Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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- Creators: O'Flaherty, Katherine
- Creators: Pless, Candace
Description
Zoraida Ladrón de Guevarra was born in 1936 in Coyula, Mexico, a small village in the state of Oaxaca. Her father’s passing required Zoraida to find a job at age fourteen to support her family. Her story, a 200-page memoir entitled “After Papa Died,” follows Zoraida’s time as a servant and eventual nanny in Veracruz. Flashing back to memories of her hometown and the people living in it, the story ends before she enters America first as a visitor in 1954, and later on a working Visa in 1957—the first woman in her village to leave to the United States. Hers is a story relevant today, evident with the paradoxes explored between poverty and riches, patriarchy and matriarchy, freedom and captivity. Assimilation impacts the reading of this memoir, as Zoraida began writing the memoir in her 80s (around fifty years after gaining American citizenship). This detailed family history is about the nature of memory, community, and in particular, the experience of being an immigrant. This thesis project centers on this text and includes three components: an edited memoir, informational interviews, and an introduction. Beginning as a diary steeped in the tradition of oral history, the memoir required a “translation” into a written form; chapters and chronological continuity helped with organization. Topics of interest from the story, such as identity, domestic violence, and religion, are further explored in a series of interviews with Zoraida. The inclusion of an introduction to the text contextualizes the stories documented in the memoir with supplemental information. The contents of the project are housed on a website: alongwaybabyproject.net.
ContributorsVan Slyke, Shea Elizabeth (Author) / Meloy, Elizabeth (Thesis director) / O'Flaherty, Katherine (Committee member) / Department of Supply Chain Management (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Race-based trauma is classified as the cumulative traumatizing impact of racism on a racialized individual. These include individual acts of racial discrimination combined with systematic race systems including historical, cultural, and community trauma. This trauma mostly affects individuals of color and has been known to affect physical and mental health and over time lead to post-traumatic stress disorder. Racial trauma can be a result of many different experiences throughout life including hate crimes; environments with discriminatory practices, and smaller incidents of everyday discrimination, which are known as microaggressions.
Race-based trauma falls into four main categories: Structural, intergenerational, historical and cultural, and intersectionality. Structural racism affects multiple systems such as policy procedures and laws that sustain racial discrimination and reinforce racial biases in housing, education, employment, earnings, benefits, credit, media, health care, and criminal justice. These systems reinforce discriminatory beliefs, values, and distribution of resources. Intergenerational trauma affects the descendants of a person who has experienced distressing events. These descendants exhibit adverse behavioral, psychological, and emotional reactions to events that resemble the circumstances that originally traumatized their older family members. Slavery, the Holocaust, and other genocidal events have resulted in intergenerational trauma, for example. Historical trauma includes the distress of the descendants of a particular community that has experienced major oppression. Examples include Holocaust survivors and African Americans, who were victims of the Tuskegee experiments. Cultural trauma occurs when a horrendous event imprint’s itself on a particular ethnic group’s consciousness and changes their future identity in fundamental and irrevocable ways. Cultural trauma stems from micro-aggressions, stereotypes, hurtful comments, or structural barriers to advancement. Lastly, intersectional trauma, is a unique experience of marginalization that affects African American women who face gender and racial discrimination. Sadly, these experiences are greater than the sum of racism and sexism. Analysis of this trauma is considered to sufficient to address the manner in how African American women are subordinated.
ContributorsPless, Candace (Author) / Meloy, Elizabeth (Thesis director) / Barca, Lisa (Committee member) / Barrett, The Honors College (Contributor)
Created2022-12
Description
This thesis/creative project involved writing a collection of creative nonfiction essays and building a website to reflect on my experiences traveling through Spain in the summer of 2023, for both a study abroad program and on my own. There are a total of nine essays in this current collection, along with a tenth introductory essay. They reflect the chronological order of my travels to Madrid, Sevilla, Granada, Valencia, Barcelona, and Lisbon, concluding with an essay written about my return to Phoenix, Arizona. The goal of this project was to not only personally reflect on what I learned while in these various places, but also to share these experiences with a wider audience in the digital world. I plan to continue adding essays to this website, using it as a "living document" for my future travels, and as a place for further reflection.
ContributorsCordes, Olivia (Author) / Meloy, Elizabeth (Thesis director) / O'Flaherty, Katherine (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Department of Psychology (Contributor)
Created2024-05