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Colorado State University
1.
Reinig, Lydia L.
Coming to terms with staying, going, and returning: a rural community ethnography.
Degree: MA, Communication Studies, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67899 
► This thesis studies how people in a rural small town within the larger United States come to understand and talk about the dynamic processes of…
(more)
▼ This thesis studies how people in a rural small town within the larger United States come to understand and talk about the dynamic processes of young people "staying" in, "going" from, and "returning" to their hometown. The exigency for this thesis is twofold. First, people from small towns must at some point face the question of whether to remain in or to leave their hometown. For the younger generation this question is typically answered during the transition into adulthood (i.e., high school graduation and one's 18th birthday), but often will be addressed many more times in their lifetime. While "staying," "going," and "returning" may be understood as a normative process, these actions have profound and distinct impacts on the future of the U.S. American rural small town. Second, the small town in middle America provides a unique and academically underappreciated location for inquiry. Understanding how both young people and other members of a community make sense of "staying" and "going" provides insights into rural community life. Grounded in the Ethnography of Communication this study takes up three broad research questions for analysis: RQ 1: How do people in a rural community make sense of young people's (i.e., 18-30 years of age) practices of staying, leaving, and returning to their hometown? RQ 2: What are the localized taxonomy of terms (Hymes, 1974) used by participants to describe the phenomenon of "staying," "going," and "returning?" RQ 3: What do participant discourses reveal about "coming to terms with cultures" (Philipsen, 2008) – the negotiation of two or more cultural codes in one's life? Using ethnographic interview procedures, supplemented by participant observation of the community, the narratives of 11 interlocutors – six young people and five older community members – are engaged in responses to research questions. Young people narrate the pinnacle moment of high school graduation as a catalyst opportunity to leave the community. Throughout interviews both young people and community members describe the importance of young people coming back to visit during the years that they are away at college and beyond. Moreover, not all young people intend to leave the community and never return. Those who do return, both to visit and to live, are situated as forever members of the community by older generations who take vested interests in the lives of young people. Three unique, interconnected taxonomies develop in participants' narratives regarding considerations: "you come back," "it's (like) family," and "everybody knows everybody." Interlocutors' negotiations of "everybody knows everybody" in contrast to "everybody knows your business" reveal tensions between autonomy and collectivity as interlocutors personally and communally engage in "coming to terms with 'staying,' 'going,' and 'returning.'" Ultimately, collective orientations towards family are privileged in motivating "staying" and "returning" practices. An underlying tension arose in narratives; how can the cultural code…
Advisors/Committee Members: Aoki, Eric (advisor), Griffin, Cindy L. (committee member), Carolan, Michael S. (committee member).
Subjects/Keywords: ethnography; code of recognition; coming to terms with cultures; rural community study; rural youth migration; U.S. American speech community
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APA (6th Edition):
Reinig, L. L. (2012). Coming to terms with staying, going, and returning: a rural community ethnography. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/67899
Chicago Manual of Style (16th Edition):
Reinig, Lydia L. “Coming to terms with staying, going, and returning: a rural community ethnography.” 2012. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/67899.
MLA Handbook (7th Edition):
Reinig, Lydia L. “Coming to terms with staying, going, and returning: a rural community ethnography.” 2012. Web. 17 Apr 2021.
Vancouver:
Reinig LL. Coming to terms with staying, going, and returning: a rural community ethnography. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/67899.
Council of Science Editors:
Reinig LL. Coming to terms with staying, going, and returning: a rural community ethnography. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67899
Colorado State University
2.
Grossman, Jeremy Robert.
Keeping the lights on: post-apocalyptic narrative, social critique, and the cultural politics of emotion.
