Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
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 give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Rules of Engagement: The Role of Graduate Teaching Assistants as Agents of Mathematics Socialization for Undergraduate Students of Color(2023) Lue, Kristyn; Clark, Lawrence M; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The field of higher education has been concerned with the retention of underrepresented students of Color in the science, technology, engineering, and math (STEM) fields over the last few decades. STEM identity development has emerged as a useful analytic framework in this research, as students with stronger STEM identities—students who recognize themselves and are recognized by others as “STEM people”—are more likely to persist in the STEM fields. STEM identity develops through the process of socialization, in which agents of socialization set and maintain the norms, culture, and values that newcomers in the STEM fields should emulate. At institutions of higher education, instructors act as primary agents of socialization, signaling who “belongs”—and who doesn’t—in the STEM fields. Although prior research has identified the ways in which mathematics courses gatekeep underrepresented undergraduate students of Color out of the STEM fields, little research has focused specifically on undergraduate mathematics socialization. Furthermore, the role of graduate teaching assistants (GTAs) as agents of mathematics socialization remains unexamined, despite the large role they play in teaching lower-level undergraduate mathematics courses. This qualitative dissertation, which is grounded in Critical Race Theory and Critical Whiteness studies, utilizes critical ethnographic methods in order to examine the ways in which GTAs at a historically white [college and] university (HWCU) serve as agents of mathematics socialization for underrepresented undergraduate students of Color. Through fieldwork, individual interviews, and a series of focus groups with ten GTAs at a large, public, research-1 institution in the Mid-Atlantic region of the United States (MAU), this dissertation study explored: (1) GTAs’ perceptions of the dominant culture (e.g. values and practices) of the mathematics department at their institution, and whether they sought to align with or diverge from this culture, (2) the opportunities and constraints GTAs faced in breaking from these normative values and practices, and (3) whether the ways in which GTAs described trying to break from these practices reinforced the systematic exclusion of underrepresented undergraduate students of Color in their mathematics department. Key findings include four major themes: a culture of individualism and the hidden necessity of social ties in the mathematics department at MAU, the valuation of teaching as a means of doing research, attempts by GTAs to shift normative narratives of mathematical success, and identity tensions in supporting underrepresented undergraduate students of Color. These findings highlight the importance for agents of mathematics socialization to explicitly center race, racism, and power when trying to be inclusive of underrepresented undergraduate students of Color in university mathematics settings. Without doing so, racism and whiteness are reproduced and perpetuated in the mathematics socialization of underrepresented undergraduate students of Color, despite good intentions.Item Women in White: Performing White Femininity from 1865-Present(2021) Walker, Jonelle; Harding, James M; Theatre; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation explores how white woman character tropes on stage, page, and screen are both haunted by histories of post-Civil War racial terror and themselves haunt white women’s everyday embodiment. This spectral framework is undergirded by a less traditionally academic approach: a self-reflexive interrogation of a compulsion to endangerment, peril, fear, and self-destruction the author observes in representations of white women and in herself. The study of white femininity represented in theatre, literature, film, and social media is narrowed to focus on this predilection for danger and its political implications for racialized-gender embodiment. The dissertation attributes this phenomenon to a dialectic central to white femininity in an Anglophone context: being in/the danger, that is simultaneously being victim and instigator of violence, tragedy, and destruction. The project pursues being in/the danger within the context of theatre and performance studies by asking: How has the white woman been made and continuously remade through staging white woman character tropes? Which gestures, affects, and self-fashionings from these tropes haunt everyday white womanhood? Each chapter examines one trope and its implications in detail, including the damsel in distress, the girl crime victim, the suicidal authoress, the anorexic waif, among others. The dissertation examines how characterizations of melancholy, endangerment, and frailty in these characters shaped common and highly racialized understandings of white womanhood during the period studied. To illustrate this broad cultural phenomenon, the dissertation studies an appropriately broad set of objects including plays; films; literature; artist biographies; and social media communities.