+publisher:"Texas A&M University" +contributor:("Blanton, Carlos")

Texas A&M University

1. Farias, Ruben. Poor Talk: Surveying Social Science Discourse on Urban Poverty.

Degree: MS, Sociology, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11472

► Understanding the dynamic relationship between culture and structure is a fundamental sociological question. Since the founding of the social sciences – when Marx explored the… (more)

▼ Understanding the dynamic relationship between culture and structure is a fundamental sociological question. Since the founding of the social sciences – when Marx explored the connection between the 'macrostructure' and popular culture or Weber studied the development of the 'protestant ethic' – to the present, the structure-culture dynamic has motivated and puzzled researchers. This thesis joins this longstanding conversation by focusing on social science research on poverty, or what is also called poverty knowledge. Despite the tremendous size and breadth of poverty research, historians of poverty suggest that poverty knowledge demonstrates a frame. That is, a coherent, consistent understanding (and thereby study) of poverty. Building on prior research, the thesis seeks to: (1) verify whether poverty knowledge indeed does demonstrate a frame; (2) and if a frame is present, map the contours and shape of a poverty frame. I do so by focusing on social science research focused on urban poverty published from 1960 to 2010. Conducting a content-frame analysis of 50 journal articles randomly sampled from a universe of 781 eligible articles reveals that poverty knowledge does demonstrate elements of a frame. In particular, the sampled articles understand urban poverty as primarily an individual issue, and moreover, demonstrate an ambivalent evaluation of the urban poor's behavior and culture. The pressing question that arises from this research, and which has continued to drive research on the structure-culture dynamic, is: how do existing social practices ('society') - especially systems of inequality such as racism and patriarchy – influence our cultural understanding of urban poverty specifically and inequality generally. This is an important question for the social sciences in general, but especially for the areas of critical theory, framing research, poststructuralist discourse studies, the sociology of knowledge, and status construction theory. Advisors/Committee Members: Saenz, Rogelio (advisor), Moore, Wendy (committee member), Blanton, Carlos (committee member).

Subjects/Keywords: Critical Theory; Communication; Frame Analysis; Inequality; Race; Sociology of Knowledge; Urban Poverty

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APA (6^th Edition):

Farias, R. (2012). Poor Talk: Surveying Social Science Discourse on Urban Poverty. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11472

Chicago Manual of Style (16^th Edition):

Farias, Ruben. “Poor Talk: Surveying Social Science Discourse on Urban Poverty.” 2012. Masters Thesis, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11472.

MLA Handbook (7^th Edition):

Farias, Ruben. “Poor Talk: Surveying Social Science Discourse on Urban Poverty.” 2012. Web. 25 Jan 2021.

Vancouver:

Farias R. Poor Talk: Surveying Social Science Discourse on Urban Poverty. [Internet] [Masters thesis]. Texas A&M University; 2012. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11472.

Council of Science Editors:

Farias R. Poor Talk: Surveying Social Science Discourse on Urban Poverty. [Masters Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11472

Texas A&M University

2. Keyworth, Matthew Jerrid. Cultures of Dissent: Comparing Populism in Kansas and Texas, 1854-1890.

Degree: PhD, History, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152560

► In 1892, People’s Party candidate James Weaver won more than a million votes and four states in his bid for the presidency. Despite finishing third,… (more)

▼ In 1892, People’s Party candidate James Weaver won more than a million votes and four states in his bid for the presidency. Despite finishing third, the fledgling party’s promising start worried Democrats and Republicans alike. Although Populists demonstrated strength across the South and in the West, Kansas and Texas stood at the movement’s center. Populism grew outward from areas first settled by whites in the 1850s. Farmers in both states initially struggled with new climates, crops, and soils, and they turned to neighbors for help in facing challenges great and small. The culture of mutual aid that developed enabled survival while forging a sense of community—and responsibility for the common weal—that endured through century’s end. In addition to impediments erected by Mother Nature, early homesteaders faced the obstacle of settling in contested places. Anxieties surrounding Bleeding Kansas ensnared even those who cared little about slavery, just as fear of “Indian depredations” consumed Texans. In both circumstances many believed that federal authorities at best ignored—and at worst added to—their problems. Kansans and Texans walked divergent paths following the Civil War. The Sunflower State reaped the benefits of fighting for the victors and flourished socially through the early 1870s, as a multitude of fraternal, educational, and recreational organizations took root. Texas staggered through Reconstruction, but Republicans finally provided citizens in northern counties long-sought answers to “the Indian question,” loosening the Democratic Party’s grip on the region. By the 1880s, disaffected farmers in both states drew on cultures that prized mutual aid and voluntary association and encouraged skepticism of traditional party politics. Disparate paths converged by 1890, when rural Kansans and Texans arrived at the same solution to the economic problems that plagued them both: formation of a third party solely beholden to their interests. Advisors/Committee Members: Vaught, David (advisor), Blanton, Carlos (committee member), Brooks, Charles (committee member), Gatson, Sarah (committee member).

Subjects/Keywords: Texas history; Kansas history; populism; People's Party; political culture; rural culture; homesteading

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APA (6^th Edition):

Keyworth, M. J. (2014). Cultures of Dissent: Comparing Populism in Kansas and Texas, 1854-1890. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152560

Chicago Manual of Style (16^th Edition):

Keyworth, Matthew Jerrid. “Cultures of Dissent: Comparing Populism in Kansas and Texas, 1854-1890.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/152560.

MLA Handbook (7^th Edition):

Keyworth, Matthew Jerrid. “Cultures of Dissent: Comparing Populism in Kansas and Texas, 1854-1890.” 2014. Web. 25 Jan 2021.

Vancouver:

Keyworth MJ. Cultures of Dissent: Comparing Populism in Kansas and Texas, 1854-1890. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/152560.

Council of Science Editors:

Keyworth MJ. Cultures of Dissent: Comparing Populism in Kansas and Texas, 1854-1890. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152560

Texas A&M University

3. Roe, Robin L. On a Flood of Words: Race and Ethnicity in the Language of Disaster in Early Twentieth-Century Texas.

Degree: MA, History, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155504

► My thesis will show that newspaper reports on weather-related natural disasters in Texas and the Southwest borderlands between 1899 and 1921 reflect the change in… (more)

▼ My thesis will show that newspaper reports on weather-related natural disasters in Texas and the Southwest borderlands between 1899 and 1921 reflect the change in racial and ethnic identities during the rise of the Jim Crow system, but also how reporting helped shape those changes. I will examine the language used in this reporting and compare differences in treatment and presentation based on race and ethnicity and how this changed throughout the period, including the absence of information about certain victims and how class, gender, and age played a role in reporting. I will analyze graphic art and photography used in newspaper reports on the disasters for ways in which perceptions of race, ethnicity, and class influenced their selection. I will include diversity in the disaster types, geographical areas, and the victims’ race, ethnicity, gender, and class. As weather-related natural disasters, particularly hurricanes, often extend over large geographic areas, I track the reporting of such storms outside my primary area where appropriate. In contrast, I will examine highly localized events such as diffused smaller flooding events that primarily impacted specific ethnic populations or geographic areas. My sources include both Texas newspapers and major newspapers outside the region, including a broad sample of reporting—between six and twelve different newspapers for each disaster. Because many of the newspapers began or ended publication between 1899 and 1921, the choice of newspapers varies from disaster to disaster, but the Dallas Morning News, the New York Times, and the Atlanta Constitution will provide continuity for most of the disasters. I will analyze over 2600 newspaper articles on these weather-related natural disasters for their depictions of the victims, rescuers, responders, and other related persons. First, I analyze how race, ethnicity, class, and gender are used to manipulate or redefine these identities and to reinforce systems of control. Second, I examine how elite male control of labor and labor migration is reinforced through racialization and stereotyping of poorer victims in reporting in which class is as vital as racial or ethnic classification. Finally, I visually analyze a number of related images from the newspaper reporting, both drawings and photographs, for the ways in which they reinforce racial and class hierarchies. Throughout the thesis, I will closely follow the evolution from a multi-racial and multi-ethnic system to the uniquely Texan tri-racial system during this twenty-two year period. Advisors/Committee Members: Blanton, Carlos K. (advisor), Buenger, Walter L. (committee member), Earhart, Amy E. (committee member).

