DOCSLIB.ORG

Caribbean Immigrant Women in Educational Leadership

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Caribbean Immigrant Women in Educational Leadership CARIBBEAN IMMIGRANT WOMEN IN EDUCATIONAL LEADERSHIP: OVER HILLS AND VALLEYS TOO by Nadine L. Leblanc A Dissertation Submitted to the Faculty of The College of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL May 2019 Copyright 2019 by Nadine L. Leblanc ii CARIBBEAN IMMIGRANT WOMEN IN EDUCATIONAL LEADERSHIP: OVER HILLS AND VALLEYS TOO by Nadine L. Leblanc This dissertation was prepared under the direction of the candidate's dissertation advisor, Dr. Valerie C. Bryan, Department of Educational Leadership and Research Methodology, and has been approved by the members of her supervisory committee. It was submitted to the faculty of the College of Education and was accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. \ Robert Shoe ey, Ph.D. Chair, epartment of Educational Leader ip Research Methodology Valerie J. Bristor Dean, College o Khaled Sobhan, Ph.D. Interim Dean, Graduate College iii ACKNOWLEDGEMENTS As a “lickle, dry-head, pickney” (little, short haired, Black girl) born in the deep rural village of Sturge Town, St. Ann, Jamaica to an unwed, 17 year-old mother, there is absolutely no way that this doctoral degree could have been possible without a vibrant and active “village.” Profound gratitude to the “village” that molded, mentored, and motivated me. To the Most-High God, I honor you for blessing me beyond my wildest dreams. Your hand in my life is intriguing and constant. To the matriarchs in my family whose genes I share. My 101 year -old grandmother/Mama, Theresa Shaw, thank you for modeling the habit of reading that you are still doing it at 101 years old. Papa often said that if you were born in later times you would have been a teacher. Indeed, you have been my life’s most important teacher. To my late mother Clover Lawrence, your determination to push passed a prediction of doom because of your early pregnancy with me and to rise above the vicious cycle of poverty common to such a time and place is sheer heroic. Even in death, you challenge me to be my best. To my sister Heather Greene, thank you for being my “ride or die,” my best friend, confidante, cheerleader, and support. Thank you for annoyingly believing in my abilities even when I did not believe in them myself. Your constant presence and love in my life is one of God’s greatest gift to me. iv To my advisor, Dr. Valerie Bryan, thank you for accepting me into this program and being there each step of the way. Without your support and guidance, this journey would not have been possible. To Dr. John Hardman, thanks for helping me to fine-tune my research topic, methodology, and, more importantly, making me believe that this research is important work. To Dr. Morris for your valuable time, support, and guidance in this process. To Dr. Baxley for being an active mentor throughout the last stages of this journey. Thank you for the effort to ensure that the voices of the participants were illuminated. To the women in this narrative, thank you for engaging me in this process and being willing to share your stories. Your stories motivated me daily and reminded me that they are worth sharing. Without your stories, there would be no degree, so thank you. I trust that I was able to amplify your voices adequately. To my extended family, thank you for thinking that I could achieve this goal and being there for me in many ways. To my love-children/sistas/mentees/students, your constant love and support have lifted me up on many dark days. Thank you for modeling courage, and thus challenging me. I had no choice but to emulate you and be brave. To my mentoring group WOAM - Women on a Mission, you ladies are the original inspiration for this study. Thank you for trusting me with your journey. To my Mavericks family, thank you for creating the space to tap into my purpose and becoming lifelong friends and support. v To the “Sister Circle” mentoring group of Florida Atlantic University, thank you for being there with tips and support to help navigate this daunting process. To my friends, new and old, thank you for being present with love, encouragement, and support. Whether by text, WhatsApp, Facebook, or in person, your friendships have been of comfort and inspiration throughout this process. I knew I could depend on you to make me feel better on those difficult days. vi ABSTRACT Author: Nadine L. Leblanc Title: Caribbean Immigrant Women In Educational Leadership: Over Hills and Valleys Too Institution: Florida Atlantic University Dissertation Advisor: Dr. Valerie C. Bryan Degree: Doctor of Philosophy Year: 2019 The purpose of this narrative inquiry was to explore the lived experiences of college-educated, immigrant women from the Caribbean in their quest for professional advancement in educational leadership roles in the United States. There were six participants for this study who were selected based on convenience, purposeful, and criterion sampling. Each participant’s lived experience was explored through a triangulation of information provided from two in-depth face-to-face interviews, document analyses, and observation/field notes. The findings indicate that Caribbean immigrant women studied navigated hills and valleys that included acculturative stress. Furthermore, the participants are characterized with a militant motivation in their approach to achieving their goals; thus having an attitude of “by any means necessary” was essential to their success. To accomplish their goals and successfully navigate the hills and valleys, the participants vii shared the support of strong matriarchs in their family and with the added help of the village; they also engaged in adult learning practices in their efforts to excel. Additionally, a Caribbean identity was