Degree: MA, Communication Studies, 2011, Colorado State University
URL: http://hdl.handle.net/10217/47311
► This thesis considers the ideological representations housed in post-apocalyptic narratives. These narratives, which are stories that take place after The End of the world, are…
(more)
▼ This thesis considers the ideological representations housed in post-apocalyptic narratives. These narratives, which are stories that take place after The End of the world, are examined in-depth as a way to begin theorizing about what kinds of cultural artifacts pass from contemporary times through the apocalyptic event, and what their ideological transmogrification or stability suggests about which discourses are legitimated in the culture from which these texts emerge. I label these leftovers "post-apocalyptic remains," and argue that their cruciality to the existence and operation of post-apocalyptic narrative invites us to consider how they constitute and articulate discursive statements, in the Foucauldian sense of the word. I identify three categories of post-apocalyptic remains: material items, cultural knowledge, and rituals. Material items are physical, tangible goods that audiences will recognize as having come from contemporary times. Cultural knowledge is a broader, more fluid category that encompasses overt ideological beliefs, language, morality, and other identifiable aspects of thought or belief. Ritual post-apocalyptic remains reference modes of action, often drawn from the everyday, such as before-meal rituals, capitalist consumption rituals, and the ritualistic control of delinquent bodies. I use a poststructuralist lens, drawing from Foucault and Grossberg to explicate how post-apocalyptic narrative articulates and legitimates discursive formations of thought. Additionally, I rely on Derrida and Jameson, who argue that stories about the future and about the apocalypse are strictly textual, and reflect current sociopolitical conditions rather than attempting to prophetically envision the future. I identify social critique and the circulation of emotion, drawing from Ahmed, as two relatively stable points of entry in theorizing post-apocalyptic remains in their culturally situated context. Social critique can often help explain which of the various sociopolitical conditions these stories are emerging out of. Emotion, when conceived of as culturally political, brings discussion of the audience into the analysis and explores more ideological themes. I use three contemporary texts as case studies to explore my arguments: The 2008 film WALL•E, the 2006 novel The Road and its 2009 film adaptation, and the 2006 novel The Book of Dave. Each of these texts represents a different attitude towards both emotion and social critique, and each of them is widely consumed by millions. Also, each text is unique in its use of post-apocalyptic remains, which is useful for rounding out the discussion of their roles in post-apocalyptic narratives. Overall, I argue that post-apocalyptic remains, as a crucial constituent of post-apocalyptic narrative, articulate the social critique and emotion in ways that allude to the purely textual nature of the apocalypse in order to situate stories about after The End within discursively-bound context.
Advisors/Committee Members: Griffin, Cindy L. (advisor), Diffrient, David Scott, 1972- (committee member), Langstraat, Lisa (committee member).
Subjects/Keywords: emotion; science fiction; poststructuralism; post-apocalypse
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APA (6th Edition):
Grossman, J. R. (2011). Keeping the lights on: post-apocalyptic narrative, social critique, and the cultural politics of emotion. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/47311
Chicago Manual of Style (16th Edition):
Grossman, Jeremy Robert. “Keeping the lights on: post-apocalyptic narrative, social critique, and the cultural politics of emotion.” 2011. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/47311.
MLA Handbook (7th Edition):
Grossman, Jeremy Robert. “Keeping the lights on: post-apocalyptic narrative, social critique, and the cultural politics of emotion.” 2011. Web. 17 Apr 2021.
Vancouver:
Grossman JR. Keeping the lights on: post-apocalyptic narrative, social critique, and the cultural politics of emotion. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/47311.
Council of Science Editors:
Grossman JR. Keeping the lights on: post-apocalyptic narrative, social critique, and the cultural politics of emotion. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/47311
Colorado State University
3.
Zwier, Abigail J.
Just another teen movie: analyzing portrayals of teenage romantic relationships across a decade of top-grossing teen films.
Degree: MA, Communication Studies, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67909
► America's teenagers exhibit dating attitudes and behaviors that have been labeled both risky and harmful. This critical film study examines the implicit and explicit messages…
(more)
▼ America's teenagers exhibit dating attitudes and behaviors that have been labeled both risky and harmful. This critical film study examines the implicit and explicit messages present in teenage films' portrayal of teenage romantic relationships so as to better understand the possible influences of the messages present in these films as teens seek them out for information and advice about romantic relationships in high school. I uncover the themes running throughout the top grossing U.S. box office feature films for each year over the course of a decade (2000-2010) that depict teenage romantic relationships in high school settings. The study is a critical film analysis in which focuses on answering two main questions: (1) what is being communicated about teenage romantic relationships in these films? and (2) how are those messages being communicated? To answer the questions I look at the dating scripts that each of the main teenage romantic relationships follow and find that two main narrative structure undergird all of the films: narratives of pursuit and rescue. Then, I consider the agency that each of the characters in the main romantic relationship exhibit, finding that male characters are featured with active agency and female characters with very little agency. Finally, I look at the hidden ideologies present within the films and uncover a patriarchal agenda, which follows the same, unoriginal scripts present in a lot of romance films. Ultimately, I conclude that these films give the allusion of progressive agendas but underneath the mask are simply the same traditional plots we have been seeing in films for decades.