Subjects/Keywords: Natural disaster history; Texas history; US History; Southwest borderlands; Rivers; Coasts; Race; Ethnicity; Gender; Identity; Labor; Newspaper Reports; Floods; Hurricanes; Environmental history

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APA (6^th Edition):

Roe, R. L. (2015). On a Flood of Words: Race and Ethnicity in the Language of Disaster in Early Twentieth-Century Texas. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155504

Chicago Manual of Style (16^th Edition):

Roe, Robin L. “On a Flood of Words: Race and Ethnicity in the Language of Disaster in Early Twentieth-Century Texas.” 2015. Masters Thesis, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/155504.

MLA Handbook (7^th Edition):

Roe, Robin L. “On a Flood of Words: Race and Ethnicity in the Language of Disaster in Early Twentieth-Century Texas.” 2015. Web. 25 Jan 2021.

Vancouver:

Roe RL. On a Flood of Words: Race and Ethnicity in the Language of Disaster in Early Twentieth-Century Texas. [Internet] [Masters thesis]. Texas A&M University; 2015. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/155504.

Council of Science Editors:

Roe RL. On a Flood of Words: Race and Ethnicity in the Language of Disaster in Early Twentieth-Century Texas. [Masters Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155504

Texas A&M University

4. Besa, Delilah. American Progressive Education, Texas Schools, and Home Economics, 1910-1957.

Degree: MA, History, 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051

► This thesis explores the Americanization efforts of educational leaders in Texas during the Progressive Era to demonstrate that reformers did not use vocational education, and… (more)

▼ This thesis explores the Americanization efforts of educational leaders in Texas during the Progressive Era to demonstrate that reformers did not use vocational education, and specifically home economics, primarily to Americanize immigrant and ethnic minority students to become good, working-poor citizens. Through Americanization efforts in vocational curricula, reformers hoped to provide economically disadvantaged students with a practical body of knowledge and democratic values that would create healthy, economically viable communities occupied by loyal, educated American citizens. Federal legislation that promoted the development of vocational education in the first half of the twentieth century demonstrates that this way of thinking reflected national rather than regional trends. In Texas, vocational education was largely directed at a population that was predominately white and rural for the first several decades of the twentieth century. That decision by educators casts considerable doubt on assertions that they were primarily motivated by racialized thinking. Notably, home economics curricula was constructed over the framework of Americanization, and children who took such courses in rural schools received training that advocated respect for others, cooperation, an appreciation of Western culture and the value of aesthetics, efficiency and thriftiness, and good hygiene practices. The homemaking program at the South San Antonio high school in the 1944-1945 school year provides an example. Homemaking teacher Nell Kruger's curriculum reached far beyond training future housewives, waitresses and maids. She sought, in accordance with the state-mandated home economics curriculum, to provide a practical body of knowledge and to inculcate democratic values in her students. Using Texas' State Department of Education and State Board of Vocational Education bulletins, Texas Education Agency literature, federal and state laws, conference reports, and curriculum guidelines, this thesis seeks to further nuance the understanding of Americanization efforts through vocational education, specifically homemaking, during the Progressive Era in Texas by arguing that Americanization reflected an urban, middle-class perspective directed toward economically disadvantaged white students as well as immigrant and ethnic minority students. Advisors/Committee Members: Blackwelder, Julia K. (advisor), Livesay, Harold C. (committee member), Blanton, Carlos K. (committee member), Murguia, Edward (committee member), Villalobos, José P. (committee member).

Subjects/Keywords: home economics; Americanization; progressive; education; Texas; rural; urban; Mexican; home making

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APA (6^th Edition):

Besa, D. (2011). American Progressive Education, Texas Schools, and Home Economics, 1910-1957. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051

Chicago Manual of Style (16^th Edition):

Besa, Delilah. “American Progressive Education, Texas Schools, and Home Economics, 1910-1957.” 2011. Masters Thesis, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051.

MLA Handbook (7^th Edition):

Besa, Delilah. “American Progressive Education, Texas Schools, and Home Economics, 1910-1957.” 2011. Web. 25 Jan 2021.

Vancouver:

Besa D. American Progressive Education, Texas Schools, and Home Economics, 1910-1957. [Internet] [Masters thesis]. Texas A&M University; 2011. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051.

Council of Science Editors:

Besa D. American Progressive Education, Texas Schools, and Home Economics, 1910-1957. [Masters Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8051

Texas A&M University

5. Ridgeway, Jason Randall. The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media.

Degree: PhD, Geography, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/165694

► People have a deep need to connect to places, but modernity has weakened many of the traditional ways that people have bonded with localities. Geographers… (more)

▼ People have a deep need to connect to places, but modernity has weakened many of the traditional ways that people have bonded with localities. Geographers of the past believed that a core responsibility of geography was to describe places. This connection between geography and place education, however, has attenuated as geographers have become increasingly concerned with theory and have eschewed regional geography. This research seeks to revitalize the geographic tradition of topography (writing about small places) by examining its best works, while at the same time exploring new ways to connect people with places. It answers the question, “What lessons can we learn about place writing for non-academic audiences from the genre’s best examples, and how can these lessons inform the use of new media to connect people with places?” Examples of excellent topographic books and audio podcasts were analyzed to answer this question. Based on a study of the topographic tradition, literature on place attachment, and an empirical examination of topographic books, three essential features of a modern public topography are proposed: 1) topography teaches people to appreciate particular places; 2) topography engages the general public; and 3) topography is inherently geographical. Topographic works that incorporate these elements are found to use one or more of three strategies for facilitating the appreciation of place: 1) an explanatory strategy; 2) a poetic strategy; 3) or an experiential strategy. Specific recommendations for the application of these features and strategies to topographic writing are given. These essential features and strategies were used to analyze audio podcasts about small places. The result is a series of recommendations for the creation of topographic podcasts. To illustrate the utility of these recommendations, a podcast about the influence of the Brazos River on the landscape of Texas’s Brazos Valley was produced, along with an accompanying webpage. This research suggests that while modernity has created significant obstacles to place attachment, a new interpretation of the old geographic tradition of topography has the potential to reduce those obstacles and to help the public to better appreciate places obstacles to place attachment, a new interpretation of the old geographic tradition of topography has the potential to reduce those obstacles and to help the public to better appreciate places.Based on a study of the topographic tradition, literature on place attachment, and an empirical examination of topographic books, three essential features of a modern public topography are proposed: 1) topography teaches people to appreciate particular places; 2) topography engages the general public; and 3) topography is inherently geographical. Topographic works that incorporate these elements are found to use one or more of three strategies for facilitating the appreciation of place: 1) an explanatory strategy; 2) a poetic strategy; 3) or an experiential strategy. Specific recommendations for the… Advisors/Committee Members: Smith, Jonathan M (advisor), Hugill, Peter J (committee member), Bednarz, Sara W (committee member), Blanton, Carlos K (committee member).

Subjects/Keywords: topography; place attachment; new media; podcasts; place writing; topophilia

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APA (6^th Edition):

Ridgeway, J. R. (2017). The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165694

Chicago Manual of Style (16^th Edition):

Ridgeway, Jason Randall. “The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/165694.

MLA Handbook (7^th Edition):

Ridgeway, Jason Randall. “The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media.” 2017. Web. 25 Jan 2021.

