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

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    Furrow
    (2017) Neal, Laura; Collier, Michael; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Furrow is a testimony of leaving and returning, challenging the quotidian perception of country life primarily rooted in rural South Carolina. The speaker is a silent observer, a witness, and at times an unwilling participant who interrogates the connections and disconnections between family and the natural world.
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    Tributes To Fallen Journalists: The Evolution Of The Hero Myth In Journalistic Practice
    (2013) McCaffrey, Raymond; Chinoy, Ira; Journalism; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This dissertation explores a hero mythology in newspaper tributes to fallen journalists and examines whether these stories implicitly or explicitly encouraged risk-taking by reporters and discouraged them from acknowledging the psychological consequences of that behavior. This historical case study uses qualitative methods to analyze New York Times tributes to U.S. journalists who died from 1854 to 2012 and whose names appeared on the Journalists Memorial at the Newseum in Washington, D.C. This study finds that the Times wrote about 274 of the 362 fallen journalists and depicted one in four in heroic terms, with their stories invoking themes often found in classic hero myths. Eighty percent of these hero journalists were on foreign assignments that typically involved covering war. Virtually all of these hero journalists killed in the United States were targeted because of their journalistic work. These journalists were seen as answering a call and giving their lives in service to a greater cause often tied to normative journalistic values, such as pursuing the truth. The tributes for 27 percent of these journalists mentioned qualities associated with risk-taking, such as courage. One in ten of these journalists embodied a type of stoicism that involved them downplaying personal hardship. A central finding of this study suggests that this hero mythology emerged in the mid-1920s, immediately after the adoption of state and national journalism ethics codes and the opening of the first journalism schools in the United States. Consequently, this mythology served as vital part of American journalism's professional movement, melding tacit journalistic codes with the tales of heroic fallen journalists. These hero myths evolved, reaching their zenith during World War II, when the U.S. government assisted in this idolatry. This hero mythology then ebbed until resurfacing sporadically during the Vietnam War and Watergate era with antihero journalists whose work seemed to be in direct opposition to the authorities who once celebrated them. The post 9/11-era saw a resurgence of the hero myth despite the advent of research that questioned whether journalism's so-called macho code discouraged journalists from seeking treatment for occupational mental health risks such as Post Traumatic Stress Disorder.
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    Boosting the Mythic American West and U.S. Woman Suffrage: Pacific Northwest and Rocky Mountain Women's Public Discourse at the Turn of the Twentieth Century
    (2013) Lewis, Tiffany; Maddux, Kristy L; Communication; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This project examines how white women negotiated the mythic and gendered meanings of the American West between 1885 and 1935. Focusing on arguments made by women who were active in the public life of the Pacific Northwest and Rocky Mountain States, these analyses illustrate the ways the mythic West shaped the U.S. woman suffrage movement and how Western women simultaneously contributed to the meaning of the American West. Through four case studies, I examine the ways women drew on Western myths as they advocated for woman suffrage, participated in place-making the West, and navigated the gender ideals of their time. The first two case studies attend to the advocacy discourse of woman suffragists in the Pacific Northwest. Suffragist Abigail Scott Duniway of Oregon championed woman suffrage by appropriating the frontier myth to show that by surviving the mythic trek West, Western women had proven their status as frontier heroines and earned their right to vote. Mountaineer suffragists in Washington climbed Mount Rainier for woman suffrage in 1909. By taking a "Votes for Women" pennant to the mountain summit, they made a political pilgrimage that appropriated the frontier myth and the turn-of-the-century meanings of mountain climbing and the wilderness for woman suffrage. The last two case studies examine the place-making discourse of women who lived in Rocky Mountain states that had already adopted woman suffrage. Grace Raymond Hebard, a Wyoming historian and community leader, participated in the pioneer reminiscing practices of marking historic sites. Hebard's commemorations drew on the agrarian myth and Wyoming woman suffrage to domesticate Wyoming's "Wild West" image and place-make Wyoming as settled, civilized, and progressive. When Jeannette Rankin was elected as Montana's U.S. Representative in 1916, she introduced herself to the nation by enacting her femininity, boosting Montana's exceptionalism, and drawing on the frontier myth to explain Western woman suffrage. As I conclude with an analysis of Henry Mayer's "Awakening" cartoon, I illustrate the ways place-based arguments for woman suffrage and the boosting of Western woman suffrage worked together to construct the meaning of the West as a place of gender equality in the early twentieth century.
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    MYTH, IDENTITY AND CONFLICT: A COMPARATIVE ANALYSIS OF ROMANIAN AND SERBIAN TEXTBOOKS
    (2009) Dutceac Segesten, Anamaria Georgiana; Tismaneanu, Vladimir; Government and Politics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The study compares two cases of ethnically diverse societies sharing a substantial set of characteristics but where inter-group relations developed in two opposite directions. In Serbia the entire decade of the 1990s was witness to widespread violence, first in the wars of Yugoslav secession (1991-1996) and later in the conflict over the status of the Kosovo region (1998-1999). In Romania, despite one eruption of interethnic violence in March 1990, there have been no further clashes between Romanians and Hungarians, even if a latent suspicion continued to be verbally manifested between these two communities. By comparing these cases, the possibility opens to verify the impact of taught history on the representations of self and others and, from this premise, to examine its influence on the potential for peaceful or conflictual ethnic relations. The questions asked are: Is myth, as identified in secondary literature in other areas (literature, media, and political discourse) present in the history textbooks of Romania and Serbia? If myths are to be found in history schoolbooks, are there differences in the ways these myths define the in-group and the relationship with the Other between a country that experienced interethnic conflict and a country that did not? The working hypothesis based upon the existing literature is simple: in multiethnic societies, history textbooks reflect the elite's, especially state elite's, interpretation of the past and outline the acceptable/ desirable representations of the dominant ethnic group and of the diverse Others with whom this group interacts. If the history and the self image of the dominant group are presented in a manner that highlights the differences and the uneven distribution of power between the dominant and the minority ethnic group(s), the possibility of domestic tensions increases and, if other conditions are present, there is even a rise in violent civil war along ethnic lines. The study finds that myths are present in the post-communist history textbooks of Romania and Serbia, both in their visual content and in their text. Despite expectations to the contrary, however, the differences in the types of myth used in a conflict case (Serbia) and in a non-conflict case (Romania) are small, thus disputing the importance awarded to history education in preventing or alleviating conflicts.