DOCSLIB.ORG

BLACK PARENTAL PROTECTIONISM Jada Phelps Moultrie Submitted To

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
BLACK PARENTAL PROTECTIONISM Jada Phelps Moultrie Submitted To REFRAMING PARENTAL INVOLVEMENT OF BLACK PARENTS: BLACK PARENTAL PROTECTIONISM Jada Phelps Moultrie Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the School of Education, Indiana University October 2016 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Doctoral Committee May 1 1, 201 6 ii Dedication This is dedicated to all Black parents, specifically, the participants in this study, as well as my parents and my grandparents. Each name recalled in dedication, I have drawn my strength from and is how I got through this journey. I would specifically like to dedicate this work to Violet Hogan my fifth great paternal grandmother and my own mother, DiLynn Valerie Thomas Phelps, and father, Marcus Anthony Phelps I. My brother, Lil’ Marcus Anthony Phelps II, father of my nephew, Marcus III. In spirit Ruth and Elzie Phelps, parents of Michael and Morris Smitherman, Marcus, Marietta, Mitchell, and Molly Phelps; In spirit Pearl and Terrell Thomas I, parents of Edith, Terrell “Bro”, Marilyn, Kenneth, DiLynn, and Van Veen Thomas; Robin Khan, mother of Antoin Moultrie; and Antoin Mandel Moultrie, my husband and stepfather of my son Stephen Jaden Mosby, “Victorious Leader”, father of my son Andric Jasiri Moultrie, “Fearless Warrior” and father to my daughter, Alaira Janie Lynn Moultrie, “the Great Unifier and Beautiful Gift from God”. We are rich in family. Together we rise. iii Acknowledgments It is a rarity for me to feel inferior, particularly because I know that it was and arguably remains the primary weapon used to destroy people of color. However, the world of academia, particularly as an uncharted place to African American females in this colonial era, the inferiority that I thought I killed rose again. Without my dear friends, loved ones, colleagues, and peers, all of whom believed in me, I would have died a premature death never realizing my highest potential. I am unable to acknowledge everyone in this section, but I want you all to know that the power you gave me through your life support, I pay and plan to always pay tribute by being my best. Thank you for this rebirth. Dr. Jomo Mutegi, my dearest brother from another mother, thank you for your patience, advice, the opportunities you gave me, and your most precious time. Dr. Jim Scheurich, my academic dad, thank you for teaching and guiding me. But most importantly, thank you for believing in my scholarship. Dr. Carlton Waterhouse, thank you for wanting to work with me. It is such an honor to know that someone like you wants to work with someone like me. Your dedication in teaching me CRT, I believe will further advance this theory in education. Dr. Samantha Scribner, you are the busiest person I know and it is an honor that you took the time to help me in writing, teaching, and helping me find my way through this dark journey. Dr. Gerardo Lopez, I have never forgotten your courses and your enthusiasm over my insights as a master’s student. After years of undergraduate and masters courses, you were the first critical professor I had opening my eyes to a space that I found myself awaiting to be in. Thank you for always pushing me. iv I would also like to acknowledge several others who have been instrumental in shaping this body of research and supporting my efforts throughout this process. Dr. Barbara Dennis, thank you for introducing me to critical qualitative methodology. Dr. Rob Helfenbein and Dr. Brendan Maxcy, thank you for teaching me about the politics of education. Dr. Robin Hughes, thank you for introducing me to CRT and for always having my back. Dr. Kathleen King Thorius and Dr. Seena Skelton thank you for your support throughout these years and for widening my critical lens. Dr. Crystal Morton, thank you for your support and sisterly advice. Dr. Erin Macey thank you for being a great friend, for your assistance in critical ethnographic methodology, and for having two babies while dissertating-it made me feel like I was in good company. My cohort one family, Nathanial, Brandon, Tiffany, Aly, Cathy, Vicki, and Troy, we are forever friends. To my Great 8 sister scholars, thank you for standing with me in solidarity. To the 1997-2001 (Championship) Ball State Women’s Track and Field Team, all that we did prepared me to stay strong, focused, and stride through the finish line…even if the monkey is on your back. To the Phelps and Thomas Family, there are no words that can describe our family’s triumph for we are like a phoenix rising from the ashes and I thank you for passing on the strength needed to extend our legacy. To my mother and father, DiLynn and Marcus Phelps, my beloved parents, your devotion to me as your daughter is humbling. I hope to live up to your expectations. To my brother, DJ Mr. Marcus, stay strong and I am proud of you bro-you got my dream job! To my children, Victorious Leader (Stephen), Fearless Warrior (Andric), and the Great Unifier, Beautiful Gift from God (Alaira), you taught me patience and the beauty of laughter that I so desperately needed in these times. To my husband, Antoin Moultrie, your beautiful v soul, your emotional strength, and your togetherness held me together. I am and will always be forever yours. – Love Jada vi Jada Phelps Moultrie REFRAMING PARENTAL INVOLVEMENT OF BLACK PARENTS: BLACK PARENTAL PROTECTIONISM In 1787, Prince Hall, a Revolutionary War veteran, community leader, and Black parent, petitioned the Massachusetts legislature on behalf of Black children demanding a separate “African” school. Hall