utilized as a source of resistance and high self- esteem bordering on ethnocentrism against prejudices to facilitate the journey to success. viii DEDICATION This dissertation is dedicated to the men in life: My late grandfather, Edward Shaw, who was illiterate and often joked that he “would eat his name on a bulla (cake) and not know it.” However, on your deathbed, you counseled me upon starting high school, “now that you have started, don’t stop.” I did not stop Papa, I went ALL the way! My father, Jasper Lawrence, who chose to love, teach, inspire, and motivate me. You gave me my first $100 for being at the top of my class as a second grader and education became my hustle. You gave up on your own dream of pursuing a doctoral degree to return home from the United States to care for us, then your young family. Here is YOUR PhD Daddy! My husband, Milton Leblanc, for believing in the value of a doctoral degree, setting the standard for academic excellence and holding me to this standard. Thanks for believing in my capabilities when I doubted it, creating the opportunity to make this pursuit happen efficiently, and supporting and cheering me along the way. I am thankful for the sacrifice. You have your Dr. wife, hubby! My brothers, Donwell and Kerry Lawrence, for always supporting me in everything I do and giving me nephews and a niece for whom I must prepare a table. Thank you my men. Your love at the critical stages of my life’s journey fortified me and gave me my wings; because of that love, I could. CARIBBEAN IMMIGRANT WOMEN IN EDUCATIONAL LEADERSHIP: OVER HILLS AND VALLEYS TOO LIST OF TABLES ............................................................................................................ xv LIST OF FIGURES ......................................................................................................... xvi CHAPTER 1. INTRODUCTION ....................................................................................... 1 Background of the Study .............................................................................................. 1 Problem Statement ........................................................................................................ 1 Purpose Statement ......................................................................................................... 3 Research Questions ....................................................................................................... 3 Significance of Study .................................................................................................... 4 Research Design ............................................................................................................ 6 Limitations .................................................................................................................... 7 Delimitations ................................................................................................................. 7 Operational Definitions ................................................................................................. 8 Chapter Summary ....................................................................................................... 11 CHAPTER 2. LITERATURE REVIEW .......................................................................... 12 Historical Overview of Caribbean Immigrant Women in the United States .............. 12 Caribbean Women and Immigration ..................................................................... 14 Caribbean Immigrants and Racial Inequality: Race Matters ................................ 15 History of Gender Inequality: Gender Matters ..................................................... 20 Intersectionality of Race and Gender
Load more

Recommended publications
  • THE PRICE of BONDAGE: SLAVERY, SLAVE VALUATION, and ECONOMICS in the ALBEMARLE by Jacob T. Parks April 2018 Director of Thesis
    THE PRICE OF BONDAGE: SLAVERY, SLAVE VALUATION, AND ECONOMICS IN THE ALBEMARLE By Jacob T. Parks April 2018 Director of Thesis: Donald H. Parkerson Major Department: History This thesis examines the economics of antebellum slavery in the Albemarle region of North Carolina. Located in the northeastern corner of the Carolina colony, the Albemarle was a harsh location for settlement and thus, inhabitants settled relatively late by Virginians moving south in search of better opportunities. This thesis finds that examination of a region’s slave economics not only conformed to, but also departed from, the larger slave experience in antebellum America. The introduction of this thesis focuses on the literature surrounding slave economics and valuation in antebellum America. After this, the main body of the thesis follows. Chapter one focuses on the various avenues slaves became property of white men and women in the Albemarle. This reveals that the county courts were intrinsically involved in allowing slave sales to occur, in addition to loop-holes slave owners utilized to retain chattel slavery cheaply. Additionally, this chapter pays special attention to slave valuation and statistical analysis. The following chapters revolve around the topics of: the miscellaneous costs associated with slavery in the Albemarle, such as healthcare, food, and clothing; insuring the lives of slaves and hiring them out for work away from their master; and examination of runaway slave rewards in statistical terms, while also creating a narrative of the enslaved and their actions. THE PRICE OF BONDAGE: SLAVERY, SLAVE VALUATION, AND ECONOMICS IN THE ALBEMARLE A Thesis Presented To the Faculty of the Department of History East Carolina University In Partial Fulfillment of the Requirements for the Degree of Master of Arts in History by Jacob Parks April 2018 © Jacob Parks, 2018 THE PRICE OF BONDAGE: SLAVERY, SLAVE VALUATION, AND ECONOMICS IN THE ALBEMARLE by Jacob T.