Vancouver:

Ridgeway JR. The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/165694.

Council of Science Editors:

Ridgeway JR. The Practice of Public Topography: Teaching People to Appreciate Ordinary Places Using Books and New Media. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165694

Texas A&M University

6. Osteria, Tristan Miguel Santos. Building From Within: Indigenous Nation-Building and State-Making During the Filipino Third Republic, 1946-1957.

Degree: PhD, History, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158677

► This study looks at multiple expressions of indigenous agency in Filipino nation-state building from the attainment of Filipino independence in 1946 under the Third Republic.… (more)

▼ This study looks at multiple expressions of indigenous agency in Filipino nation-state building from the attainment of Filipino independence in 1946 under the Third Republic. The study begins with postwar reconstruction under the Roxas administration, through the crisis and challenge years of the Quirino years, and the emergence of the strongman of the people, Ramon Magsaysay. Under whom, Filipino nation-making reached its peak years. The study concludes in 1957 with the untimely end of the Magsaysay administration, but with the emergence of a united Filipino people where citizens from all sectors came to be involved. This study argues that Filipinos possessed a natural aversion to communism, which the Third Republic used to consolidate Filipino support, and which prevented the Huks from taking over. Sources of Filipino unity included consolidating all ethnicities. Other sources were overcoming challenges, such as the Huk rebellion and integrating Chinese-Filipinos, Tagalog, and revisions in the educational curriculum. There were many debates surrounding Filipino sovereignty over US bases in the islands. Filipinos participated in regional organizations, such as SEATO and the Bandung Afro-Asian Conference. Major issues involved corruption, security, bridging the urban and the rural, and economic development. Also, many scholars have often overlooked the multiple, diverse Filipino perspectives that lay underneath traditional Cold War superpower-centric narratives. This study disproves the notion that Filipino nationalism can only be studied through the artificial lens of class, which is an oversimplification. The purpose of this study is to show that Filipinos worked together and built a unified Filipino nation-state that is multicultural, multiracial, and hostile to collectivists. This study uses official government documents, personal papers, memoirs, diaries and newspapers from the Filipino and American archives. These sources contain the involvement of state and non-state actors who contribute to the complex mosaic of Filipino nation-state making. These sources reflect the presence and diversity of Filipino perspectives that point to sources of Filipino unity. The study concludes with the Third Republic, as the ultimate expression of Filipino indigenous agency, having consolidated the ethnic and linguistic groups in the islands, appealing to shared Filipino visions, values and interests. Advisors/Committee Members: PARKER, JASON C (advisor), ANDERSON, TERRY H (committee member), BLANTON , CARLOS K (committee member), ROULEAU , BRIAN J (committee member), LIU , XINSHENG (committee member).

Subjects/Keywords: Nation-building; State-building; Nation-making; Indigenous Agency; Philippines-Third Republic; Filipino Nationalism; Asian Nationalisms; Third World

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APA (6^th Edition):

Osteria, T. M. S. (2016). Building From Within: Indigenous Nation-Building and State-Making During the Filipino Third Republic, 1946-1957. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158677

Chicago Manual of Style (16^th Edition):

Osteria, Tristan Miguel Santos. “Building From Within: Indigenous Nation-Building and State-Making During the Filipino Third Republic, 1946-1957.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/158677.

MLA Handbook (7^th Edition):

Osteria, Tristan Miguel Santos. “Building From Within: Indigenous Nation-Building and State-Making During the Filipino Third Republic, 1946-1957.” 2016. Web. 25 Jan 2021.

Vancouver:

Osteria TMS. Building From Within: Indigenous Nation-Building and State-Making During the Filipino Third Republic, 1946-1957. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/158677.

Council of Science Editors:

Osteria TMS. Building From Within: Indigenous Nation-Building and State-Making During the Filipino Third Republic, 1946-1957. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158677

Texas A&M University

7. Cameron, David Jeffrey. Race and Religion in the Bayou City: Latino/a, African American, and Anglo Baptists in Houston’s Long Civil Rights Movement.

Degree: PhD, History, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/165758

► While studies that examine religion in movements for social justice have increased in recent years, the intersections of race and religion remain understudied. Therefore, this… (more)

Subjects/Keywords: Race; Religion; Mexican American; African American; Racism; Latina/o Protestantism; Baptists; Houston; History

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APA (6^th Edition):

Cameron, D. J. (2017). Race and Religion in the Bayou City: Latino/a, African American, and Anglo Baptists in Houston’s Long Civil Rights Movement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165758

Chicago Manual of Style (16^th Edition):

Cameron, David Jeffrey. “Race and Religion in the Bayou City: Latino/a, African American, and Anglo Baptists in Houston’s Long Civil Rights Movement.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/165758.

MLA Handbook (7^th Edition):

Cameron, David Jeffrey. “Race and Religion in the Bayou City: Latino/a, African American, and Anglo Baptists in Houston’s Long Civil Rights Movement.” 2017. Web. 25 Jan 2021.

Vancouver:

Cameron DJ. Race and Religion in the Bayou City: Latino/a, African American, and Anglo Baptists in Houston’s Long Civil Rights Movement. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/165758.

Council of Science Editors:

Cameron DJ. Race and Religion in the Bayou City: Latino/a, African American, and Anglo Baptists in Houston’s Long Civil Rights Movement. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165758

Texas A&M University

8. Delear, Stephen Denis. Death of a Multi-Ethnic Society: Populism, Disfranchisement and the Conservative Coup in Texas, 1880-1904.

Degree: PhD, History, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/173505

► Texas Populists were ahead of their time. The borderlands experience in Texas caused farmers to develop economic ideas far in advance of the contemporary economic… (more)

Subjects/Keywords: Populism; Texas; Macune; Knights of Labor; Poll Tax; Disfranchisement; African Americans; South; Southern; Terrell Election Laws

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APA (6^th Edition):

Delear, S. D. (2018). Death of a Multi-Ethnic Society: Populism, Disfranchisement and the Conservative Coup in Texas, 1880-1904. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173505

Chicago Manual of Style (16^th Edition):

Delear, Stephen Denis. “Death of a Multi-Ethnic Society: Populism, Disfranchisement and the Conservative Coup in Texas, 1880-1904.” 2018. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/173505.

MLA Handbook (7^th Edition):

Delear, Stephen Denis. “Death of a Multi-Ethnic Society: Populism, Disfranchisement and the Conservative Coup in Texas, 1880-1904.” 2018. Web. 25 Jan 2021.

Vancouver:

Delear SD. Death of a Multi-Ethnic Society: Populism, Disfranchisement and the Conservative Coup in Texas, 1880-1904. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/173505.

