+publisher:"Texas State University – San Marcos" +contributor:("Pimentel, Charise")

Texas State University – San Marcos

1. Purol, Stephanie M. Perceived Racism: A Comprehensive Model of Identity-Related Antecedences, Moderators, and Consequences.

Degree: MA, Psychological Research, 2018, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/10886

► The phenomenon of racism has been a growing social-issue and continues today. This study examines the antecedences, moderators, and consequences of perceived racism to better… (more)

▼ The phenomenon of racism has been a growing social-issue and continues today. This study examines the antecedences, moderators, and consequences of perceived racism to better understand this phenomenon and help reduce its negative consequences. Specifically, we investigated how perceived racism including discrimination and microaggressions influence students’ academic achievement, stress and somatic symptoms. We also examined the effect the participant’s personal racial identity as a possible antecedence for perceived racism, and self-esteem as a mediator and moderator. A self-reported survey study (n=329) was conducted using undergraduates including Latino American, African American, and Caucasian American students. Correlation analysis, mediation test, moderation test and path analysis were conducted to examine the proposed model. Results found that more perceived racism was associated with higher stress levels, more somatic symptoms, and less academic achievement. Specifically, microaggressions had a direct effect on all outcome measures, whereas discrimination’s effect is indirect via reducing self-esteem. It is worth mentioning that racial identity was found to have two opposite impacts—a dominant positive effect by promoting self-esteem and a minor negative effect by perceiving more microaggression. Self-esteem was also found to have both positive impact and negative impact—a major direct positive effect on all outcome measures and a minor negative effect by aggravating the negative impact of microaggression on academic achievement. In sum, this study implies that racism especially microaggression harms individuals in many aspects; racial identity and self-esteem are protective factors to counteract its negative impact. These findings help reveal the mechanism of how racism is perceived and evolves, and provide suggestions to reduce its negative consequences in the future. Advisors/Committee Members: Hu, Yueqin (advisor), Easton, Judith (committee member), Pimentel, Charise (committee member).

Subjects/Keywords: Perceived racism; Racial identity; Self-esteem; Academic achievement; Health; Stress

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APA (6^th Edition):

Purol, S. M. (2018). Perceived Racism: A Comprehensive Model of Identity-Related Antecedences, Moderators, and Consequences. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/10886

Chicago Manual of Style (16^th Edition):

Purol, Stephanie M. “Perceived Racism: A Comprehensive Model of Identity-Related Antecedences, Moderators, and Consequences.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/10886.

MLA Handbook (7^th Edition):

Purol, Stephanie M. “Perceived Racism: A Comprehensive Model of Identity-Related Antecedences, Moderators, and Consequences.” 2018. Web. 06 Mar 2021.

Vancouver:

Purol SM. Perceived Racism: A Comprehensive Model of Identity-Related Antecedences, Moderators, and Consequences. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/10886.

Council of Science Editors:

Purol SM. Perceived Racism: A Comprehensive Model of Identity-Related Antecedences, Moderators, and Consequences. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/10886

Texas State University – San Marcos

2. Brown, Courtney Iveda. School Daze: Depictions of Black High School Students in Film.

Degree: MA, Sociology, 2018, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/7786

► Education and media are essential elements in our socialization. Each serves as an influential resource that has the ability to portray experiences from different perspectives.… (more)

Subjects/Keywords: Media; Education; Black; Students; High school education; Culturally responsive pedagogy; Pop culture; Media effects; Black studies; Black media; African Americans in motion pictures; Schools in motion pictures; Youth in motion pictures; Motion pictures – Social aspects

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APA (6^th Edition):

Brown, C. I. (2018). School Daze: Depictions of Black High School Students in Film. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7786

Chicago Manual of Style (16^th Edition):

Brown, Courtney Iveda. “School Daze: Depictions of Black High School Students in Film.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/7786.

MLA Handbook (7^th Edition):

Brown, Courtney Iveda. “School Daze: Depictions of Black High School Students in Film.” 2018. Web. 06 Mar 2021.

Vancouver:

Brown CI. School Daze: Depictions of Black High School Students in Film. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/7786.

Council of Science Editors:

Brown CI. School Daze: Depictions of Black High School Students in Film. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7786

Texas State University – San Marcos

3. Johnson, Kelsey A. Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees.

Degree: MFA, Communication Design, 2020, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/9861

► People of color and other marginalized communities have long been underrepresented or misrepresented in children’s literature in the United States. Only 13% of children’s books… (more)

Subjects/Keywords: Design; Graphic design; Communication design; Multicultural; Picture book; Children's books; Diversity; Refugee; Immigrant; Migration; Storytelling; Collaboration; Participatory design; Equity; Equity-centered design; Publishing; Critical practice; Houston; Texas; Representation; Literature; Graphic arts; Children's literature – Illustrations; Illustrated children's books – Design

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APA (6^th Edition):

Johnson, K. A. (2020). Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/9861

Chicago Manual of Style (16^th Edition):

Johnson, Kelsey A. “Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees.” 2020. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/9861.

MLA Handbook (7^th Edition):

Johnson, Kelsey A. “Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees.” 2020. Web. 06 Mar 2021.

Vancouver:

Johnson KA. Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees. [Internet] [Masters thesis]. Texas State University – San Marcos; 2020. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/9861.