claimed that Black children were met with continuous hostility and suffered maltreatment when attending White controlled schools. Many have documented similar claims and actions by Black parents throughout history. These experiences present a consistent insidious counter-narrative of parental involvement challenging the notion of race neutral schools but congruently demonstrate a racial phenomenon in the purview of parental involvement that is undertheorized. Considering these experiences, my central research question was, how is one involved as a Black parent in their child’s education? Among 16 sets of Black parents, this study explored the relationship between race, racism, parental involvement using critical race theory (CRT), and critical qualitative research methods. Findings indicate that Black parental involvement included the consideration of how race and racism in schools may impact, at the very least, their children’s academic achievement, which led to two means of protection of their children from anticipated or experienced school- related racism; racial socialization, which was chiefly exercised as involvement at the home level, and racial vigilance, which seemed to be a pervasive form of involvement at the school and home level. I consider the totality of these parental involvement means, Black parental protectionism drawing from Mazama and Lundy conception of racial protectionism. This finding should reframe our understanding of parental involvement vii but the implications of Black parent protectionism suggest that Black children need protection from racist institutions. When considering the treatment of Black children in White dominated schools over the last four centuries, perhaps Black parents have been their children’s only saving grace to escape the continuous racial maltreatment in schools through time. Instead of falling into traditional research paradigms, which typically relate involvement to achievement, this study concludes with questioning if Black children can receive an optimal education in a pervasive system of racism in schools regardless of Black parental protectionism. James Joseph Scheurich Ph.D., Committee Chair viii Table of Contents Chapter I .............................................................................................................................. 1 Introduction ..................................................................................................................... 1 Literature Review ............................................................................................................ 8 Theory, Methodology, and Research Design .................................................................. 9 About the participants. .............................................................................................. 10 Findings & Analysis ...................................................................................................... 11 Racial vigilance and racial socialization. .................................................................. 11 Discussion ..................................................................................................................... 14 Chapter II: Literature Review ........................................................................................... 16 Introduction ................................................................................................................... 16 Foregrounding Parental Involvement ........................................................................... 17 What is parental involvement? .................................................................................. 18 Ambiguous .................................................................................................................... 18 Inconsistent ..................................................................................................................
Load more

Recommended publications
  • Proquest Dissertations
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to loe removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI* Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 WASHINGTON IRVING CHAMBERS: INNOVATION, PROFESSIONALIZATION, AND THE NEW NAVY, 1872-1919 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctorof Philosophy in the Graduate School of The Ohio State University By Stephen Kenneth Stein, B.A., M.A.
    [Show full text]
  • “What Are Marines For?” the United States Marine Corps
    “WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: History “What Are Marines For?” The United States Marine Corps in the Civil War Era Copyright 2011 Michael Edward Krivdo “WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Joseph G. Dawson, III Committee Members, R. J. Q. Adams James C. Bradford Peter J. Hugill David Vaught Head of Department, Walter L. Buenger May 2011 Major Subject: History iii ABSTRACT “What Are Marines For?” The United States Marine Corps in the Civil War Era. (May 2011) Michael E. Krivdo, B.A., Texas A&M University; M.A., Texas A&M University Chair of Advisory Committee: Dr. Joseph G. Dawson, III This dissertation provides analysis on several areas of study related to the history of the United States Marine Corps in the Civil War Era. One element scrutinizes the efforts of Commandant Archibald Henderson to transform the Corps into a more nimble and professional organization. Henderson's initiatives are placed within the framework of the several fundamental changes that the U.S. Navy was undergoing as it worked to experiment with, acquire, and incorporate new naval technologies into its own operational concept.
