DOCSLIB.ORG

Black Girls' and School Administrators' Perceptions of Re-Entry After Exclusionary Discipline Through a Womanist Approach to Narrative Inquiry

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Black Girls' and School Administrators' Perceptions of Re-Entry After Exclusionary Discipline Through a Womanist Approach to Narrative Inquiry Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies Winter 12-14-2017 (Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry Erica B. Edwards Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Recommended Citation Edwards, Erica B., "(Bad) girls: Black girls' and school administrators' perceptions of re-entry after exclusionary discipline through a womanist approach to narrative inquiry." Thesis, Georgia State University, 2017. https://scholarworks.gsu.edu/eps_diss/180 This Thesis is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, (BAD) GIRLS: BLACK GIRLS’ AND SCHOOL ADMINISTRATORS’ PERCEPTIONS OF RE-ENTRY AFTER EXCLUSIONARY DISCIPLINE THROUGH A WOMANIST APPROACH TO NARRATIVE INQUIRY, by ERICA B. EDWARDS, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ _________________________________ Janice B. Fournillier, Ph.D. Jennifer Esposito, Ph.D. Committee Chair Committee Member _________________________________ _________________________________ Layli Maparyan, Ph.D. Joyce King, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ William Curlette, Ph.D. Chairperson, Department of Educational Policy Studies _________________________________ Paul A. Alberto, Ph.D. Dean, College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. ERICA B. EDWARDS NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Erica B. Edwards Educational Policy Studies College of Education and Human Development Georgia State University The director of this dissertation is: Janice B. Fournillier Department of Educational Policy Studies College of Education and Human Development Georgia State University Atlanta, GA 30303 Curriculum Vitae Erica B. Edwards EDUCATION Ph.D. Educational Policy Studies, Georgia State University, December 2017 M.S. Ed. Graduate School of Education, University of Pennsylvania, 2006 B.A. History Spelman College, 2004 PUBLICATIONS Owens, L., McArthur, S., & Edwards, E.B., (under review). Black women researcher’s path to breaking silence: Three scholars reflect on voicing oppression, self-reflexive speech, and talking back to elite discourses. Paper submitted to Meridians. Edwards, E. & Esposito, J. (under review). Clarity in the matrix: Intersectional analysis of popular culture texts. Book proposal submitted to Routledge Series on Qualitative Ap- proaches to Data Analysis. Edwards, E. & Esposito, J. (in press). Reading the Black woman’s body via Instagram fame. Feminist Media Studies. Edwards, E., Esposito, J. & Evans-Winters, V. (in press). Does Beyoncé’s Lemonade really teach us to turn lemons into lemonade? Exploring the limits and possibilities through Black feminism. Taboo: The Journal of Education and Culture. Esposito, J. & Edwards, E. (in press). When Black girls fight: Interrogating, Interrupting, and (Re)Imagining Dangerous Scripts of Femininity in Urban Classrooms. Education & Ur- ban Society. Edwards, E., McArthur, S. & Russell, L. (2016). Relationships, being-ness, and voice: Exploring multiple dimensions of humanizing work with Black girls. Equity and Excel- lence in Education, 49(4), pp.1-11. Edwards, E. & Esposito, J. (2016) “Where is the love? An interrogation of love in VH1’s Love and Hip Hop New York and a call to educators to respond to anti-love messages,” Review of Education, Pedagogy & Cultural Studies, 38(2), pp.124-140. Edwards, E. (2016). “It’s irrelevant to me!” Young Black women talk back to VH1’s Love and Hip Hop New York, Journal of Black Studies 47(3), pp. 273-292. CONFERENCE PRESENTATIONS Edwards. E.B. (2018, April). (Bad) Girls: Black girls’ school re-entry experiences after exclusionary discipline. A paper accepted for presentation at the American Educational Research Association Conference, New York, NY. Edwards, E.B. & Esposito, J., (2016, November). Future texts or same old stereotypes? Reading the Black woman’s body via Instagram fame. A paper presented at the American Educa- tional Studies Association Conference, Seattle, WA. Edwards, E.B. (2015, April). Radical youthwork as a site of liberatory potential. A paper presented at the American Educational Research Association Conference, Chicago, IL. Edwards, E.B., McArthur, S.A., & Russell, L. (2015, April). Emancipatory Research Methods for Black Girls. A paper presented at the American Educational Research Association Conference, Chicago, IL. Edwards, E.B., (2014, October). “It’s irrelevant to me!” Young Black women talk back to VH1’s Love and Hip-Hop New York. A paper presented at the American