• Black, Young, and Endangered

      McFarland, Ciarra (2021-01-29)
      Black men and boys deserve equivalent theoretical and political race and gender liberation frameworks from daily physical and emotional violence as that of women. Feminist theory should more critically consider black men and their struggles. The cases of Emmett Till and George Stinney, Jr. exemplify how Black boys' bodies have been a target of violence in the U.S. This endangerment of black boys continues, exemplified by the shooting of Tamir Rice, wrongful punishment of the Groveland Four, and forced confessions of the Central Park Five.
    • Lay Down Your Cross

      Cooper, Celeste; The College at Brockport (2014-08-20)
      If the strong Black woman is to ever gain visibility, then we need to be strong enough to allow ourselves the opportunity to rest. The implications that we are insurmountable beings have meant that Black women are routinely denied considerations by society. A host of Black feminist thinkers have indicated the unique spaces of oppression which the Black woman has occupied and continues to struggle within because of this institutional neglect. Black women have been the bridge which, not only supports the change that we wish to see, but also maintains the disparaging stereotypes which obstructs our efforts towards self-definition. The frustrations weigh heavily upon Black women, as they are forced to surrender need and charity in order to protect the utility of our families and communities. It is my belief that Black women need to lay down this burden of being everything to everyone, if we have any hope of experiencing the kind of freedom which have been liberally extended to others. Cast-off the shame that has silenced the strong Black woman; there is power to be gained when we stop allowing others to determine our worth.
    • Main Street, Marion, and Miscegenation: The Warren Harding Race Rumor and the Social Construction of Race and Marriage

      Parker, Alison; O'Brien, Kenneth; Lang, Stephen K.; The College at Brockport (2013-10-01)
      In the final weeks of the 1920 presidential election campaign, an eccentric college professor from Ohio, William Estabrook Chancellor, distributed a series of leaflets across the Midwest that claimed the Republican candidate and future president, Warren G. Harding, was racially “impure.” Much has been written about Chancellor, his racist theories, which were based on the “scientific racism” of the time, and his relationship to the Democratic Party. What has not been examined, however, is how his allegations about Harding were connected broadly to the social construction of whiteness in America in the twentieth century. In this context, the Harding race rumor is not at all a marginal moment in the history of the twenty-ninth president. Rather, it helps to show that Warren Harding's experience with the race dichotomy of the early twentieth century had much in common with that of other persons accused of mixed-race status at the time. Harding's extended family members were put under severe risk of being discredited and disenfranchised in a nation where it only took a hint of white racial “impurity” to deprive a person of the privileges of whiteness. As such, there is ample reason to reconsider the ways we remember Warren Harding's life and presidency
    • Men of Steel & Sentinels of Liberty: Superman and Captain America as Civilians and Soldiers in World War II

      Daly, John P.; Morris, William; Carter Soles; Deverell, Richard D.; The College at Brockport (2013-12-07)
      This thesis examines Superman and Captain America comics during World War II, arguing that they portray the civilians’ and soldiers’ experiences of the war, respectively. The thesis begins by examining the creators’ backgrounds and how they influenced later portrayals of the war before proceeding to explore the wartime comics. During the war, DC used Superman as escapist fare to distract from the war while Timely Comics used Captain America to explore the issues of the war, such as portrayals of the Nazis and Japanese. The third and fourth chapters focus on these two issues: portrayals of Nazis and the Japanese. Both comics carefully distinguished between Germans and Nazis, avoiding racial stereotyping of Caucasians. The Japanese, however, were the most prevalent in a series of bluntly racist portrayals of non-whites in the comics. Superman and Captain America comics reinforced white supremacy and cast the war in racial terms. The two characters and their respective publishers used the relatively new medium of comic books to engage World War II in distinctly different ways, allowing the comics to portray the civilians’ and soldiers’ respective experiences.
    • Pink Transgressions