    [Show full text]
  • Now Thats What I Call Love Songs 2013
    Now thats what i call love songs 2013 Released three weeks prior to Valentine's Day , Now That's What I Call Love Songs compiles 18 contemporary hits dating back to. Now That's What I Call Love Songs (). TCRYA; 39 . Katy Perry - The One That Got Away (Official) Emeli Sandé - My Kind of Love. Tracklist with lyrics of the album NOW THAT'S WHAT I CALL LOVE SONGS [] from the compilation series Now That's What I Call Music! [] (compilation. This item:Now That's What I Call Love by Various Artists Audio CD £ In stock. Sold by Side . the rest of the year. Includes songs from Rihanna, Katy Perry, Cheryl Cole and Kylie among others. Byklordon 12 June Format: Audio. Jason DeruloSecret Love Song; Miley CyrusThe Climb; Nelly FurtadoI'm Like A Bird; BirdyWings; KeaneSomewhere Only We Know; Lady AntebellumNeed You. Now That's What I Call Love or Now Love is a double-disc compilation album released in the United Kingdom on 30 January Now Love features eleven songs which reached number one on the UK. Now That's What I Call Love features 20 tracks including songs from Colbie Caillat, Maroon 5, . Published on August 14, by Marion the Librarian. Various Artists - Now Love Songs - Music. $ Prime. NOW That's What I Call Love · Now Music . Published on July 17, by Amazon Fan. NOW Thats What I Call Love Songs! is a CD compilation that features some of the hottest pop artists CD Review - Reviewed by Kidzworld on Jan 29, VA – NOW That's What I Call Love Songs () [Deluxe Edition] 39 Love You Like a Love 3 · 40 Bleeding 3 · NOW That's.
    [Show full text]
  • Molokai Planning Commission Regular Meeting February 10, 2010
    (APPROVED: 04/14/10) MOLOKAI PLANNING COMMISSION REGULAR MEETING FEBRUARY 10, 2010 ** All documents, including written testimony, that was submitted for or at this meeting are filed in the minutes file and are available for public viewing at the Maui County Department of Planning, 250 S. High St., Wailuku, Maui, and at the Planning Commission Office at the Mitchell Pauole Center, Kaunakakai, Molokai. ** A. CALL TO ORDER The regular meeting of the Molokai Planning Commission was called to order by Chairperson Joseph Kalipi at 12:08 p.m., Wednesday, February 10, 2010, at the Mitchell Pauole Center Conference Room, Kaunakakai, Molokai. A quorum of the Commission was present. (See Record of Attendance.) Mr. Joseph Kalipi: If everybody would like to -- welcome everybody to the Molokai Planning Commission. We’ll call this meeting to order. Here with us from the Planning Department: our Program Administrator, Clayton Yoshida. We have Joe Alueta. Back there, Suzie Esmeralda, Clerk. Left of me here is Corporate Counsel, Michael Hopper. Representing the Planning Department, Jane Lovell. To my far right, Commissioner Williams, Commissioner Pescaia, Commissioner Sprinzel, Commissioner Bacon, and Commissioner Vice-Chair Steve Chaikin, and myself, I’ll be Chairing the meeting today, Commissioner Kalipi. B. PUBLIC TESTIMONY ON ANY PLANNING OR LAND USE ISSUE, except Contested Cases as defined in Hawaii Revised Statutes Section 91 Mr. Kalipi: So at this time looking at our agenda, we would like to open the floor for any public testimony on any planning or land use issue, except the contested cases as defined in Hawaii Revised Statutes Section 91.