    [Show full text]
  • 1. Slavery, Resistance and the Slave Narrative
    “I have often tried to write myself a pass” A Systemic-Functional Analysis of Discourse in Selected African American Slave Narratives Tobias Pischel de Ascensão Dissertation zur Erlangung des Grades eines Doktors der Philosophie am Fachbereich Sprach- und Literaturwissenschaft der Universität Osnabrück Hauptberichterstatter: Prof. Dr. Oliver Grannis Nebenberichterstatter: Prof. Dr. Ulrich Busse Osnabrück, 01.12.2003 Contents i Contents List of Tables iii List of Figures iv Conventions and abbreviations v Preface vi 0. Introduction: the slave narrative as an object of linguistic study 1 1. Slavery, resistance and the slave narrative 6 1.1 Slavery and resistance 6 1.2 The development of the slave narrative 12 1.2.1 The first phase 12 1.2.2 The second phase 15 1.2.3 The slave narrative after 1865 21 2. Discourse, power, and ideology in the slave narrative 23 2.1 The production of disciplinary knowledge 23 2.2 Truth, reality, and ideology 31 2.3 “The writer” and “the reader” of slave narratives 35 2.3.1 Slave narrative production: “the writer” 35 2.3.2 Slave narrative reception: “the reader” 39 3. The language of slave narratives as an object of study 42 3.1 Investigations in the language of the slave narrative 42 3.2 The “plain-style”-fallacy 45 3.3 Linguistic expression as functional choice 48 3.4 The construal of experience and identity 51 3.4.1 The ideational metafunction 52 3.4.2 The interpersonal metafunction 55 3.4.3 The textual metafunction 55 3.5 Applying systemic grammar 56 4.
    [Show full text]
  • Black Activists and the Fight Against Slavery Course Code: HIS 60 Instructor: Andy Hammann, Phd
    PRELIMINARY COURSE SYLLABUS Quarter: Winter 2021 Course Title: Black Activists and the Fight against Slavery Course Code: HIS 60 Instructor: Andy Hammann, PhD Course Summary “The degradation, the wrongs, the vices, that grow out of slavery, are more than I can describe. They are greater than you would willingly believe.” Harriet Jacobs, Incidents in the Life of a Slave Girl Many activists in the fight against slavery were enslaved or formerly enslaved Americans. Because they experienced, firsthand, slavery’s terrible and, in a sense, indescribable realities, they opposed its persistence with singular conviction and urgency. This course examines several aspects of their prolonged fight, focusing on Black Americans who self-emancipated via the Underground Railroad; established clandestine (“maroon”) communities in the South; published narratives of enslavement; founded and edited antislavery newspapers; and led organizations like the American Anti-Slavery Society. We will read selections from primary sources including Incidents in the Life of a Slave Girl, by Harriet Jacobs; Narrative of the Life of Moses Grandy, by Moses Grandy; and The North Star newspaper, founded by Frederick Douglass; and we will dig into Stanford’s vast “Black Abolitionist Papers” online archive. We will also consider connections between the historical fight against slavery and the current Black Lives Matter movement. Grade Options and Requirements NGR (no grade requested) is the default option. No credit is given. CR/NC is an option for students who wish to receive credit. The only requirement is that you attend at least 5 of the 6 lectures. Readings All assigned readings, except for the last one, will be primary documents from the eighteenth and nineteenth centuries.
