doing so, I argue that the female characters were an alterity of power to their real counterparts in society. In some narratives they are resistant within the text, in others they struggle to act upon their desire without fearing the moral and social consequences.Item Participatory Budgeting in the Dominican Republic: Implications for Agency, Democracy and Development(2014) Vasquez Duran, Marie Claire; Graham, Carol; Crocker, David A; Public Policy; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examines participatory budgeting (PB) as an important kind of citizen participation in the Dominican Republic (DR) and the implications of this recent practice for agency, democracy, and development. PB is a process that intends to drive change with specific outcomes: through deliberative decision-making, ordinary citizens select well-being- and agency-enhancing projects that ideally lead to more local and authentic development. Together with the attainment of these tangible outcomes, valuable subjective states may also come about: people feel more in charge of their own lives, community groups become more collaborative and cooperative, and more and better democracy is fostered. Taking a step forward from previous studies that only focus on PB from an urban planning or public finance perspective, the overall objective of this study is to provide a deeper understanding and assessment of how PB works in the localities under analysis, its association with different measures of agency, the characteristics that drive its success or failure, and its general impact on the lives of individuals and communities. Drawing on normative and policy-based literatures and specifically following an agency-oriented capability approach, this study uses a mixed-methods approach to analyze interview, survey, and direct observations of PB public assemblies, and archival data with respect to the 2013 budget cycle in four DR municipalities. A regression analysis finds that participation in and awareness of PB are both significantly correlated with individuals reporting higher levels of individual and collective agency when compared to non-participants and unaware individuals. These measures of agency are contextualized to the municipal budget-planning cycle. A process tracing analysis concludes that PB is likely, under certain conditions, to increase democratic participation and deliberation. However, due to certain democratic deficits, PB in two DR municipalities does not always increase agency, group cooperative functioning, and good development. Thus, PB must be analyzed on a case-by-case basis because differences in the characteristics of each PB assembly may lead to different outcomes. It is finally argued that rather than condemning democracy because of the failures of the current PB system, we should advance PB's democracy further by improving it in various ways.Item A TALE OF TWO CITIES: A CASE STUDY OF PHYSICAL AND SOCIAL DISORDER IN TWO BALTIMORE CITY NEIGHBORHOODS, USING GIS AND SPATIAL METHODS(2014) Timleck, Andrew; Falk, William; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study is to explore how urban residents respond to their social and physical environments--what they define as problems and how they respond to them. I focus on one large, city--Baltimore, Maryland--and then compare two very different neighborhoods within it: Federal Hill, a well-off, and fashionable, area with mostly white residents, contrasted with Sandtown-Winchester, a neighborhood plagued by urban blight and crime, and where the majority of residents are black. I use a geographic information system (GIS) and spatial analyses to explore neighborhood call rates regarding physical and social incivilities, using the traditional sociological framework of "social disorder" as a theoretical lens for exploring similarities and differences in what disorders increase or decrease call rates. I use more commonly applied stochastic methods for much of the analysis (statistical means and ordinary least squares statistics), but I also explore, in a tentative way, the potential power of spatial methods, which are not widely used or known in sociology, to reveal more about what makes these spaces similar and different and how they affect call rate patterns. The predictive models demonstrate mixed results when predicting variation in the call rate patterns of the two neighborhoods. Income, education, and population-density effects are consistent, yet weak, positive predictors in both areas, while other indicators (home ownership, number of vacant houses, etc.) exhibit substantive positive effects in the wealthier neighborhood but none in the poorer. Neighborhood homogeneity and stability show negative impacts on rates, but depending on the neighborhood. I focus on how local variations in action, even under similar circumstances, may depend not only on residents' aggregate capacity to commit to change, but also on how neighborhood space is internalized as a "neighborhood generalized other" as a "community," according to George Herbert Mead, either constraining or enhancing engagement. This within- and between-neighborhood variance in the strength and direction of predictor variables, and in their capacity to predict residents' calling patterns, underscores issues of validity and operationalization regarding indicators traditionally used to measure social disorganization, and how spatial methods can be valuable corrective tools.Item Sites of Belonging, Sites of Empowerment: How Asian American Girls Construct "Home" in a Borderland World(2012) Tokunaga, Tomoko; Finkelstein, Barbara; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This ethnographic study explores the ways in which nine first, 1.5, and second generation Asian American high school girls imagine, search for, and construct home-like sites. The study revealed that "home" for the girls was not only the place where the girls sleep, their families reside, or the country from where they came. Instead, "home," was multiple, literal, and imagined spaces, places, and communities where the girls felt a sense of belonging, empowerment, community, ownership, safety, and opportunity. In order to examine the behaviors, meaning, and perspectives of these girls, I conducted participant observations, interviews, and focus groups at an Asian American youth organization as well as in the girls' homes, schools, and neighborhoods. I also had online communication with the girls and collected supplementary materials and sources. The study revealed that the girls had creativity and improvisational skills to invent various "homes" as they linked the many worlds in which they lived. The girls carved out multiple "homes" --through imagining belonging globally while building belonging locally. They imagined an expansive understanding of "home" in the deterritorialized world. They idealized their countries of