Matching Items (21)
Description
This project is a comparative exploration of the connection between descriptive representation and the substantive and symbolic representation of ethnic minorities: do Afro and indigenous representatives effectively “stand for” group members by introducing identity and empowering descriptive constituents? Featuring reserved seats for both minority groups, Colombia is an ideal case. In combination, the institutional design of reserved seats and the tradition of mestizaje and racial democracy add complexity to analyzing these populations. Consequently, in order to assess minority representation this work adds to extant representational theory by taking into account the crystallization of minority constituencies across elections.
I use quantitative and qualitative data to comparatively assess the use of reserved seats for integrating minority identity to the deliberative process and measuring empowerment impacts for minority-majority municipalities. This data includes an original dataset of electoral outcomes across seven cycles (1990-2010) and transcripts of congressional plenaries spanning three legislative periods (2002-2014). I take into account constituency dynamics identifying the concentration and geographical sources of votes in minority districts. These outcomes translate to expectations of representative behavior, hinging on the theoretical belief that constituency dynamics act as signals of legislator accountability to minority constituents.
This dissertation is located at the intersection of the comparative politics literature on minority quotas and representation, on one hand, and ethno-racial minority politics in Latin America, on the other. I find that ongoing electoral reforms have impacted constituency outcomes in post-reform cycles. More importantly, I observe that reserved representatives from both groups have integrated identity into deliberative processes often, but that only in the case of indigenous representation has the use of identity in plenaries been responsive to constituency variables. In addition, empowerment effects are identified in indigenous-majority communities that have strong linkages to minority districts, while the same empowerment cannot be conclusively identified in Afro-majority communities.
I use quantitative and qualitative data to comparatively assess the use of reserved seats for integrating minority identity to the deliberative process and measuring empowerment impacts for minority-majority municipalities. This data includes an original dataset of electoral outcomes across seven cycles (1990-2010) and transcripts of congressional plenaries spanning three legislative periods (2002-2014). I take into account constituency dynamics identifying the concentration and geographical sources of votes in minority districts. These outcomes translate to expectations of representative behavior, hinging on the theoretical belief that constituency dynamics act as signals of legislator accountability to minority constituents.
This dissertation is located at the intersection of the comparative politics literature on minority quotas and representation, on one hand, and ethno-racial minority politics in Latin America, on the other. I find that ongoing electoral reforms have impacted constituency outcomes in post-reform cycles. More importantly, I observe that reserved representatives from both groups have integrated identity into deliberative processes often, but that only in the case of indigenous representation has the use of identity in plenaries been responsive to constituency variables. In addition, empowerment effects are identified in indigenous-majority communities that have strong linkages to minority districts, while the same empowerment cannot be conclusively identified in Afro-majority communities.
ContributorsCrissien, Jean Paul (Author) / Kittilson, Miki (Thesis advisor) / Hinojosa, Magda (Committee member) / Mitchell, Michael (Committee member) / Arizona State University (Publisher)
Created2015
Description
Censorship is used as a structure to limit the ability of minority social groups to share opinions and ideologies. This in turn constricts our view of reality. My creative project educates the public about the different forms censorship takes. It also provides a space for people to speak uncensored in an effort to protect their right to be heard.