Educational Studies Association Conference, Toronto, Ontario. Edwards, E.B. (2014, November). Racial subjugation and the neoliberal educational project: Institutional violence at play on Black bodies. A paper presented at the International Conference on Urban Education, Montego Bay, Jamaica. Edwards, E.B. (2014, May). Transformative action research toward the amelioration of power dynamics in classrooms: An approach to caring for African-American girls. A paper pre- sented at the International Congress of Qualitative Inquiry, University of Illinois at Ur- bana-Champaign. Esposito, J. & Edwards, E.B. (2014, April). Where is the love? An interrogation of love in VH1’s Love and Hip-Hop. A paper presented at Sources of Urban Excellence Confer- ence, Atlanta, GA. Edwards, E.B. (2014, February). “School ain’t my life” The impact of corporate education reform on impoverished Black communities. A paper presented at the meeting of the Southeast Philosophy of Education Society, Decatur, GA. McArthur, S. & Edwards, E.B. (2013, November). Beyond your perception: Bridging the gap between African-American girls and their teachers. A paper presented at the American Educational Studies Association Conference, Baltimore, MD. (BAD) GIRLS: BLACK GIRLS’ AND SCHOOL ADMINISTRATORS’ PERCEPTIONS OF RE-ENTRY AFTER EXCLUSIONARY DISCIPLINE THROUGH A WOMANIST APPROACH TO NARRATIVE INQUIRY by ERICA B. EDWARDS Under the Direction of Dr. Janice B. Fournillier ABSTRACT Black girls are over-represented among suspended, expelled, or arrested youth (Blake 2011; Perry & Morris, 2017) and are punished more harshly for the same misbehaviors other girls and non-Black boys commit. Still, their experiences are under-explored in the literature. Recognizing that school to confinement processes are multiple and complex (Morris, 2016; American Bar Association, 2016), this study focused on school re-entry after exclusionary disci- pline to understand the on-going role schools play in Black girls’ disciplinary experience. Rather than addressing why and how Black girls enter the school/prison nexus, this study worked to un- derstand the effects of a (bad) girl reputation in the long-term. Using narrative inquiry through a womanist worldview, the school re-entry experiences of five Black girls were collected and com- pared to the perspectives of five school leaders. Thematic analysis showed the stigmatizing ef- fects of a (bad) reputation, their sense of personal resignation in a (bad) girl performance, and certain “null” experiences that had no effect on their educational well-being. These results are in contradistinction to the perceptions of the administrators who described their interventions as caring. They also shared their reluctance to use and considerable power to resist exclusionary discipline. The tension between perceptions suggests that further work in research, policy, and practice will ensure the creation of safe and engaged learning communities for Black girls who show behavioral difference.
Load more

Recommended publications
  • Bad Girls: Agency, Revenge, and Redemption in Contemporary Drama
    e Interdisciplinary Journal of Popular Culture and Pedagogy Bad Girls: Agency, Revenge, and Redemption in Contemporary Drama Courtney Watson, Ph.D. Radford University Roanoke, Virginia, United States [email protected] ABSTRACT Cultural movements including #TimesUp and #MeToo have contributed momentum to the demand for and development of smart, justified female criminal characters in contemporary television drama. These women are representations of shifting power dynamics, and they possess agency as they channel their desires and fury into success, redemption, and revenge. Building on works including Gillian Flynn’s Gone Girl and Netflix’s Orange is the New Black, dramas produced since 2016—including The Handmaid’s Tale, Ozark, and Killing Eve—have featured the rise of women who use rule-breaking, rebellion, and crime to enact positive change. Keywords: #TimesUp, #MeToo, crime, television, drama, power, Margaret Atwood, revenge, Gone Girl, Orange is the New Black, The Handmaid’s Tale, Ozark, Killing Eve Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy 37 Watson From the recent popularity of the anti-heroine in novels and films like Gone Girl to the treatment of complicit women and crime-as-rebellion in Hulu’s adaptation of The Handmaid’s Tale to the cultural watershed moments of the #TimesUp and #MeToo movements, there has been a groundswell of support for women seeking justice both within and outside the law. Behavior that once may have been dismissed as madness or instability—Beyoncé laughing wildly while swinging a baseball bat in her revenge-fantasy music video “Hold Up” in the wake of Jay-Z’s indiscretions comes to mind—can be examined with new understanding.
