Theses and Dissertations from UMD
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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 Transforming Espacios Culturales into Cultural Spaces: How the Salvadoran Community is Establishing Evangelical Protestan Churches as Transtional Institutions in the Washington D.C. Metropolitan Area(2008-12-04) Luna, Ronald W; Geores, Martha; Townshend, John; Geography; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Transnationalism is a theoretical concept that explains the current migration patterns that are in stark contrast to the prevailing theories of Acculturation and Assimilation. Migration can no longer be described as a linear process. Transnational "migrants" have a foot in both worlds. No matter where their legal citizenship lies, they have a dual social citizenship. Transnationalism is used not just to identify how immigrants maintain their culture in the host country but just as importantly, how they establish and maintain social and economic linkages between both countries. Transnationalism lacks a cohesive definition and a way to test whether it is present. The Salvadoran Evangelical Protestant Churches in the Washington D.C. Metropolitan Area serves as case study to examine how the transnationalism process occurs. Key findings include understanding first how transnational communities are established in the host country, as well as how transnational institutions such as Salvadoran Evangelical Protestant Churches began their process of transnationalism in the home country. Furthermore, the Salvadoran Evangelical Protestant Churches reflect and parallel the overall transnational Salvadoran historical and demographic trends. In addition, Salvadoran Evangelical Protestant Churches reinforce the process of transnationalism in the Washington D.C. Metropolitan Area through memory, ethnic identity, transmigration, networks, and cultural space. It is important to understand that ethnic churches are a major facilitator of transnationalism in the host country; however, there are many other transnational institutions that reinforce the process of transnationalism. This study examines independently each element, which contributes to the process of transnationalism: memory, ethnic identity, transmigration, networks, and cultural space. The research concludes by redefining transnationalism as the process that by which transmigrants create economic, political, social, or cultural networks by participating directly or indirectly in transmigration. Furthermore, transnationalism refers to the process by which migrants become transnational agents when they create linkages at various scales, over time, and across space between the host and home countries and vice versa.Item The Music of Manuel M. Ponce, Julián Carrillo, and Carlos Chávez in New York, 1925-1932(2008-07-14) Gibson, Christina Taylor; Cohen, H. Robert; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)From 1925 to 1932, music by Manuel M. Ponce, Julián Carrillo, and Carlos Chávez was performed in New York and widely reviewed in the city's newspapers. Although they are among the most significant figures in Mexican musical history, the influence of these composers and their works in New York from 1925-1932 has not been sufficiently studied. During these years, New York was not only the cultural capital of the U.S. but it was also a center for modernism and expatriate Mexican culture. In addition, the years in question mark the period directly preceding the premiere of Chávez's ballet, H.P., with the Philadelphia Symphony Orchestra, a performance that transformed Chávez's career and made him one of the most well-known Latin American composers in the U.S. This dissertation seeks to provide a multi-faceted examination of these composers and performances of their works in New York during the critical years before Chávez's ascendancy and to demonstrate the diverse Mexican musical aesthetics represented there during a relatively short period of time. Specifically this dissertation focuses on performances of Ponce's canciones and guitar compositions, Carrillo's avant-garde microtonal music, and Chávez's modernist chamber works; all of which were presented in New York between 1925 and 1932. It also provides information about Mexican music in New York directly before and after the central period in question, examining in some detail New York performances of Carrillo's First Symphony in 1915, Ponce's performance of his own piano music in 1916, and the aforementioned Philadelphia premiere of Chávez's H.P. in 1932.Item Examining Dimensions of Latina/o College Student Success: An Analysis of Individual Persistence and Success(2007-09-27) Lopez, Mark A.; Weible, Thomas; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Latinas/os are considered "deprived" when it comes to educational achievement (Arbona & Novy, 1991), are lagging in postsecondary degree attainment, and are currently the most educationally "underserved" population in the United States (Fry, 2002). Although higher education institutions have increased efforts to proactively recruit, enroll, and graduate Latina/o students, the students continue to struggle with the educational disparities between Latina/o students and their White counterparts. As the nation's Latina/o community experiences significant growth, the number of Latina/o students pursuing higher education is increasing. However, their increased enrollment within postsecondary education does not reflect their increased representation in the overall population (Castellanos & Jones, 2003). Through the use of qualitative research methodology, this study employed case study research to explore graduating Latina/o college students' experiences at a large, public, predominantly White, research-extensive institution, specifically, Latina and Latino students who filed for graduation during the spring 2006 and fall 2006 semester. This study used case study methodology and focus group interviews to (a) determine dimensions of success for graduating Latina/o college students; (b) contribute to the existing college student success literature; and (c) to assist and advance the success scholarship on policymaking. From the data analysis, eight dimensions of success for Latina/o college students were identified. The dimensions were: (a) being involved, (b) the family's role, (c) the role of campus leaders and mentors, (d) embracing academics, (e) desire to be successful, (f) Latina/o students' "Latino Center," (g) "our situation is not the same," and (h) understanding the campus' Latina/o community. The Latina/o students' interviews indicated that the participants' experiences are contextual and distinct. It is essential that policymakers and higher education personnel thoroughly understand the experiences of Latina/o college students to ensure their success within postsecondary education. There should be a concerted effort to explore Latina/o student success, increase consciousness around dimensions of difference they bring with them to the university, and validate their life experiences as well as their academic and personal endeavors. This study's findings have important implications for policy, research, and practice.Item Internalized Racism and Ethnic Identity in Chicana/o and Latina/o College Students(2007-08-01) Hipolito-Delgado, Carlos Porfirio; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study sought to investigate if perceived racism and internalized racism are predictors of ethnic identity development in Chicana/o and Latina/o college students. This study also aimed to identify factors that serve as predictors of internalized racism. Finally, this study sought to identify if differences exist between those who self identify as Chicana/o, Latina/o, Hispanic, hyphenated American, or by nationality in terms of ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency. Chicana/o and Latina/o undergraduates who were members of ethnic student organizations were asked to complete an online survey that asked about their ethnic identity, U.S. acculturation, English language competence, Spanish language competence, internalized racism, and perceived racism. A sample of 500 undergraduate students was obtained. Using multiple linear regression this study found: that internalized racism was negatively related to ethnic identity; that Spanish language competence, perceived racism, and English language competence were all positively related to ethnic identity; that U.S. cultural identity and perceived racism were both positively related to internalized racism; and that perceived racism in the media was negatively related to internalized racism. Using Multivariate Analysis of Variance a statistically significant difference in ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency was found between those who identify as Chicana/o, Latina/o, Hispanic, hyphenated American, and those who identify by nationality. The findings of this study point to the negative effects of perceived racism and internalized racism. Moreover, these results indicate the importance of culturally affirmative therapy and educational practices when working with Chicanas/os and Latinas/os. This study also highlights the heterogeneity of the Chicana/o and Latina/o community. Additional research is needed to further understand the heterogeneity of the Chicana/o and Latina/o community.