    [Show full text]
  • Read an Excerpt
    SpeakUp 5.25X7.5 FINAL.qxp:RagontDesign 2/16/11 8:16 AM Page 7 Chapter 1: All Better 9 Chapter 2: Too Cool 27 Chapter 3: Can’t Tell 43 Chapter 4: Following Me 61 Chapter 5: Very Weak 79 Chapter 6: Strong Person 93 Chapter 7: Little Girl 107 Discussion Questions 123 Write Your Own Letter 125 Worksheet 1: Rounding 127 Worksheet 2: Addition 128 Worksheet 3: Missing Place Values 129 Worksheet 4: Telling Time 131 Word Search Solutions 132 Answer Keys 139 Acknowledgments 141 SpeakUp 5.25X7.5 FINAL.qxp:RagontDesign 2/16/11 8:16 AM Page 9 Chapter 1 “W here are you going? I just know you don’t think you’re going with us, Morgan.” My new cousin Drake, who was my stepdaddy’s nephew, was acting like I had the plague or something. Placing my hands on my hips, I said back with attitude, “Yes, I’m going. That’s why I’m getting my coat. Can you tell Daddy Derek to hold on a second, please?” Since it was December, I also needed to grab my gloves and hat to keep warm. Just as I was heading quickly to my room, I felt somebody behind me stepping on my heel. I knew it was that rude Drake, and he didn’t even say that he was sorry. “No. I won’t tell him that,” Drake said, as he continued to follow me. SpeakUp 5.25X7.5 FINAL.qxp:RagontDesign 2/16/11 8:16 AM Page 10 Speak Up! “Ouch!” I yelled out.
    [Show full text]
  • Table of Contents
    Table of Contents A+Attitude Speak Up Something Special Right Thing No Fear MOODY PUBLISHERS CHICAGO Chapter 1: No Pep 9 Chapter 2: Real Sad 27 Chapter 3: Great News 41 Chapter 4: Low Energy 59 Chapter 5: Bright Spark 77 Chapter 6: Outgoing Kid 95 Chapter 7: Much Charm 111 Discussion Questions 127 Write Your Own Letter 129 Word Keep Book 130 Bonus English Grammar Pages 131 Word Search Solutions 135 Answer Keys 142 Acknowledgments 143 Chapter 1 “Morgan Noelle Love! You have got to get out of the car and let go of my waist, girl. I’m going to be late. You’re squeezing me like I’m a lemon and you’re trying to make lemonade.” My dad said this to me as I hugged him tighter than I used to hold my teddy bear, Goldie, when I was in kindergarten. Now that I was going into the second grade, there was a lot going on. Can’t a kid get a break? I am a big girl now. I don’t need Goldie to make sure I can sleep at night. I’m big enough to know that the bed bugs won’t bite. What I do need is my father, First-Class Captain, Monty Love. He’s leaving me again to go back to the U.S. Navy to serve our country off the coast of Africa. We spent the last two months together, and they were so great. Now our fun time is over. It made me sad to hear him say good-bye, not knowing when he was coming back to Georgia.
    [Show full text]
  • The Power of Simply Answering Questions with Marcus Sheridan
    Episode 34: The Power of Simply Answering Questions with Marcus Sheridan E34: THE POWER OF SIMPLY ANSWERING QUESTIONS WITH MARCUS SHERIDAN 00:00 Announcer: Welcome to the Neon Noise podcast. Your home for learning ways to attract more traffic to your websites, generate more leads, convert more leads into customers, and build stronger relationships with your customers. And now your hosts Justin Johnson and Ken Franzen. 00:18 Justin Johnson: Hey, hey, hey, Neon Noise nation. Welcome to the Neon Noise podcast, where we decode marketing and sales topics to help you grow your business. I am Justin and with me, I have my co- host, Ken. Ken, what's going on today? 00:31 Ken Franzen: Not too much, Justin. How are you doing yourself? 00:34 Justin Johnson: I am doing fantastic, thank you. I am extremely excited to talk to our featured guest today. He's got an awesome story, I can't wait to dive in. Today we have on Marcus Sheridan. He is called a web marketing guru by the New York Times. The story of how Marcus was able to save his swimming pool company, River Pools, from the economic crash of 2008 has been featured in multiple books, publications, and stories around the world. And it is also the inspiration for his newest book, "They Ask, You Answer," which is dubbed, "The number one marketing book to read in 2017" by Mashable. Today, Marcus has become a highly sought after global speaker and consultant in the digital sales and marketing space, working with hundreds of businesses and brands alike to become the most trusted voice in their industry while navigating the ultrafast rate of change occurring within consumers and buyers today.
