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Browsing by Author "Hausermann, Heidi, committee member"

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    An examination of Middle Woodland pre-mound contexts in the Ohio and southeast regions
    (Colorado State University. Libraries, 2023) King, Artemis, author; Henry, Edward, advisor; Hausermann, Heidi, committee member; Riep, David, committee member
    Mounds are one of the oldest forms of monumental architecture in North America and have been the fascination of archaeologists and antiquarians for centuries due to their large scale and association with intricate craft goods. However, much research into mounds has focused on their use as repositories for human remains or as potential platforms for elite housing and other architecture. This is true of the Hopewell archaeological culture of the Middle Woodland period, 300 BCE-500 CE, which has been the focus of archaeological inquiry due to its large ceremonial sites and material network of items coming to the Midwest and Southeast from as far as the Rocky Mountains or the Gulf Coast. Using legacy data for 13 sites throughout Ohio and the Southeast, I examine variability in pre-mound contexts to expand on mound research by focusing on this pre-natal stage which represents the activities that people conducted before the construction of the monument itself. Using a binary model of presences and absences, I look at 26 pre-mound attributes found across the 13 sites and 64 mounds in the study and use multivariate analysis in ArcGIS as an exploratory and pattern revealing tool. I argue that these contexts are incredibly varied, and that this lack of homogeneity is material evidence of the decisions made by people to overcome dissonance created by encountering varying cultural values for these important ritual events as well as evidence for a lack of a clear Hopewell model in either the Ohio and Southeast regions, instead arguing that both regions should be included in the larger discussion of Middle Woodland ceremonialism and exchange, rejecting a core and periphery model.
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    Community education
    (Colorado State University. Libraries, 2024) Piasecki, Nicole Susan, author; Candeleria Fletcher, Harrison, advisor; Vara, Vauhini, committee member; Hausermann, Heidi, committee member
    Community Education is a collection of creative nonfiction essays that wonders about the positive and negative space created by silence. When normative social structures silence honest conversation and speech, what damage is done? Can it be remediated? How might one learn to live freely, speak openly, and translate fear into a generative force. Many of the essays in Community Education chronicle the coming-of-age story of a queer female in rural and suburban Michigan in the late 1990s. The narrator struggles to connect with family and friends after losing her dad in a tragic mass shooting. The disconnect caused by her grief compounds when she leaves for college and begins questioning her sexuality. Without positive stories or queer role models, she believes she must keep secrets to avoid disappointing the people she loves or becoming a social outcast. She finds a sense of belonging—sometimes intentionally and other times by accident—in communities of strangers who help her untangle her lifetime of internalized narratives about womanhood and queerness. She meets strangers in early-America-Online chatrooms and joins a friend group of older feminist lesbians who call her "baby dyke" but treat her like an adult. She meets queer people and allies at gay bars and music festivals and as a member of a gay ice hockey team. She leaves her home state of Michigan shortly after graduating from college and starts fresh in the Colorado Rockies. Everywhere the narrator goes, strangers and acquaintances step in to draw the narrator out of isolation and offer lessons about living she never received in school or at home. This community education helps her feel more at home in her body and country. It gives her the courage to assert herself. Through finding her voice, she learns the truth has its own consequences and rewards. At the core, this book is about seeking home outside the geography of self, in order to eventually find home inside.
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    COVID-19, policymaking, and the production of harm in the meatpacking sector
    (Colorado State University. Libraries, 2024) Luxton, India M., author; Malin, Stephanie, advisor; Opsal, Tara, committee member; Cross, Jennifer E., committee member; Sbicca, Joshua, committee member; Ipsen, Annabel, committee member; Hausermann, Heidi, committee member
    In March 2020, the United States was forced to respond to the impending threat of COVID-19. Businesses, schools, and many of society's institutions shuttered in hopes of preventing mass transmission. And yet, meatpacking plants remained open. By September 2021, over 59,000 meatpacking workers tested positive for COVID-19 and close to 300 workers had died from the virus (Douglas 2021). In this dissertation, I document the socio-political, structural, and institutional roots of high rates of COVID-19 transmission among meatpacking workers—and the impacts of firm decisions and federal, state, and local governance structures on workers. I utilize literature pertaining to industrialized animal agriculture, political economy, green criminology, and racial capitalism to analyze the intersections among policymaking and production of harm within the meatpacking sector. Drawing on 39 in-depth interviews, critical policy ethnography, and content analysis, I explore the impacts of labor and food policies on the safety and wellbeing of meatpacking workers prior to and during COVID-19. Through an extended multiscalar case study of the JBS plant in Greeley, Colorado, I trace the involvement of agribusiness actors in federal, state, and local level policymaking during COVID-19. I examine how legacies of racialized labor exploitation have enabled firms to uphold the treadmill of meat production and perpetrate hazardous working conditions—conditions further upheld through corporate self-regulation, rather than federal intervention. I document how regulatory power of the federal agencies tasked with protecting worker and public health, including the CDC and OSHA, has been greatly diminished in recent years due to declined funding, staff capacity, and a neoliberal political structure that favors corporate self-responsibility over state enforcement. I argue that a system of harm has been codified into the regulatory system; harm that emerges directly from policymaking and the outcomes of a neoliberal capitalist political-economic system. Throughout this dissertation, I analyze how meatpacking workers' vulnerabilities during COVID-19 were amplified by issues of procedural injustice and historical legacies of racial inequality and exploitation. I conclude with a discussion of theoretical and policy implications and offer suggestions for future research
