• Between New York and the Andes, Abstraction and Indigenismo: Camilo Egas's Paintings from the 1940s and 1950s

      Alvarez, Mariola V.; Pauwels, Erin Kristl; Pauwels, Erin Kristl (Temple University. Libraries, 2018)
      Recent studies of Andean Indigenismo and Andean abstraction tend to overlook the intersections between these two artistic trends, as well as schematize the production of artists who experimented with both. The scholarship on Ecuadorian artist Camilo Egas, for example, only focuses on his role as a precursor of Indigenismo without delving into the diverse artistic styles that intertwine in his transnational career. Such selective interest in his Indigenist production, which tends to focus on his early works from the 1910s to the 1930s in Ecuador, Paris, and the first decade in New York, might be related to the fact that his oeuvre from those periods can be clearly connected to documented developments of modern nationalist painting in the Andean region. Yet, this gap in art historical studies ignores the compelling visual experimentations that Egas undertook in the 1940s and 1950s while residing in New York. Particularly interesting is an exhibition of these works organized in Quito in 1956 by the Casa de la Cultura Ecuatoriana, and Egas’s peculiar avant-gardist role in the country’s artistic milieu, at a time when Indigenismo, the country’s dominant aesthetic trend, was being challenged by other alternatives. In this thesis, I examine Egas’s position in-between two different contexts, cultures, and temporalities, which informed artistic experimentations and how these two contexts did not necessarily ascribe to the same ideas of modernism and art’s role in society. This thesis is based in archival research conducted both in Quito, Ecuador, and in New York. From May 2017 to February 2018 I visited several archives in public institutions and private holdings in both countries in search of the exhibited artworks, exhibition ephemera, written reviews of the work, relevant correspondence, Egas’s personal documentation of his work, and other existing academic material, to inform my research and writing.
    • Born-Again Brethren: History as Identity and Theology in the Cultural Transformation of a "Plain People"

      Bruggeman, Seth C., 1975-; Watt, David Harrington; Bensman, Beth (Temple University. Libraries, 2012)
      This essay examines the ways in which one Protestant faith community has, over the course of the last six decades, deployed history as a means to form identity and shape practical theologies for daily living, in response to a particular transformation of its culture. Beginning in the middle decades of the twentieth century, the Brethren in Christ Church transformed from a small, separatist religious society into a growing mainstream evangelical denomination. Central to this transformation was the church's increasing investment in the larger American evangelical movement. Since the 1970s, church members have hotly debated their denomination's "evangelical turn." While some see it as an inspiring story that captures the church's missionary essence, others see it as a tale of acculturation to "worldly" society. This contestation, however, rests on a misunderstanding of the denomination's "post-turn" history. By re-narrating the church's "evangelical turn" and leveraging that narrative into a collaborative, web-based interpretive exhibit, I seek to empower the Brethren in Christ community to better understand its history. Ultimately, I conclude that throughout the last sixty years and into the present, members of the church have used and continue to use history to understand both who they are and how they should live--conclusions with significant implications for the practice of public history among faith communities.
    • Collective memory and national identity in Romania: Representations of the communist past in Romanian news media and Romanian politics (1990 - 2009)

      Kitch, Carolyn L.; Morris, Nancy, 1953-; Darling-Wolf, Fabienne (Temple University. Libraries, 2014)
      My dissertation situates at the intersection of communication studies and political sciences under the umbrella of the interdisciplinary field of collective memory. Precisely, it focuses on the use of the communist past by political actors to gain power and legitimacy, and on the interplay between news media and politics in shaping a national identity in post-communist Romania. My research includes the analysis of the media representations of two categories of events: the anniversaries of the Romanian Revolution and the political campaigns for presidential/parliamentary elections. On the one hand, the public understanding of the break with communism plays an important role in how the post-communist society is defined. The revolution as a schism between the communist regime and a newborn society acts like a prism through which Romanians understand their communist past, but also the developments the country has taken after it. On the other hand, political communication is operating on the public imaginary of the past, the present and the future. The analysis of the political discourses unfolded in the news media shows how the collective memory of the communist past is used to serve political interests in the discursive struggle for power and legitimacy. Such an investigation allows for a deeper understanding of the identity formation in transitional societies in Eastern Europe. The historical discourse analysis of 5378 texts, selected from four national Romanian newspapers during the first two decades of post-communism (1990 - 2009), shows how the emergent corrupted political class which replaced the communist nomenclature shaped the understanding of communism that would characterize all members of the Romanian society as victims, thus impeding an effective investigation of personal and collective guilt. It also shows that the lack of clarity regarding the Romanian Revolution (as the starting point of a new society) contributed to a crisis of legitimacy in post-communist Romania so that the Romanians neither could forget the past, nor resolved its problems twenty years after the fall of communism.
    • Constructing and Performing an On-Air Radio Identity in a Changing Media Landscape