Council of Science Editors:

Delear SD. Death of a Multi-Ethnic Society: Populism, Disfranchisement and the Conservative Coup in Texas, 1880-1904. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173505

Texas A&M University

9. Herzogenrath, Jessica. Thinking American, Working American, Playing American Folk Dance in Chicago, 1890-1940.

Degree: PhD, History, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153525

► Examination of folk dance in the Chicago area from 1890 to 1940 reveals the centrality of the body to ideas about education in the early… (more)

▼ Examination of folk dance in the Chicago area from 1890 to 1940 reveals the centrality of the body to ideas about education in the early twentieth century. The dissertation illuminates the circulation of folk dance practices in higher education and settlement houses in Progressive Era Chicago in conjunction with the influences of gender, ethnicity, and race. Folk dance satisfied both white, native-born, middle-class American nostalgia for an imagined rural past and immigrant desire to retain ties to homelands. Women social workers and teachers promoted folk dance as a healthful exercise and an avenue of insight into other cultures while also presenting it as an embodiment of American values. Extension of the study into the interwar period (1920-1940) permits analysis of both the persistence of progressive ideologies concerning the body as practiced through folk dance and the central role of women in physical education. Over six chapters the dissertation address three primary points. First, it argues for the consideration of folk dance as an integral part of the physical education of children and young women as well as its function as an element of defining American-ness in both higher education and social settlements. Second, the dissertation demonstrates the prevalence of women as innovators in education, specifically through physical education curricula in colleges and universities. It also shows the connections between higher education and social settlements as two sites for learning that incorporated similar ideas about folk dance. Third, the dissertation assesses how Chicago, as a progressive center, facilitated the circulation of a set of folk dance practices grounded in Old World nostalgia and reframed it as part of the way to learn how to achieve a proper American body through similar curricula, instructors, and performances. Sources examined include records from colleges and universities such as course catalogs, programs, yearbooks, and campus newspapers; materials from social settlements, for example histories, programs, activity announcements, workers’ reports, and scrapbooks; personal papers of settlement workers and folk dance instructors; and folk dance manuals. Advisors/Committee Members: Blackwelder, Julia K (advisor), Livesay, Harold C (committee member), Blanton, Carlos K (committee member), Hamera, Judith (committee member).

Subjects/Keywords: Dance; Progressive Era

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APA (6^th Edition):

Herzogenrath, J. (2014). Thinking American, Working American, Playing American Folk Dance in Chicago, 1890-1940. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153525

Chicago Manual of Style (16^th Edition):

Herzogenrath, Jessica. “Thinking American, Working American, Playing American Folk Dance in Chicago, 1890-1940.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/153525.

MLA Handbook (7^th Edition):

Herzogenrath, Jessica. “Thinking American, Working American, Playing American Folk Dance in Chicago, 1890-1940.” 2014. Web. 25 Jan 2021.

Vancouver:

Herzogenrath J. Thinking American, Working American, Playing American Folk Dance in Chicago, 1890-1940. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/153525.

Council of Science Editors:

Herzogenrath J. Thinking American, Working American, Playing American Folk Dance in Chicago, 1890-1940. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153525

Texas A&M University

10. Walters, Katherine Kuehler. The 1920s Texas Ku Klux Klan Revisited: White Supremacy and Structural Power in a Rural County.

Degree: PhD, History, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/173554

► The second Ku Klux Klan made its first public appearance in Texas at a United Confederate Veterans parade in October 1920, then quickly expanded across… (more)

▼ The second Ku Klux Klan made its first public appearance in Texas at a United Confederate Veterans parade in October 1920, then quickly expanded across the state. Founder William J. Simmons created this organization as an exclusive, secretive fraternal group that both celebrated the original Ku Klux Klan (KKK) and responded to contemporary societal concerns of white native-born men and women in post-World- War-I America. Using a propaganda campaign, the organization preached the supremacy of a racialized Anglo-Saxon American identity, defined in terms of contemporary pseudo-scientific racial ideology as white, Protestant, native-born, and anti-radical, to recruit millions of members from across the nation within a few short years. Based on membership rolls and minutes of a Texas Klan chapter, this dissertation argues that, behind a façade of moral law and order, the Ku Klux Klan in rural Texas was a 1920s manifestation of a long-held racist ideology that utilized traditional practices of control through kinship, violence, and structural power to assert and protect white supremacy. It uses a localized case study approach to re-examine the second Ku Klux Klan in Texas, one of the largest and most powerful Klan organizations in the country, and challenge previous claims that the Texas KKK functioned more as a force for moral law and order and less as a white supremacy group. This particular Klan chapter, worked within the KKK’s Houston Provence, operated out of a rural county most noted for its plantation past and relatively recent end to Reconstruction, which firmly entrenched white structural control in the local economy, government, and social affairs. Based on an analysis of this Klan chapter’s individual members, their targets, and regional events, the Texas Klan used organizational power and vigilante violence to protect Anglo-Saxon white supremacy and maintain its centrality to the American identity. They conceptualized their nativistic and religious tenets through the lens of pseudo-scientific concepts of race that excluded Mexican and Japanese communities from whiteness. Furthermore, they utilized their members’ access to privileged structural power to plan and implement targeted attacks, coordinated between several chapters, on black and white individuals whose behavior they saw as threatening to the race, or for personal gain. They protected the organization’s extralegal violence through controlled police investigations and newspapers’ published narratives that surrounded the violence. When this failed, they utilized traditional white southern tools of white collective economic power and white respectability to undermine due process. Advisors/Committee Members: Blanton, Carlos K (advisor), Buenger, Walter (advisor), Moore, Wendy Leo (committee member), Hernandez, Sonia (committee member), McNamara, Sarah (committee member).

Subjects/Keywords: Klan; KKK; race; gender; Texas; racial violence; structural power; whiteness; African Americans; Latinos; Mexicans; immigrants; nativism; Protestantism; morality

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APA (6^th Edition):

Walters, K. K. (2018). The 1920s Texas Ku Klux Klan Revisited: White Supremacy and Structural Power in a Rural County. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173554

Chicago Manual of Style (16^th Edition):

Walters, Katherine Kuehler. “The 1920s Texas Ku Klux Klan Revisited: White Supremacy and Structural Power in a Rural County.” 2018. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/173554.

MLA Handbook (7^th Edition):

Walters, Katherine Kuehler. “The 1920s Texas Ku Klux Klan Revisited: White Supremacy and Structural Power in a Rural County.” 2018. Web. 25 Jan 2021.

Vancouver:

Walters KK. The 1920s Texas Ku Klux Klan Revisited: White Supremacy and Structural Power in a Rural County. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/173554.

Council of Science Editors:

Walters KK. The 1920s Texas Ku Klux Klan Revisited: White Supremacy and Structural Power in a Rural County. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173554

Texas A&M University

11. Fox, Amber Raquel. Latino Residential Segregation in the United States: Applying New Methods to Gain New Understandings.

Degree: PhD, Sociology, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/154197

► This study examines the residential outcomes of Latinos in major metropolitan areas using new methods to connect micro-level analyses of residential attainments to overall patterns… (more)

▼ This study examines the residential outcomes of Latinos in major metropolitan areas using new methods to connect micro-level analyses of residential attainments to overall patterns of segregation in the metropolitan area. Drawing on new formulations of standard measures of evenness such as the Dissimilarity Index and the Separation Index, I conduct micro-level multivariate analyses using the restricted-use census microdata files to predict segregation-relevant neighborhood outcomes for individuals by race. I term the dependent variables segregation-relevant neighborhood outcomes because the differences in average outcomes for each group on these variables determine the values of the aggregate measures of evenness. This approach allows me to use standardization and components analysis to quantitatively assess the separate contributions that differences in social characteristics and differences in rates of return make towards determining the overall disparity in residential outcomes – that is, the level of segregation – between Whites and Latinos. Based on my micro-level residential attainment analyses I find that for Latinos, acculturation and gains in socioeconomic status are associated with greater residential contact with Whites, in agreement with spatial assimilation theory, which promotes lower segregation. However, my standardization and components analyses reveals that a substantial portion of White-Latino disparities in residential contact with Whites can be attributed to differences in rates of return; that is White-Latino differences in the ability to translate acculturation and gains in socioeconomic status into more residential contact with Whites. This can be interpreted as the role of discrimination which is emphasized by place stratification theory. Therefore I conclude that while members of minority groups can make gains in residential outcomes that reduce segregation by attaining parity with Whites on social characteristics as spatial assimilation theory would predict, a substantial disparity will persist as Latinos cannot translate those gains into greater contact with Whites at the rate that Whites can. At the aggregate level of analysis, this means that White-Latino segregation remains substantial even when groups are equalized on social and economic characteristics. Advisors/Committee Members: Fossett, Mark (advisor), Saenz, Rogelio (advisor), Poston, Dudley (committee member), Sell, Jane (committee member), Blanton, Carlos (committee member).

