DOCSLIB.ORG

A Little Bit Nervous”

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Little Bit Nervous” ! MORE THAN “A LITTLE BIT NERVOUS”: UNDERSTANDING THE EXPERIENCES OF YOUNG WOMEN WITH ANXIETY DURING SECONDARY SCHOOL by Vita-Marie Ross A thesis submitted to the Faculty of Education in conformity with the requirements for Degree of Master of Education Queen’s University Kingston, Ontario, Canada September, 2015 Copyright © Vita-Marie Ross, 2015 ! ABSTRACT In recent years, there has been greater recognition of the importance of examining and improving the mental health of Canadian youth, in that approximately 50% of mental health problems surface during adolescence (Mental Health Commission of Canada, 2013). One of the most debilitating mental health issues facing young people is anxiety (Canadian Mental Health Association, 2014; Rockhill et al., 2010). The ability of anxiety to impair the daily functioning of students at school is becoming an increasing concern for Canadian teachers (Canadian Teachers’ Federation, 2012). The purpose of this study was to understand the experiences of six young women between 18 and 22 years of age who self-reported having anxiety during secondary school. Semi-structured interviews were used to assist in further understanding these women’s experiences. An inductive approach was employed to analyze the data. Data analysis revealed four primary themes: (1) experience of anxiety, (2) triggers of anxiety, (3) effects of anxiety, and (4) coping with anxiety. All participants’ experience of anxiety included physiological and cognitive symptoms. For some of these young women, a lack of awareness of their anxiety and stigma were additionally encountered. Participants identified academic, teacher, social, family, and future triggers that caused them to feel anxious at school, as well as academic, social, and emotional effects of anxiety. The young women used talk strategies, academic coping strategies, personal coping strategies, pharmacotherapy, and avoidance to manage anxiety. Two secondary themes additionally emerged across these primary themes: (1) fear of the future and (2) perfectionism. Further to these young women’s experiences was a fear of uncertainty in things to come, as well as a need to control outcomes through ! ii perfectionism and high academic standards. Finally, while no participant approached their teachers for assistance in coping, these young women suggested teachers could help anxious students by using specific teaching strategies, by being approachable, and by talking about mental health at school. While there were many similarities across participants’ experiences, the phenomenon of having anxiety during secondary school is complex – unique to each individual, personal circumstances, and life events. Keywords: adolescence, anxiety, trait anxiety, anxiety disorder, generalized anxiety disorder (GAD), secondary school ! iii ACKNOWLEDGMENTS First, I would like to acknowledge John Freeman, my supervisor. John, you have been my north star throughout this journey – a journey I could not have made without your enduring guidance. Thank you for your listening ear, for your counsel and advice, and most of all, for challenging me personally and academically. I would like to recognize my committee member Ben Bolden. Ben, thank you for your encouragement and support. The care you have shown for my work, but also for me as a person is deeply appreciated. This thesis would not have been possible without you. To my participants, thank you for sharing your experiences with me, and for opening up to me so genuinely and generously. Thank you for trusting me to tell your stories, and for helping me to understand the intricacies and complexities of what it is like to have anxiety during secondary school. To the staff at the Vitality Counselling Centre and Queen’s Health Counselling and Disability Services, thank you for your help, and for ultimately assisting in making this research a reality. To old friends and new friends I have made along the way, thank you for the endless encouragement and for always keeping me grounded in positivity. Finally, I would like to thank my family. Mom, you have always been my number one supporter. Thank you for believing in me and encouraging me to follow my dreams. To my dad Stefano, thank you for pushing me to live life to its fullest, and for loving me unconditionally. Lastly, I would not be the person I am today without my grandparents. Vita and Joe, thank you for showing me what selfless love is, and that nothing in life comes without hard work and perseverance. Ti voglio bene! ! iv TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii! ACKNOWLEDGMENTS ................................................................................................. iv! TABLE OF CONTENTS .................................................................................................... v! LIST OF TABLES .............................................................................................................. x! CHAPTER 1: INTRODUCTION ....................................................................................... 1! Purpose!......................................................................................................................................................!1! Rationale!...................................................................................................................................................!3! Understanding!Anxiety!.......................................................................................................................!3! Types!of!Anxiety!...............................................................................................................................!4! Gender!and!Anxiety!.........................................................................................................................!7! Importance!of!Addressing!Anxiety!in!Adolescence!...........................................................!8! Overview!of!Thesis!...............................................................................................................................!9! CHAPTER 2: REVIEW OF THE LITERATURE ........................................................... 