ContributorsEngler, Jessie Christine (Author) / Fehler, Michelle (Thesis director) / Heywood, William (Committee member) / Barrett, The Honors College (Contributor) / The Design School (Contributor)
Created2015-05
Description
While the concept of healthcare is largely respected in Arab culture, the stigma underlying mental health is particularly startling. This study examined the differences in mental health treatment-seeking behaviors using data from Arabs living in Syria (12.9%) and Arabs (25.6%) and non-Arabs (61.5%) living in the United States of ages 18-60. A Web-based survey was developed to understand how factors like religiosity, acculturation, and positive attitudes towards psychological treatment increased help-seeking behaviors. This survey was also provided in Arabic to include non-English speaking participants. It was hypothesized that Arab-American individuals will be more open to pursuing professional psychological help when suffering from mental symptomology (i.e. anxiety) than individuals who identified as Syrian-Arabs. In contrast, both Syrian-Arabs and Arab-Americans would definitely pursue professional help when suffering from physical symptomology (i.e. ankle sprain). Striking differences were found based on Western acculturation. Findings suggested that Arab-Americans were less inclined towards treatment and more trusting of an in-group physician ("Dr. Ahmed") whereas Syrian-Arabs were more inclined to pursue psychological treatment and preferred to trust an out-group physician ("Dr. Smith"). The results of this study identify main concerns regarding Arab attitudes towards seeking mental health treatment, which can better inform future research and mental health services for this minority.
ContributorsRayes, Diana S (Author) / Brewer, Gene (Thesis director) / Cohen, Adam (Committee member) / Olive, Michael Foster (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
Women and people of color are some of the most underrepresented groups in the STEM field (science, technology, engineering, and mathematics). The purpose of this study was to uncover the barriers that undergraduate Hispanic women, as well as other women of color, face while pursuing an education in a STEM-related major at Arizona State University (ASU). In-depth interviews were conducted with 13 adult participants to dig deeper into the experiences of each woman and analyze how race and class overlap in each of the women's experiences. The concept of intersectionality was used to highlight various barriers such as perceptions of working versus middle-class students, the experience of being a first-generation college student, diversity campus-wide and in the classroom, effects of stereotyping, and impacts of mentorships. All women, no matter their gender, race, or socioeconomic status, faced struggles with stereotyping, marginalization, and isolation. Women in STEM majors at ASU performed better when provided with positive mentorships and grew aspirations to become a professional in the STEM field when encouraged and guided by someone who helped them build their scientific identities. Working-class women suffered from severe stress related to finances, family support, employment, and stereotyping. Reforming the culture of STEM fields in higher education will allow women to achieve success, further build their scientific identities, and increase the rate of women graduating with STEM degrees.
ContributorsValdivia, Lilianna Alina (Author) / Kim, Linda (Thesis director) / Camacho, Erika (Committee member) / School of Mathematical and Natural Sciences (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
As the daughter of Mexican parents, I was raised with family-centered values which conflict with the values of independence, freedom and individuality stressed in the United States. Being a minority has become part of my identity, thus influencing how I make decisions about finances and traveling. Minorities are faced with many more concern, like familial concerns and financial obligations which hinder their desire to attempt to travel (Salisbury, Paulsen, & Ernest, 2011). My main concerns were convincing my parents that traveling to Nicaragua and studying abroad in Greece and Italy would be beneficial to my college experience, along with financially being able to go through with each experience. The main purpose of my thesis is to share what it is like to be a minority faced with cultural and financial obstacles that make it difficult to travel and how the experience is shaped due to these obstacles.
ContributorsValtierra, Nancy Jazmin (Author) / Larson, Elizabeth (Thesis director) / Facinelli, Diane (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Graduate College (Contributor)
Created2014-05
Description
This research will focus on identifying healthcare disparities among different groups of people in Maricopa County, with a focus on the Phoenix area. It takes form in a combination of a review of previously existing data, surveying pregnant women about their health insurance situations before their pregnancies, and surveying college students in Maricopa County about their past and current health insurance situations. The pregnant women who were interview were part of a study called Metabolism Tracking During Pregnancy through the School of Nutrition and Health Promotion at Arizona State University. College students who were interviewed were recruited online and all participants were choosing to respond. This research paper will focus on policies currently in place to try to address healthcare disparities and establishing the presence of healthcare disparities that are preexisting, and using individual responses from a small sample size of minorities and women to represent the larger Phoenix population. Differences in healthcare spending for different groups of people will also be analyzed in order to establish disparities present. This research is significant because if healthcare equality is the goal, then spending distribution to each should be proportional to the size of each subpopulation.