Subjects/Keywords: Residential segregation; Latinos

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APA (6^th Edition):

Fox, A. R. (2014). Latino Residential Segregation in the United States: Applying New Methods to Gain New Understandings. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154197

Chicago Manual of Style (16^th Edition):

Fox, Amber Raquel. “Latino Residential Segregation in the United States: Applying New Methods to Gain New Understandings.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/154197.

MLA Handbook (7^th Edition):

Fox, Amber Raquel. “Latino Residential Segregation in the United States: Applying New Methods to Gain New Understandings.” 2014. Web. 25 Jan 2021.

Vancouver:

Fox AR. Latino Residential Segregation in the United States: Applying New Methods to Gain New Understandings. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/154197.

Council of Science Editors:

Fox AR. Latino Residential Segregation in the United States: Applying New Methods to Gain New Understandings. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154197

Texas A&M University

12. Sanchez, Marisa E. Impacts of Racial Composition and Space on Racial/Ethnic Identity Development for Mexican Origin College Students.

Degree: PhD, Sociology, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/154957

► This dissertation examines the racial/ethnic identity development, and the racialized experiences of Latino college students of Mexican origin. Furthermore, this dissertation advances research on Hispanic… (more)

▼ This dissertation examines the racial/ethnic identity development, and the racialized experiences of Latino college students of Mexican origin. Furthermore, this dissertation advances research on Hispanic Serving Institutions (HSIs) by comparing and contrasting HSIs with various student racial composition trends and a predominantly white institution (PWI). Current research on the marginalized experiences of Latino students at PWIs is clear that they continue to face interpersonal and structural forms of racism on campus. However, previous research on the experiences of Latinos attending HSIs are unclear about the benefits or challenges that Latinos face within those racialized spaces. This dissertation examines specifically how racialized space functions within HSIs of various racial compositions in the Southwest compared to a PWI that is an emerging HSI. This dissertation finds that experiences of racism and/or discrimination vary by an institution’s racial composition that has both negative and positive impacts on racial/ethnic identity development. The HSI in this dissertation with 80 percent Latinos in the student body offers the most institutional support for Latino students of Mexican origin and fosters an environment for racial/ethnic identity exploration, development, and celebration. However, there are several accounts of internalized racism between U.S. born and immigrant Latinos. Furthermore, participants from the HSI with 40 percent Latinos report interpersonal and structural forms of racism on campus similar to the experiences of Latino students at PWI. Students at this HSI also report similar feelings of needing to hide or change their racial/ethnic identity when on campus, and are aware of limited opportunities to explore or celebrate their racial/ethnic identities. Overall, this dissertation finds that we should not homogenize HSIs in analyses. We need to continue investigating differences in experiences within racialized spaces at HSIs with various racial compositions. Furthermore, comparing these institutions by how long there has been a majority of Latinos in the student body is also important. The longer Latinos are the majority over whites in an institution, the more there is institutional support and programs for Latinos of Mexican origin. This support contributes to an overall more inclusionary campus racial climate, and thus more positive opportunities for racial/ethnic identity development. Advisors/Committee Members: Feagin, Joe R. (advisor), Poston , Dudley (committee member), Goldsmith, Pat R. (committee member), Blanton, Carlos (committee member).

Subjects/Keywords: Latino Education; Hispanic Serving Institutions; Higher Education; Racialized Space; Racial/Ethnic Identity

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APA (6^th Edition):

Sanchez, M. E. (2015). Impacts of Racial Composition and Space on Racial/Ethnic Identity Development for Mexican Origin College Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154957

Chicago Manual of Style (16^th Edition):

Sanchez, Marisa E. “Impacts of Racial Composition and Space on Racial/Ethnic Identity Development for Mexican Origin College Students.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/154957.

MLA Handbook (7^th Edition):

Sanchez, Marisa E. “Impacts of Racial Composition and Space on Racial/Ethnic Identity Development for Mexican Origin College Students.” 2015. Web. 25 Jan 2021.

Vancouver:

Sanchez ME. Impacts of Racial Composition and Space on Racial/Ethnic Identity Development for Mexican Origin College Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/154957.

Council of Science Editors:

Sanchez ME. Impacts of Racial Composition and Space on Racial/Ethnic Identity Development for Mexican Origin College Students. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/154957

Texas A&M University

13. Rincones, Cassandra. Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836.

Degree: PhD, History, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155279

► Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836 sheds light on Tejana legal and social roles in this tumultuous period.… (more)

▼ Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836 sheds light on Tejana legal and social roles in this tumultuous period. Despite great strides in the field of Borderlands history in recent years the field surprisingly lacks studies on women in early Texas. My goal is to help fill that void by illustrating women’s roles during the construction of and transition between empire to republic. Past studies place women in an overall narrative that includes them as a minor element to colonial life in Texas. My study places women at the center of the narrative, uncovering the major contributions they made to the Spanish and Mexican frontier. In addition, I argue that Tejanas exerted a great deal of agency on the edge of Spanish and Mexican society. Using court records I show that Tejanas were active participants in the legal sphere of colonial life. These sources reveal that Tejanas exercised more economic and political freedom under Spanish and Mexican control then they did under the Republic of Texas. They owned property, sued in court, and petitioned the government for land grants under the Spanish and Mexican governments. Among these legal rights, land grants in particular allowed Tejanas to aid in the establishment of a permanent presence on the frontier and thus aided the Spanish and Mexican government in imperial expansion. Because of these rights, Tejanas became strong matriarchs in a patriarchal dominated society. Their position in society, however, changed dramatically when they became Texas citizens. As Anglo Americans immigrated into Texas in large numbers, Tejanas appeared less in courts and conformed to the accepted Anglo American legal codes that had been practiced in the United States that were unwelcoming to women. Anglo American racist attitudes ultimately took a toll on the previous social hierarchy, forcing Tejanos and Tejanas into second-class citizenship. Despite these circumstances, Tejanas persisted and contributed greatly to the development of Texas. Advisors/Committee Members: Blanton, Carlos K (advisor), Bouton, Cynthia (committee member), Hatfield, April (committee member), Carte-Engel, Kate (committee member), Green, Thomas (committee member).

Subjects/Keywords: Tejana; Tejano; patriarchy; Spanish and Mexican periods; Texas history; Court records in early Texas; Bexar county

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APA (6^th Edition):

Rincones, C. (2015). Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155279

Chicago Manual of Style (16^th Edition):

Rincones, Cassandra. “Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/155279.

MLA Handbook (7^th Edition):

Rincones, Cassandra. “Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836.” 2015. Web. 25 Jan 2021.

Vancouver:

Rincones C. Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/155279.