Advisors/Committee Members: Griffin, Cindy L. (advisor), Lupo, Jonathan (committee member), Coke, Pamela (committee member).
Subjects/Keywords: teen; communication; film; gender; relationships; romance
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APA (6th Edition):
Zwier, A. J. (2012). Just another teen movie: analyzing portrayals of teenage romantic relationships across a decade of top-grossing teen films. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/67909
Chicago Manual of Style (16th Edition):
Zwier, Abigail J. “Just another teen movie: analyzing portrayals of teenage romantic relationships across a decade of top-grossing teen films.” 2012. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/67909.
MLA Handbook (7th Edition):
Zwier, Abigail J. “Just another teen movie: analyzing portrayals of teenage romantic relationships across a decade of top-grossing teen films.” 2012. Web. 17 Apr 2021.
Vancouver:
Zwier AJ. Just another teen movie: analyzing portrayals of teenage romantic relationships across a decade of top-grossing teen films. [Internet] [Masters thesis]. Colorado State University; 2012. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/67909.
Council of Science Editors:
Zwier AJ. Just another teen movie: analyzing portrayals of teenage romantic relationships across a decade of top-grossing teen films. [Masters Thesis]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67909
Colorado State University
4.
Blickenstaff, Ashley Ellen.
I'm fairly credible, don't you think? A study of the effects of gendered language on source credibility and persuasion.
Degree: MS(M.S.), Journalism and Technical Communication, 2011, Colorado State University
URL: http://hdl.handle.net/10217/46279
► As the Internet introduces new ways of communicating, these fast and reliable forms of computer-mediated communication (CMC) have saturated offices, homes, airports and any other…
(more)
▼ As the Internet introduces new ways of communicating, these fast and reliable forms of computer-mediated communication (CMC) have saturated offices, homes, airports and any other location with wireless Internet. Communicating in an instant, with one or with many, has become a staple in today's world. However, the technology once deemed "the great equalizer" has now raised concerns about inequalities and how these differences are manifested and perceived in a world where few cues are portrayed. Concerns about gender discriminations give rise to the question, What is the relationship between perceived gender and online perceptions? An online survey with 25 participants provides insight into gender cues and perceptions in one of the worlds most-used resource for communication: email. The results from this survey suggest that users form perceptions of a message's source and the message's persuasiveness through the linguistic cues given, even though cues are reduced in CMC. Participants read two stimuli messages created to simulate a common email message. Messages were attributed to a female writer, but were written using either masculine or feminine language. Analysis of source credibility and message persuasiveness scales suggest that the use of feminine language creates more positive perceptions of the source and more persuasive messages written using masculine language. Analysis of psychological gender suggests that users who are high in masculine characteristics but low in feminine characteristics are more likely to view all sources as having low credibility, but all messages as being highly persuasive. As CMC continues to grow in uses and popularity, businesses, employers, and every-day users are creating perceptions of themselves through the limited cues they are able to provide given the medium. However, users do base perceptions of the source and message from these cues. For women using CMC as a daily function, understanding how these cues are perceived can help them succeed in a gender-biased world.
Advisors/Committee Members: Martey, Rosa Mikeal (advisor), Plaisance, Patrick Lee (committee member), Griffin, Cindy L. (committee member).
Subjects/Keywords: credibility; electronic mail; gender; language; mass media; persuasion
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APA (6th Edition):
Blickenstaff, A. E. (2011). I'm fairly credible, don't you think? A study of the effects of gendered language on source credibility and persuasion. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/46279
Chicago Manual of Style (16th Edition):
Blickenstaff, Ashley Ellen. “I'm fairly credible, don't you think? A study of the effects of gendered language on source credibility and persuasion.” 2011. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/46279.