      Morris, Nancy, 1953-; Murphy, Patrick D.; Pompper, Donnalyn, 1960-; Hastings, Catherine M. (Temple University. Libraries, 2014)
      The radio industry is fighting to stay relevant in an age of expanding media options. Scholarship has slackened, and media experts say that radio's best days are in the past. This dissertation investigates how today's radio announcer presents him/herself on the air as a personality, creating and performing a self that is meant for mass consumption by a listening audience. A participant observation of eleven different broadcast sites was conducted, backed by interviews with most key on-air personnel at each site. A grounded theory approach was used for data analysis. The resulting theoretical model focuses on the performance itself as the focal point that determines a successful (positive) interaction for personality and listener. Associated processes include narrative formation of the on-air personality, communication that takes place outside of the performance, effects of setting and situation, the role of the listening audience, and the reduction of social distance between personality and listener. The model demonstrates that a personality performed with the intent of being realistic and relatable will be more likely to cement a connection with the listener that leads to repeated listening and ultimately loyalty and fidelity to that personality. The successful deployments of these on-air identities across multiple channels (in-person, online, and through social media as well as broadcast) suggests that the demand for relatable and informative content will persist, regardless of radio's future delivery mechanisms.
    • Course-triggered Identity Exploration, Motivation, and Success among Community College Students

      Kaplan, Avi; Byrnes, James P.; Hattikudur, Shanta; Donohue, Ann Marie (Temple University. Libraries, 2016)
      In this dissertation, I seek to extend motivational and identity research conducted in other educational contexts to the community college setting in an effort to provide insights into the relatively lower rates of academic success experienced by community college students. The purpose of this dissertation research is to explore the nature and prevalence of motivational orientations, identity processing styles, and course-triggered identity exploration among community college students, the relation of these orientations/processing styles/exploratory actions to one another and to students’ academic outcomes, and to attempt to promote adaptive identity exploration around an academic curriculum for remedial college students. The theoretical frameworks that guide this dissertation research are Achievement Goal theory (Ames, 1992), Brezonsky’s (1989) identity processing style, and Flum and Kaplan’s (2006) perspective on identity exploration and its promotion in educational settings (Kaplan, Sinai & Flum, 2014). This dissertation comprises three studies that utilize data collected over the course of two semesters: the fall semester of 2012 and the fall semester of 2014 at Montgomery County Community College in Pennsylvania. The three studies encapsulate a progressive process that aimed to map community college students’ goal orientations, identity processing styles, and experiences of course-triggered identity exploration and their relations with expected course outcomes, to establish conceptual and empirical support for the relations between identity exploration in the community college classroom and students’ adaptive goal orientations and identity processing styles, and to implement an intervention aimed to facilitate remedial community college students’ identity exploration within the curriculum and investigate these students’ experiences of motivation, identity processing, and course-triggered identity exploration over the course of the semester. The first study investigated the nature of and the relations amongst students’ course-triggered identity exploration, identity processing styles, achievement goal orientations, self-efficacy, and expected academic outcomes in the community college classroom. The study involved analysis of community college students’ self-report data from a survey (assessing the aforementioned constructs) administered to 100 students (39 males, 61 females) in an introductory psychology course. Results indicated that students most strongly adopted mastery-approach orientations and informational-oriented processing styles in the course. Results also suggested that mastery orientations and informational-oriented processing styles are conceptually related, as are performance orientations and normative and diffuse-avoidant processing styles. Additionally, mastery-avoidance orientations and self-efficacy were found to be significantly positively correlated with students’ expected course grades. The second study investigated the qualitative manifestations of these community college students’ experiences of identity exploration in the introductory psychology course, in order to arrive at conceptual insights as to the personal and contextual features involved in adaptive identity exploration in the community college classroom, as well as the conceptual definition and experiential meaning of course-triggered identity exploration in the community college context. This study involved analysis of open-ended qualitative data collected from the same survey used in the first study, which asked students to explain, in their own words, their experiences of identity exploration in the course. Of the 100 students who took the survey in Study 1, 92 provided qualitative feedback to the open-ended item. Results from the qualitative analysis of students’ responses indicated that 70% of student responses (n=65) indicated course-triggered identity exploration. Additionally, analysis of these students’ qualitative feedback suggested that five dimensions characterized students’ descriptions of course-triggered identity exploration: trigger, cognitive action, self-target, purpose, and time. The third study investigated the relations among students’ motivations, identity processing styles, course-triggered identity exploration, and academic outcomes studied in the first two studies; only this time within a unique context in the community college – remedial English courses. This study also sought to use a design-study approach to investigate the effects of course activities implemented to promote students’ identity exploration and to examine the trajectory of identity exploration over the course of a semester, and its relation to changes in students’ motivational orientations and identity processing styles. The study involved a semester-long researcher-instructor collaborative intervention in two developmental English courses at the community college. The intervention consisted of a theory-informed collaborative design of course activities that aimed to facilitate students’ identity exploration within the curriculum. Data collected included pre-post intervention surveys assessing students’ identity processing styles, achievement goals, and self-efficacy, post-intervention scales assessing students’ course-triggered identity exploration, reflective writing assignments that students completed as part of the intervention during the semester, a final identity-related assignment that students completed at the end of the course, and students’ expected course grades. A total of 17 students participated in at least one facet of Study 3 (e.g. surveys, reflective writings, etc.). Demographic information was provided by 13 students (males=6, females=7). Overall, results from the study supported the dimensional framework of course-triggered identity exploration derived in Study 2. However, results also indicated variation, with regard to the frequencies with which dimensions were evidenced in students’ writing, between the students in Study 2 and Study 3. The qualitative analysis also suggested that while students’ experiences/trajectories of identity exploration over the course of the semester may be individualized, prototypical trajectories may exist and certain course features may be more conducive to facilitating exploration than others for particular students.

