Social and Behavioral Sciences Commons^™

Latino Race Cards: Negative Racial Appeals In Contemporary Campaigns And The Bounds Of Racial Priming Theory, Rebecca Lisi

Doctoral Dissertations

The Implicit Explicit (IE) model of racial priming (Mendelberg 2001) continues to be the dominant theoretical model for understanding the impact of negative racial campaign appeals on white voter mobilization despite significant demographic change in the United States. The theoretical underpinnings of the IE model rest upon a norm of racial equality which emerged in the wake of the Civil Rights Movement. Given the specific racial and historical context in which this racial norm developed it is unclear whether the IE model can account for the impact of non-Black racial appeals on white voter mobilization. I apply the concept of …

Impact Of Moral Injury For Ethnic/Racial Minority Male Veterans, Kristopher Kern

Doctoral Dissertations

Trends in demographics of post-9/11 veterans (deployments to the Middle East after 2001) describe this group as having higher survival rates, increased service-connected disabilities, and more racially diverse (NCVAS, 2018; Schnurr et al., 2009; Tanelian & Jaycox, 2008). Additionally, their deployment experiences include combat-related experiences that contradict personal moral beliefs, later named “moral injury” (MI) (Litz et al., 2009). Currier, Holland, and Mallot (2015) describe MI as intense emotions of shame, guilt, and anger alongside maladaptive behaviors emerging after “witnessing and/or participating in warzone events that challenge one’s basic sense of humanity” (p. 231).

The research on MI continues to …

Family Dimensions Of Unequal College Experiences: Students’ Talk Of Self And College In Relation To Family Resources And Relationships, Michael Carl Ide

Doctoral Dissertations

The “college experience” is normatively presented as enacting independence, often while financially relying on parents. This view normalizes white, middle-class models of college and family. The three interrelated papers comprising this dissertation investigate race, class, and gender differences and inequalities at college through the lens of students’ talk of family. These inductive, qualitative studies draw on semi-structured intensive interviews with undergraduates to explore divergent ways they make sense of college, family, and their self-development. Analyses highlight the multifaceted, and sometimes contradictory meanings participants attach to themes commonly presented as simple and objective (i.e. “paying for college,” “independence,” and “adulthood”). Findings …