MLA Handbook (7th Edition):
Blickenstaff, Ashley Ellen. “I'm fairly credible, don't you think? A study of the effects of gendered language on source credibility and persuasion.” 2011. Web. 17 Apr 2021.
Vancouver:
Blickenstaff AE. I'm fairly credible, don't you think? A study of the effects of gendered language on source credibility and persuasion. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/46279.
Council of Science Editors:
Blickenstaff AE. I'm fairly credible, don't you think? A study of the effects of gendered language on source credibility and persuasion. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/46279
5.
Varela, Elisa M.
Materiality and discourse: toward a relational understanding of marginalizing onto-epistemologies in the ivory tower.
Degree: MA, Communication Studies, 2016, Colorado State University
URL: http://hdl.handle.net/10217/178910
► Using epistemological and ontological lenses, this communicative study interrogates the experiences of the graduate community within the communication studies discipline. Specifically, and building on feminist…
(more)
▼ Using epistemological and ontological lenses, this communicative study interrogates the experiences of the graduate community within the communication studies discipline. Specifically, and building on feminist methodologies and intersectional approaches, I seek to identify experiences of graduate students of color that call out and illuminate everyday discourses of silencing, erasure of difference, and disciplining. Additionally, I hope to identify not only these discourses, but also the ways in which corporeality and materiality become alongside these. One goal of this work is to encourage increased critical discussion around discursive theoretical and methodological approaches to scholarship within and beyond communication studies. A second, broader goal is to problematize and expand understanding(s) regarding how fragmented Western epistemological and ontological conceptual frameworks might actually "emulsify" and "curdle" to constitute complex somatic-semiotic matrices of domination (Hill-Collins, 2000) and emancipation within the academy.
Advisors/Committee Members: Griffin, Cindy L. (advisor), Williams, Elizabeth A. (committee member), Souza, Caridad (committee member).
Subjects/Keywords: materiality and discourse; ontology; relationality; methodology; epistemology; race
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APA (6th Edition):
Varela, E. M. (2016). Materiality and discourse: toward a relational understanding of marginalizing onto-epistemologies in the ivory tower. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/178910
Chicago Manual of Style (16th Edition):
Varela, Elisa M. “Materiality and discourse: toward a relational understanding of marginalizing onto-epistemologies in the ivory tower.” 2016. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/178910.
MLA Handbook (7th Edition):
Varela, Elisa M. “Materiality and discourse: toward a relational understanding of marginalizing onto-epistemologies in the ivory tower.” 2016. Web. 17 Apr 2021.
Vancouver:
Varela EM. Materiality and discourse: toward a relational understanding of marginalizing onto-epistemologies in the ivory tower. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/178910.
Council of Science Editors:
Varela EM. Materiality and discourse: toward a relational understanding of marginalizing onto-epistemologies in the ivory tower. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178910
Colorado State University
6.
Chambers, Serenity.
Recruitment of racial/ethnic minority doctoral students in psychology: a content analysis of counseling psychology program websites.
Degree: MS(M.S.), Psychology, 2002, Colorado State University
URL: http://hdl.handle.net/10217/172807
► The presence of racial/ethnic minority student recruitment strategies on counseling psychology websites (N = 67) was assessed using a website checklist devised by the primary…
(more)
▼ The presence of racial/ethnic minority student recruitment strategies on counseling psychology websites (N = 67) was assessed using a website checklist devised by the primary investigator. It was predicted that the presence of key recruitment strategies on program websites would be related to higher numbers of racial/ethnic minority students enrolled in counseling psychology programs. Results showed that although most programs have implemented previously recommended recruitment strategies on their websites, they have not done so extensively. In addition, findings suggest that programs with higher numbers of diversity words and phrases in their webpages have a higher enrollment of racial/ethnic minority students. Counseling psychology programs aspiring to increase the representation of racial/ethnic minority students should incorporate statements reflecting an interest in and commitment to diversity issues in their webpages. In addition, programs should consider incorporating to a greater extent recruitment strategies previously recommended in the literature.
Advisors/Committee Members: Buki, Lydia P. (advisor), Griffin, Cindy L. (committee member), Edwards, Ruth W. (committee member).