      Morris, Nancy, 1953-; Darling-Wolf, Fabienne; Yu, Sherry S.; Zhao, Shanyang, 1957- (Temple University. Libraries, 2018)
      This dissertation explores how developed digital media technology influences individuals’ daily lives and their everyday practices. Furthermore, it examines how digital media usage has impacted diasporic members’ identity construction process. With the example of the Korean diaspora in the United States as a case study, this dissertation focuses on the impact of digital media, first, in regard to the ways in which diasporic members communicate with others and respond to the national and social issues of the homeland, and second in regard to their understanding of themselves, as well as their surroundings. Through an analysis of in-depth interviews with 35 Korean immigrants and my fieldwork in the New York City, Jersey City, and Philadelphia metropolitan areas from October 2016 to March 2017, this dissertation examines how and to what extent Korean diasporic members have connected to and paid attention to their homeland issues, and how they have responded to them, in tandem with the development of media communication technology throughout the immigration history of the Korean diaspora. This research finds that the advent of digital media has had a significant impact on the Korean diaspora. Despite a generational split in terms of Korean diasporic members’ digital media usage, all of my interviewees use digital media on a daily basis to interact with others, regardless of geographical limitations. As a result, global digital diaspora enables Korean diasporic members to reconfirm the significance of the Korean diaspora. These members recognize the Korean diaspora not as an exclusive community limited to specific local individuals, but rather as a transnational community on a global level. Hence, Korean diasporic members’ self-identification is often based on such an understanding of the Korean diaspora.

      Atkinson, Dwight; Beglar, David J.; Sawyer, Mark; Casanave, Christine Pearson, 1944-; Fujioka, Mayumi (Temple University. Libraries, 2013)
      This research explores issues involving gender, education, and learning/using English as a second/foreign language (ESL/EFL) by investigating three Japanese women's experiences of fashioning their lives in ways that made them feel satisfied and happy. In order to develop an emic point of view--one derived from grounding myself as strongly as possible in the three women's worlds and views, I adopted a situated qualitative research approach, and collected the data mostly through multiple interviews with the women and participant observation of their work life situations. I then interpreted the data focusing on the women's identity constructions, their gendered struggles, and the roles of education and English in their lives and gender transformations. The findings common across the three women are as follows. First, the women developed a high degree of self-worth and an ethos of studying hard for self-cultivation in the family discourses that they grew up within. Second, the women's professional interests (i.e., in English education, physical fitness education, and dance, respectively), and the lives they aspired to craft for themselves were produced at the intersection of local and global discourses. Third, at some points in their married lives, they faced severe difficulties in seeking professional satisfaction and at the same time conforming to gender norms. However, their struggles to play multiple gender roles as "Japanese women" produced their agency to take up educational opportunities and re-craft themselves. The three women therefore chose to attend professional educational programs offered at Western institutions for self-crafting in the midst of their respective gender struggles. Fourth, the women used English to participate in Western educational and globalized professional discourses. Fifth, the women's prolonged and intensive participation in these discourses contributed to their acquisition of new knowledge to alternatively perform as "Japanese women" and transform their gendered lives. This study reveals that the three women used educational opportunities and English for their identity work--that is, to become who they desired to be, and to expand the boundaries of their freedom as "women" as well as to act socially as members of globalized cultural worlds.
    • Embodied Conflict: Women Athletes Negotiating the Body and Identity