    [Show full text]
  • KMP LIST E:\New Songs\New Videos\Eminem\ Eminem
    _KMP_LIST E:\New Songs\New videos\Eminem\▶ Eminem - Survival (Explicit) - YouTube.mp4▶ Eminem - Survival (Explicit) - YouTube.mp4 E:\New Songs\New videos\Akon\akon\blame it on me.mpgblame it on me.mpg E:\New Songs\New videos\Akon\akon\I Just had.mp4I Just had.mp4 E:\New Songs\New videos\Akon\akon\Shut It Down.flvShut It Down.flv E:\New Songs\New videos\Akon\03. I Just Had Sex (Ft. Akon) (www.SongsLover.com). mp303. I Just Had Sex (Ft. Akon) (www.SongsLover.com).mp3 E:\New Songs\New videos\Akon\akon - mr lonely(2).mpegakon - mr lonely(2).mpeg E:\New Songs\New videos\Akon\Akon - Music Video - Smack That (feat. eminem) (Ram Videos).mpgAkon - Music Video - Smack That (feat. eminem) (Ram Videos).mpg E:\New Songs\New videos\Akon\Akon - Right Now (Na Na Na) - YouTube.flvAkon - Righ t Now (Na Na Na) - YouTube.flv E:\New Songs\New videos\Akon\Akon Ft Eminem- Smack That-videosmusicalesdvix.blog spot.com.mkvAkon Ft Eminem- Smack That-videosmusicalesdvix.blogspot.com.mkv E:\New Songs\New videos\Akon\Akon ft Snoop Doggs - I wanna luv U.aviAkon ft Snoop Doggs - I wanna luv U.avi E:\New Songs\New videos\Akon\Akon ft. Dave Aude & Luciana - Bad Boy Official Vid eo (New Song 2013) HD.MP4Akon ft. Dave Aude & Luciana - Bad Boy Official Video (N ew Song 2013) HD.MP4 E:\New Songs\New videos\Akon\Akon ft.Kardinal Offishall & Colby O'Donis - Beauti ful ---upload by Manoj say thanx at [email protected] ft.Kardinal Offish all & Colby O'Donis - Beautiful ---upload by Manoj say thanx at [email protected] om.mkv E:\New Songs\New videos\Akon\akon-i wanna love you.aviakon-i wanna love you.avi E:\New Songs\New videos\Akon\David Guetta feat.
    [Show full text]
  • Pre-Participation Physical Evaluation Form (Ppe)
    PRE-PARTICIPATION PHYSICAL EVALUATION FORM (PPE) The IHSAA Pre-participation Physical Evaluation (PPE) is the first and most impo1tant step in providing for the well-being ofIndiana's high school athletes. The form is designed to identify risk factors prior to athletic participation by way ofa thorough medical history and physical examination. The IHSAA, under the guidance ofthe Indiana State Medical Association's Com­ mittee on Sports Medicine, requires that the PPE Fo1m be signed by a physician (MD or DO) holding an unlimited license to practice medicine, a nurse practitioner (NP) or a physician assis­ tant (PA). In order to assure that these rigorous standards are met, both organizations endorse the following requirements for completion of the PPE Form: I. The most current version of the IHSAA PPE Form must be used and may not be altered or modified in any way. (available for download at www.ihsaa.org<http://wwwJhsaa.org/>) 2. The PPE Form must be signed by a physician (MD or DO) holding an unlimited license to practice medicine, a nurse practitioner (NP) or a physician assistant (PA) only after the m~dical histo1y is reviewed, the examination performed, and th~ PP~.Form completed in ' , :· ... its entirety. No pre-signed or pre-stamped f01ms will be accepted. · ' 3. SIGNATURES □ The signature must be hand-written. No signature stamps will be acceptec;l. □ The signature and license number must be affixed on page two (2). □ The parent signatures must be affixed to the fonn on pages one (1) and four (4). □ The student-athlete signature must be affixed to pages one (1) and four (4).
