Show simple item record

dc.contributor.advisorDavis, James Earl, 1960-
dc.creatorMorales-Williams, Erin Maurisa
dc.date.accessioned2020-11-04T16:57:24Z
dc.date.available2020-11-04T16:57:24Z
dc.date.issued2014
dc.identifier.other890207787
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3301
dc.description.abstractFeminist scholars define rape culture as an environment that is conducive to the occurrence of rape, due to an acceptance of sexual objectification, double standards, strict adherence to traditional gender norms, and victim blaming. They argue rape culture as a definitive feature of US society. The structural forces of racism and classism, negatively impact urban areas, increasing the likelihood of violence. This includes the spectrum of sexual violence. While community centers are regarded as key social resources that help urban youth navigate the social landscape of violence, little has been said about how they respond to rape culture in particular. Employing ethnographic methods, this dissertation investigated a summer camp within a community center in the Bronx, and the everyday ways that five women of color (18-26) taught a public pedagogy of gender and sexuality. Nine weeks were spent observing women in the field; in a one year-follow up, additional interviews and observations were made outside the camp setting. Supplemental data were collected from women of color in various community centers in urban areas. This study found that given the othermother/othersister relationships that the women developed with their teen campers, they were able to detect sexual activity and trauma. In turn, they employed a public pedagogy, which offered lessons of `passive protection' and `active preparation.' This study offers implications for training and programming regarding the resistance of rape culture, and policy and legislation to regulate it within community centers.
dc.format.extent295 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectWomen's Studies
dc.subjectAfrican American Studies
dc.subjectPedagogy
dc.subjectBlack Feminism
dc.subjectCommunity Based Education
dc.subjectGirlhood
dc.subjectRape Culture
dc.subjectYouth Development
dc.titleTough Love: Young Urban Woman of Color as Public Pedagogues and Their Lessons on Race, Gender, and Sexuality
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberBrooks, Wanda M., 1969-
dc.contributor.committeememberEricksen, Julia A., 1941-
dc.contributor.committeememberSanford-DeShields, Jayminn
dc.contributor.committeememberTillet, Salamishah
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3283
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-04T16:57:24Z


Files in this item

Thumbnail
Name:
TETDEDXMoralesWilliams-temple- ...
Size:
3.368Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record