Más Que Saltos: Patinar Me Hace Feliz/More Than Jumps: Skating Makes Me Happy,
2026
Providence College
Más Que Saltos: Patinar Me Hace Feliz/More Than Jumps: Skating Makes Me Happy, Amelia Costa
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Skater changes her goals, works hard, and finds new joy.
Por Siempre En Mi Corazón/Forever In My Heart,
2026
Providence College
Por Siempre En Mi Corazón/Forever In My Heart, Valeria Barrón
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
A young woman honors her late friend with love and tradition.
Los Abuelos Viven Para Siempre/Grandparents Live Forever,
2026
Providence College
Los Abuelos Viven Para Siempre/Grandparents Live Forever, Mariana Padilla
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
A young woman misses her grandpa, remembers his love, and applies his lessons every single day.
Una Historia Sobre Cultura, Familia Y Sueños/A Story About Culture, Family, And Dreams,
2026
Providence College
Una Historia Sobre Cultura, Familia Y Sueños/A Story About Culture, Family, And Dreams, Roseline Tavarez Cepeda
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Young immigrant celebrates culture, overcomes fear, and shares her story.
La Pequeña Defensora/The Little Advocate,
2026
Providence College
La Pequeña Defensora/The Little Advocate, Krystal Cuello Samper
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Krystal faces challenges, uses bilingualism to help others and grow.
Mi Loca Mundaza A Connecticut/My Crazy Move To Connecticut,
2026
Providence College
Mi Loca Mundaza A Connecticut/My Crazy Move To Connecticut, Luciana Ybarra
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Moving from Hawaii to Connecticut taught values, adaptation, and cultural respect.
Cuando No Entendía El Por Qué/When I Didn't Understand Why,
2026
Providence College
Cuando No Entendía El Por Qué/When I Didn't Understand Why, Nancy Nuñez
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Nancy moved to a new country, learned English with effort, and discovered how valuable education is.
Camino Al Corazón/A Choice From The Heart,
2026
Providence College
Camino Al Corazón/A Choice From The Heart, Daniela Montoya
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Daniela felt unsure about her future, but chose to care for others and found her calling.
Carta Para Mi Tierra/Letter To My Country,
2026
Providence College
Carta Para Mi Tierra/Letter To My Country, Britnnie Minaya
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Britnnie misses her country, values her culture and her memories.
Barreras Rotas/Broken Barriers,
2026
Providence College
Barreras Rotas/Broken Barriers, Rachel Barrón
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
María faces change, grows through challenges, and honors her parents’ sacrifices.
Aprendí A Querer Mi Nombre/I Learned To Love My Name,
2026
Providence College
Aprendí A Querer Mi Nombre/I Learned To Love My Name, Cici Martinez Osorio
Our Heritage: Short Stories of Bilingual Youth in the Northeastern United States
Citlally learns to love her name and value her culture.
A Poetic Call For And A Reflection And Commentary On Clarity, Understanding, Hope, Courage, And Compassion,
2026
UMass Boston
A Poetic Call For And A Reflection And Commentary On Clarity, Understanding, Hope, Courage, And Compassion, Carroy U. Ferguson
Psychology Faculty Publication Series
Finding a published poem I had written as a teenager, titled “The Heavens Weep.” this article uses that poem as the basis for a commentary that reflects on the state of the world today (2026), As a commentary, the article uses the poetic and metaphoric words in the poem as a relevant "reality check" for what is still going on today. In essence, the commentary is about a call for Clarity, Understanding, Hope, Courage, and Compassion, or what I call Archetypal Energies, Higher Vibrational Energies that operate deep within our individual and collective psyches to creatively urge us to "see" …
Land And Language At St. Joseph’S Indian Industrial School And Beyond,
2026
Northern Michigan University
Land And Language At St. Joseph’S Indian Industrial School And Beyond, Ciera R. Tucker
All NMU Master's Theses
This thesis analyzes the impacts of the Indian boarding school era on Menominee people through using St. Joseph’s Indian Industrial School in Keshena, Wisconsin, as a focal point of study. Through analyzing the social and political contexts of the school, oral texts from St. Joseph’s survivors, and contemporary popular culture texts, this thesis examines the intergenerational impacts of the boarding school era on Menominee people and Indigenous people in general. I employ Indigenous methodologies from Leanne Betasamosake Simpson (Anishinaabe), Kathleen Absolon (Anishinaabe), and Shawn Wilson (Cree) to ground my approach to research and engagement with survivor testimonies. Further, I draw …
From Margins To Center: Los Deslenguados In The Borderlands,
2026
California State University - San Bernardino
From Margins To Center: Los Deslenguados In The Borderlands, Brissa S. Porras Villalobos
Electronic Theses, Projects, and Dissertations