    [Show full text]
  • University of Florida Thesis Or Dissertation Formatting
    FREE IN THOUGHT, FETTERED IN ACTION: ENSLAVED ADOLESCENT FEMALES IN THE SLAVE SOUTH By COURTNEY A. MOORE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2010 1 © 2010 Courtney A. Moore 2 To my parents, Brenda W. Moore and George Moore, my first teachers, and my wonderful family in North Carolina and Florida, my amazing village 3 ACKNOWLEDGMENTS Throughout the course of this process I have received the support of countless individuals who have tirelessly given of themselves to make my dream a reality. Professionally, many teachers and professors have shaped my intellectual growth, equipping me with the skills and confidence needed to excel academically. I would like to thank the faculty and staff at Southwood Elementary, Central Davidson Middle and Central Davidson High Schools, especially Ms. Dorothy Talbert. Since elementary school Ms. Talbert encouraged me to conquer my fears and move toward the wonderful opportunities life held, even up to her untimely passing this year she was a constant source of encouragement and cheer. I am also indebted to the Department of History at North Carolina Central University, specifically Drs. Carlton Wilson, Lydia Lindsey and Freddie Parker. Observing these amazing scholars, I learned professionalism, witnessed student-centered teaching at its best, and had the embers of my love for history erupt into an unquenchable fire as I learned of black men and women who impacted the world. My sincerest gratitude to the History Department and African American Studies Program faculty and staff at the University of North Carolina at Greensboro.
    [Show full text]
  • Slave Narratives and African American Women’S Literature
    UNIVERSIDAD DE SALAMANCA Facultad de Filología Departamento de Filología Inglesa HARRIET JACOBS: FORERUNNER OF GENDER STUDIES IN SLAVE NARRATIVES AND AFRICAN AMERICAN WOMEN’S LITERATURE Sonia Sedano Vivanco 2009 UNIVERSIDAD DE SALAMANCA Facultad de Filología Departamento de Filología Inglesa HARRIET JACOBS: FORERUNNER OF GENDER STUDIES IN SLAVE NARRATIVES AND AFRICAN AMERICAN WOMEN’S LITERATURE Vº Bº Tesis doctoral que presenta SONIA LA DIRECTORA, SEDANO VIVANCO, dirigida por la Dra. OLGA BARRIOS HERRERO Salamanca 2009 UNIVERSIDAD DE SALAMANCA Facultad de Filología Departamento de Filología Inglesa HARRIET JACOBS: FORERUNNER OF GENDER STUDIES IN SLAVE NARRATIVES AND AFRICAN AMERICAN WOMEN’S LITERATURE Sonia Sedano Vivanco 2009 a Manu por el presente a Jimena, Valeria y Mencía por el futuro People will forget what you said, people will forget what you did, but people will never forget how you made them feel. (Maya Angelou) Keep in mind always the present you are constructing. It should be the future you want. (Alice Walker) ACKNOWLEDGMENTS When I decided to undertake this project, enthusiasm and passion filled my heart. I did not know then that this would be such a demanding, complex—but at the same time enjoyable and gratifying—enterprise. It has been a long journey in which I have found the support, encouragement and help of several people whom I must now show my gratitude. First of all, I would like to thank Dr. Olga Barrios for all her support, zealousness, and stimulus. The thorough revisions, sharp comments, endless interest, and continuous assistance of this indefatigable professor have been of invaluable help. Thank you also to well-known scholar of African American literature Frances Smith Foster, whose advice in the genesis of this dissertation served to establish a valid work hypothesis.
    [Show full text]
  • On the Master-Slave Relationship
    National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 ON THE MASTER–SLAVE RELATIONSHIP SELECTIONS FROM 19TH-CENTURY LAVE ARRATIVES S N In several hundred narratives published in the 1800s, formerly enslaved African Americans portrayed the unique relationship of master and slave as they experienced it in the "peculiar institution.” Presented here are the perspec- tives of William J. Anderson, Henry Bibb, William Wells Brown, James Curry, Frederick Douglass, Moses Grandy, * William Grimes, Harriet Jacobs, Solomon Northup, Austin Steward, and an “unnamed runaway slave.” Frederick Douglass “Why are some people slaves, and others masters?” Why am I a slave? Why are some people slaves, and others masters? Was there ever a time when this was not so? How did the relation commence? These were the perplexing questions which began now to claim my thoughts, and to exercise the weak powers of my mind, for I was still but a child, and knew less than children of the same age in the free states. As my questions concerning these things were only put to children a little older, and little better informed than myself, I was not rapid in reaching a solid footing. By some means I learned from these inquiries, that “God, up in the sky,” made everybody, and that he made white people to be masters and mistresses and black people to be slaves. This did not satisfy me, nor lessen my interest in the subject. I was told, too, that God was good, and that He knew what was best for me and best for everybody.