Council of Science Editors:

Rincones C. Confronting the Unknown: Tejanas in the Transformation of Spanish and Mexican Texas, 1735-1836. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155279

Texas A&M University

14. Hickey, Concepción Maríe. Spanish Language Use and Linguistic Attitudes in Laredo, Texas between 1860 and 1930.

Degree: PhD, Hispanic Studies, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10922

► This qualitative study investigated Spanish language use and linguistic attitudes in Laredo, Texas and the surrounding area from 1860 to 1930. In the public domain,… (more)

▼ This qualitative study investigated Spanish language use and linguistic attitudes in Laredo, Texas and the surrounding area from 1860 to 1930. In the public domain, sources include the Spanish and English language newspapers and Webb County Court documents. These were analyzed for evidence of the impact of English language contact and prevailing attitudes towards the use of Spanish from both the Hispanic and Anglo perspective. In the private domain, three major collections of private correspondence as well as other miscellaneous correspondence and records were transcribed and analyzed for evidence of metalinguistic or other attitudes towards Spanish. A linguistic analysis of the orthographic, phonological, morphosyntactic, and pragmatic features of Spanish used in the correspondence was also conducted. The major collections of correspondence and other private papers include: 1) the John Z. Leyendecker collection, 2) letters from the Clemente and Federico Idar Family Papers, and 3) the Miguel San Miguel Jr. private collection. The multiple authors in these collections come from low to middle income families and from varied educational and linguistic backgrounds, thus providing a broad socio-economic linguistic sample. Findings include a strong support for Spanish language use and teaching/learning of the Spanish language as well as varied levels of language confidence among bilingual and aspiring second language learners. Negative attitudes regarding class and lack of education rather than ethnicity were clearly held by some writers. Additionally, mixed attitudes about the strong presence of the Mexican culture in Laredo were found. The linguistic analysis found little evidence of English impact during the 1860s, but growing evidence of its influence during the early 20th century. Most prevalent were the use of English loan words, nativized loan words, and nonce borrowings. Some evidence of language shift was noted in the younger writers of the twentieth century. A few of the more salient Spanish linguistic features found include the use of the synthetic future verb form, minimal confusion between ser and estar, metathesis, apocope, vowel raising and lowering, and archaic expressions. Advisors/Committee Members: Moyna, María Irene (advisor), Imhoff, Brian (committee member), Villalobos, José P. (committee member), Blanton, Carlos K. (committee member), Thompson, Jerry (committee member).

Subjects/Keywords: Spanish language; Spanish linguistics; linguistic attitudes; Laredo, Texas; historical sociolinguistics

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APA (6^th Edition):

Hickey, C. M. (2012). Spanish Language Use and Linguistic Attitudes in Laredo, Texas between 1860 and 1930. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10922

Chicago Manual of Style (16^th Edition):

Hickey, Concepción Maríe. “Spanish Language Use and Linguistic Attitudes in Laredo, Texas between 1860 and 1930.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10922.

MLA Handbook (7^th Edition):

Hickey, Concepción Maríe. “Spanish Language Use and Linguistic Attitudes in Laredo, Texas between 1860 and 1930.” 2012. Web. 25 Jan 2021.

Vancouver:

Hickey CM. Spanish Language Use and Linguistic Attitudes in Laredo, Texas between 1860 and 1930. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10922.

Council of Science Editors:

Hickey CM. Spanish Language Use and Linguistic Attitudes in Laredo, Texas between 1860 and 1930. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10922

Texas A&M University

15. Grant, Mary Lee. Becoming the Crossroads: Female Cultural Creators of the Mexican American Generation in the Texas Borderlands.

Degree: PhD, History, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/156298

► This dissertation examines the cultural accomplishments of Mexican American women in 20th century Texas, looking at how women in the arts paved the way for… (more)

Subjects/Keywords: Mexican American; Women; Texas Borderlands

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APA (6^th Edition):

Grant, M. L. (2015). Becoming the Crossroads: Female Cultural Creators of the Mexican American Generation in the Texas Borderlands. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156298

Chicago Manual of Style (16^th Edition):

Grant, Mary Lee. “Becoming the Crossroads: Female Cultural Creators of the Mexican American Generation in the Texas Borderlands.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/156298.

MLA Handbook (7^th Edition):

Grant, Mary Lee. “Becoming the Crossroads: Female Cultural Creators of the Mexican American Generation in the Texas Borderlands.” 2015. Web. 25 Jan 2021.

Vancouver:

Grant ML. Becoming the Crossroads: Female Cultural Creators of the Mexican American Generation in the Texas Borderlands. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/156298.

Council of Science Editors:

Grant ML. Becoming the Crossroads: Female Cultural Creators of the Mexican American Generation in the Texas Borderlands. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156298

Texas A&M University

16. Gunter, Rachel Michelle. More than Black and White: Woman Suffrage and Voting Rights in Texas, 1918-1923.

Degree: PhD, History, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/165735

► I explore the intersection of the woman suffrage movement and minority voting rights in Texas, a state that did not require voters to be citizens… (more)

Subjects/Keywords: Texas; Woman Suffrage; Votes for Women; African American; Mexican American; Immigrant; Voting Rights; Servicemen; World War I; Disfranchisement; Enfranchisement

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APA (6^th Edition):

Gunter, R. M. (2017). More than Black and White: Woman Suffrage and Voting Rights in Texas, 1918-1923. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165735

Chicago Manual of Style (16^th Edition):

Gunter, Rachel Michelle. “More than Black and White: Woman Suffrage and Voting Rights in Texas, 1918-1923.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/165735.

MLA Handbook (7^th Edition):

Gunter, Rachel Michelle. “More than Black and White: Woman Suffrage and Voting Rights in Texas, 1918-1923.” 2017. Web. 25 Jan 2021.

Vancouver:

Gunter RM. More than Black and White: Woman Suffrage and Voting Rights in Texas, 1918-1923. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/165735.

Council of Science Editors:

Gunter RM. More than Black and White: Woman Suffrage and Voting Rights in Texas, 1918-1923. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165735

Texas A&M University

17. Blair, John Patrick. African American State Volunteers in the New South: Race, Masculinity & the Militia in Georgia, Texas and Virginia, 1871-1906.

Degree: PhD, History, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/187350

► The continued presence of armed, uniformed black militia companies throughout the southern United States from 1871 to 1906 illustrates one of the highest achievements of… (more)

▼ The continued presence of armed, uniformed black militia companies throughout the southern United States from 1871 to 1906 illustrates one of the highest achievements of African Americans in this period. Granted, following emancipation the nation’s newest citizens established churches, entered the political arena, created educational and business opportunities and even formed labor organizations, but the formation and existence of these militia organizations with their inherent ability to enter into violent confrontation with the society that surrounded them coupled with the heightened status and prestige they obtained as citizen soldiers firmly defines the pinnacle of achievement. Through a comparative examination of their experiences and activities as members in the state volunteer military organizations of Georgia, Texas and Virginia, this study seeks to expand our understanding of racial accommodation and relationships during this period. The existence of racial accommodation in society, however minor, towards the African American military is confirmed not only in the actions of state government and military officials to arm, equip and train these black troops, but also in the acceptance of clearly visible and authorized military activities by these very same troops. Further, the black militiamen themselves utilized these official displays to validate, as the nation’s newest citizens, their loyalty, discipline, and more importantly, their manliness within the public sphere. This study also investigates other matters connected to black state militia organizations, such as “colorism,” the level of privilege or discrimination based upon the shade of one’s skin. Did black men gravitate towards the leadership of lighter-skinned members of their community and was there a perceived amount of “whiteness” that not only contributed to the acceptance of the black militia by the larger surrounding white society, but played an important role in the flexibility of the racial relationships in these three states? The findings reveal complicated relationships between state government and military officials, many of them former Confederate officers, with the leaders of the black militia volunteers that varied across state boundaries. Furthermore, the results support the conclusion that militia participation by African Americans comprised an important component of the uplift movement centered on the manly ideal, and citizenship, and that legal actions giving rise to “Jim Crow” remained slow and, at times, made concessions to allow for continued black militia participation. These outcomes reveal that the expression of manliness by African American militia volunteers must be considered when attempting to understand why black military participation was terminated. And, both the continued African American involvement in state military organizations until the turn of the twentieth century offsets the stereotype of black engagement coming to an end in public, or political life in the 1870s in the South and challenges when and how… Advisors/Committee Members: Dawson, Joseph G (advisor), Adams, Ralph J. Q. (committee member), Blanton, Carlos K (committee member), Brooks, Charles E (committee member), Burk, James S (committee member).