10! Experience!of!Anxiety!.......................................................................................................................!10! Cognitive!Manifestations!of!Anxiety!.....................................................................................!10! Physiological!Manifestations!of!Anxiety!..............................................................................!11! Behavioural!Manifestations!of!Anxiety!................................................................................!12! Personal!Awareness!and!Mental!Health!Literacy!............................................................!13! Stigma!.................................................................................................................................................!14! Triggers!of!Anxiety!............................................................................................................................!15! School!Context!................................................................................................................................!15! ! v Relationships!with!Teachers!....................................................................................................!18! Relationships!with!Peers!............................................................................................................!19! Relationships!with!Parents!.......................................................................................................!22! Life!Events!........................................................................................................................................!23! Effects!of!Anxiety!................................................................................................................................!24! Academic!Effects!............................................................................................................................!25! Psychosocial!Effects!.....................................................................................................................!27! Emotional!Effects!...........................................................................................................................!28! Coping!with!Anxiety!..........................................................................................................................!29! Avoidant!Coping!.............................................................................................................................!30! Approach!Coping!...........................................................................................................................!33! Teacher!Support!............................................................................................................................!39! Summary!................................................................................................................................................!43! CHAPTER 3: METHODOLOGY .................................................................................... 45! Choice!of!Research!Method!............................................................................................................!45! Procedures!............................................................................................................................................!46!
Load more

Recommended publications
  • Foreign Language Anxiety in an Intermediate Arabic Reading Course: a Comparison of Heritage and Foreign Language Learners
    Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners Dissertation: Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Dima Alghothani, B.A., M.Ed Graduate Program of Education The Ohio State University 2010 Dissertation Committee: Dr. Alan Richard Hirvela, Advisor Dr. Mariko Haneda Dr. Keiko Samimy Copyright by Dima Alghothani 2010 Abstract This mixed-methods, qualitative dominant study investigated the issue of foreign language anxiety in an intermediate Arabic reading course. The first, quantitative phase of the study collected data from twenty-two students using the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Scale (FLRAS) as well as a background questionnaire. The second, qualitative phase collected data from five participants: three Foreign Language Learners (FLLs) and two Heritage Language Learners (HLLs) via interviews, classroom observations, and participant journals. The nature of the anxiety that both types of learners experienced varied due to their differing backgrounds. Although the HLLs had lower scores on the FLCAS and FLRAS in comparison to the FLLs, they still experienced anxiety that was at times debilitating. Furthermore, the qualitative data shows that the low levels of anxiety that the HLLs felt may have been a disadvantage to them, as it prevented them from feeling a type of facilitating anxiety, associated with emotionality rather than worry (Scovel, 1978), that may have motivated them to put forth more effort and achieve what they were truly capable of. These findings reiterate the importance of qualitative data, particularly when examining a phenomenon as complex as foreign language anxiety.
