DOCSLIB.ORG

The Relationship Between Caregiver Intimate Partner Violence

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Relationship Between Caregiver Intimate Partner Violence University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2012 The Relationship Between Caregiver Intimate Partner Violence, Posttraumatic Stress, Child Cognitive Self-development, And Treatment Attrition Among Child Sexual Abuse Victims. Leigh de DeLorenzi University of Central Florida Part of the Counselor Education Commons, and the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation de DeLorenzi, Leigh, "The Relationship Between Caregiver Intimate Partner Violence, Posttraumatic Stress, Child Cognitive Self-development, And Treatment Attrition Among Child Sexual Abuse Victims." (2012). Electronic Theses and Dissertations, 2004-2019. 2191. https://stars.library.ucf.edu/etd/2191 THE RELATIONSHIP BETWEEN CAREGIVER INTIMATE PARTNER VIOLENCE, POSTTRAUMATIC STRESS, CHILD COGNITIVE SELF-DEVELOPMENT, AND TREATMENT ATTRITION AMONG CHILD SEXUAL ABUSE VICTIMS by LEIGH DE ARMAS DELORENZI B.S University of Miami, 2003 M.A. Rollins College, 2009 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Central Florida Summer Term 2012 Major Professor: Andrew P. Daire © 2012 Leigh de Armas DeLorenzi ii ABSTRACT Child sexual abuse (CSA) is a worldwide problem, with two-thirds of all cases going unreported. A wealth of research over the last 30 years demonstrates the negative emotional, cognitive, physical, spiritual, academic, and social effects of CSA. As a result, researchers and mental health professionals frequently attempt to measure the efficacy of treatment modalities in order to assess which treatments lead to better outcomes. However, in order to effectively study treatment outcomes, researchers must be able to track the status of child functioning and symptomology before, during, and after treatment. Because high levels of treatment attrition exist among CSA victims, researchers are unable to effectively study outcomes due to large losses in research participants, loss of statistical power, and threats to external validity (Kazdin, 1990). Moreover, due to the high prevalence of concurrent family violence, caregivers with intimate partner violence are more than twice as likely to have children who are also direct victims of abuse (Kazdin, 1996). Caregivers ultimately make the decisions regarding whether or not a child stays in treatment, and therefore, it is important to examine the influence of both parent factors (e.g., intimate partner violence) and child factors (e.g., traumatization and/or disturbances in cognitive self- development) on treatment attrition. This two-pronged approach of examining both child and family characteristics simultaneously with attrition patterns offers a more complete picture for the ways concurrent family violence influences treatment than looking at child and caregiver factors separately. The purpose of this study was to investigate the relationships between caregiver intimate partner violence, child posttraumatic stress (Trauma Symptom Checklist for Children [TSCC]; Briere, 1996), child cognitive self-development (Trauma and Attachment Belief Scale [TABS]; iii Pearlman, 2003), and treatment attrition. The statistical analyses in this study included (a) Logistic Regression, (b) Poisson Regression, and (c) Chi-square Test for Independence. Elevated TSCC subscale scores in posttraumatic stress predicted both an increased number of sessions attended and increased number of sessions missed. Elevated TABS subscale scores in self-trust predicted an increased number of sessions attended and decreased number of sessions missed. Elevated TABS subscale scores of other-intimacy and self-control predicted an increased number of sessions missed. Moreover, the presence of past or current caregiver intimate partner violence predicted a decrease in number of sessions attended. While no relationship existed between child posttraumatic stress or cognitive self-development and whether a child graduated or prematurely terminated from treatment, children with parents who confirmed past or current intimate partner violence were 2.5 times more likely to prematurely terminate from treatment. iv This dissertation is dedicated to the millions of brave women and children who survive abuse every day. May you be cloaked in the armor of love and steadfast courage on your journey toward peace and healing, and find comfort in words of Psalm 71:14 – “He shall redeem their soul from deceit and violence: and precious shall their blood be in his sight.” This work is also dedicated to my