      Delaney, Kevin; Ericksen, Julia A., 1941-; Vila, Pablo, 1952-; Alpert, Rebecca T. (Rebecca Trachtenberg), 1950- (Temple University. Libraries, 2011)
      Breaking out of the traditional expectations of femininity, women participating in sports, particularly physically aggressive sports, challenge the dominant framework of a sex/gender binary. The reading of essential difference between the bodies of men and women has been central to the history of women's involvement in sports. Historically, women's bodies have been considered incommensurable with and even in danger of damage from participation within the male world of sport. In the current climate of sport, women athletes embody a peculiar dilemma as their participation is often encouraged provided that they maintain an appropriately feminine appearance. Prior research has provided a somewhat limited analysis of the dilemma that women athletes face in embodying femininity and athleticism, often reporting the experiences of a homogenous group of sporting women. To better understand the complex ways that athletes negotiate gender and the body, I focus on the experiences of a diverse group of women athletes. In particular, I pursue the following question: how do women athletes negotiate gender and the body in relation to multiple subject positions, such as those associated with gender, sexuality, race, and type of sport played? To answer this question, I conduct 5 focus group interviews using photo-interviewing and 40 in-depth interviews with athletes in basketball, soccer, and volleyball. The results indicate that women athletes' negotiations of gender and the body are highly influenced by the intersections of race, sexuality, and the type of sport played. Women athletes negotiate gender and the body in complex and ways that both reinscribe and challenge heterosexualized gender norms. While the embodied experiences of these athletes sometimes reinforce assumptions about gendered bodies, they also, at times, present the potential for more fluid and capacious understandings of gendered bodies. As such, these women athletes expose our knowledge about gendered bodies as contested and tenuous. I conclude by presenting areas of future research that arise from the findings in this study.
    • Fashion in Bad Faith: Framing the Clothed Self in an Existential Phenomenological Lens

      Gordon, Lewis R. (Lewis Ricardo), 1962-; Alperson, Philip, 1946-; Rey, Terry (Temple University. Libraries, 2011)
      This project outlines, through a discussion of Jean-Paul Sartre's theory of sadistic and masochistic manifestations of embodiment as forms of bad faith, relationships to clothing, especially those conditioned by the fashion industry. Through an analysis of the concept of a disguise, I argue that the fashion industry encourages consumers to play what I call a game of fashion. This game involves hiding from one's freedom through self-deception while interacting with seemingly replaceable others. Clothing enables one to engage in a two-fold disguise - hiding one's freedom from oneself and evading intersubjective relations with others. In bad faith, one wears the self falsely while immersing oneself in a game of false interactions with others. Bad faith is a two-fold assault on the self and the basic make-up of social life. Within the contemporary milieu of Western consumer society, fashion is a ready accessory for the performance of bad faith. This study is an examination of such phenomena. A contemporary attitude toward clothing, or fashion, is that particular garments are able to "remake" the self - as if what adorns the body were all there is - and that it can hide the self through such adornment because the "real self" supposedly exists elsewhere. This perspective on fashion, and by extension, the body, depends on a Cartesian severing of mind and body - the exact attitude that informs bad faith. These two approaches to fashion are examples of assertions of the self as a material thing on one hand and the assertion of the self as a complete transcendence on the other. Both are forms of bad faith. Instead of thinking of fashion as a mask beneath which there is either nothing or the body beyond which there is the real transcendent self, I argue for thinking of clothing as a veil where the garment naturally conceals through acts of revelation, but what is concealed and what is revealed are never complete. Such a conception involves maintaining a distinction between public and private, while acknowledging there being something beneath that could be known and, through the cultivation of intersubjective relations, offer a richer understanding of the ways in which clothing affects intimate relationships.