Subjects/Keywords: Minority graduate students; Psychology – Study and teaching (Graduate); Web sites
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APA (6th Edition):
Chambers, S. (2002). Recruitment of racial/ethnic minority doctoral students in psychology: a content analysis of counseling psychology program websites. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/172807
Chicago Manual of Style (16th Edition):
Chambers, Serenity. “Recruitment of racial/ethnic minority doctoral students in psychology: a content analysis of counseling psychology program websites.” 2002. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/172807.
MLA Handbook (7th Edition):
Chambers, Serenity. “Recruitment of racial/ethnic minority doctoral students in psychology: a content analysis of counseling psychology program websites.” 2002. Web. 17 Apr 2021.
Vancouver:
Chambers S. Recruitment of racial/ethnic minority doctoral students in psychology: a content analysis of counseling psychology program websites. [Internet] [Masters thesis]. Colorado State University; 2002. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/172807.
Council of Science Editors:
Chambers S. Recruitment of racial/ethnic minority doctoral students in psychology: a content analysis of counseling psychology program websites. [Masters Thesis]. Colorado State University; 2002. Available from: http://hdl.handle.net/10217/172807
Colorado State University
7.
Bruns, Mallorie Ann.
Talking peace: an evaluation of peace circle community building events in secondary education.
Degree: MA, Communication Studies, 2010, Colorado State University
URL: http://hdl.handle.net/10217/41383
► The dialogue-centered program, Peace Circles, aims to foster connection between school community members by bringing them together to share stories from their lives. Advocates of…
(more)
▼ The dialogue-centered program, Peace Circles, aims to foster connection between school community members by bringing them together to share stories from their lives. Advocates of Peace Circles contend that they help community members develop a greater understanding and appreciation for one another. The purpose of this study is to examine and evaluate two Peace Circles events that took place in April 2009 in northern
Colorado high schools. More specifically, this study sought to determine the degree to which participation in Peace Circles affects students' and community members' perceptions of school connectedness. In addition, this study explored the reasons that participants would or would not participate in future Peace Circles. This study employed a survey-based methodology, asking participants to complete surveys both before and after partaking in Peace Circles. Results indicated that individuals' perception of school connectedness increased following their participation in the Peace Circles. That is, participants reported statistically significantly higher scores on school connectedness items on post-event surveys than on pre-event surveys. Over 95% of participants also reported that they would be willing to participate in future Peace Circles. Content analysis of participants' written responses produced six categories of reasons for why participants would attend future Peace Circles events: 1) the event was a positive experience, 2) the event fostered connection, 3) the event resulted in a sense of gain, 4) the event was conducive to sharing, 5) the event had a process that participants appreciated, and 6) the event fostered a better school environment. To conceptualize program effectiveness, the author draws upon literature from adolescent and child development, as well as educational research on school connectedness. Several theoretical perspectives were utilized to define the goals of Peace Circles, including dialogue, restorative practices, and conflict resolution. Applications and suggestions for future research are offered by the author, with the goal of promoting continued, theory-based utilization of Peace Circles in schools.
Advisors/Committee Members: Merolla, Andrew (advisor), Timpson, William M. (committee member), Griffin, CIndy L. (committee member).
Subjects/Keywords: Peace – Study and teaching (Secondary) – Colorado; Peace-building, American – Social aspects – Colorado; Teenagers and peace – Colorado
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APA ·
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Export
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Manager
APA (6th Edition):
Bruns, M. A. (2010). Talking peace: an evaluation of peace circle community building events in secondary education. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/41383
Chicago Manual of Style (16th Edition):
Bruns, Mallorie Ann. “Talking peace: an evaluation of peace circle community building events in secondary education.” 2010. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/41383.
MLA Handbook (7th Edition):
Bruns, Mallorie Ann. “Talking peace: an evaluation of peace circle community building events in secondary education.” 2010. Web. 17 Apr 2021.
Vancouver:
Bruns MA. Talking peace: an evaluation of peace circle community building events in secondary education. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/41383.
Council of Science Editors:
Bruns MA. Talking peace: an evaluation of peace circle community building events in secondary education. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/41383
Colorado State University
8.
Taylor, Julie Lynn.