    [Show full text]
  • UC Merced UC Merced Undergraduate Research Journal
    UC Merced UC Merced Undergraduate Research Journal Title Gender, Sexuality, and Inter-Generational Differences in Hmong and Hmong Americans Permalink https://escholarship.org/uc/item/29q2t238 Journal UC Merced Undergraduate Research Journal, 8(2) Author Abidia, Layla Publication Date 2016 DOI 10.5070/M482030778 Undergraduate eScholarship.org Powered by the California Digital Library University of California Differences in Hmong and Hmong Americans Gender, Sexuality, and Inter-Generational Differences in Hmong and Hmong Americans Layla Abidia University of California, Merced Author Notes: Questions and comments can be address to [email protected] 1 Differences in Hmong and Hmong Americans Abstract Hmong American men and women face social and cultural struggles where they are expected to adhere to Hmong requirements of gender handed down to them by their parents, and the expectations of the country they were born in. The consequence of these two expectations of contrasting values results in stress for everyone involved. Hmong parents are stressed from not having a secure hold on their children in a foreign environment, with no guarantee that their children will follow a “traditional” route. Hmong American men are stressed from growing up in a home environment that grooms them to be a focal point of familial attention based on gender, with the expectation that they will eventually be responsible for an entire family; meanwhile, they are living in this American national environment that stresses that the ideal is that gender is irrelevant in the modern world. Hmong American women are stressed and in turn hold feelings of resentment that they are expected to adhere to traditional familial roles by their parents in addition to following a path to financial success the same as men.
    [Show full text]
  • Bad Girls to the Rescue an Exhibition of Feminist Art from the 1990S Has Much to Teach Us Today
    PERSPECTIVES Bad Girls to the Rescue An exhibition of feminist art from the 1990s has much to teach us today By Maura Reilly n my new book Curatorial Activism: Towards an Ethics did just that—and within a lineage worth revisiting as the present of Curating (Thames & Hudson), I devoted a chapter to adjusts for oversights of the past. I exhibitions that have lingered in the historical record for their Though most commonly associated with a notorious run at the commitment to “Resisting Masculinism and Sexism.” As what New Museum in 1994—in a tradition that would directly influence constitutes sexual prejudice continues to evolve, it’s imperative “Trigger” decades later—the first iteration of a series of shows titled that curators continually query and challenge the gender norms “Bad Girls” was organized separately the year before for the Institute by which we are all confined. “Trigger: Gender as a Tool and a of Contemporary Arts in London (followed by a presentation at the Weapon,” a recent exhibition at the New Museum in New York, Centre for Contemporary Arts in Glasgow). Curated by Kate Bush, NEW YORK. ART, NEW MUSEUM OF CONTEMPORARY FRED SCRUTON/COURTESY THIS PAGE: RIGHTS SOCIETY/ARS ARTIST OPPOSITE: ©DEBORAH KASS/PHOTO COURTESY 32 ARTNEWS Perspectives.indd 1 2/16/18 5:12 PM Emma Dexter, and Nicola White, the exhibition celebrated a new spirit of playfulness, tactility, and perverse humor in the work of six British and American women artists: Helen Chadwick, Dorothy Cross, Nicole Eisenman, Rachel Evans, Nan Goldin, and Sue Williams—each of whom was represented by several works.