      Hobbs, Renee; Vacker, Barry; Saari, Timo (Temple University. Libraries, 2011)
      Video games are often thought of as a type of social media, yet social media are not often thought of as a type of video game. Due to the fact that both are media that arguably play a large role in identity formation and perception of reality, this paper argues that social media should be looked at as providing a type of video game experience. While the study is not limited in its scope to teens, they play an important role. This paper explores identity as being social and interactive and also affected by media. The relationship between representation and reality is also explored and applied to the current celebrity culture. Social media and video games are explored through their similarities, including their goals of becoming a hero/celebrity, exemplified in social media through users acting like their own paparazzi. A systematic analysis is conducted to compare research regarding identity and reality in social media and video games since 2005. While similar themes emerged, the way that these themes are studied within video games and social media differ. These gaps in research lead me to four new research area suggestions for social media: mirrors, stereotypes, immersion and definitions. Through these new research areas, I propose five possible future studies.

      Lombard, Matthew; Rodríguez, Clemencia; Murphy, Patrick D. (Temple University. Libraries, 2019)
      With a focus on the psychological process of identification with media characters, this thesis builds upon existing research about the various representations of familial structures in fictional television and their effect on audience members. Using survey data to inquire about how modern television’s evolving definitions of family could impact viewer responses to accessible programming allows for further exploration of the role that the familial aspects and nuances which are portrayed on television may play in the way that viewers experience identification with these characters. After performing a quantitative and qualitative analysis of survey responses, given modest results it can be concluded that similarity between the viewer’s family and the family of an on-screen character is a predictor of identification between the viewer and that character. We gain, through this research, a deeper understanding of trends in how participants experience identification with fictional families and individuals. Furthermore, we can better understand how audiences could be influenced by seeing (or not seeing) families that resemble one’s own in entertainment media.
    • Identity of College Students with Psychiatric Disabilities and Use of Support Services

      Kaplan, Avi; Thurman, S. Kenneth; Schifter, Catherine; Kanno, Yasuko, 1965- (Temple University. Libraries, 2016)
      Given the increasing number of undergraduate students with psychiatric disabilities enrolling in college and the disproportionately high attrition rates among this group, it is important that researchers understand the experiences of these students and identify and address the barriers to higher education that face this population. While most college campuses make a number of modifications, accommodations, and services available to students with registered disabilities, researchers suggest that many students with psychiatric disabilities fail to either register or make effective use of such services. Research has found that the endorsement of disability identity impacts the proactive utilization of valuable academic accommodations and promotes students’ academic success. However, little is known about how disability identity is shaped and maintained within the context of college. Still, even less is known about the experiences of students with psychiatric disabilities or how they construct meaning pertaining to their disability within college. The current study explored the processes by which undergraduate students with psychiatric disabilities make meaning of their disability identity through interaction and participation within the college context. Furthermore, I explored students’ decisions regarding disability disclosure and the utilization of support services as one means of understanding a motivated action indicative of disability identity. I employed an interpretative phenomenological approach to gain insight into the perceptions, meaning making, and lived experiences of undergraduate college students with psychiatric disabilities regarding the contextualized construction of disability identity. The results of the analysis suggest that disability identity is dynamic and constructed through interactions with others and participation in various activities and experiences presented in the college environment. These findings contribute to the literature on identity formation in college students with psychiatric disabilities and provide important implications for theory, research, and practice.
    • Identity, Discursive Positioning, and Investment in Mixed-Group Spanish Language Classes: A case study of five heritage speakers