origin, acknowledged the United States as a possible "home," portrayed a third possible homeland where they had never lived, and fashioned a pan-Asian consciousness. The girls not only imagined "homes" outside of their immediate view but also co-constructed a home-like community in their everyday lives. They named it the Basement Group, after the place where they hang out in school. They developed a group identity which honored five characteristics: 1) expansion of who is family to include friends, 2) pride in diversity and inclusivity, 3) celebrations of cultural fusion, 4) value of "natural" girlhood beauty, and 5) shared interest in Asian popular culture. They constructed a borderland community in which they could collectively celebrate and nurture their in-between lives. This study illuminated the power and complexity of their lives in-between as well as expanded the terrains of agency that the girls possessed. The study also revealed intersectional differences among the girls. It provided lessons for youth organizations and schools to create spaces where immigrant youth can thrive.Item Analyze Municipal Annexations: Case Studies in Frederick and Caroline Counties of Maryland, 1990-2010(2012) Pomeroy, Jennifer Yongmei; Geores, Martha E; Geography; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Municipal annexations play an important role in converting undeveloped land to development, influencing landscape change. However, the existing literature does not explore the links between annexation and development. An additional inadequacy is the failure to consider environment/landscape aspect of annexation. Therefore, this dissertation proposes a new theoretical framework that is drawn upon political ecology and structuration theory to examine annexation phenomenon processes: environmental/landscape sensitivity and its causal social structures. Frederick and Caroline counties in Maryland from 1990 to 2010 were the two case-study areas because both counties experience increased annexation activities and are representative of suburban and exurban settings at rural - urban continuum of the United States. The data used in this qualitative research were collected from multiple data sources, including key-person interviews, a review of Maryland's annexation log, annexation applications and meeting minutes, and observations at public meetings. Triangulating content analysis, discourse analysis, and social network analysis, this research finds that environmental/landscape is not considered more widely in annexation practices. Although environmental mitigation measures are considered at site level if a property has site environmental elements, the overall environmental/landscape sensitivity is low. It is also found that the economic-centered space remains dynamic in the annexation processes determining annexation approvals and low-density zoning. In addition, the triangulated analyses reveal that current social structures are not conducive to environmental-conscious landscape planning because environmentally oriented non-profit organizations and residents are injected at a later stage of annexation process and is not being fully considered in the evaluation process. Power asymmetry in current annexation structures is due to a lack of environmental voice in annexation processes. The voice of such groups needs to be institutionalized to facilitate more tenable annexation practices.Item Essays in Human Rights and Education: Accommodating Vulnerable Minorities(2012) Kosko, Stacy Jeanne; Crocker, David A.; Public Policy; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Numerous questions arise in the effort adequately to accommodate and serve minority students in public education, not the least of which are questions concerning how education decisions are made, by individuals, groups, or the state itself. This dissertation begins with the broadest, most far-reaching kinds of decisions, those made by groups (or representatives of groups) during the process of education policy formation. It then moves closer to home (and school), to the narrower kinds of decisions made by individual parents, school officials, and school-age children. The first essay engages in a broad theoretical discussion, applicable beyond education policy, and then applies this perspective to indigenous education. It asks: How might we evaluate the degree of self-determination that indigenous peoples exercise in decisions that affect them? In order to answer this question, this chapter suggests a theoretical framework for evaluating public participation and applies it to Sámi education policy-making in Norway. The second essay engages in a similarly broad theoretical discussion, though in this case it is motivated by an education policy problem. It asks: What ought to be the role of parental consent in education decisions that affect their children? It takes as its jumping-off point three European Court of Human Rights cases of educational discrimination against members of the Roma population, Europe's largest, poorest, and fastest-growing minority group. The final, and most applied, essay proceeds in the reverse order, beginning with an empirical question, and concluding with a discussion of the theoretical implications of the results. This essay uses quantitative methods to test whether Roma students do, in fact, have a higher drop-out rate than similarly situated non-Roma students and, finding that they do, asks why. This chapter goes on to investigate the labor market for Roma and subsequently to delve into the role of adaptive preference formation in schooling decisions (Do Roma really not "value" education, as is so often suggested?). The work closes with a short discussion of areas for future research.Item Starting Our Day the Room 119 Way: A Qualitative Study of an Elementary Classroom Community and its Alternative to Traditional Morning Work(2009) Domire, Aimee; Selden, Steven; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study explores the experiences of multicultural, Title I second-grade students as they experience a daily "Soft Landing," the time and space set aside for the first thirty minutes each morning for students to make choices about what activities to engage in. The portraiture methodology as outlined by Lawrence-Lightfoot and Davis (1997) establishes the framework for this narrative inquiry. I address four questions: What is "Soft Landing;" How do students choose to use their "Soft Landing" time and how do these choices change over time; What does "Soft Landing" mean to students; What have I learned about myself as a teacher during "Soft Landing?" By observing and interviewing nine second-grade students over three months, I learn that when children are in charge of their own learning and thinking, they actually know how to structure their academic lives without waiting for someone else to do it for them.