parents, who on the day of my baptism, prayed for, “…the eyes of my heart to be enlightened so that I may know the hope to which He has called me.” (Ephesians 1:18) v ACKNOWLEDGMENTS I give all glory to God for making this (and all things) possible, and thank Him for placing His protective hands over me during this very difficult dissertation year. On my very first day of dissertation writing, I received word that my 36-year-old sister, Blythe, was diagnosed with breast cancer. Six months later, my mother, Donna, was also diagnosed with breast cancer. I would like to thank these brave and beautiful women for teaching me, through their example, how to push through the paralysis of fear and anguish, one tiny step at a time. I would also like to thank my father and ―best dissertation buddy,‖ Nestor, for reminding me daily that I was not alone on my journey, and for his gentle nudging on the days I feared I was unable to keep going. Thank you, Daddy, for refusing to merely observe, and for stepping onto this roller coaster with me, strapping on your seatbelt, cheering with me, cursing with me, laughing with me, encouraging me, and never leaving my side for one minute. I would like to thank the smartest and hardest working man I know, Dr. Andrew Daire, for believing in me from the very first year of my doctoral program, for encouraging me to ―wear my badge‖ and pursue my dreams as a researcher of family trauma, and for inviting me to participate in the UCF Marriage and Family Research Institute‘s project to research and evaluate children exposed to abuse and family violence. Your work ethic and pursuit of excellence is, and always has been, hugely inspirational to me. I hope one day I can help someone turn their dreams into a reality, just as you have done for me. I will also never forget your genuine warmth, caring, and encouragement during the darkest and scariest moments of this crazy year. Thank you for being my dissertation chair. A heartfelt thank you goes out to the other esteemed members of my committee: Dr. Glenn Lambie, Dr. Mark Young, and Dr. Eileen Able. Thank you all for enriching this study vi with your wisdom. Dr. Lambie, thank you for your constant availability, kindness, and assistance regarding the trickier research methods utilized in this study. It was so much fun to learn alongside you! Dr. Young, thank you for your calming and compassionate presence, and for lending your time and energy to help make this project successful. Dr. Abel, thank you for your guidance, expertise, enthusiasm, and genuine excitement for my ideas, which motivated me tremendously during this process. I would also like to thank Nicole Brenenstuhl for her kindness, professionalism, and leadership during the 17-month data gathering process. To say it was an honor and a privilege to work with these individuals would be a colossal understatement. I would like to thank my other friends and family, specifically Anne, Paige, Liz, Gabe, Ray, Cathy, Polly, Nicole, Talia, Julie, Amanda, Stephanie, Sarah, Jenny, Lauren, Whitney, Lani, and Megan, for cheering me on from the sidelines, and for understanding why I had to be absent for so long from your lives. I would like to thank my cohort members, Matt, Ryan, Jennifer, Dallas, Emma, Yo-Sang, and John, for sharing in this experience with me. I am so lucky to learn from each of you and call you my friends. I would also like to acknowledge and thank my dear friend Amanda Bailey for her tireless efforts to help me gather and organize the ―trillions‖ of references utilized for this study, and for reminding me ―not to panic, but to plow through!‖ Most importantly, I want to thank my soul mate, best friend, and beloved husband, Anthony. I thank God for leading me to you the day we met on May 26, 2009, for joining us in marriage on March 5, 2011, and for every day that I get to wake up next to you. You have been my rock and my refuge during the hardest year of both of our lives, and have held me up more times than I can count. Your strength and tenderness have kept me safe, and your daily love and encouragement has fueled me to, ―Never, never, never give up!‖ I love you. vii TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................................... xiii LIST OF TABLES ....................................................................................................................... xiv CHAPTER 1: INTRODUCTION ................................................................................................... 1 Problem Statement .....................................................................................................................