Prostitute, victim, survivor, woman: examining the discursive structures surrounding women in sex trafficking situations.
Degree: MA, Communication Studies, 2010, Colorado State University
URL: http://hdl.handle.net/10217/39126
► Within the realm of sex trafficking, the discourse that describes women often floats between naming the women as victims or as agents. To be an…
(more)
▼ Within the realm of sex trafficking, the discourse that describes women often floats between naming the women as victims or as agents. To be an agent assumes that women are complying prostitutes. To be a victim assumes that the women are being put in the situation against their will. Significantly, the perpetrator rarely is discussed. Moreover, in most descriptions, the woman is described as the lone actor in the rape and its aftermath. Interviews were conducted with four different organizations within
Colorado that understand and describe sex trafficking situations in unique ways. Through the interview data, discursive connections and discrepancies were illuminated, allowing for the researcher to follow the flow of discourse among organizations. In this study, the consequences of these descriptions, and their impact on voice, agency and space of action, are examined.
Advisors/Committee Members: Broadfoot, Kirsten J. (advisor), Griffin, Cindy L. (committee member), Coke, Pamela K. (committee member).
Subjects/Keywords: Human trafficking – Colorado; Sex crimes – Colorado; Prostitution – Colorado
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APA (6th Edition):
Taylor, J. L. (2010). Prostitute, victim, survivor, woman: examining the discursive structures surrounding women in sex trafficking situations. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/39126
Chicago Manual of Style (16th Edition):
Taylor, Julie Lynn. “Prostitute, victim, survivor, woman: examining the discursive structures surrounding women in sex trafficking situations.” 2010. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/39126.
MLA Handbook (7th Edition):
Taylor, Julie Lynn. “Prostitute, victim, survivor, woman: examining the discursive structures surrounding women in sex trafficking situations.” 2010. Web. 17 Apr 2021.
Vancouver:
Taylor JL. Prostitute, victim, survivor, woman: examining the discursive structures surrounding women in sex trafficking situations. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/39126.
Council of Science Editors:
Taylor JL. Prostitute, victim, survivor, woman: examining the discursive structures surrounding women in sex trafficking situations. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/39126
Colorado State University
9.
Hummel, Gregory Sean.
Dancing in/out/around/about the closet: narrating autoethnographic agency from [a] marginalized voice.
Degree: MA, Communication Studies, 2010, Colorado State University
URL: http://hdl.handle.net/10217/39111
► The purposes of this study were threefold: (1) to understand the significance of autoethnography with the communication studies field; (2) to question the relationship between/within…
(more)
▼ The purposes of this study were threefold: (1) to understand the significance of autoethnography with the communication studies field; (2) to question the relationship between/within theoretical frameworks on identity, voice, and agency; and (3) to theorize on the affects of coming out through the lenses of identity, voice, and agency from an autoethnographic perspective. In short, the study finds autoethnographic perspectives to be a fruitful endeavor for communication scholars seeking to understand a more holistic picture of the human condition, while calling for more research to enhance theoretical conceptualizations of identity, voice, and agency. Furthermore, this study suggests that autoethnographic perspectives can offer voice to otherwise silenced identities, while also providing re/presentations for individuals who lack representation in and/or outside of the academy. Finally, this study urges individuals who avow to being an ally for marginalized individuals/groups to actively voice their support in order to create more comfortable/safe spaces within and/or outside of the classroom.
Advisors/Committee Members: Griffin, Cindy L. (advisor), Aoki, Eric (committee member), Brantmeier, Edward J. (committee member).
Subjects/Keywords: Communication in ethnology; Identity (Philosophical concept)
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APA (6th Edition):
Hummel, G. S. (2010). Dancing in/out/around/about the closet: narrating autoethnographic agency from [a] marginalized voice. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/39111
Chicago Manual of Style (16th Edition):
Hummel, Gregory Sean. “Dancing in/out/around/about the closet: narrating autoethnographic agency from [a] marginalized voice.” 2010. Masters Thesis, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/39111.
MLA Handbook (7th Edition):
Hummel, Gregory Sean. “Dancing in/out/around/about the closet: narrating autoethnographic agency from [a] marginalized voice.” 2010. Web. 17 Apr 2021.