Subjects/Keywords: African American; New South; Militia; Colorism; Masculinity

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APA (6^th Edition):

Blair, J. P. (2016). African American State Volunteers in the New South: Race, Masculinity & the Militia in Georgia, Texas and Virginia, 1871-1906. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187350

Chicago Manual of Style (16^th Edition):

Blair, John Patrick. “African American State Volunteers in the New South: Race, Masculinity & the Militia in Georgia, Texas and Virginia, 1871-1906.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/187350.

MLA Handbook (7^th Edition):

Blair, John Patrick. “African American State Volunteers in the New South: Race, Masculinity & the Militia in Georgia, Texas and Virginia, 1871-1906.” 2016. Web. 25 Jan 2021.

Vancouver:

Blair JP. African American State Volunteers in the New South: Race, Masculinity & the Militia in Georgia, Texas and Virginia, 1871-1906. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/187350.

Council of Science Editors:

Blair JP. African American State Volunteers in the New South: Race, Masculinity & the Militia in Georgia, Texas and Virginia, 1871-1906. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/187350

18. Sanchez, Marisa Estela. Latino/a Racial Self Identification: Taking a Closer Look with Integration Measures.

Degree: MS, Sociology, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9800

► This study uses logistic regression to analyze how strength of American identity influences Latino/a racial self identification with traditional and integration measures such as discrimination… (more)

Subjects/Keywords: Latinos; Racial Identity; Census; American

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APA (6^th Edition):

Sanchez, M. E. (2012). Latino/a Racial Self Identification: Taking a Closer Look with Integration Measures. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9800

Chicago Manual of Style (16^th Edition):

Sanchez, Marisa Estela. “Latino/a Racial Self Identification: Taking a Closer Look with Integration Measures.” 2012. Masters Thesis, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9800.

MLA Handbook (7^th Edition):

Sanchez, Marisa Estela. “Latino/a Racial Self Identification: Taking a Closer Look with Integration Measures.” 2012. Web. 25 Jan 2021.

Vancouver:

Sanchez ME. Latino/a Racial Self Identification: Taking a Closer Look with Integration Measures. [Internet] [Masters thesis]. Texas A&M University; 2012. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9800.

Council of Science Editors:

Sanchez ME. Latino/a Racial Self Identification: Taking a Closer Look with Integration Measures. [Masters Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9800

19. Ward, Brandon M. The War in the Desert: The Vietnam Antiwar Movement in the American Southwest.

Degree: MA, History, 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6983

► The Vietnam antiwar movement developed in the American Southwest out of a coalition of Chicanos, GI's, and students who agreed that the Vietnam War was… (more)

Subjects/Keywords: Vietnam War; Antiwar Movement; Chicano Movement; GI Movement

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APA (6^th Edition):

Ward, B. M. (2010). The War in the Desert: The Vietnam Antiwar Movement in the American Southwest. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6983

Chicago Manual of Style (16^th Edition):

Ward, Brandon M. “The War in the Desert: The Vietnam Antiwar Movement in the American Southwest.” 2010. Masters Thesis, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6983.

MLA Handbook (7^th Edition):

Ward, Brandon M. “The War in the Desert: The Vietnam Antiwar Movement in the American Southwest.” 2010. Web. 25 Jan 2021.

Vancouver:

Ward BM. The War in the Desert: The Vietnam Antiwar Movement in the American Southwest. [Internet] [Masters thesis]. Texas A&M University; 2010. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6983.

Council of Science Editors:

Ward BM. The War in the Desert: The Vietnam Antiwar Movement in the American Southwest. [Masters Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6983

20. Thompson, Tyler L. Representations of Texas Indians in Texas Myth and Memory: 1869-1936.

Degree: PhD, History, 2019, Texas A&M University

URL: http://hdl.handle.net/1969.1/186240

► My dissertation illuminates three important issues central to the field of Texas Indian history. First, it examines how Anglo Texans used the memories of a… (more)

Subjects/Keywords: Texas Indians; Native Americans; Memory; Texas History; Texas Almanacs

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APA (6^th Edition):

Thompson, T. L. (2019). Representations of Texas Indians in Texas Myth and Memory: 1869-1936. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186240

Chicago Manual of Style (16^th Edition):

Thompson, Tyler L. “Representations of Texas Indians in Texas Myth and Memory: 1869-1936.” 2019. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/186240.

MLA Handbook (7^th Edition):

Thompson, Tyler L. “Representations of Texas Indians in Texas Myth and Memory: 1869-1936.” 2019. Web. 25 Jan 2021.

Vancouver:

Thompson TL. Representations of Texas Indians in Texas Myth and Memory: 1869-1936. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/186240.

Council of Science Editors:

Thompson TL. Representations of Texas Indians in Texas Myth and Memory: 1869-1936. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/186240

21. Williams, Jeremy Kelton. Interpreting Civic Education in American Educational Thought from Progressivism Through Multiculturalism.

Degree: PhD, Curriculum and Instruction, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9972

► This dissertation is a historical examination of citizenship education in the United States, beginning in the late nineteenth century with the Progressive era, and extending… (more)

▼ This dissertation is a historical examination of citizenship education in the United States, beginning in the late nineteenth century with the Progressive era, and extending into the 1970s with multiculturalism. It focuses on the thought of education scholars, historians, and. political theorists throughout the twentieth century. It examines their efforts to define citizenship in the United States, and how that idea should be presented to students in the classroom. In doing so, this dissertation examines the manner in which the events of the twentieth century dramatically influenced the collective understanding of what being a "good citizen" means in the United States; and it considers the consequences of these changes in relationship to how children have been taught to engage in social and political life. It begins with a discussion of civic learning under the educational philosophies of social pedagogy and social efficiency in the Progressive era. It continues with an examination of the consequences of World War I and the Great Depression on the thought of educational scholars concerning citizenship education. This is followed by an analysis of the transition from Progressive education to Essentialist education in the middle of the century, and the consequences this had on civic education in the Cold War and Civil Rights Movement. This dissertation concludes by considering how the events of the twentieth century have influenced citizenship education in the era of standardization and globalization. Ultimately, this study finds that our understanding of citizenship, as it is expressed in the school curriculum, is profoundly influenced by our collective understanding of civic ideals and the American identity. These ideals and this identity are an evolving construct that is, in turn, influenced by the ideas and events of the period. Therefore, what is often perceived as a decline in citizenship education in schools, is actually a shift in the values of citizenship. Advisors/Committee Members: Burlbaw, Lynn M. (advisor), Kelly, Larry J. (committee member), Blanton, Carlos K. (committee member), Kamphoefner, Walter D. (committee member).

Subjects/Keywords: Citizenship Education; Civic Education; Education History

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APA (6^th Edition):

Williams, J. K. (2012). Interpreting Civic Education in American Educational Thought from Progressivism Through Multiculturalism. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9972

Chicago Manual of Style (16^th Edition):

Williams, Jeremy Kelton. “Interpreting Civic Education in American Educational Thought from Progressivism Through Multiculturalism.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9972.

MLA Handbook (7^th Edition):

Williams, Jeremy Kelton. “Interpreting Civic Education in American Educational Thought from Progressivism Through Multiculturalism.” 2012. Web. 25 Jan 2021.

Vancouver:

Williams JK. Interpreting Civic Education in American Educational Thought from Progressivism Through Multiculturalism. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9972.