      Nicholson, Lucienne; The College at Brockport (2014-08-20)
      This paper addresses what I term “Pink Transgressions.” I coin the phrase Pink Transgression to mean any oppression of one woman over another. For this research, the area of pink transgressions is focused on domestics, examining the impacts of race, class, gender, and transnationalism using a Black feminist perspective. Using feminist theory, I construct the web that connects me to my mother and both of us to Diouana, the domestic in the film, La Noire (Black Girl) by Ousmane Sembene (1966). The movie serves as an extraction of my life in the space of an “imagined-maid.” That “imagined-maid” status brought me to this close feminist study of the people whose lenses persistently visualize a maid in me.
    • Racism and Education

      Corey, Mary E.; Hunt, Alicia M.; The College at Brockport (2014-08-04)
      This research focuses primarily on the effects of imperialism on the spread of racism. By evaluating specific historical relations, such as the British Empire and the Xhosa of Southern Africa, race relations are examined and their effect on American students of Social Studies clarified. Students are not always adequately instructed on the role of race in many historical events, and too often the role of minorities is minimized or even deleted from teaching materials. By understanding the legacy of imperialism, teachers may use carefully selected texts within their classrooms to help alleviate the disproportion of history taught in schools and elevate their awareness of race issues today, as well as creating a diverse curriculum for all students.
    • Should College Athletes Receive Compensation?

      Perreault, Melanie; Sow, Abdoulaye (2019-08-18)
      The purpose of this synthesis is to examine the ethical considerations of providing compensation for collegiate athletes. There are several peer-reviewed articles that examine all aspects of this argument. This argument is not clear-cut with a definitive answer, but a deep look into what society deems ethical in comparison to the current system of the NCAA can be very useful for the future success of the organization. Some of the areas I will examine include: how much money is being generated by college athletics; what role does amateurism play in this debate; and what role race plays in this debate. Reviewing the literature will provide information and conclusions that will better allow examination of the ethical considerations of providing compensation for athletes.
    • Wild West in Upstate New York: Native American Culture, Performances, and Public Debates about Indian Affairs, 1880s-1930s

      Davila, Carl; Spiller, James; Moyer, Paul; Indovina, Alexander (2019-08-10)
      From the 1880s to the 1930s, Americans flocked to public performances by Native Americans. As this thesis examines, these events –Wild West shows, dances, living museum exhibits, mock battles with torturing, and so on—were just as popular in upstate New York as around the nation. Focusing on the Rochester area, managers variously portrayed Native Americans as savage, vanishing, or noble, depending on the prevailing ideologies of the day. Many Natives were divided on participating in these events, although some joined for economic reasons or as chances to modify their traditional cultures outside the pressures of assimilationists in their communities to abandon them. Most New York policymakers, meanwhile, continually pressed for jurisdictional control over the Haudenosaunee and their assimilation as shows gained in popularity. The attention gathered by such performances, however, increased discussions among Natives and whites of the supposed virtues of Native cultures. More people sought to learn about, support, or imitate Native cultures and correct stereotypes of Native identity evident in the shows. Although numerous tropes remained, many Natives and whites used public performances by Natives as a medium to discuss Indian affairs as a whole, which ultimately aided in fostering the public sentiment necessary to transition Indian policies away from assimilation towards more culturally sensitive, yet still problematic, ones, such as the Indian Reorganization Act (1934).
    • You CAN Handle the Truth: How to Create a Caring Classroom Culture in which to Address Uncomfortable Topics

      Giblin, Thomas R.; Andalora, Delia (2019-12-13)
      High school teachers have the job of equipping students with a set of skills and knowledge that will help them be successful, functioning members of society in this complex world. Unfortunately, public schools across the country are failing to adequately prepare young adults for the adversity that each of us must inevitably face in our lives. By avoiding topics such as race, sexuality, sexism, immigration, and other topics because they are uncomfortable, teachers are lying to their students about the world which can lead to a pervasive and damaging ignorance. Creating a caring classroom in which teachers and students respect themselves, each other, and other cultures opens the door to addressing these sensitive subjects. This paper outlines methods and techniques for creating a caring classroom in order to teach about touchy topics.