    [Show full text]
  • February 5, 2013 - Uvm, Burlington, Vt Uvm.Edu/~Watertwr - Thewatertower.Tumblr.Com
    volume 13 - issue 3 - tuesday, february 5, 2013 - uvm, burlington, vt uvm.edu/~watertwr - thewatertower.tumblr.com by staceybrandt Veiled in a dimness that makes every- thing ironic and decorated with items from a shitty garage sale, Radio Bean creates the perfect environment for local talent to sing, strum, and squawk their stuff . It’s no won- der that when sign-ups for Monday night’s Open Mic rolled around the line was liter- ally out the door. Hoards of hipsters and hippies crammed around the sign-up sheet eager to reserve fi ft een precious minutes of attention from strangers. I managed to squeeze my name onto the list, and be- ing a fi rst timer, my name was generously weed smell in one’s dorm room. It’s funny spotlight, an idiot with a microphone, and subsequent performers included a mind- pushed to the top: 9 o’clock was my time. I what the Radio Bean crowd can do to one’s my words now somehow mattered. Con- blowing bongo drummer who later col- would perform fi rst. mental state. Th e cool chick sitting next to templating using an edgy stage name (Cool laborated with a resident beat-boxer (they When I am nervous, I tend to yawn me gave me the sudden urge to dread my Jew?), I half-mumbled my intro and began did an impromptu jam session that brought involuntarily—probably because I forget hair and get a tattoo sleeve. And a heavily to pluck my guitar strings. People got quiet everyone to their feet), a man making nois- to breath and, deprived of oxygen, I must bearded man across the bar made becom- when I started to sing which made me relax es which he called “hip-hop”, and a talented resort to large spontaneous gulps of air to folk-country singer named Will Overman remain conscious.
    [Show full text]
  • Sexuality Is Fluid''[1] a Close Reading of the First Two Seasons of the Series, Analysing Them from the Perspectives of Both Feminist Theory and Queer Theory
    ''Sexuality is fluid''[1] a close reading of the first two seasons of the series, analysing them from the perspectives of both feminist theory and queer theory. It or is it? An analysis of television's The L Word from the demonstrates that even though the series deconstructs the perspectives of gender and sexuality normative boundaries of both gender and sexuality, it can also be said to maintain the ideals of a heteronormative society. The [1]Niina Kuorikoski argument is explored by paying attention to several aspects of the series. These include the series' advertising both in Finland and the ("Seksualność jest płynna" - czy rzeczywiście? Analiza United States and the normative femininity of the lesbian telewizyjnego "The L Word" z perspektywy płci i seksualności) characters. In addition, the article aims to highlight the manner in which the series depicts certain characters which can be said to STRESZCZENIE : Amerykański serial telewizyjny The L Word stretch the normative boundaries of gender and sexuality. Through (USA, emitowany od 2004) opowiada historię grupy lesbijek this, the article strives to give a diverse account of the series' first two i biseksualnych kobiet mieszkających w Los Angeles. Artykuł seasons and further critical discussion of The L Word and its analizuje pierwsze dwa sezony serialu z perspektywy teorii representations. feministycznej i teorii queer. Chociaż serial dekonstruuje normatywne kategorie płci kulturowej i seksualności, można ______________________ również twierdzić, że podtrzymuje on ideały heteronormatywnego The analysis in the article is grounded in feminist thinking and queer społeczeństwa. Przedstawiona argumentacja opiera się m. in. na theory. These theoretical disciplines provide it with two central analizie takich aspektów, jak promocja serialu w Finlandii i w USA concepts that are at the background of the analysis, namely those of oraz normatywna kobiecość postaci lesbijek.
    [Show full text]
  • REALLY BAD GIRLS of the BIBLE the Contemporary Story in Each Chapter Is Fiction
    Higg_9781601428615_xp_all_r1_MASTER.template5.5x8.25 5/16/16 9:03 AM Page i Praise for the Bad Girls of the Bible series “Liz Curtis Higgs’s unique use of fiction combined with Scripture and modern application helped me see myself, my past, and my future in a whole new light. A stunning, awesome book.” —R OBIN LEE HATCHER author of Whispers from Yesterday “In her creative, fun-loving way, Liz retells the stories of the Bible. She deliv - ers a knock-out punch of conviction as she clearly illustrates the lessons of Scripture.” —L ORNA DUECK former co-host of 100 Huntley Street “The opening was a page-turner. I know that women are going to read this and look at these women of the Bible with fresh eyes.” —D EE BRESTIN author of The Friendships of Women “This book is a ‘good read’ directed straight at the ‘bad girl’ in all of us.” —E LISA MORGAN president emerita, MOPS International “With a skillful pen and engaging candor Liz paints pictures of modern sit u ations, then uniquely parallels them with the Bible’s ‘bad girls.’ She doesn’t condemn, but rather encourages and equips her readers to become godly women, regardless of the past.” —M ARY HUNT author of Mary Hunt’s Debt-Proof Living Higg_9781601428615_xp_all_r1_MASTER.template5.5x8.25 5/16/16 9:03 AM Page ii “Bad Girls is more than an entertaining romp through fascinating charac - ters. It is a bona fide Bible study in which women (and men!) will see them - selves revealed and restored through the matchless and amazing grace of God.” —A NGELA ELWELL HUNT author of The Immortal “Liz had me from the first paragraph.