Vancouver:
Hummel GS. Dancing in/out/around/about the closet: narrating autoethnographic agency from [a] marginalized voice. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/39111.
Council of Science Editors:
Hummel GS. Dancing in/out/around/about the closet: narrating autoethnographic agency from [a] marginalized voice. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/39111
Colorado State University
10.
Godfrey, Mary Katherine.
Influential factors for first-time mothers in their decision making processes in planning home births.
Degree: PhD, Education, 2010, Colorado State University
URL: http://hdl.handle.net/10217/40287
► While the vast majority of pregnant women give birth in the hospital, the number of women planning to birth at home is currently growing (MacDorman…
(more)
▼ While the vast majority of pregnant women give birth in the hospital, the number of women planning to birth at home is currently growing (MacDorman & Menacker, 2010). While home birth can be a safe and satisfying option for women, little is known about what influences a woman to make the decision to plan a home birth. A phenomenological analysis was conducted with first time mothers who were planning a home birth with a care provider. Three women who were pregnant wrote in journals about their decision making process. Six women who had planned a home birth for their first child were interviewed. An analysis of these journals and interviews was conducted to identify influential themes common to these first time mothers. Overall, a feminist lens was used to analyze data and Ecological Systems Theory was used as a way of organizing themes. Findings indicate that influential factors for these first time mothers included the desire for a natural childbirth experience, apprehensions regarding the medical model of pregnancy and childbirth, wanting to have power and control over their birth experience, the guiding function of intuition, and the influence of their partners. In addition, the women provided suggestions for other mothers and shared lessons they learned from their experience of planning a home birth. Results from this study are consistent with the literature calling for feminist based research on women's birth experiences.
Advisors/Committee Members: Banning, James H. (advisor), Haddock, Shelley A. (advisor), Kees, Nathalie L. (committee member), Griffin, Cindy L. (committee member).
Subjects/Keywords: mother; birth; home birth; decision making; child birth; midwifery; Childbirth at home – Decision making; Childbirth at home – Social aspects; Childbirth – Decision making; Midwifery; Maternal health services
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APA (6th Edition):
Godfrey, M. K. (2010). Influential factors for first-time mothers in their decision making processes in planning home births. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/40287
Chicago Manual of Style (16th Edition):
Godfrey, Mary Katherine. “Influential factors for first-time mothers in their decision making processes in planning home births.” 2010. Doctoral Dissertation, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/40287.
MLA Handbook (7th Edition):
Godfrey, Mary Katherine. “Influential factors for first-time mothers in their decision making processes in planning home births.” 2010. Web. 17 Apr 2021.
Vancouver:
Godfrey MK. Influential factors for first-time mothers in their decision making processes in planning home births. [Internet] [Doctoral dissertation]. Colorado State University; 2010. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/40287.
Council of Science Editors:
Godfrey MK. Influential factors for first-time mothers in their decision making processes in planning home births. [Doctoral Dissertation]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/40287
Colorado State University
11.
Maier, Shelby Marie.
Assessing school climate using a sequential transformative design.
Degree: PhD, Education, 2010, Colorado State University
URL: http://hdl.handle.net/10217/39109
► As it has been shown repeatedly in the research literature, school climate influences student academic achievement, typically employing a single methodology to collect data: a…
(more)
▼ As it has been shown repeatedly in the research literature, school climate influences student academic achievement, typically employing a single methodology to collect data: a quantitative organizational climate survey administered to school stakeholders. Utilizing a sequential transformative mixed methods design, I studied how the results of the two methodologies were different and similar. The school climate factors of parental involvement, school safety, and building facilities were studied within 14 K-12 schools. Equity factors were also integrated into the study. Given that these school climate factors are interdependent, the factors needed to be studied using multiple methods. The 'sequential' portion of the research design accomplished this, which first entailed a quantitative organizational climate survey and then a visual ethnography was conducted. The results from the two methodologies uncovered more similarities than differences between higher-ranked and lower-ranked school climates. The `transformative' portion involved critiquing the results from a feminist lens, which produced recommendations for school climate improvement. This study demonstrated that school climate provides a level of complexity that is difficult to assess. Future studies need to utilize innovative designs and progressive methodologies to ensure any modifications made to the school climate are carried out with intentionality and mindfulness. Last but definitely not least, feminist ideals should be at the forefront throughout the school climate and school improvement processes.