      Toth, Paul D.; Lorenzino, Gerardo; Holmquist, Jonathan Carl; Showstack, Rachel E. (Temple University. Libraries, 2019)
      Research in identity and heritage language (HL) education focuses on the experiences of heritage speakers (HS) and how certain classroom discourses can devalue the skills and proficiencies that they bring with them to the class (García & Torres-Guevara, 2010; Leeman, 2012; Showstack, 2016). These dominant and monoglossic language discourses often focus on the teaching and acquisition of a “standard Spanish language” (Train, 2007; del Valle, 2000). Although scholarship on HL education has long advocated for separate specialized courses to meet the needs of HSs (Potowski, 2002; Valdés, 1997), many HSs remain in courses designed for second language (L2) learners because institutions do not consistently offer specialized instruction. Some research has investigated the experiences of HSs in mixed L2-HL classes (Harklau, 2009; Potowski, 2002), but there is a need for an examination of the classroom discursive practices in courses tailored for L2 learners and how those practices shape how HSs of diverse backgrounds position themselves as Spanish speakers within and outside of the classroom. The present study explores the representation of identity among HSs enrolled in university-level Spanish language classes. This investigation examined the relationship between HSs’ perceived instructional objectives in a Spanish as a second language class, the ways HSs positioned themselves as knowledgeable of the language concerning these objectives, and finally, their subsequent investment in their Spanish studies. The data come from a classroom ethnography and were analyzed within a grounded theory methods approach (Glasser & Strauss, 1967) and showed the extent to which classroom activities were inclusive to HSs’ pedagogical needs. Further, from a social identity and positioning lens, I considered how language ideologies that value the standard linguistic repertoires of monolingual native speakers’ affected individuals’ perceptions and relationships to their heritage community, and the expert or novice identities they negotiated during social interaction. Classroom observations and interviews revealed that the instruction that HSs received often promoted a linguistic hierarchy that devalued the non-standard language forms that reflected the participants’ ethnolinguistic backgrounds. The findings show that each HS navigated classroom discursive practices and negotiated multilingual identities in interaction with their peers, teachers, and the curriculum in different ways. Some of the participants became ambivalent toward the language and its speakers as their backgrounds went unacknowledged in classroom practice, while others found value in the Spanish classes because of past experiences. Findings suggest that there is a need for methodologies in mixed-group classrooms that reflect and acknowledge the sociolinguistic variation of the class (Gutiérrez & Fairclough, 2006).
    • In the Shadow of "King Coal": Memory, Media, Identity, and Culture in the Post-Industrial Pennsylvania Anthracite Region

      Morris, Nancy, 1953-; Murphy, Patrick D.; Kitch, Carolyn L.; Goode, Judith, 1939-; Walley, Christine J., 1965- (Temple University. Libraries, 2019)
      This dissertation examines the cultural and lived experiences of economic abandonment in deindustrialized zones by exploring how residents of a former single-industry economy negotiate this process via communicative constructions of identity, class, and social memory. As this work examines the conflicts about economic decline, class, and memory that inform the predicament of the residents of small towns within Appalachia and beyond, it contributes to ethnographies of deindustrialization in advanced capitalist societies, in zones of mass mineral extraction, as well as to other work on the Appalachian Region. The analysis of these constructions is based on three sets of data: material gathered during two years of offline ethnographic fieldwork in the Anthracite Coal Region of Northeastern Pennsylvania, autoethnography, and the collaboration with local participants vis-à-vis a multi-modal and multi-sited "public digital humanities collaboratory" called “the Anthracite Coal Region of Northeastern Pennsylvania Digital Project” (the latter, a term I develop to expand the methodological vocabulary), to which community members contributed through communication forums about the history, culture, and media representations of the Coal Region. Three narrative chapters analyze a series of lived experiences and theoretical concerns. The first of these chapters, chapter four, analyzes how place, identity, and memory link with past and present class, labor, and industrial dynamics, as well as landscapes left to ruin to demonstrate how, in the Anthracite Region “King Coal” maintains hegemony. Although the mining industry no longer exists as a viable form of employment, inhabitants still consider themselves residents of “The Coal Region,” and dialogue with modes of identification that evolved in the Anthracite Coal Region. These identifications unite earlier diverse, pan-ethnic identities tied to Europe and are at the basis of the emergence of a new subjectivity—a "coalcracker"—one with family who worked in the mines literally “cracking the coal.” As the landscapes are left to ruin, I develop the term "environmental classism" to conceptualize the impact of the fallout from King Coal. Chapter five examines dominant mediated imaginaries of Centralia, Pennsylvania, which have become cultural tropes for a modern ghost town. In these dominant narratives, the obliteration of Centralia, subject to an underground mine fire for 57 years, has been largely produced for the consumption, commodification, commercialization, and the aesthetic experience of either tourists or horror genre fans. I term this production "cultural extractivism" or the expropriation of cultural resources, memory artifacts, images, narratives, or stories extracted from a marginalized or forgotten community or culture for use by a dominant community or culture. The chapter shows local residents challenging such "cultural extractivisms." Chapter six examines the demolition of the Saint Nicholas Coal Breaker, the last anthracite coal breaker and the largest one in the world, a topic that surfaced on the "public digital humanities collaboratory" and compelled considerable discussion. Research on this discussion demonstrates that this structure served as a coping mechanism for community members. Local residents constructed labor-related identities tied to social memory around it. These analyses of how Coal Region residents used their agency to create artifacts suggest that media can be a site of resistance. In addition to the artifacts presented on the "public digital humanities collaboratory," community members submitted and curated their own (unsolicited) artifacts. Theoretical flashpoints emerged, often resulting in local residents issuing challenges to dominant narratives and politics about the Coal Region. This ethnographic research involves offline immersive contact with informants extending to online interactions that resulted in methodological and theoretical expansions which provide the basis for communication scholars and ethnographers 1. to rethink ideas about how they conceive online and offline spaces previously thought of in binary terms; and, 2. likewise to reconsider ethnographic research on economic abandonment in marginalized communities beyond urban and rural binaries.

