Browsing by Author "Dr. Anna Victoria Wilson, Committee Chair"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Education to Subordinate-Education to Liberate. An Historical Study of the Dual Role of Education for African Americans, 1865-1968
    (2003-10-28) Emerson, Diane Eugenia; Dr. Anna Victoria Wilson, Committee Chair
    This research is a case study of African Americans' experience acquiring education in North Carolina. In particular, I examine the ideological and institutional factors that shaped public education for African Americans following the Emancipation Act in 1865. Primary data includes an oral history of the experiences of teachers and students at Williston High School in Wilmington, North Carolina. Oral history serves as the principal vehicle for understanding Williston High School as a segregated learning institution along with document analysis of personal and public records. Williston High School was the sole secondary school for African American students in Wilmington, North Carolina, from 1919 until 1968. Founded in 1866, Williston was the first free school for African American students in the southern part of Wilmington. Local African American citizens raised their own funds to start the school. Desegregation forced the school to close in 1968. A brief history of African Americans in Wilmington, North Carolina, during the Reconstruction era contributes to understanding the local African American community's efforts to maintain and enhance its only high school despite blatant acts of racism.
  • No Thumbnail Available
    Investigating Female Identity Formation: From Fairy Tales to Fabulous Lives
    (2004-12-01) Atkins, Kristin Gayle; Dr. Bonnie Fusarelli, Committee Member; Dr. Anna Victoria Wilson, Committee Chair; Dr. Paul F. Bitting, Committee Member; Dr. Kenneth H. Brinson, Committee Member
    Identity is not a universally fixed term (Butler, 1990, p. 7); rather, it is complex construction produced and reproduced along the axes of gender, race, class, sexuality, education, and cultural context (Gauntlett, 2002, p. 13). As such, identity hinges on a combination of acts, (Sedgwick, 1990), hierarchical social categories (Butler, 1999), culture (Kellner, 1995, 2003), history, difference, representation, social institutions, and stories that define and shape the self through recursive and self-reflexive processes. This research investigates the impact of media culture, body image, relationships, and fairy tales on the identity formation of four young women. Specifically, I concentrate on key cultural models provided through electronic media, visual media culture, and schooling to follow the ways in which these women construct and co-construct their identities over the course of several interviews. Using discourse analysis as the primary tool of inquiry, this study investigates specific details in speech to identify key patterns in language, to interrogate the socioculturally-situated identities produced, and to illuminate relevant cultural models and context in an effort to better understand the ways in which girling and the institution of school inform female identity formation.