ContributorsGeiser, Rachel (Author) / Reifsnider, Elizabeth (Thesis director) / Cortese, Denis (Committee member) / School of Molecular Sciences (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Residents of the United States increasingly support organic and local food systems. New Social Movement theorists have described alternative agriculture as a social movement that transcends social class. Other scholars have critiqued alternative agriculture for catering to a middle-class, white public. Simultaneously, geographers have identified communities across the United States that struggle with reduced access to healthy fruits and vegetables. In some of these neighborhoods, known as “food deserts,” local groups are redefining an inequitable distribution of healthy food as a social injustice, and they have begun initiatives to practice “food justice.” The overarching research questions of this study are: 1) How do communities become food deserts? 2) How do food justice movements crystallize and communities practice food justice? 3) What are the social outcomes of food justice movements? Using an Ecology of Actors framework, this study analyzes the actors and operational scales of three food justice movements in Phoenix, Arizona. A narrative analysis of historical scholarly materials and other artifacts reveals that, for more than a century, some communities have tried to create minority-operated local food systems. However, they were thwarted by racist policies and market penetration of the conventional US food system. Interviews with residents, garden organizers and food justice advocates living and working in the city create a narrative of the present day struggle for food justice. Results of this work show that contemporary residents describe their foodscape as one of struggle, and carless residents rely upon social networks to access healthy food. Garden organizers and gardeners are creating networks of community gardens, market gardens, and informal farmers’ markets. They are actively transforming their communities’ landscapes with sophisticated garden ecology in an intense urban heat island. However, the movement’s continued success may be threatened. Many new Phoenix-based local food coalitions and national alternative agriculture social movements are now working to alter Phoenix’s foodscape. Composed of well-educated professionals, who have adopted a justice-based language around food, these organizations may unintentionally co-opt the local food justice movements.
ContributorsBleasdale, Thomas (Author) / Harlan, Sharon L (Thesis advisor) / McHugh, Kevin (Committee member) / Bolin, Bob (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study sought to create a holistic picture of Ethnic Studies as it relates to education through the voices and experiences of scholars who bridge Ethnic Studies and education. It examines Ethnic Studies through the conceptual lens of Safety Zone Theory (Lomawaima & McCarty, 2006). At the heart of Safety Zone Theory (SZT) is the concept that historically the U.S. federal government (and to an extent society as a result of this governmental framing) has designated certain elements of minority cultures as “safe” and other elements as “divisive.” SZT was originally applied to examine federal Indian education policy in the U.S. In this study, I expand that application to other minority and immigrant cultures within the United States. This research is significant because despite the minority population growth in the United States public school curricula typically only make reference to such groups and their histories a minimal side note (Loewen, 2007; U.S. Census, 2013; Zinn, 2003). For example, in 2010 the Arizona state legislature declared Ethnic Studies illegal on the grounds that it allegedly promotes “anti-American sentiments" (A.R.S. §15–112).
Using Seidman’s (2013) three-part interview protocol, leading figures in the field of Ethnic Studies as it relates to education were interviewed to gain their perspectives on the “life story” of this field. Again following Seidman’s (2013) protocol, narrative profiles were crafted for each participant. The profiles were analyzed individually for emerging themes; this was followed by a cross-case analysis. This multilevel qualitative analysis yielded a larger narrative of Ethnic Studies that helps us to understand its past and envision its future. My hope is that this research impacts future policy on Ethnic Studies and current curricula, particularly in states and school districts making decisions on the importance and need of Ethnic Studies as a part of the curriculum. Also, the research can aid preservice teachers and principals in learning to see the fullness of their students, the places they come from, and the value and funds of knowledge that they bring to the classroom. I also hope that this is the beginning of more studies on the impact of individual stories and the stories as a collective in regards to race and ethnicity. Demographics within the United States are changing at a rapid pace, and school is children’s introduction to society. As a mini-society/community, there is a responsibility to model what they are going step into in real life.