      Ericksen, Julia A., 1941-; Kidd, Dustin; Stein, Arlene; Alpert, Rebecca T. (Rebecca Trachtenberg), 1950- (Temple University. Libraries, 2013)
      Fifteen feet tall and clad in a three-piece suit, a giant image of Ellen DeGeneres keeps watch over a major highway that skirts Philadelphia. She smiles off in the distance, looking past lines of commuting cars, seated with her knees wide and one arm casually resting on her leg. Advertising her 3 PM talk show, this image is part of a complicated past of lesbians embodying masculinity (Kennedy and Davis 1993; Faderman 1991). At the same time this image is clearly part of this specific historical moment in which gender is increasingly recognized as a malleable project of the body (Butler 1993; Halberstam 1998). This dissertation works to understand the ways that bodies become gendered bodies and conversely to understand the sense-making activities that individuals use to explain their bodies and bodywork. Because lesbian women already sit outside of traditional feminine norms, their femininity is already excised from their bodies. As such, the ways that lesbian women experience gender can be one path of inquiry to the ways that gender and other identities get mapped onto bodies. While academic scholarship has been increasingly addressing issues of sexual identity at a macro level, with particular attention paid to the same-sex marriage debates, there is a lack of consideration of the ways that individual gay bodies, identities, and embodied experiences are affected by the recent social and political attention to "gay issues." This billboard of America's most beloved lesbian is also symbolic of the ever-increasing visibility of the gay body. In this climate of unprecedented gay visibility and social action relying on that visibility, how are individuals assigning meaning to their own bodies and identities? Whose bodies and what identities are able to reap the benefits of this new climate of visibility, and which are still excluded? Drawing from 45 open-ended interviews with lesbians of color and white lesbians, my dissertation examines the ways that non-straight women enact, imagine, re-imagine, and narrate their experiences of gender. I have found two distinct rhetorical strategies used to talk about gendered performances of the body: essentialism and play. Whether women are describing their embodiment of femininity or masculinity, both, or neither, they overwhelmingly draw from one of these two narratives to make sense of their experience. However, I will argue that the choice of narrative is not a neutral or made in the absence of power relations. Instead, my research suggests that women are making these choices within larger webs of racialized political discourses that make available or constrain corporeal possibilities. This becomes most clear when examining the racial differences in the adoption of these narratives. While white lesbians comfortably used both rhetorical strategies, none of the women of color I interviewed invoked narratives that described their gender work as "play." Mainstream LGBT activism has been based on the civil rights model of single-axis politics that relies on subsuming other identities for the dominant strategies and goals (Cohen 1999). This single focus has become crystallized in the past two years as same-sex marriage has become virtually the only issue that gay activism has addressed. Queer politics in theory was a great alternative to these sexual identity politics. For folks experiencing marginality from multiple axes, this shift seemed promising. Unfortunately, queer theory and activism has not been the liberating force it promised to be for many queers of color and non-middle class queers (Cohen 1999; Ferguson 2003). As a result, the libratory promise of identity deconstruction and destabilization that postmodernism has promised appears to be a liberation reserved for white bodies.
    • Invisible features: hidden aspects of teacher identities in an urban charter school

      Horvat, Erin McNamara, 1964-; Jordan, Will J.; Schifter, Catherine; DeJarnatt, Susan; Smith, Michael W. (Michael William), 1954- (Temple University. Libraries, 2015)
      The reconfiguration of public education around free-market aims means each charter school must define its product, and its product features, around marketability - specifically their school's pedagogical practices, aims, and goals. Yet how these are defined may not align with how teachers perceive of the aims and goals of teaching. This in turn impacts how individual teachers make meaning of their roles within a school culture, and how they talk about what the purposes and practices of teaching are for them. This descriptive phenomenological study explores how one group of teachers at an urban charter school react to phenomena (including how the various product features of their school are presented) and how they make meaning of the prominent concepts in contemporary school reform, including teacher autonomy, accountability, failure, choice, and equity. This study also examines how, and how broadly, these perceptions are shared among these teachers, and how these concepts are internalized by them. One key finding from this study was agreement among these teachers around the idea of equity, as each of the study participants defined equity in the same way. This research contributes to the literature on the evolving process of teacher professional identity development in urban charter schools, and also has implications for research on teacher retention and training.
    • Language and Identity among Adolescent Heritage Spanish Students