Load more

Recommended publications
  • Current Issues in Victimization Research and the NCVS's Ability To
    Current Issues in Victimization Research and the NCVS’s Ability to Study Them Lynn A. Addington, J.D., Ph.D. Department of Justice, Law and Society American University Prepared for presentation at the Bureau of Justice Statistics Data User’s Workshop, February 12, 2008, Washington, D.C. Introduction and NCVS have played an essential role in shaping what researchers know about victimization as well as providing Thirty-five years have passed since the fielding of the first the national measure of criminal victimization for the National Crime Survey (NCS) and 15 years since its redesign United States.2 For the NCVS to continue in this crucial and emergence as the National Crime Victimization Survey and central role, it should be capable of serving the needs of (NCVS).1 This BJS Data Users Workshop presents a good, researchers, practitioners, and policymakers. Continuing to and much-needed, opportunity to examine how the survey meet the current needs of these various users of NCVS data has been (and could be) used in its present form as well as may require changes to the survey. to consider possible ways the survey could be changed to explore new issues of concern to victimization researchers. This paper has two primary aims. The first is to provide an Current Trends and Open Issues in overview of the current trends and issues in victimization Victimization Research research. Trends include topics that have attracted research Before examining specific issues, it is useful to place the attention as well as those yet to be fully explored as available current state of victimization research into a larger context.
    [Show full text]
  • Download Issue
    YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences.
    [Show full text]
  • Making Exceptions to Universal Suffrage: Disability and the Right to Vote
    Making Exceptions to Universal Suffrage: Disability and the Right to Vote Kay Schriner, University of Arkansas Lisa Ochs, Arkansas State University In C.E. Faupel & P.M. Roman (Eds.), Encyclopedia of criminology and deviant behavior 179-183. London: Taylore & Francis. 2000. The history of Western representative democracies is marked by disputes over who constitutes the electorate. In the U.S., where states have the prerogative of establishing voter qualifications, categories such as race and gender have been used during various periods to disqualify millions of individuals from participating in elections. These restrictions have long been considered an infamous example of the failings of democratic theorists and practitioners to overcome the prejudices of their time. Less well-known is the common practice of disenfranchising other large numbers of adults. Indeed, very few American citizens are aware that there are still two groups who are routinely targeted for disenfranchisement - criminals and individuals with disabilities. These laws, which arguably perpetuate racial and disability discrimination, are vestiges of earlier attempts to cordon off from democracy those who were believed to be morally and intellectually inferior. This entry describes these disability-based disenfranchisements, and briefly discusses the political, economic, and social factors associated with their adoption. Disenfranchising People with Cognitive and Emotional Impairments Today, forty-four states disenfranchise some individuals with cognitive and emotional impairments. States use a variety of categories to identify such individuals, including idiot, insane, lunatic, mental incompetent, mental incapacitated, being of unsound mind, not quiet and peaceable, and under guardianship and/or conservatorship. Fifteen states disenfranchise individuals who are idiots, insane, and/or lunatics.
    [Show full text]
  • Dismantling the School-To-Prison Pipeline: Tools for Change
    University of Florida Levin College of Law UF Law Scholarship Repository UF Law Faculty Publications Faculty Scholarship 2016 Dismantling the School-to-Prison Pipeline: Tools for Change Jason P. Nance University of Florida Levin College of Law, [email protected] Follow this and additional works at: https://scholarship.law.ufl.edu/facultypub Part of the Civil Rights and Discrimination Commons, Education Law Commons, and the Law and Race Commons Recommended Citation Jason Nance, Dismantling the School-to-Prison Pipeline: Tools for Change, 48 Ariz. St. L. J. 313 (2016), available at http://scholarship.law.ufl.edu/facultypub/767 This Article is brought to you for free and open access by the Faculty Scholarship at UF Law Scholarship Repository. It has been accepted for inclusion in UF Law Faculty Publications by an authorized administrator of UF Law Scholarship Repository. For more information, please contact [email protected]. DISMANTLING THE SCHOOL-TO-PRISON PIPELINE: Tools for Change Jason P. Nance* ABSTRACT The school-to-prison pipeline is one of our nation’s most formidable challenges. It refers to the trend of directly referring students to law enforcement for committing certain offenses at school or creating conditions under which students are more likely to become involved in the criminal justice system, such as excluding them from school. This article analyzes the school-to-prison pipeline’s devastating consequences on students, its causes, and its disproportionate impact on students of color. But most importantly, this article comprehensively identifies and describes specific, evidence-based tools to dismantle the school-to-prison pipeline that lawmakers, school administrators, and teachers in all areas can immediately support and implement.