    [Show full text]
  • How to Help Your Anxious Teen
    Copyrighted material How to Help Your Anxious Teen.indd 3 5/3/19 9:33 AM Unless otherwise indicated, all Scripture quotations are from The ESV® Bible (The Holy Bible, English Standard Version® ), copyright © 2001 by Crossway, a publishing minis- try of Good News Publishers. Used by permission. All rights reserved. Verses marked msg are taken from THE MESSAGE, copyright © 1993, 1994, 1995, 1996, 2000, 2001, 2002 by Eugene H. Peterson. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers, Inc. Verses marked csb have been taken from the Christian Standard Bible®, Copyright 2017 by Holman Bible Publishers. Used by permission. Christian Standard Bible® and CSB® are federally registered trademarks of Holman Bible Publishers. Cover design by Bryce Williamson Cover photo © hannahgleg / Getty Images Published in association with Wolgemuth & Associates, Inc. How to Help Your Anxious Teen Copyright © 2019 by Jessica Thompson Published by Harvest House Publishers Eugene, Oregon 97408 www.harvesthousepublishers.com ISBN 978-0-7369-7671-8 (pbk.) ISBN 978-0-7369-7672-5 (eBook) Library of Congress Cataloging-in-Publication Data Names: Thompson, Jessica, 1975- author. Title: How to help your anxious teen / Jessica Thompson. Description: Eugene, Oregon : Harvest House Publishers, [2019] | Includes bibliographical references. Identifiers: LCCN 2019000379 (print) | LCCN 2019003549 (ebook) | ISBN 9780736976725 (ebook) | ISBN 9780736976718 (pbk.) Subjects: LCSH: Parenting—Religious aspects—Christianity. | Parent and teenager—Religious aspects—Christianity. | Anxiety in adolescence. Classification: LCC BV4529 (ebook) | LCC BV4529 .T554 2019 (print) | DDC 248.8/45—dc23 LC record available at https://lccn.loc.gov/2019000379 All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechani- cal, digital, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher.
    [Show full text]
  • Maladaptive Appraisals and Intrusive Thoughts Associated With
    MALADAPTIVE APPRAISALS AND INTRUSIVE THOUGHTS ASSOCIATED WITH OBSESSIVE COMPULSIVE DISORDER : A SEMIIDIOGRAPHIC APPROACH Geoffrey T. Hutchinson, B.A., M.S. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS August 2004 APPROVED: Kenneth Sewell, Major Professor and Coordinator of the Program in Clinical Psychology Joe Barnhart, Committee Member Craig Neumann, Committee Member Shelley Riggs, Committee Member Linda Marshall, Interim Chair of the Department of Psychology Sandra L. Terrell, Dean of the Robert B. Toulouse School of Graduate Studies Hutchinson, Geoffrey T., Maladaptive appraisals and intrusive thoughts associated with obsessive compulsive disorder: A semiidiographic approach. Doctor of Philosophy (Clinical Psychology), August 2004, 122 pp., 5 tables, references, 160 titles. This project investigated the metacognitive strategies used to appraise obsessive thoughts employed by individuals with different anxiety symptoms. Two hundred and eighty seven undergraduate students completed two repertory grids and three anxiety scales. The repertory grids respectively examined the appraisal process of intrusive thoughts both from the perspective of the rater and the rater’s imagined average person. Variables quantified from the rep grid related to the construal process of raters’ own intrusions, failed to demonstrate robust differences between OCD, non-OCD anxious, and non-anxious individuals. However, it appears that anxious individuals, not just those with OCD, use metacognitive strategies to suppress rigid constructions under perceived social evaluation. Future studies may wish to use related grid variables to explore the relation between obsessions and social anxiety. ACKNOWLEDGEMENTS I would like to acknowledge all the research assistants who helped me collect and code the data, along with faculty members who offered me guidance in this project.
