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ABSTRACT This dissertation examines the literate practices of women reading and writing in the press during the civil rights movement in the 1950s/60s. Through a textual analysis of literacy events (Heath) in the memoirs of Sarah Patton Boyle (The Desegregated Heart: A Virginian's Stand in Time of Transition), Anne Braden (The Wall Between), Daisy Bates (The Long Shadow of Little Rock) and Melba Pattillo Beals (Warriors Don't Cry), this dissertation highlights the participatory roles women played in the movement, including their ability to act publicly in a movement remembered mostly for its male leaders. Contributing to scholarship focused on the literate lives of women, this study focuses on the uses of literacy in the lives of four women with particular emphasis on the women's experiences with the literacy they practice. Drawing on ideological views of literacy (Gee, Street) and research focused on the social, cultural and economic influences of such practices (Brandt), the women's memoirs served as the site for collecting and analyzing the women's responses and reactions to literacy events with the press. Through an application of Deborah Brandt's notion of sponsor, literacy events between the women and the press were recorded and the data analyzed to understand the relationship the women had with the literacy available and the role the sponsor (the press) played in shaping the practice and the literate identities of the women. Situated in the racist climate of the Jim Crow South in the 1950s/60s and the secondary role women played in the movement, the women's memoirs and the data analyzed revealed the role the women's perception of the practice, shaped by personal history and lived experiences, played in how the women experienced and used their literacy. This dissertation argues that their responses to literacy events and their perceptions of the power of their reading and writing highlight the significant public role women played in the movement and argues that, although the women remain relatively unremembered participants of the movement, their memoirs act as artifacts of that time and proof of the meaningful public contributions women made to the movement.
ContributorsAdams, Kelly R (Author) / Goggin, Peter (Thesis advisor) / Boyd, Patricia (Committee member) / Miller, Keith (Committee member) / Arizona State University (Publisher)
Created2012
Description
This thesis is broken down into two sections. The first being market research and the second being the creation of the financial guide. The first section includes our primary and secondary data. In this section, we discover whether or not there is an actual need for a financial guide among college students, as well as the relationships among different variables that we included in our survey. The second section comes in the format of a financial guide that we have created. It includes topics that that our survey respondents feel most pertinent to them. It also uses the data we collected to emphasize certain topics over others in order to educate our readers and capture their attention as much as possible.
ContributorsShi, Cindy (Co-author) / Megan, Vogelsang (Co-author) / Hoffman, David (Thesis director) / Park, Sungho (Committee member) / W. P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study seeks to answer the research question of what is the optimal design for a not-for-profit that builds home libraries in the Phoenix Metropolitan area, ultimately preparing children for successful school entry, promoting parent-child engagement, and increasing literacy rates. A relationship between concentrations of poverty in neighborhoods and low achievement in public schools proves that characteristics of the home environment, including lack of access to books, significantly hinders a child's success in learning to read. The average 5 year old from a middle-income home recognizes 22 letters of the alphabet while an average 5 year old from a low-income home recognizes only 9 (Hart and Risley 1995). The development of early literacy skills through at-home experiences with books is linked to a child's success in learning to read (Snow and Ninio 1986). In direct contrast to the high value of children's books, two thirds of low-income families own no books for their children (Dickinson 2006). Further, low-income households are disproportionately comprised of communities of color and English language learning households (Milem 2016). Additional resources on this topic depict that discrepancy in reading level and language development related to families' socioeconomic statuses are present even before children enter school. One potential method of addressing socioeconomic gaps in academic achievement is to provide children from low-income families access to high-quality, age-appropriate books. This strategic marketing plan analyzes the factors influencing reading comprehension and child literacy in Arizona to determine the method best suited to providing access to reading materials for children from impoverished homes in the Phoenix area. Primary research was conducted via interviews to analyze example business models. Gaps unfulfilled by existing organizations that seek to improve literacy rates led to the design of an organization called Bookshelf. Bookshelf mirrors a non-profit structure, which operates with a small team and large community involvement to deliver new and gently used books to children enrolled in Head Start, an early childhood education program for children from impoverished homes. Bookshelf is designed to work with the existing structure of the Head Start classroom, utilizing both the teacher-parent and parent-child relationship to deliver books into the hands of the target market and promote long-term reading and learning. By accessing the educational environment in each classroom Bookshelf can both enjoy multiple points of contact with the consumer while they attend Head Start, and provide resources for existing reading development programs.
ContributorsHarding, Emily Claire (Author) / Karnos Eaton, Kathryn (Thesis director) / Schlacter, John (Committee member) / Department of Marketing (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12