    [Show full text]
  • Slave Narratives, Their Status As Autobiography and As Literature Author(S): James Olney Source: Callaloo, No
    "I Was Born": Slave Narratives, Their Status as Autobiography and as Literature Author(s): James Olney Source: Callaloo, No. 20 (Winter, 1984), pp. 46-73 Published by: The Johns Hopkins University Press Stable URL: http://www.jstor.org/stable/2930678 . Accessed: 14/06/2011 03:45 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=jhup. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to Callaloo. http://www.jstor.org 46 "I WAS BORN": SLAVE NARRATIVES,
    [Show full text]
  • The Ethical Atlantic
    The Ethical Atlantic The Ethical Atlantic: Advocacy Networking and the Slavery Narrative, 1830-1850 By Michelle Gadpaille The Ethical Atlantic: Advocacy Networking and the Slavery Narrative, 1830-1850 By Michelle Gadpaille This book first published 2019 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2019 by Michelle Gadpaille All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-2429-9 ISBN (13): 978-1-5275-2429-3 TABLE OF CONTENTS Acknowledgements ................................................................................... vi Chapter One ................................................................................................ 1 Introduction: Treating Men as Brethren Chapter Two ............................................................................................. 23 “Too Bad to Speak in England:” Mary Prince and Kitty Hylton Chapter Three ........................................................................................... 54 Ashton Warner: “No doubt he is free” Chapter Four ............................................................................................. 75 The “Brighter Page” Chapter Five ..........................................................................................
    [Show full text]
  • New Bedford, Massachusetts
    HENRY THOREAU’S INVOLVEMENT WITH THE TOWN OF NEW BEDFORD, MASSACHUSETTS “I know histhry isn’t thrue, Hinnissy, because it ain’t like what I see ivry day in Halsted Street. If any wan comes along with a histhry iv Greece or Rome that’ll show me th’ people fightin’, gettin’ dhrunk, makin’ love, gettin’ married, owin’ th’ grocery man an’ bein’ without hard coal, I’ll believe they was a Greece or Rome, but not befur.” — Dunne, Finley Peter, OBSERVATIONS BY MR. DOOLEY, New York, 1902 “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY “Stack of the Artist of Kouroo” Project New Bedford HDT WHAT? INDEX NEW BEDFORD NEW BEDFORD 1602 May 14, Friday (Old Style): Captain Bartholomew Gosnold, in the vessel Concord commissioned by the Earl of Southampton in March to establish a New World colony, had sighted Cape Neddick (Latitude 43 degrees) on the Maine coast: They skirted the coastline for several days and then on this day came to anchor in York Harbor, where they were greeted by “a Biscay shallop [a small fishing vessel used by the Basque of Spain on the Bay of Biscay] with sails and oars, having eight persons in it, whom we supposed to be Christians distressed. But approaching us nearer, we perceived them to be savages.” It is to be noted that even at this early point, one of the natives was attired in a waistcoat, breeches, stockings, shoes, and a hat, and knew some English words, and was able to draw a map of the coastline, on which he marked out the Newfoundland fisheries.
    [Show full text]
  • The Great Dismal Swamp and the Underground Railroad
    U.S. Fish & Wildlife Service Current Research Stories about escaped slaves in the swamp TThehe have been a part of local lore for centuries. For more information about the Great Recent studies in the Great Dismal Swamp, Dismal Swamp and the Underground GreatGreat DismalDismal SwampSwamp however, have uncovered archaeological Railroad, you can visit the Underground evidence to confi rm the presence of maroon Railroad Education Pavilion in the Great aandnd tthehe colonies. The Great Dismal Swamp Landscape Dismal Swamp National Wildlife Refuge. Study is a partnership between American Please check our web site or call the refuge UUndergroundnderground RailroadRailroad University and the U.S. Fish and Wildlife headquarters for current information on auto Service that aims to expand this knowledge. access into the Railroad Ditch Trail. The Every summer, professors and students conduct refuge offi ce is open Monday-Friday from 8:00 digs on sites deep within the swamp. am to 4:00 pm. The pavilion is also accessible by a short hike or bike on Railroad Ditch News of this research has found a wide Road. audience. In 2004, the Refuge was designated A list of resources for further reading is as an important landmark on the National available from the refuge headquarters. Underground Railroad Network to Freedom. The study’s fi ndings were included in an award-winning documentary by WCTV of Chesapeake, VA. At the Great Dismal Swamp National Wildlife Refuge, visitors can visit the newly constructed Underground Railroad Education Pavilion, which was built to tell Great Dismal Swamp National Wildlife Refuge the story of maroons in the swamp.