    [Show full text]
  • The 2020 White Paper "Young Voices at the Ballot Box"
    YOUNG VOICES AT THE BALLOT BOX Amplifying Youth Activism to Lower the Voting Age in 2020 and Beyond A White Paper from Generation Citizen (Version 3.0 – Feb. 2020) Young Voices at the Ballot Box: Amplifying Youth Activism to Lower the Voting Age 1 Young Voices at the Ballot Box: Amplifying Youth Activism to Lower the Voting Age 2 CONTENTS 03 Executive Summary 04 Why Should We Lower the Voting Age to 16? 08 Myths About Lowering the Voting Age 09 Current Landscape in the United States 17 Current Landscape Internationally 18 Next Steps to Advance this Cause 20 Conclusion 21 Appendix A: Countries with a Voting Age Lower than 18 22 Appendix B: Legal Feasibility of City Campaigns to Lower the Voting Age 34 Appendix C: Vote16USA Youth Advisory Board 35 Appendix D: Acknowledgements Cover Photo: Youth leaders, elected officials, and allies rally for a lower voting age on the steps of the California State Capitol in August 2019. Photo courtesy of Devin Murphy, California League of Conservation Voters. Young Voices at the Ballot Box: Amplifying Youth Activism to Lower the Voting Age 3 EXECUTIVE SUMMARY BY EXPANDING THE RIGHT TO VOTE [TO 16- AND 17-YEAR-OLDS], MY COMMUNITY WILL BE ABLE TO FURTHER CREATE AN ATMOSPHERE “WHERE EACH NEW GENERATION GROWS UP TO BE LIFE-LONG VOTERS, WITH THE VALUE OF CIVIC ENGAGEMENT INSTILLED IN THEM. - Megan Zheng Vote16USA Youth Advisory Board Member e are on a mission to lower the voting possible. Sixteen is. As this paper outlines, age to 16. Democracy only works when inviting citizens into the voting booth at 16” will Wcitizens participate; yet, compared to strengthen American democracy by establishing other highly developed, democratic countries, voting as a lifelong habit among all citizens, and the U.S.
    [Show full text]
  • Racial Equity Resource Guide
    RACIAL EQUITY RESOURCE GUIDE TABLE OF CONTENTS 3 Foreword 5 Introduction 7 An Essay by Michael R. Wenger 17 Racial Equity/Racial Healing Tools Dialogue Guides and Resources Selected Papers, Booklets and Magazines Racial Equity Toolkits and Guides to Action Workshops, Convenings and Training Curricula 61 Anchor Organizations 67 Institutions Involved in Research on Structural Racism 83 National Organizing and Advocacy Organizations 123 Media Outreach Traditional Media Social Media 129 Recommended Articles, Books, Films, Videos and More Recommended Articles: Structural/Institutional Racism/Racial Healing Recommended Books Recommended Sources for Documentaries, Videos and Other Materials Recommended Racial Equity Videos, Narratives and Films New Orleans Focused Videos Justice/Incarceration Videos 149 Materials from WKKF Convenings 159 Feedback Form 161 Glossary of Terms for Racial Equity Work About the Preparer 174 Index of Organizations FOREWORD TO THE AMERICA HEALING COMMUNITY, When the W.K. Kellogg Foundation launched America Healing, we set for ourselves the task of building a community of practice for racial healing and equity. Based upon our firm belief that our greatest asset as a foundation is our network of grantees, we wanted to link together the many different organizations whose work we are now supporting as part of a broad collective to remove the racial barriers that limit opportunities for vulnerable children. Our intention is to ensure that our grantees and the broader community can connect with peers, expand their perceptions about possibilities for their work and deepen their understanding of key strategies and tactics in support of those efforts. In 2011, we worked to build this community We believe in a different path forward.
