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Department of Ethnic Studies

Permanent URI for this communityhttps://hdl.handle.net/10217/100421

These digital collections include honors theses, theses, and dissertations from the Department of Ethnic Studies.

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Browsing Department of Ethnic Studies by Author "Aoki, Eric, committee member"

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    Chicanismo, indigenous identity and lateral violence: a qualitative study of indigenous identified individuals in Colorado
    (Colorado State University. Libraries, 2011) Young, David Byron Atekpatzin, author; Sagás, Ernesto, advisor; Vernon, Irene, committee member; Aoki, Eric, committee member
    This thesis research project examines the reported narratives of those individuals that identify as Indigenous, and contrasts the experiences of tribally enrolled and federally recognized individuals against individuals who are not federally recognized to gain a more comprehensive understanding of Indigenous identity, the Chicano claim to indigeneity and the relationship between these two communities. Qualitative interviews were conducted with twenty-three individuals--adults that are tribally enrolled and federally recognized and adults that identify as Indigenous but are not federally recognized--to examine how gringismo impacts and informs lateral violence in the Indigenous communities of Colorado. The findings of this study provide new insights to understanding how colonialism has shaped Indigenous identity, informed lateral violence and hostility, and undermined pan-Indigenous unity through desplazamiento--dislocation and dissociation--and susto heredado.
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    Like father, white son: exploring the intergenerational transfer of whiteness and white supremacy within a white working-class father-son relationship
    (Colorado State University. Libraries, 2020) Adams, Brent R., author; Bubar, Roe, advisor; Ishiwata, Eric, committee member; Aoki, Eric, committee member
    Through the lens of a white working-class son's personal experience, this project examines how a white working-class father participated in the construction of his son's identity as white and white supremacist as a practice of fathering in the United States. This is accomplished through the autoethnographic exploration of personal narrative written by the son on being taught whiteness and white supremacy by his father over the course of his growing-up. This qualitative project employs racial formation theory as an overarching lens to consider white working-class fathering as a racial project. Emergent themes from this research include A (white) Man's Home is his Castle; Teaching the White Desire to Dominate; and Privileging and insulating white male relationship. Through this project's findings, the researcher hopes to suggest new ways for intervening in the unconscious and usually private reproduction of whiteness and white supremacy for white working-class males in the U.S.