Using Seidman’s (2013) three-part interview protocol, leading figures in the field of Ethnic Studies as it relates to education were interviewed to gain their perspectives on the “life story” of this field. Again following Seidman’s (2013) protocol, narrative profiles were crafted for each participant. The profiles were analyzed individually for emerging themes; this was followed by a cross-case analysis. This multilevel qualitative analysis yielded a larger narrative of Ethnic Studies that helps us to understand its past and envision its future. My hope is that this research impacts future policy on Ethnic Studies and current curricula, particularly in states and school districts making decisions on the importance and need of Ethnic Studies as a part of the curriculum. Also, the research can aid preservice teachers and principals in learning to see the fullness of their students, the places they come from, and the value and funds of knowledge that they bring to the classroom. I also hope that this is the beginning of more studies on the impact of individual stories and the stories as a collective in regards to race and ethnicity. Demographics within the United States are changing at a rapid pace, and school is children’s introduction to society. As a mini-society/community, there is a responsibility to model what they are going step into in real life.
ContributorsAnderson, Joy (Author) / Mccarty, Teresa L (Thesis advisor) / Swadener, Elizabeth B (Thesis advisor) / Scott, Kimberly A. (Committee member) / Arizona State University (Publisher)
Created2016
Description
This study examines the identity development of young women in the context of an urban high school in the Southwest. All of the participants were academically successful and on-track to graduate from high school, ostensibly ready for “college, career and life.” Life story interviews were co-constructed with the teacher-researcher. These accounts were recorded, transcribed and coded for themes related to identity development. The narrative interviews were treated as historical accounts of identity development and, simultaneously, as performances of identity in the figured world of the urban high school. The interviews reflected the participants’ ability to create a coherent life story modulated to the context of the interview. Generally, they used the interviews as an opportunity to test ideas about their identity, or to perform an ideal self. Several key findings emerged. First, while content and focus of the interviews varied widely, there was a common formulation of success among the participants akin to the traditional “American Dream.” Second, the participants, although sharing key long term goals, had a diverse repertoire of strategies to achieve their goals. Last, schooling, both informal and formal, played different roles in supporting the women during this transition from childhood to adulthood. Results indicate that multiple pathways exist for students to find success in US high schools, and that the “college for all” narrative may limit educators’ ability to support students as they create their own narratives of successful lives.
ContributorsBogusch, Emily Bridget (Author) / Nakagawa, Kathy (Thesis advisor) / Swadener, Beth Blue (Committee member) / Arzubiaga, Angela (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2016
Description
Salud Empoderada is a bilingual English-Spanish blog with the goals of providing pre-medical advice, exposure to careers in medicine through interviews with leaders in medicine and science, and resources to support and encourage Latino pre-medical college students at Arizona State University. This information is provided in the forms of blog posts and infographics. Salud Empoderada was created as a way to address the lack of representation of Latino medical students enrolled in U.S. medical schools and Latino physicians in the U.S. Therefore, Salud Empoderada targets Latino students in the first stage of their journeys to becoming a doctor, pre-medical students, to help inspire and guide them to pursue their dreams despite the challenges they may face, including struggles with mental health, socioeconomic status, access to Latino mentors in medicine and science, health disparities, gender, DACA status, attacks on affirmative action, and the MCAT exam. Furthermore, Salud Empoderada encompasses my trip with Barrett, The Honors College to Costa Rica to share insight on life in Costa Rica and the Indigenous tribes residing there. Sharing this experience with Latino pre-medical students may provide them further exposure to other cultures, the heterogeneity within Latin America, the importance of cultural competence in medicine and the possibilities that global health and Spanish studies offer to become well-rounded and holistic future physicians.
ContributorsLopez, Jasmine (Author) / Gonzalez-Estevez, Dulce (Thesis director) / Fernandez, Sofía (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Watts College of Public Service & Community Solut (Contributor)
Created2023-05