    [Show full text]
  • Convent Slave Laundries? Magdalen Asylums in Australia
    Convent slave laundries? Magdalen asylums in Australia James Franklin* A staple of extreme Protestant propaganda in the first half of the twentieth century was the accusation of ‘convent slave laundries’. Anti-Catholic organs like The Watchman and The Rock regularly alleged extremely harsh conditions in Roman Catholic convent laundries and reported stories of abductions into them and escapes from them.1 In Ireland, the scandal of Magdalen laundries has been the subject of extensive official inquiries.2 Allegations of widespread near-slave conditions and harsh punishments turned out to be substantially true.3 The Irish state has apologized,4 memoirs have been written, compensation paid, a movie made.5 Something similar occurred in England.6 1 ‘Attack on convents’, Argus 21/1/1907, http://trove.nla.gov.au/ndp/del/article/10610696; ‘Abbotsford convent again: another girl abducted’, The Watchman 22/7/1915, http:// trove.nla.gov.au/ndp/del/article/111806210; ‘Protestant Federation: Why it is needed: Charge of slavery in convents’, Maitland Daily Mercury 23/4/1921, http://trove.nla.gov. au/ndp/del/article/123726627; ‘Founder of “The Rock” at U.P.A. rally’, Northern Star 2/4/1947, http://trove.nla.gov.au/ndp/del/article/99154812. 2 Commission to Inquire into Child Abuse (Ireland, 2009), ch. 18, http://www. childabusecommission.ie/rpt/pdfs/CICA-VOL3-18.pdf; Report of the Inter-Departmental Committee to establish the facts of State involvement with the Magdalen Laundries (McAleese Report, 2013), http://www.justice.ie/en/ JELR/Pages/MagdalenRpt2013; summary at http://www.theguardian.com/world/2013/feb/05/magdalene-laundries-ireland-state- guilt 3 J.M.
    [Show full text]
  • Stageoflife.Com Writing Contest Survey - Teens and TV
    StageofLife.com Writing Contest Survey - Teens and TV 1. What grade are you in? Response Response Percent Count Junior High 14.3% 81 9th Grade 23.3% 132 10th Grade 22.1% 125 11th Grade 23.3% 132 12th Grade 10.6% 60 College 6.2% 35 Recent College Graduate 0.2% 1 answered question 566 skipped question 0 1 of 35 2. How many TV shows (30 - 60 minutes) do you watch in an average week during the school year? Response Response Percent Count 20+ (approx 3 shows per day) 21.7% 123 14 (approx 2 shows per day) 11.3% 64 10 (approx 1.5 shows per day) 9.0% 51 7 (approx. 1 show per day) 15.7% 89 3 (approx. 1 show every other 25.8% 146 day) 1 (you watch one show a week) 14.5% 82 0 (you never watch TV) 1.9% 11 answered question 566 skipped question 0 3. Do you watch TV before you leave for school in the morning? Response Response Percent Count Yes 15.7% 89 No 84.3% 477 answered question 566 skipped question 0 2 of 35 4. Do you have a TV in your bedroom? Response Response Percent Count Yes 38.7% 219 No 61.3% 347 answered question 566 skipped question 0 5. Do you watch TV with your parents? Response Response Percent Count Yes 60.6% 343 No 39.4% 223 If yes, which show(s) do you watch as a family? 302 answered question 566 skipped question 0 6. Overall, do you think TV is too violent? Response Response Percent Count Yes 28.3% 160 No 71.7% 406 answered question 566 skipped question 0 3 of 35 7.