    [Show full text]
  • Edition XXVII April 2009
    The Scarab Eyes by Elisha Gallegos Edition XXVII April 2009 The Scarab The annual OCU anthology of prose, poetry, and artwork Edition XXVII Copyright © The Scarab 2009 All rights reserved 2 Editorial Staff Poetry Editor Sheridan Harris Fiction Editor Joe Caputo Non-Fiction Editor Najah Hylton Artwork Jenna Shatto Sponsor Dr. Terry Phelps The Scarab is published annually by the Oklahoma City University chapter of Sigma Tau Delta, the International English Honor Society. Opinions and beliefs expressed herein do not necessarily reflect those of the university, the chapter, or the editors. Submissions are accepted from students, faculty, staff, and alumni. Address all corre- spondence to The Scarab c/o Dr. Terry Phelps, 2501 N. Blackwelder, Oklahoma City, OK 73106, or e-mail [email protected] The Scarab is not responsible for returning submitted work. All submissions are subject to editing. 3 Table of Contents Poetry When I‘m Sitting in Class by Zoe Miles………………………………………7 Supernova by Nicole Fancher…………………………………………………8 A Dream I Had When I Was Six Years Old by Nicole Fancher……………….9 Fairies and Dreams by Najah Hylton…………………………………………10 There Are Gaps Between the Stars by Angela Dockrey ……………………..11 First Kiss Kelsey Nagel……………………………………………………….12 The Ocean‘s Gift by Brittney May……………………………………………13 Promises by Andrew Tolly……………………………………………………14 Dark Woman Amrish Sengupta……………………………………………….16 Synapse by Stacey Lloyd……………………………………………………..17 Love, Be Not Stored by Jonathan Richey…………………………………….17 First Readings – Impressions by Regan Markley…………………………….18
    [Show full text]
  • June-Oct 2021
    JUNE-OCT FREE & BENEFIT 2021 PERFORMANCES SUMMERSTAGE.ORG SUMMERSTAGE NYCSUMMERSTAGE SUMMERSTAGENYC SUMMERSTAGE IS BACK More than a year after the first lockdown order, SummerStage is back, ready to once again use our city’s parks as gathering spaces to bring diverse and thriving communities together to find common ground through world-class arts and culture. We are committed to presenting a festival fully representing the city we serve - a roster of diverse artists, focused on gender equity and presenting distinct New York genres. This year, more than ever before, our festival will focus on renewal and resilience, reflective of our city and its continued evolution, featuring artists that are NYC-born, based, or inextricably linked to the city itself. Performers like SummerStage veteran Patti Smith, an icon of the city’s resilient rebelliousness, Brooklyn’s Antibalas, who have married afrobeat with New York City’s Latin soul, and hip hop duo Armand Hammer, two of today’s most important leaders of New York’s rap underground. And, as a perfect symbol of rebirth, Sun Ra’s Arkestra returns to our stage in this year of reopening, 35 years after they performed our very first concert, bringing their ethereal afro-futurist cosmic jazz vibes back to remind us of our ongoing mission and purpose. Our festival art this year also reflects our outlook -- bold, bright, powerful -- and was created by New Yorker Lyne Lucien, an award-winning Haitian artist based in Brooklyn. Lucien is an American Illustration Award Winner and a finalist for the Artbridge - Not a Monolith Residency. She has worked as a photo editor and art director at various publications including New York Magazine, The Daily Beast and Architectural Digest.
    [Show full text]
  • Songs by Artist
    Songs by Artist Title Title (Hed) Planet Earth 2 Live Crew Bartender We Want Some Pussy Blackout 2 Pistols Other Side She Got It +44 You Know Me When Your Heart Stops Beating 20 Fingers 10 Years Short Dick Man Beautiful 21 Demands Through The Iris Give Me A Minute Wasteland 3 Doors Down 10,000 Maniacs Away From The Sun Because The Night Be Like That Candy Everybody Wants Behind Those Eyes More Than This Better Life, The These Are The Days Citizen Soldier Trouble Me Duck & Run 100 Proof Aged In Soul Every Time You Go Somebody's Been Sleeping Here By Me 10CC Here Without You I'm Not In Love It's Not My Time Things We Do For Love, The Kryptonite 112 Landing In London Come See Me Let Me Be Myself Cupid Let Me Go Dance With Me Live For Today Hot & Wet Loser It's Over Now Road I'm On, The Na Na Na So I Need You Peaches & Cream Train Right Here For You When I'm Gone U Already Know When You're Young 12 Gauge 3 Of Hearts Dunkie Butt Arizona Rain 12 Stones Love Is Enough Far Away 30 Seconds To Mars Way I Fell, The Closer To The Edge We Are One Kill, The 1910 Fruitgum Co. Kings And Queens 1, 2, 3 Red Light This Is War Simon Says Up In The Air (Explicit) 2 Chainz Yesterday Birthday Song (Explicit) 311 I'm Different (Explicit) All Mixed Up Spend It Amber 2 Live Crew Beyond The Grey Sky Doo Wah Diddy Creatures (For A While) Me So Horny Don't Tread On Me Song List Generator® Printed 5/12/2021 Page 1 of 334 Licensed to Chris Avis Songs by Artist Title Title 311 4Him First Straw Sacred Hideaway Hey You Where There Is Faith I'll Be Here Awhile Who You Are Love Song 5 Stairsteps, The You Wouldn't Believe O-O-H Child 38 Special 50 Cent Back Where You Belong 21 Questions Caught Up In You Baby By Me Hold On Loosely Best Friend If I'd Been The One Candy Shop Rockin' Into The Night Disco Inferno Second Chance Hustler's Ambition Teacher, Teacher If I Can't Wild-Eyed Southern Boys In Da Club 3LW Just A Lil' Bit I Do (Wanna Get Close To You) Outlaw No More (Baby I'ma Do Right) Outta Control Playas Gon' Play Outta Control (Remix Version) 3OH!3 P.I.M.P.
