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2005 - International Communication Association Pages: 45 pages || Words: 11069 words || 
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1. Gates, Denise. "Superior-Subordinate Dialogue Among African American, Caucasian American, and Latino/a American Subordinates: Benefits of Being Buddies with the Boss" Paper presented at the annual meeting of the International Communication Association, Sheraton New York, New York City, NY, Online <PDF>. 2019-12-08 <http://citation.allacademic.com/meta/p15216_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study presented one of the salient themes which emerged from the lived experiences of the women and men during their reflections, as subordinates, on their dialogue with their supervisors. The findings indicated that the subordinates in this study categorized their relationships with their supervisors as friendships, non-friendships/professionals, or family. Subordinates who reported being friends with their bosses, most often Caucasian Americans, seemed also to indicate having more rewarding superior-subordinate interactions. These relationships with their bosses opened other doors for them in there respective companies. Subordinates seeking or being afforded only non-friend/professional relationships with their bosses seemed to enjoy fewer professional favors or privileges than their counterparts. African American women, more so than other groups, tended to reveal having only professional relationships with their supervisors. Additionally, Latino/a American subordinates often had friendships with their bosses but many maintained that the likelihood or the quality of these friendships varied across races. The subordinates in this study who reported to family members were Caucasian American, and they appeared to have more genuine and personal dialogue with their supervisors than other groups.

2005 - American Sociological Association Pages: 20 pages || Words: 5354 words || 
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2. Ray, Rashawn. "To Be A Man: An Investigation of Masculinity Ideology and Men's Family Roles Among and Within African-American, Anglo-American, and Mexican-American Families" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2019-12-08 <http://citation.allacademic.com/meta/p20261_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examines African-American, Anglo-American, and Mexican-American attitudes toward masculinity ideology and the role of men in the family. Much research focuses on the impact various aspects of the family have on mental health outcomes and gender attitude differences amongst men and women, but little research investigates how the roles men are perceived to fulfill differ among and within racial/ethnic groups by assessing each racial/ethnic group for its specific culture and history. Comparatively, little research has been conducted on the gender role attitudes of minorities and economically disadvantaged individuals. There is not much literature on African-American men in the family and even less on Hispanic men, more specifically Mexican-American men. This study aims to fill these gaps in the literature by investigating attitudinal differences that vary across African-American, Anglo-American, and Mexican-American families in terms of attitudes towards three specific areas of masculinity: self-reliance, restrictive emotionality, and achievement status using quantitative and qualitative data from The Intersections of Family, Work, and Health Study (2004). This focus on masculinity ideology and the expected roles of men in the family will provide a broader context for understanding how to better assess attitudes towards masculinity ideology for racial/ethnic groups.

2013 - American Studies Association Annual Meeting Words: 345 words || 
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3. Jardno, Taylor. "Leaders of a Pan-American Century: American-Sponsored Education and Pan Americanism in Mexico, 1920-1970" Paper presented at the annual meeting of the American Studies Association Annual Meeting, Hilton Washington, Washington, DC, <Not Available>. 2019-12-08 <http://citation.allacademic.com/meta/p656565_index.html>
Publication Type: Internal Paper
Abstract: By the mid-1950s, policymakers and scholars of U.S. international relations had begun to take seriously what was dubbed as the "fourth dimension" of foreign policy: educational and cultural diplomacy. In Latin America, post-war investments in modernization programs overseen by multiple U.S. government agencies understood that the key to creating "good neighbors" laid in educating the hemisphere's children away from "anti-American" ideologies using pedagogies that stressed the "progressive" and secular ideals of individualism and the free market. Crucial to this project were American-sponsored schools, K-12 institutions that had long constituted diplomatic microcosms where the sons and daughters of captains of industry, diplomats, and wealthy expatriate and local families were groomed to be successful Pan American citizens. Though closely tied to U.S. embassies and financially supported and regulated by the Department of State, these schools also answered to national ministries of education, which at times offered competing pedagogies for cultivating the minds of its citizens and the non-citizen children living within its boundaries.

Drawing on case studies from a prominent and long-enduring school system in Mexico, this paper examines the creation and standardization of American-sponsored education in Latin America, a region that led the world count of these schools. In this paper, I interrogate a variety of sources including U.S. and Mexican government records, as well as materials created by bilingual American-sponsored school students, to analyze how these students interpreted their own ideas of ethnicity and race, concepts complicated at the national and international levels by regimes of “indebted knowledges.” This paper also offers a corrective lens to the popular conflation of American-sponsored education abroad with the "military brat," a phenomenon that did not occur until the US Department of Defense created an independent school system at the end of World War II. By shifting the focus of histories of childhood and education away from the uplift of the urban poor, this paper seeks to locate the role of elite children as objects of and participants in contests of cultural diplomacy and national educational policies from the interwar period to the dawn of the Cold War.

2011 - 96th Annual Convention Words: 324 words || 
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4. Jordan, Joseph. "African American - Native American Civil War Representations in American Film" Paper presented at the annual meeting of the 96th Annual Convention, TBA, Richmond, VA, <Not Available>. 2019-12-08 <http://citation.allacademic.com/meta/p522151_index.html>
Publication Type: Invited Paper
Abstract: This essay examines the cultural politics of race and history as depicted through African Americans and Native Americans in filmic narratives of the Civil War. I begin from a basic assertion that filmic narratives, particularly those that are based on or purport to accurately depict historical moments or events, are indelibly marked by the socio-political conflicts (contestations of meaning and interpretation) of the era in which they were made.

My analytical approach entails: (1) examining the historical accuracy of films from different eras that focus on the Civil War and its immediate aftermath; (2) exploring how these films conceptualize African American and Native American group consciousness and agency as they grapple with the conditions imposed by the Civil War; and (3) documenting the manner in which these films create authoritative texts that approximate contextualized historical truths. Films analyzed in this essay include: Thomas Ince's The Invaders (1912); Alf Kjellin's The McMasters (1970); Sidney Poitier's Buck and the Preacher (1972); Clint Eastwood's Unforgiven (1992); and the History Channel's production of the documentary Indian Warriors: The Untold Story of the Civil War (2007).

My reading of the films draws on the work of Quintard Taylor, Jack Forbes, Walter Benjamin and Arica Coleman, and on primary text material on the Civil War in Indian country and in the American south. In working through this reading I follow Benjamin's query, which asks "... whether films can overcome the gap between fantasy and reality." I argue it should not be necessary for filmic narratives to accomplish this task, but acknowledge, as Benjamin did, that films can be "... associated with a new form of experience that enters one’s consciousness despite one’s will". I conclude the filmic narratives explored in this essay can be useful 'texts', that are capable of providing greater insight into the cultural politics of history in a specific era. However, they are less useful as 'historical texts', even when a documentary format is employed to tell the story.

2010 - Northeastern Political Science Association Words: 28 words || 
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5. Devaney, Joseph. "“American Conventionalism: How the Bill of Rights and American Constitutionalism Reveal the Unexceptional and Traditional Nature of the American Founding."" Paper presented at the annual meeting of the Northeastern Political Science Association, Omni Parker House, Boston, MA, <Not Available>. 2019-12-08 <http://citation.allacademic.com/meta/p439406_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The author of this paper, Dr. Joseph Devaney, has submitted his proposal and abstract separately; however, he intends to serve on this panel as a presenter and discussant.

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