Advisors/Committee Members: Banning, James H. (advisor), Bigner, Jerry J. (advisor), Dickmann, Ellyn M. (committee member), Griffin, Cindy L. (committee member).
Subjects/Keywords: welcoming; visual enthography; school climate; photographs; organizational climate; diversity; Classroom environment; School environment; School management and organization; School improvement programs; Education – Research – Methodology; Inclusive education
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Maier, S. M. (2010). Assessing school climate using a sequential transformative design. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/39109
Chicago Manual of Style (16th Edition):
Maier, Shelby Marie. “Assessing school climate using a sequential transformative design.” 2010. Doctoral Dissertation, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/39109.
MLA Handbook (7th Edition):
Maier, Shelby Marie. “Assessing school climate using a sequential transformative design.” 2010. Web. 17 Apr 2021.
Vancouver:
Maier SM. Assessing school climate using a sequential transformative design. [Internet] [Doctoral dissertation]. Colorado State University; 2010. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/39109.
Council of Science Editors:
Maier SM. Assessing school climate using a sequential transformative design. [Doctoral Dissertation]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/39109
Colorado State University
12.
Anastasia, Trena T.
Analysis of metaphors used in women college president's inaugural addresses at coed institutions.
Degree: PhD, Education, 2008, Colorado State University
URL: http://hdl.handle.net/10217/25219
► The study of metaphors used in women college presidents' inaugural addresses at coed institutions is a qualitative content analysis utilizing a critical inductive emergent process.…
(more)
▼ The study of metaphors used in women college presidents' inaugural addresses at coed institutions is a qualitative content analysis utilizing a critical inductive emergent process. Due to variations among literary fields of study, an interdisciplinary approach to metaphor analysis that bridges expectations of different fields related to metaphor use has been developed. Twenty inaugural addresses of women college and
university presidents at coed institutions, delivered in the last 17 years were analyzed. Conceptual metaphors that map outside the contextual domain were identified and entered into a spreadsheet. Theme identification emerged through use of a conceptual map relative to qualitatively determined speaker intent based on contextual frameworks. Findings included the identification of 46 contextual themes that when plotted on a Venn diagram led to the emergence of 10 broad metaphorical themes. The 10 broad metaphorical themes are characterized by three principal themes – Limits, Resources, and Perseverance, four central themes – Vision, Strength, Growth, and Creativity and three supporting themes – Power, Competition, and Nature.
Advisors/Committee Members: Makela, Carole J. (advisor), Griffin, Cindy L. (committee member), Timpson, William M. (committee member), Banning, James H. (committee member).
Subjects/Keywords: women college presidents; inaugural addresses; women university presidents; coed institutions; metaphors; Occasional speeches; Presidents – Inaugural addresses; Women college presidents – United States; College presidents – United States – Inauguration; Metaphor; Content analysis (Communication)
Record Details
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Record Details
Similar Records
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Anastasia, T. T. (2008). Analysis of metaphors used in women college president's inaugural addresses at coed institutions. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/25219
Chicago Manual of Style (16th Edition):
Anastasia, Trena T. “Analysis of metaphors used in women college president's inaugural addresses at coed institutions.” 2008. Doctoral Dissertation, Colorado State University. Accessed April 17, 2021.
http://hdl.handle.net/10217/25219.
MLA Handbook (7th Edition):
Anastasia, Trena T. “Analysis of metaphors used in women college president's inaugural addresses at coed institutions.” 2008. Web. 17 Apr 2021.
Vancouver:
Anastasia TT. Analysis of metaphors used in women college president's inaugural addresses at coed institutions. [Internet] [Doctoral dissertation]. Colorado State University; 2008. [cited 2021 Apr 17].
Available from: http://hdl.handle.net/10217/25219.
Council of Science Editors:
Anastasia TT. Analysis of metaphors used in women college president's inaugural addresses at coed institutions. [Doctoral Dissertation]. Colorado State University; 2008. Available from: http://hdl.handle.net/10217/25219
. 
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