    [Show full text]
  • Descendants of George Fulp
    Descendants of George Fulp Generation 1 1. GEORGE1 FULP was born in 1718 in Heidelberg, Germany. He died on 26 Oct 1786 in Belews Creek, Surry, NC. He married MARY H PHILLIPS in 1752. She was born in 1722 in Berks, PA. She died in 1800 in Stokes County, NC. Notes for George Fulp: On September, Wednesday, the 25th, 1751, the ship Phoenix, John Suprrier, Captain, arrived in Philadelphia, Pa., from Rotterdam, the Neitherlands, via Portsmouth, England with 412 passengers. One of the passengers was Georg Volpp (pronounced Gay-org Folp). It is thought that Georg Volpp became our George Fulp. It was common to change German and other European names to names that were easier to spell and pronounce in English. Also, names were changed to "fit in" and possibly avoid secular conflicts that were common at this time. A director at the Moravian Archive in Winston Salem, North Carolina, advises that the German name Volpp is easily translated to Fulp. Also, another passenger on the same ship was Jacob Koehler. There are some indications that this person eventually settled in the Stokes County, North Carolina area near George Fulp. At George Fulps' request, a John Jacob Koehler (a Moravian Bishop) held his funeral services. After landing in Pennsylvania, George Fulp settled in Lancaster County, Pennsylvania. In 1752, he married Mary H. Phillips who was born in 1714 in Exeter, Berks County, Pennsylvania. They had five children. In the early 1760s, George moved his family to Stokes County, North Carolina about 15 miles north of what is now Winston-Salem in Forsyth County.
    [Show full text]
  • How the Civil War Civilized Seattle
    How the Civil War Civilized Seattle The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:37736798 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA How the Civil War Civilized Seattle Paul B. Hagen A Thesis in the Field of History for a Degree of Master of Liberal Arts in Extension Studies Harvard University November 2017 Copyright 2017 Paul B. Hagen Abstract Founded in 1851, Seattle was little more than a rough-and-tumble frontier town at the onset of the Civil War. However, by 1880 the young community had developed into a small, but prosperous city. Not only did the population grow immensely during this time, but the character of the town also changed. By 1880 Seattle was no longer just another western logging town, but rather a civilized metropolitan center. Although the rapid development of Seattle is widely accepted, the connection between it and the Civil War has not been reported. Historical data suggest that the Civil War did influence the development of Seattle. The Civil War caused Seattle’s population to grow through recruitment of unemployed war widows and orphans. These recruits brought New England culture to Seattle, which served as a civilizing force. The Civil War also led to policies that helped Seattle develop in other ways.
    [Show full text]
  • STATE of ILLINOIS 94Th GENERAL ASSEMBLY HOUSE of REPRESENTATIVES TRANSCRIPTION DEBATE
    STATE OF ILLINOIS 94th GENERAL ASSEMBLY HOUSE OF REPRESENTATIVES TRANSCRIPTION DEBATE 20th Legislative Day 2/24/2005 Speaker Turner: “The House shall be in order. We shall be led in prayer today by Lee Crawford, the Assistant Pastor of the Victory Temple Church in Springfield. Members and their guests are asked to refrain from starting their laptops, turn off all cell phones and pagers and rise for the invocation and for the Pledge of Allegiance. Lee Crawford.” Pastor Crawford: “Let us pray. Most gracious God, who art in heaven, Father, we invoke Your glory into this house. We’re thankful to be able to come before Your holy presence and to declare that Your name alone is holy and undefiled. We ask that this day that Your kingdom would come, that Your will will be done on this earth as it is in heaven. We ask that You would give us this day our daily bread and the things that we have need of, for we are in need of wisdom, understanding, strength, both physical and spiritual. Father, I ask that You would forgive us all of our debts, as we forgive all of our debtors. Lead us not into temptation, but we ask that You would deliver us from all evil. For Thine is the kingdom and the power and the glory this day and forever more. Amen.” Speaker Turner: “We shall be led in the Pledge today by the Gentleman from Tazewell, Representative Sommer.” Sommer – et al: “I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all.” 09400020.doc 1 STATE OF ILLINOIS 94th GENERAL ASSEMBLY HOUSE OF REPRESENTATIVES TRANSCRIPTION DEBATE 20th Legislative Day 2/24/2005 Speaker Turner: “Roll Call for Attendance.