    [Show full text]
  • Andrew Scarborough
    www.cam.co.uk Email [email protected] Address Andrew 55-59 Shaftesbury Avenue London Scarborough W1D 6LD Telephone +44 (0) 20 7292 0600 Television Title Role Director Production EMMERDALE Graham Various ITV WOLFBLOOD Hartington Jonathan Dower BBC VICTORIA Captain Childers Various Mammoth Screen JAMAICA INN Magistrate Bassatt Phillipa Lowthorne BBC Television DOWNTON ABBEY Tim Drewe Philip John Carnival for ITV Lightworkers Media for The THE BIBLE Joshua Tony Mitchell History Channel OUR GIRL Sergeant Peters David Drury BBC SILENT WITNESS DI Jeff Hart Richard Clark BBC Television SILK DS Adam Lambert Jeremy Webb BBC Television EASTENDERS Carter Dan Wilson BBC Television HIDDEN Ben Lander Niall McCormick BBC Television DOCTORS Martin Venning Sean Gleeson BBC Television HOLBY CITY Tim Campbell Paul Gibson BBC Television SPOOKS Stephen Hillier Alrick Riley BBC Television DOCTORS DS Vince Blackwell Piotr Szkopiak BBC Television Dr Jonathan Ormerod THE ROYAL TODAY - ITV (Regular) HOLBY CITY - - BBC TELEVISION ROMAN MYTHS Jo Sephus - BBC Television Stuart Diamond (Regular SURBURBIAN SHOOT OUT - Channel 5 series 2) BAD GIRLS (Series 7) Kevin Spears (Regular) Shed Productions for ITV - Stuart Diamond (Regular SUBURBIAN SHOOT OUT - Channel 5 series 1) ROME Milo - BBC Television/ HBO EYES DOWN Philip - BBC TELEVISION HEARTS AND BONES SERIES 2 Michael OWen (Regular) - BBC Television CORONATION STREET Harvey - ITV HEARTS AND BONES SERIES 1 Michael Owen (Regular) - BBC Television THE INNOCENT Mark - Yorkshire Television HEARTBEAT Martin Weller -
    [Show full text]
  • Interview Key
    Interviewee: Alf Larson Interviewer: Thomas Saylor Date of interview: 8 November 2004 Location: living room of Mr. Larson’s residence in Crystal, MN Transcribed by: Linda Gerber, January 2005 Edited by: Thomas Saylor, February 2005 Alf Larson was born 29 July 1918, in Orebro, Sweden. He came to the United States with his parents in 1922; the Larson family settled in Duluth, Minnesota, where Alf grew up. In 1937, he graduated from Morgan Park High School. Alf then spent some time in the Civilian Conservation Corps in Minnesota (1938-39). In March 1939, Alf volunteered for the US Army Air Corps. In 1939, he was sent to the Philippines with his unit, with the 27th Materiel Squadron. Alf was here when the Pacific War began in December 1941. Alf was among the thousands of American troops captured at Bataan in April 1942. He survived the infamous Bataan Death March and a short period at Camp O’Donnell, used by the Japanese as a POW facility. Alf’s POW odyssey (April 1942 – September 1945) Clark Field, by Manila, May 1942 – June 1944. Construction work. On freighter Noto Maru, transport to Japan, August – September 1944 Namachi, Japan, September 1944 – September 1945. Machine shop worker. At war’s end, Alf was evacuated to the United States, where he spent several months recovering in military hospitals. He was married in 1946 (wife Jane) and re-enlisted in the Army, 1948-54. Alf then attended college and worked as an engineer until retiring in 1982. Oral History Project: World War II Years, 1941-1946 - Alf Larson Interview © 2004 by Thomas Saylor 1 Interview key: T = Thomas Saylor A = Alf Larson [text] = words added by editor, either for clarification or explanation (***) = words or phrase unclear NOTE: interview has been edited for clarity Tape 1, Side A.
    [Show full text]