    [Show full text]
  • Violent Victimization As a Risk Factor For
    U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention J. Robert Flores, Administrator December 2002 Violent Victimization as a Risk Factor for Violent A Message From OJJDP Compared with adults, juveniles are disproportionately affected by high Offending Among Juveniles rates of violence as both offenders and victims. Understanding the rela- tionship between victimization and offending is therefore of critical Jennifer N. Shaffer and R. Barry Ruback importance. As a group, juveniles have high rates of vi- and many of these risk factors suggest Examining data from the National olent victimization and violent offending, a opportunities for intervention. Longitudinal Study of Adolescent pattern suggesting that some juveniles are Health, the authors of this Bulletin The Bulletin includes background informa- both victims and perpetrators of violence. found that victims of violence were tion, a brief theoretical discussion, study To explore that hypothesis, this Bulletin significantly more likely than nonvic- methods and findings, conclusions, policy analyzes the relationships between violent tims to become violent offenders. implications, and suggestions for future victimization and violent offending across They also found that violent victim- research. a 2-year period, using data for 5,003 juve- ization and violent offending share niles who participated in the National Lon- many of the same risk factors, such gitudinal Study of Adolescent Health. The Background as previous violent victimization and Bulletin looks at victimization and offend- offending, drug and alcohol use, and ing experiences in subgroups of juveniles Statistical evidence suggests dispropor- depression. These findings are partic- classified by age, gender, race, and level tionately high rates of violence by and ularly important because they sug- gest that interventions directed at of physical development.
    [Show full text]
  • Lessons Learned from the Suffrage Movement
    University of Baltimore Law ScholarWorks@University of Baltimore School of Law All Faculty Scholarship Faculty Scholarship 6-3-2020 Lessons Learned From the Suffrage Movement Margaret E. Johnson Follow this and additional works at: https://scholarworks.law.ubalt.edu/all_fac Part of the Law Commons Johnson, Margaret 6/3/2020 For Educational Use Only LESSONS LEARNED FROM THE SUFFRAGE MOVEMENT, 2 No. 1 Md. B.J. 115 2 No. 1 Md. B.J. 115 Maryland Bar Journal 2020 Margaret E. Johnsona1 PROFESSOR OF LAW, ASSOCIATE DEAN FOR EXPERIENTIAL EDUCATION, UNIVERSITY OF BALTIMORE SCHOOL OF LAW Copyright © 2020 by Maryland Bar Association; Margaret E. Johnson LESSONS LEARNED FROM THE SUFFRAGE MOVEMENT “Aye.” And with that one word, Tennessee Delegate Harry Burn changed his vote to one in favor of ratification of the Nineteenth Amendment after receiving a note from his mother stating “‘Hurrah and vote for suffrage .... don’t forget to be a good boy ....”’1 *116 With Burn’s vote on August 18, 1920, Tennessee became the thirty-sixth state to ratify the Nineteenth Amendment of the U.S. Constitution, paving the way for its adoption.2 The Nineteenth Amendment protects the female citizens’ constitutional right to vote.3 Prior to its passage, only a few states permitted women to vote in state and/or local elections.4 In 2020, we celebrate the Centennial of the Nineteenth Amendment’s passage. This anniversary provides a time to reflect upon lessons learned from the suffrage movement including that (1) voting rights matter; (2) inclusive movements matter; and (3) voting rights matter for, but cannot solely achieve, gender equality.
    [Show full text]
  • How Effective Were the Suffragist and Suffragette Campaigns?
    What were the arguments for and against female suffrage? Note: the proper name for votes for women is ‘Female Suffrage’ In the nineteenth century, new jobs emerged for women as teachers, as shop workers or as clerks and secretaries in offices. Many able girls from working-class backgrounds could achieve better-paid jobs than those of their parents. They had more opportunities in education., for example a few middle-class women won the chance to go to university, to become doctors. Laws between 1839 and 1886 gave married women greater legal rights. However, they could not vote in general elections. The number of men who could vote had gradually increased during the nineteenth century (see the Factfile). Some people thought that women should be allowed to vote too. Others disagreed. But the debate was not, simply a case of men versus women. How effective were the suffragist and suffragette campaigns? Who were the suffragists? The early campaigners for the vote were known as suffragists. They were mainly (though not all) middle-class women. When the MP John Stuart Mill had suggested giving votes to women in 1867, 73 MPs had supported it. After 1867, local groups set up by women called women’s suffrage societies were formed. By the time they came together in 1897 to form the National Union of Women’s Suffrage Societies (NUWSS), there were over 500 local branches. By 1902, the campaign had gained the support of working-class women as well. In 1901–1902, Eva Gore-Booth gathered the signatures of 67,000 textile workers in northern England for a petition (signed letter) to Parliament.