Council of Science Editors:

Johnson KA. Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees. [Masters Thesis]. Texas State University – San Marcos; 2020. Available from: https://digital.library.txstate.edu/handle/10877/9861

Texas State University – San Marcos

4. Cano, Jose Luis Jr. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.

Degree: MA, Rhetoric and Composition, 2014, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/5335

► This thesis analyzes the writings of four scholars in Rhetoric and Composition Studies: Rhetorical Listening: Identification, Gender, Whiteness by Krista Ratcliffe; Reading Chinese Fortune Cookie:… (more)

Subjects/Keywords: Ethnic writers; Colonialism; English language – Rhetoric – Study and teaching – United States; Language and culture – United States; Intercultural communication – United States; Multicultural education – United States

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APA (6^th Edition):

Cano, J. L. J. (2014). Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5335

Chicago Manual of Style (16^th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/5335.

MLA Handbook (7^th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Web. 06 Mar 2021.

Vancouver:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2014. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/5335.

Council of Science Editors:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Masters Thesis]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5335

Texas State University – San Marcos

5. Ross, Julia Elizabeth. Educational Life History of an Early College High School Valedictorian.

Degree: MA, Developmental Education, 2016, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/6419

No abstract prepared. Advisors/Committee Members: Aragon, Steven (advisor), Paulson, Eric (advisor), Pimentel, Charise (committee member).

Subjects/Keywords: Early College High School; College readiness; Humanizing research; Ethic of care; Language ideology; Narrative analysis; Critical race theory; Hispanic American high school students – Texas; Hispanic American college students – Texas; Educational acceleration – Texas; Racism in education; Discrimination in education

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

APA (6^th Edition):

Ross, J. E. (2016). Educational Life History of an Early College High School Valedictorian. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6419

Chicago Manual of Style (16^th Edition):

Ross, Julia Elizabeth. “Educational Life History of an Early College High School Valedictorian.” 2016. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/6419.

MLA Handbook (7^th Edition):

Ross, Julia Elizabeth. “Educational Life History of an Early College High School Valedictorian.” 2016. Web. 06 Mar 2021.

Vancouver:

Ross JE. Educational Life History of an Early College High School Valedictorian. [Internet] [Masters thesis]. Texas State University – San Marcos; 2016. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/6419.

Council of Science Editors:

Ross JE. Educational Life History of an Early College High School Valedictorian. [Masters Thesis]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6419

Texas State University – San Marcos

6. Hickerson, Courtney M. The Language of Liberation and Oppression: Sex and Gender in the Nation of Gods and Earths.

Degree: MA, Rhetoric and Composition, 2017, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/6747

No abstract prepared. Advisors/Committee Members: Pimentel, Octavio (advisor), Pimentel, Charise (committee member), Wilson, Nancy (committee member).

Subjects/Keywords: Autoethnography; Nation of Gods and Earths; Sexism; Critical Race Theory; Feminist Theory; Qualitative Research; Five Percent Nation; Racism; Sexism

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

APA (6^th Edition):

Hickerson, C. M. (2017). The Language of Liberation and Oppression: Sex and Gender in the Nation of Gods and Earths. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6747

Chicago Manual of Style (16^th Edition):

Hickerson, Courtney M. “The Language of Liberation and Oppression: Sex and Gender in the Nation of Gods and Earths.” 2017. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/6747.

MLA Handbook (7^th Edition):

Hickerson, Courtney M. “The Language of Liberation and Oppression: Sex and Gender in the Nation of Gods and Earths.” 2017. Web. 06 Mar 2021.

Vancouver:

Hickerson CM. The Language of Liberation and Oppression: Sex and Gender in the Nation of Gods and Earths. [Internet] [Masters thesis]. Texas State University – San Marcos; 2017. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/6747.

Council of Science Editors:

Hickerson CM. The Language of Liberation and Oppression: Sex and Gender in the Nation of Gods and Earths. [Masters Thesis]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6747

Texas State University – San Marcos

7. Templin, Gwendolyn Alene. Writing-Intensive Designation: A Quasi-Writing-Across-the-Curriculum Program.

Degree: MA, English, 2010, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/12657

No abstract prepared. Advisors/Committee Members: Jackson, Rebecca (advisor), Morton, Deborah (committee member), Pimentel, Charise (committee member).

Subjects/Keywords: Academic writing; Curriculum

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

APA (6^th Edition):

Templin, G. A. (2010). Writing-Intensive Designation: A Quasi-Writing-Across-the-Curriculum Program. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/12657

Chicago Manual of Style (16^th Edition):

Templin, Gwendolyn Alene. “Writing-Intensive Designation: A Quasi-Writing-Across-the-Curriculum Program.” 2010. Masters Thesis, Texas State University – San Marcos. Accessed March 06, 2021. https://digital.library.txstate.edu/handle/10877/12657.

MLA Handbook (7^th Edition):

Templin, Gwendolyn Alene. “Writing-Intensive Designation: A Quasi-Writing-Across-the-Curriculum Program.” 2010. Web. 06 Mar 2021.

Vancouver:

Templin GA. Writing-Intensive Designation: A Quasi-Writing-Across-the-Curriculum Program. [Internet] [Masters thesis]. Texas State University – San Marcos; 2010. [cited 2021 Mar 06]. Available from: https://digital.library.txstate.edu/handle/10877/12657.

Council of Science Editors:

Templin GA. Writing-Intensive Designation: A Quasi-Writing-Across-the-Curriculum Program. [Masters Thesis]. Texas State University – San Marcos; 2010. Available from: https://digital.library.txstate.edu/handle/10877/12657

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