Borderland literature is a subgenre that often includes narratives of migration, tribulations, identity development, and resilience. It foregrounds the collaboration of vulnerability, isolation, connection, and power, showing that hybridity is a source of cultural energy. Acknowledging the borderland and its culture is crucial because it challenges stereotypes, validates marginalized voices, and celebrates heritage in all its complexity. By centering these experiences, borderland literature affirms the potential of living between cultures, prioritizing the recognition of the in-between, valuing and celebrating the space where identities are continually reshaped, histories are reclaimed, and resilience is nurtured rather than neglected. Using Gloria Anzaldúa's theory …
The Female Gothic And Marianne Dashwood: The Gothic Heroine Of Sense And Sensibility,
2026
Chapman University
The Female Gothic And Marianne Dashwood: The Gothic Heroine Of Sense And Sensibility, Samantha Cottle
English (MA) Theses
In the late eighteenth-century, the rise of the English Gothic novel propelled an extension referred to as the Female Gothic. Through the complexity of the English Gothic genre, writers—particularly women writers—explore the intersectionality of gender, class, natural horrors, and race, creating a space where the heroines of these Gothic novels exist beyond the confinement of the domestic sphere. The Female Gothic was a way for these women writers to acknowledge the natural horrors that plagued the experiences of being a woman—it addressed the oppression of a patriarchal society in which the subversion of the female body was perceived as an …
Alfred Russel Wallace Notes 42: How Accurate Are The Transcriptions Presented At The Alfred Russel Wallace Page Website?,
2026
Western Kentucky University
Alfred Russel Wallace Notes 42: How Accurate Are The Transcriptions Presented At The Alfred Russel Wallace Page Website?, Charles H. Smith
Faculty/Staff Personal Papers
A look is taken at the level of accuracy displayed by the transcriptions of Wallace writings offered at the Alfred Russel Wallace Page website, as determined by a ChatGPT analysis.
Neurodivergent Peer Tutoring And Anti-Ableism: Two High Schoolers’ Lived Experiences While Working In A Neurodiversity-Based Writing Center,
2026
New Vistas School
Neurodivergent Peer Tutoring And Anti-Ableism: Two High Schoolers’ Lived Experiences While Working In A Neurodiversity-Based Writing Center, Daniel S. Harrison
The Writing Center Journal
Neurodivergence is naturally present in the writing center and most often recognized by labels like ADHD, autism, OCD, dyslexia, and so on. However, neurodivergent voices in writing center scholarship have been few and far between in postsecondary institutions (Babcock, 2017; Batt, 2018; Kleinfeld, 2023), and in the secondary writing center even less so. Therefore, the purpose of this multiple case study was to explore the personal, relational, and formative aspects of the lived experiences of two neurodivergent students through a critical disability theory lens as they provided writing consultations to their neurodivergent peers in a Mid-Atlantic, independent special education school. …
The Self-Identified Strategies Of Asynchronous Writing Tutors,
2026
Tarrant County College District
The Self-Identified Strategies Of Asynchronous Writing Tutors, Eric C. Camarillo
The Writing Center Journal
This study explores the self-identified strategies of asynchronous writing tutors, focusing on how they provide feedback in an online environment. The research addresses the underexplored area of asynchronous writing tutoring, which is often marginalized due to its perceived lack of interpersonal interaction. Through semi-structured interviews and screen recordings of seven writing tutors from three different institutions, the study identifies key strategies employed by tutors. These strategies include managing workloads, relying on intuition, building rapport with students, and seeking support from other tutors. The findings highlight the complexity and labor-intensive nature of asynchronous tutoring, emphasizing the need for thoughtful evaluation and …
Editors' Note,
2026
Oakland University
Editors' Note, Sherry Wynn Perdue, Isaac K. Wang, Georganne Nordstrom
The Writing Center Journal
Editors' note for Writing Center Journal 44.1 (2026).
“We Are Writers At The End Of The Day”: Institutional Support, Accountability, And Community In Writing Groups For Faculty Of Color,
2026
University of Massachusetts Boston
“We Are Writers At The End Of The Day”: Institutional Support, Accountability, And Community In Writing Groups For Faculty Of Color, María P. Carvajal Regidor
The Writing Center Journal
This article provides insight into how an accountability writing group for faculty of color supports faculty writers. It argues that targeted programming for faculty of color can serve as a modest anti-racist intervention into the white supremacist structures that often harm BIPOC faculty and their success in academia. Examining interview, survey, and registration data from a writing group for faculty of color, the article shows how the writing group functions as a counterspace, enabling participants not only to spend more time on their writing but to bring their full selves into an academic space and to form community. The article …