    [Show full text]
  • Response Guides for Teaching Children's Books
    DOCUMENT RESUME ED 165 167 CS 204 629 AUTHOR Somers, Albert B.; Worthington, Janet Evans TITLE, Response Guides for Teaching Children's Books. INSTITUTION National Council of Teachers.of English, Urbana, PUB DATE 79 NOTE 124p. .AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 40866, $4.00 members, $5.00 non-members) EDRS PRICE MF-$0.83 HC-$6.01 Plus Postage. ,DESCRIPTORS Behavioral Objectives; *Childrens Books; *Creative Reading; *Critical Reading; Educational Resources; Elementary Education; Fiction; *Language Arts; *Literature Appreciation; *Reading Instruction; Reading Materials; Reading Skills; Student Motivation; Teaching Guides; Unit Plan ABSTRACT Intended to provide educators with units that will help them create student enthusiasm for reading, reinforce the teaching of reading skills, and interrelate the language arts with other areas of the curriculum, this book contains guides to 27 .works of- children's fiction. The guides are arranged in order of increasing \ difficulty and cover ten picture books, four "transitional" novels, and thirteen longer novels. Each guide opens with a brief plot summary, including a list of themes emphasized in the book. Next, a brief appraisal of the book's appeal to children, its strengths, and other relevant information is presented. The problems children might have in reading the book are discUssed in a section of reading consideLations, and a list of initiating activities offers suggestions for ways to introdUce children to the book. Each guide also contains a list of discussion questions, suggestions for activities in art and media, creative_ dramatics, and composing, and a list of instructional resources.
    [Show full text]
  • Karaoke with a Message – August 16, 2019 – 8:30PM
    Another Protest Song: Karaoke with a Message – August 16, 2019 – 8:30PM a project of Angel Nevarez and Valerie Tevere for SOMA Summer 2019 at La Morenita Canta Bar (Puente de la Morena 50, 11870 Ciudad de México, MX) karaoke provided by La Morenita Canta Bar songbook edited by Angel Nevarez and Valerie Tevere ( ) 18840 (Ghost) Riders In The Sky Johnny Cash 10274 (I Am Not A) Robot Marina & Diamonds 00005 (I Can't Get No) Satisfaction Rolling Stones 17636 (I Hate) Everything About You Three Days Grace 15910 (I Want To) Thank You Freddie Jackson 05545 (I'm Not Your) Steppin' Stone Monkees 06305 (It's) A Beautiful Mornin' Rascals 19116 (Just Like) Starting Over John Lennon 15128 (Keep Feeling) Fascination Human League 04132 (Reach Up For The) Sunrise Duran Duran 05241 (Sittin' On) The Dock Of The Bay Otis Redding 17305 (Taking My) Life Away Default 15437 (Who Says) You Can't Have It All Alan Jackson # 07630 18 'til I Die Bryan Adams 20759 1994 Jason Aldean 03370 1999 Prince 07147 2 Legit 2 Quit MC Hammer 18961 21 Guns Green Day 004-m 21st Century Digital Boy Bad Religion 08057 21 Questions 50 Cent & Nate Dogg 00714 24 Hours At A Time Marshall Tucker Band 01379 25 Or 6 To 4 Chicago 14375 3 Strange Days School Of Fish 08711 4 Minutes Madonna 08867 4 Minutes Madonna & Justin Timberlake 09981 4 Minutes Avant 18883 5 Miles To Empty Brownstone 13317 500 Miles Peter Paul & Mary 00082 59th Street Bridge Song Simon & Garfunkel 00384 9 To 5 Dolly Parton 08937 99 Luftballons Nena 03637 99 Problems Jay-Z 03855 99 Red Balloons Nena 22405 1-800-273-8255
    [Show full text]
  • JIMMY DOUGLASS – Producer/Mixer/Engineer