Council of Science Editors:

Williams JK. Interpreting Civic Education in American Educational Thought from Progressivism Through Multiculturalism. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9972

22. Kitchens, Joel Daniel. San Antonio’s Spanish Missions and the Persistence of Memory, 1718-2015.

Degree: PhD, History, 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158999

► This dissertation examines the five extant missions in San Antonio, Texas over the course of nearly three hundred years. While the time period may seem… (more)

▼ This dissertation examines the five extant missions in San Antonio, Texas over the course of nearly three hundred years. While the time period may seem overly ambitious, the geographic territory is highly concentrated, covering just a few miles. San Antonio holds the largest concentration of colonial Spanish architecture in the United States. In July, 2015, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) granted World Heritage Status to the missions. This distinguished designation includes Mission San Antonio de Valero (the Alamo), Mission Nuestra Señora de la Purísima Concepción, Mission San José y San Miguel de Aguayo, Mission San Juan Capistrano, and Mission San Francisco de la Espada. Because detailed information on the design and construction of the missions has yet to be found, speculation and romantic myths have grown up around the missions. These romantic myths were the basis for Anglo collective memories, particularly after the 1836 Battle of the Alamo. This dissertation examines the origins of the missions as the sources of some of these myths and memories. Advances in both print capitalism and transportation brought San Antonio’s missions to the attention of the traveling public. From the late nineteenth century into the present day these fantasies have been used to market San Antonio to tourists as a romantic and exotic destination. Additionally, other groups besides Anglos have their own collective memories related to the missions. For the local Tejano, Mexican-American, and Native American populations, the missions have served as sacred space, homes, and communities for three hundred years. Although the memories of ethnic minorities have been muted for many years, the Anglo veneer in San Antonio is not deep. Scratching the surface quickly reveals a deeper, more complex heritage. Collective memories are often divorced from historical reality, and the myths at the missions exemplify this. Conversely, the myths and memories of the missions also brought national interest and much-needed repairs and restorations, keeping this Spanish legacy relevant for future generations. Advisors/Committee Members: Blanton, Carlos K. (advisor), Hatfield, April (committee member), Hinojosa, Felipe (committee member), Chambers, Glenn (committee member), Machann, Clint (committee member).

Subjects/Keywords: San Antonio, TX; missions; collective memories

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APA (6^th Edition):

Kitchens, J. D. (2016). San Antonio’s Spanish Missions and the Persistence of Memory, 1718-2015. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158999

Chicago Manual of Style (16^th Edition):

Kitchens, Joel Daniel. “San Antonio’s Spanish Missions and the Persistence of Memory, 1718-2015.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/158999.

MLA Handbook (7^th Edition):

Kitchens, Joel Daniel. “San Antonio’s Spanish Missions and the Persistence of Memory, 1718-2015.” 2016. Web. 25 Jan 2021.

Vancouver:

Kitchens JD. San Antonio’s Spanish Missions and the Persistence of Memory, 1718-2015. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/158999.

Council of Science Editors:

Kitchens JD. San Antonio’s Spanish Missions and the Persistence of Memory, 1718-2015. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158999

23. Thompson, Tyler L. Representations of Texas Indians in Texas Myth and Memory: 1869-1936.

Degree: PhD, History, 2019, Texas A&M University

URL: http://hdl.handle.net/1969.1/186200

► My dissertation illuminates three important issues central to the field of Texas Indian history. First, it examines how Anglo Texans used the memories of a… (more)

Subjects/Keywords: Texas Indians; Native Americans; Memory; Texas History; Texas Almanacs

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thompson, T. L. (2019). Representations of Texas Indians in Texas Myth and Memory: 1869-1936. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186200

Chicago Manual of Style (16^th Edition):

Thompson, Tyler L. “Representations of Texas Indians in Texas Myth and Memory: 1869-1936.” 2019. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/186200.

MLA Handbook (7^th Edition):

Thompson, Tyler L. “Representations of Texas Indians in Texas Myth and Memory: 1869-1936.” 2019. Web. 25 Jan 2021.

Vancouver:

Thompson TL. Representations of Texas Indians in Texas Myth and Memory: 1869-1936. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/186200.

Council of Science Editors:

Thompson TL. Representations of Texas Indians in Texas Myth and Memory: 1869-1936. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/186200

24. Morales, Ralph Edward. Hijos de la Gran Guerra: The Creation of the Mexican American Identity in Texas, 1836-1929.

Degree: PhD, History, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155264

► Following the Texas Revolution, the Tejano community made a conscious decision to begin the long process towards accommodation within the American system. This included political… (more)

▼ Following the Texas Revolution, the Tejano community made a conscious decision to begin the long process towards accommodation within the American system. This included political alliances between the Tejano landholding elite and major Anglo Texan political figures, such as Sam Houston and John “Rip” Ford. During this era, the Tejano community made alliances of convenience with Anglo Texan politicians in support of the Southern Confederacy during the American Civil War. This alliance is best explained by parallels drawn by Tejano politicians between the ideals of Mexican Federalism and the local rule promised by the Southern Confederacy. By the turn of the twentieth century, Anglo-Tejano relations had resumed their antebellum status quo of racial violence and societal marginalization had returned. It is during the early twentieth century that the Tejano community made the decision to embrace a Mexican American Identity that emphasized political participation and loyalty to the United States. The Mexican American identity in the Tejano community was galvanized during these years by the upheaval caused by the Mexican Revolution, the Plan of San Diego and the First World War. The Mexican Revolution and the Plan of San Diego made many Tejanos reject their earlier Mexicanist identity. The United States military, the Spanish language print media and the Catholic Church played important roles in fascilitating the shift of Tejanos towards a Mexican American Identity. This dissertation concludes that the Tejano community embraced a Mexican American identity earlier that the prevailing scholarship believes. This is due in large part to the Tejano military participation in the First World War, the efforts of pro-American Spanish language newspapers and the Catholic Church. Advisors/Committee Members: Blanton, Carlos K (advisor), Dawson, Joseph G (committee member), Brooks, Charles (committee member), Adams, R.J.Q. (committee member), Dickson, R. Bruce (committee member).

Subjects/Keywords: Tejano; Identity

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APA (6^th Edition):

Morales, R. E. (2015). Hijos de la Gran Guerra: The Creation of the Mexican American Identity in Texas, 1836-1929. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155264

Chicago Manual of Style (16^th Edition):

Morales, Ralph Edward. “Hijos de la Gran Guerra: The Creation of the Mexican American Identity in Texas, 1836-1929.” 2015. Doctoral Dissertation, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/155264.

MLA Handbook (7^th Edition):

Morales, Ralph Edward. “Hijos de la Gran Guerra: The Creation of the Mexican American Identity in Texas, 1836-1929.” 2015. Web. 25 Jan 2021.

Vancouver:

Morales RE. Hijos de la Gran Guerra: The Creation of the Mexican American Identity in Texas, 1836-1929. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/155264.

Council of Science Editors:

Morales RE. Hijos de la Gran Guerra: The Creation of the Mexican American Identity in Texas, 1836-1929. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155264

Texas A&M University

25. Wilson, Melinda. Buddhism east and west: Chinese Buddhism in Beijing and Houston.

Degree: MA, History, 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-3178

► Although Buddhism was introduced in the United States over a century ago, only recently has it become part of the mainstream. In addition to the… (more)

Subjects/Keywords: Religion; Buddhism; Houston; Beijing; Immigration

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APA (6^th Edition):

Wilson, M. (2009). Buddhism east and west: Chinese Buddhism in Beijing and Houston. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3178

Chicago Manual of Style (16^th Edition):

Wilson, Melinda. “Buddhism east and west: Chinese Buddhism in Beijing and Houston.” 2009. Masters Thesis, Texas A&M University. Accessed January 25, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-3178.

MLA Handbook (7^th Edition):

Wilson, Melinda. “Buddhism east and west: Chinese Buddhism in Beijing and Houston.” 2009. Web. 25 Jan 2021.

Vancouver:

Wilson M. Buddhism east and west: Chinese Buddhism in Beijing and Houston. [Internet] [Masters thesis]. Texas A&M University; 2009. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3178.

Council of Science Editors:

Wilson M. Buddhism east and west: Chinese Buddhism in Beijing and Houston. [Masters Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3178

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