    [Show full text]
  • What Is Suffrage? by Gwen Perkins, Edited by Abby Rhinehart
    What is Suffrage? by Gwen Perkins, edited by Abby Rhinehart "Suffrage" means the right to vote. When citizens have the right to vote for or against laws and leaders, that government is called a "democracy." Voting is one of the most important principles of government in a democracy. Many Americans think voting is an automatic right, something that all citizens over the age of 18 are guaranteed. But this has not always been the case. When the United States was founded, only white male property owners could vote. It has taken centuries for citizens to achieve the rights that they enjoy today. Who has been able to vote in United States history? How have voting rights changed over time? Read more to discover some key events. 1789: Religious Freedom When the nation was first founded, several of the 13 colonies did not allow Jews, Quakers, and/or Catholics to vote or run for political office. Article VI of the Constitution was written and adopted in 1789, granting religious freedom. This allowed white male property owners of all religions to vote and run for political office. 1870: Men of All Races Get the Right to Vote At the end of the Civil War, the United States created another amendment that gave former male slaves the right to vote. The 15th Amendment granted all men in the United States the right to vote regardless of "race, color, or previous condition of servitude." This sounded good, but there was a catch. To vote in many states, people were still required to own land.
    [Show full text]
  • Timeline of the Women's Suffrage Movement in the U.S
    Timeline of the Women’s Suffrage Movement in the U.S. Compiled by the Center for American Women and Politics – August 2014 1848 The first women's rights convention is held in Seneca Falls, New York. After 2 days of discussion and debate, 68 women and 32 men sign a Declaration of Sentiments, which outlines grievances and sets the agenda for the women's rights movement. A set of 12 resolutions is adopted calling for equal treatment of women and men under the law and voting rights for women. 1850 The first National Women's Rights Convention takes place in Worcester, Mass., attracting more than 1,000 participants. National conventions are held yearly (except for 1857) through 1860. 1868 Ratification of the 14th amendment declaring “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside” and that right may not be “denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States” 1870 Congress ratifies the 15th amendment: “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” 1869 Split among the suffragist movement. Susan B. Anthony and Elizabeth Cady Stanton form the National Woman Suffrage Association. The primary goal of the organization is to achieve voting rights for women by means of a Congressional amendment to the Constitution.
    [Show full text]
  • National Conference
    NATIONAL CONFERENCE OF THE POPULAR CULTURE ASSOCIATION AMERICAN CULTURE ASSOCIATION NATIONAL CONFERENCE OF THE POPULAR CULTURE ASSOCIATION AMERICAN CULTURE ASSOCIATION APRIL 17–20, 2019 Marriott Wardman Park Hotel Washington, D.C. Lynn Bartholome Executive Director Gloria Pizaña Executive Assistant Robin Hershkowitz Graduate Assistant Bowling Green State University Sandhiya John Editor, Wiley © 2019 Popular Culture Association Additional information about the PCA available at pcaaca.org. Emily Toth’s picture (page 33) courtesy Michael Patton. Susan Koppelman’s picture (page 34) courtesy Gary Auerbach. April Ryan’s picture (page 37) courtesy Glenwood Jackson. Table of Contents President’s Welcome ........................................................................................ 6 Registration and Check-In .............................................................................. 8 Meetings and Events ......................................................................................... 8 Exhibitors ............................................................................................................ 9 Area Chairs ......................................................................................................12 Leadership.........................................................................................................26 PCA Endowment ............................................................................................29 Bartholome Award Honoree: Emily Toth ...................................................33
    [Show full text]