    JIMMY DOUGLASS – Producer/Mixer/Engineer Jimmy Douglass is the most rare of creative people. With unmatched experience across the genres, Jimmy has been making records sound exciting for years. There aren’t many that can boast the diversity of Jimmy’s discography and he feels equally at home with organic musician driven music as he does in the world of hip-hop that he now dominates. As long time engineer and mixer for Timbaland, Jimmy has been instrumental in pushing forward hip-hop music and he continues breaking boundaries. Form is temporary, class is permanent. Discography Mixed Justin Timberlake “The 20/20 Experience” Album RCA The Cataracs “Mouthful” EP Track Universal Republic Aaliyah “Aaliyah” Album Virgin “I Care 4 You” Album Virgin “Try Again” Single Virgin “Are U That Somebody” Single “One in A Million” Single John Legend & The Roots “Wake-Up” Album Columbia Justin Timberlake “Future Sex Love Songs” Singles & Album Jive “Sexy Back” “What Goes Around Comes Around” “My Love” “Justified” Album Jive “Cry Me A River” Single Al Green “Lay It Down” Album Blue Note Ginuwine “The Bachelor” Album Epic “So Anxious Album” Album Epic “Life” Album Epic Jay-Z “Dirt Off Your Shoulder” Single Roc-A-Fella “The Black Album” Album Tracks “Vol 2: Hard Knock Life” Album Roc-A-Fella “Vol 3: Life & Times…” Album Roc-A-Fella “Big Pimpin” Single Roc-A-Fella “In My Lifetime Vol. 3” Album Missy Elliott “Da Real World” Album Elektra “Miss E… So Addictive” Album Elektra “Under Construction” Album Elektra “The Cookbook” Album Atlantic “Work It”/Get ur Freak
    [Show full text]
  • Anxiety, Fears, Phobias, and Related Problems: Intervention and Resources for School Aged Youth
    Introductory Packet Anxiety, Fears, Phobias, and Related Problems: Intervention and Resources for School Aged Youth Revised 2015 *The Center is co-directed by Howard Adelman and Linda Taylor and operates under the auspice of the School Mental Health Project, Dept. of Psychology, UCLA, Box 951563, Los Angeles, CA 90095-1563 (310) 825-3634 E-mail: [email protected] Website: http://smhp.psych.ucla.edu . Permission to reproduce this document is granted. Please cite source as the Center for Mental Health in Schools at UCLAs. Anxiety, Fears, Phobias, and Related Problems: Interventions and Resources This introductory packet contains: I. Classifying Anxiety Problems: Keeping the Environment in Perspective as a Cause of Commonly Identified Psychosocial Problems 1 A. Labeling Troubled and Troubling Youth 2 B. Environmental Situations and Potentially Stressful Events 13 C. Fact Sheet: Anxiety Disorders in Children and Adolescents 15 II. The Broad Continuum of Anxiety Problems 20 A. Developmental Variations 21 B. Problems 22 C. Disorders 23 III. Interventions for Anxiety Problems 25 A. Accommodation to Reduce Anxiety Problems 26 B. Assessment 33 C. Empirically Supported Treatment 36 D. General Discussions of Treatment/Medications 38 E. School Avoidance: Reactive and Proactive 46 IV Quick Overview of Some Basic Resources 44 A. A Few Additional References 50 B. Agencies 51 C. Center Resources 53 V. A Few More Fact/Information Resources 54 VI. Keeping Anxiety Problems in Broad Perspective 66 I. Classifying Anxiety Problems: Keeping the Environment in Perspective as a Cause of Commonly Identified Psychosocial Problems A. Labeling Troubled and Troubling Youth B. Common Behavior Responses to Environmental Situations and Potentially Stressful Events C.