    [Show full text]
  • Jesse's Story
    PRE-VISIT LESSON PAGE 1 OF 7 Jesse’s Story OVERVIEW This lesson introduces students to Jesse, one of the two fugitive slaves sheltered at Rokeby who are featured in Free & Safe: The Underground Railroad in Vermont, and to the Elliott family of North Carolina, who claimed Jesse as a slave. Students will examine documents that tell us about Jesse’s life in slavery and will learn how historians use such documents to understand the past. Your students will see these documents again when you tour Free & Safe. DOCUMENTS ■ Division of the Negroes of Joseph Elliott, January 10, 1828 ■ Work Record, 1831 ■ 1831 Taxable, Perquimans County, North Carolina ■ 1836 Taxable, Perquimans County, North Carolina The documents are high-resolution scans of public records from the North Carolina State Archives. You can share them with your students on the computer, which will allow you to zoom in and read them. Or you can project them, which may be easier for a class presentation. BACKGROUND Joseph Elliott and his family lived in Perquimans County, North Carolina, where he owned 267 acres of land and 13 slaves in the early 1820s. Joseph Elliott died unexpectedly in 1824, leaving a widow and 7 young children but no will. His estate was divided up among his heirs according to the law and practice of the time. The slaves were divided into lots, and the names of each were written on slips of paper and dropped into a receptacle. The Elliott children each drew out one of the slips, and the slaves whose names were on that paper were hired out to work for that child’s support.
    [Show full text]
  • Science, Sexuality, and Race in the United States and Australia, 1780– 1940
    Science, Sexuality, and Race in the United States and Australia, 1780– 1940, revised edition | Gregory D. Smithers university of nebraska press | lincoln and london 2017 [2008] Contents List of Illustrations ix Acknowledgments xi A Note about Terminology xiii Introduction 1 part i 1. On the Importance of Good Breeding 27 2. Debating Race and the Meaning of Whiteness 67 3. Eliminating the “Dubious Hyphen between Savagery and Civilization” 103 4. Racial Discourse in the United States and Australia 123 part ii 5. Missionaries, Settlers, Cherokees, and African Americans, 1780s– 1850s 155 6. Missionaries, Settlers, and Australian Aborigines, 1780s– 1850s 187 7. The Evolution of an American Race, 1860s– 1890s 215 8. The Evolution of White Australia, 1860– 1890 245 part iii 9. The “Science” of Human Breeding 277 10. “Breeding out the Colour” 303 Epilogue 339 Notes 345 Bibliography 409 Index 487 Illustrations figures 1. Port Jackson Painter, Five Half- Length Portraits of Australian Aborigines, ca. 1790 58 2. “An Affecting Scene in Kentucky,” 1835 86 3. Charles Darwin 108 4. “Reason against Unreason” 111 5. Frederick Douglass 176 6. Prout, Residence of the Aborigines, Flinders Island, 1846 200 7. “Three Generations,” from Australia’s Coloured Minority, 1947 328 table 1. Number of Aboriginal people in each colony at the 1891 census 252 ix Acknowledgments the act of writing is a solitary endeavor, but the process of producing a historical narrative is very much a collective pursuit. I am indebted to a great many institutions, colleagues, friends, and family for helping to make this book possible. For generously providing fellowship support and financial assistance I would like to thank the American Philosophical Society; the Huntington Library; the Pacific Rim Program at the University of California; the Institute for Governmental Affairs at the University of California; the Department of History at the University of California, Davis; the uhh Research Fund at the University of Hawaii, Hilo.
    [Show full text]