    [Show full text]
  • Fort Dupont Park Historic Resources Study Final Robinson & Associates
    Fort Dupont Park Historic Resources Study Final Robinson & Associates, Inc. November 1, 2004 Page 1 ______________________________________________________________________________________ TABLE OF CONTENTS I. LIST OF ILLUSTRATIONS 2 II. PURPOSE AND METHODOLOGY 5 III. SUMMARY OF SIGNIFICANCE 6 IV. HISTORIC CONTEXT STATEMENT 20 1. Pre-Civil War History 20 2. 1861-65: The Civil War and Construction of Fort Dupont 25 3. Post-Civil War Changes to Washington and its Forts 38 4. The Planning and Construction of the Fort Drive 48 5. Creation of Fort Dupont Park 75 6. 1933-42: The Civilian Conservation Corps Camp at Fort Dupont Park 103 7. 1942-45: Antiaircraft Artillery Command Positioned in Fort Dupont Park 116 8. History of the Golf Course 121 9. 1938 through the 1970s: Continued Development of Fort Dupont Park 131 10. Recreational, Cultural, and African-American Family Use of Fort Dupont Park 145 11. Proposals for the Fort Circle Parks 152 12. Description of Fort Dupont Park Landscape Characteristics, Buildings and Structures 155 V. BIBLIOGRAPHY 178 VI. KEY PARK LEGISLATION 191 Fort Dupont Park Historic Resources Study Final Robinson & Associates, Inc. November 1, 2004 Page 2 ______________________________________________________________________________________ I. LIST OF ILLUSTRATIONS Figure 1 Fort Dupont Park is located in the southeast quadrant of Washington, D.C. 7 Figure 2 Fort Dupont Park urban context, 1995 8 Figure 3 Map of current Fort Dupont Park resources 19 Figure 4 Detail of the 1856-59 Boschke Topographical Map 24 Figure 5 Detail
    [Show full text]
  • Volume 27 , Number 2
    THE HUDSON RIVER VALLEY REVIEW A Journal of Regional Studies The Hudson River Valley Institute at Marist College is supported by a major grant from the National Endowment for the Humanities. Publisher Thomas S. Wermuth, Vice President for Academic Affairs, Marist College Editors Christopher Pryslopski, Program Director, Hudson River Valley Institute, Marist College Reed Sparling, Writer, Scenic Hudson Mark James Morreale, Guest Editor Editorial Board The Hudson River Valley Review Myra Young Armstead, Professor of History, (ISSN 1546-3486) is published twice Bard College a year by the Hudson River Valley Institute at Marist College. COL Lance Betros, Professor and Head, Department of History, U.S. Military James M. Johnson, Executive Director Academy at West Point Research Assistants Kim Bridgford, Professor of English, Gabrielle Albino West Chester University Poetry Center Gail Goldsmith and Conference Amy Jacaruso Michael Groth, Professor of History, Wells College Brian Rees Susan Ingalls Lewis, Associate Professor of History, State University of New York at New Paltz Hudson River Valley Institute Advisory Board Sarah Olson, Superintendent, Roosevelt- Peter Bienstock, Chair Vanderbilt National Historic Sites Margaret R. Brinckerhoff Roger Panetta, Professor of History, Dr. Frank Bumpus Fordham University Frank J. Doherty H. Daniel Peck, Professor of English, BG (Ret) Patrick J. Garvey Vassar College Shirley M. Handel Robyn L. Rosen, Associate Professor of History, Marjorie Hart Marist College Maureen Kangas Barnabas McHenry David Schuyler,
    [Show full text]