    [Show full text]
  • Gangster Boogie: Los Angeles and the Rise of Gangsta Rap, 1965-1992
    Gangster Boogie: Los Angeles and the Rise of Gangsta Rap, 1965-1992 By Felicia Angeja Viator A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in History in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Leon F. Litwack, Co-Chair Professor Waldo E. Martin, Jr., Co-Chair Professor Scott Saul Fall 2012 Abstract Gangster Boogie: Los Angeles and the Rise of Gangsta Rap, 1965-1992 by Felicia Angeja Viator Doctor of Philosophy in History University of California, Berkeley Professor Leon F. Litwack, Co-Chair Professor Waldo E. Martin, Jr., Co-Chair “Gangster Boogie” details the early development of hip-hop music in Los Angeles, a city that, in the 1980s, the international press labeled the “murder capital of the U.S.” The rap music most associated with the region, coined “gangsta rap,” has been regarded by scholars, cultural critics, and audiences alike as a tabloid distortion of East Coast hip-hop. The dissertation shows that this uniquely provocative genre of hip-hop was forged by Los Angeles area youth as a tool for challenging civic authorities, asserting regional pride, and exploiting the nation’s growing fascination with the ghetto underworld. Those who fashioned themselves “gangsta rappers” harnessed what was markedly difficult about life in black Los Angeles from the early 1970s through the Reagan Era––rising unemployment, project living, crime, violence, drugs, gangs, and the ever-increasing problem of police harassment––to create what would become the benchmark for contemporary hip-hop music. My central argument is that this music, because of the social, political, and economic circumstances from which it emerged, became a vehicle for underclass empowerment during the Reagan Era.
    [Show full text]
  • Everyone Is Anxious: a Narrative for Admissions Professionals, Students, and Parents, on College Admissions and Anxiety Sarah Hecklau University of Vermont
    University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 Everyone is Anxious: A Narrative for Admissions Professionals, Students, and Parents, on College Admissions and Anxiety Sarah Hecklau University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Higher Education Administration Commons, and the Psychiatric and Mental Health Commons Recommended Citation Hecklau, Sarah, "Everyone is Anxious: A Narrative for Admissions Professionals, Students, and Parents, on College Admissions and Anxiety" (2017). Graduate College Dissertations and Theses. 667. https://scholarworks.uvm.edu/graddis/667 This Thesis is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. EVERYONE IS ANXIOUS: A NARRATIVE FOR ADMISSIONS PROFESSIONALS, STUDENTS, AND PARENTS, ON COLLEGE ADMISSIONS AND ANXIETY A Thesis Presented by Sarah F. Hecklau to That Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements For the Degree of Master of Education Specializing in Interdisciplinary Studies January, 2017 Defense Date: November 11, 2016 Thesis Examination Committee: Dr. Robert J. Nash, Ph.D., Advisor Susan A. Comerford, Ph.D., Chairperson Penny A. Bishop, Ed.D. Cynthia C. Reyes, Ph.D. Cynthia J. Forehand, Ph. D., Dean of The Graduate College ABSTRACT Written in the Scholarly Personal Narrative (SPN) style of writing, this thesis explores my personal experience as a college admissions counselor. It offers a reflection of my own college search and application experience, my perspective on the experience of today’s high school students, and my professional experience working within an admissions office.
    [Show full text]