      Lorenzino, Gerardo; Holmquist, Jonathan Carl; Toth, Paul D.; Flores-Ferran, Nydia (Temple University. Libraries, 2013)
      This dissertation describes the language and identity trajectories of twelve purposefully selected heritage Spanish adolescents who were currently studying in a heritage language program within an urban high school in Bethlehem, Pennsylvania. These twelve students represented six sibling groups and five different nationalities, specifically Dominican, Ecuadorian, Puerto Rican, Salvadorian, and Venezuelan,. The research questions were: 1) How do Hispanic heritage students negotiate their bicultural/bilingual identities?; 2) What is the role of the heritage language in those negotiated identities?; 3) Do these negotiated identities influence their investment to maintain the heritage language?; 4) What are the linguistic manifestations of the Spanish spoken by these bilingual students? Findings of the study revealed that 1) the study participants negotiate their bicultural/bilingual identities in a variety of ways, 2) for some of these students, the heritage language is part of their `out of school' identities, 3) the dominant language ideologies of the school system have had a significant impact on the heritage students' investment in HL practice, and 4) although each participant's identity and linguistic trajectories are distinct, they each have maintained, to a greater or lesser degree, the aspectual preterit/imperfect contrast, and, at the same time have displayed some level of incomplete acquisition of the subjunctive mood. The implications of these findings as they relate to the fields of bilingualism, languages in contact and the developing theory of Heritage Language Acquisition are addressed in the concluding remarks.

      Mudambi, Ram, 1954-; Hamilton, Robert D. (Robert Devitt); Kumaraswamy, Arun; Scott, Jonathan A. (Temple University. Libraries, 2011)
      This dissertation consists of the first three papers in a stream of organization theory research inspired by the insight that humans are as motivated by identity self interest - or the "longing to belong" - as by instrumental self interest. The first paper (chapter 2) spells out this insight and its implications for the governance of knowledge intensive organizations; the second paper (chapter 3) offers an empirical test of the fundamental assumption that a continuum of motivation influences governance arrangements; and the third paper (chapter 4) uses a historical case study to refine process theories of organization by emphasizing the struggle for dominance between identity groups and their logics.
    • Mennonite Identity and Literate Practices in High School Students: A Social Practice Multiple Case Study

      Smith, Michael W. (Michael William), 1954-; Brooks, Wanda M., 1969-; Byrnes, James P.; Juzwik, Mary M. (Mary Margaret) (Temple University. Libraries, 2016)
      This multiple case study describes the relationships between literate practices of five self-identified Mennonite youth and their faith identities. It also examines other salient identity enactments for each participant and the relationships among salient identities. Specifically, this research addresses the question: How do Mennonite high school students who engage in leisure reading enact identities in their literate practices? Participants were in 11th grade at a Mennonite high school. Theoretically based on the social practice theory of identity, data sources included field notes from nine weeks of observations in English and Bible classes, interviews with each participant and the English and Bible teachers, written documents from both classes, and two verbal protocols for each participant with self-selected texts, one of which was faith-related. Multiple analytics were used to analyze the various data sources. Findings suggest that the relationship between faith identity performances and literate practices plays out in different ways for different youth based, in part, on the salience of the faith identity.
    • Narrative Identifications among Anarcho-Punks in Philadelphia

      Vila, Pablo, 1952-; Gordon, Lewis R. (Lewis Ricardo), 1962-; Zhao, Shanyang, 1957-; Wright, Thomas (Temple University. Libraries, 2012)
      This dissertation uses in depth interviews and participant observation in order to understand an important contemporary subculture: anarcho-punks. The research was done in Philadelphia, Pennsylvania between the years of 2006 and 2012. The overarching theme that connects the different chapters of the dissertation together is a focus on the ways in which the identification narratives of participants are ethical in nature, meaning that the narrators are working to maintain an ethical sense of self in their narration. In addition, I show the identitarian consequences of the ways in which the hyphenation of the anarcho-punk identification works to both separate and join the two different identifications "anarchist" and "punk." I also show the ways in which identifications are narratively structured. This is done throughout the ten chapters of the dissertation. Each of the substantive chapters focuses on the different narratives used by the participants to understand a particular theme that is important to developing an understanding of the subculture overall.