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    Immigration detention and the treadmill of production: a cycle of ecological and social disorganization
    (Colorado State University. Libraries, 2024) Hagan, Alexander, author; Mao, KuoRay, advisor; Malin, Stephanie, committee member; Hausermann, Heidi, committee member
    Conflict and group-threat theorists consistently debate what causes threat perception towards out-groups like migrants. These back-and-forth analyses focus on economic versus cultural reasoning. However, they often ignore the environmental context and political-economic structures influencing public perception. To complicate and scale these theories, this study relies on ecological degradation, characterized by Superfund sites, to determine how it influences the local economy and public perception of immigrants. Nearly one-third of United States prisons are within 3 miles of a Superfund site. Though the existing literature has pointed to the relationship between prison siting and ecological disorganization, the proximity of the immigration detention facility (IDF) to environmental harm has not been included in the broader toxic prison scholarship. This study first finds that nearly half of IDFs are located within 10 miles of a Superfund site. Next, regressing facility proximity data on county-level economic and social conditions helps understand the likelihood of their proximity to a Superfund site. A percentage point increase in a county's unemployment rate in 2017 compared to 1990 is associated with an 8 percent decrease in distance between an IDF and Superfund NPL site. Counties with a lower percentage of White Americans tend to have IDFs situated closer to Superfund NPL sites. If IDFs are treated as locally undesirable land uses (LULUs), their development relies on establishing sites of acceptance or Please in My Backyard (PIMBY) movements towards these facilities. This study finds that PIMPY movements towards immigration detention facilities near Superfund sites are motivated more by economic precarity than perceived cultural threat. This aligns with the motivation of the citizen/worker actor in the Treadmill of Production and Law (ToP/ToL) theory. The other actors within treadmill theory include corporations and the state. To test if these actors and the relationships between them apply to immigration detention, a secondary analysis is conducted to determine the association between these corporations' annual revenue and their political campaign and lobbying expenditures. Using data from 2015 to 2020, the two largest private prison and detention corporations, CoreCivic and GEO Group annual revenue and revenue from federal contracts share strong positive correlations with their political and lobbying spending. Though treadmill theory has traditionally been reserved for environmental crime, laws, and enforcement, this study shows that incarceration and detention policies are constructed by state, corporate, and labor actors to maintain accumulation and influence threat. Immigration detention is used to reestablish the state's legitimacy through the allure of jobs in areas harmed by environmental crimes and economic precarity. These associations further reveal the cyclical relationship between ecological and social disorganization in counties harmed by environmental degradation in the United States.
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    "It was a disaster for us:" 15 years of farming in the shadow of Bumbuna Dam
    (Colorado State University. Libraries, 2024) Stevick, Katherine, author; Luna, Jessie, advisor; Raynolds, Laura, committee member; Hausermann, Heidi, committee member
    This thesis draws on interviews, participatory mapping, and participant observation in Kalanthuba chiefdom, Sierra Leone, to explore how Limba farmers in Kadala and Kamathor villages understand life with Bumbuna Dam 15 years after its construction. In the first chapter, I argue that the government of Sierra Leone (GoSL) and its industry partner, WeBuild, have taken Limba farmers' land and abandoned the people, leaving them to fend for themselves. Government investment in green energy has transformed villagers into what some anthropologists have termed "surplus populations," who must now scrabble for survival as historic livelihood strategies become increasing untenable. "Surplus" in this context does not imply a neo-Malthusian notion of a population explosion, but rather people who have been left in a vulnerable position half-in and half-out of capitalist economic relations, rather than becoming a fully proletarianized labor force. In the second chapter, I borrow a phrase which recurred throughout my interviews—"sitting in the dark"—to frame how Limba farmers' experience and theorize this half-in, half-out position and experience of abandonment. Villagers use "sitting in the dark" to refer to a figurative lack of education, understanding, and power as well as a literal exclusion from access to electricity. For residents of Kadala and Kamathor, I argue, darkness symbolizes not only exclusion from the material benefits of Bumbuna Dam, but also from modernity as a status with attendant material benefits. Limba leaders' attempts to gain access to electricity for their people, therefore, can be understood as a bid for inclusion in the benefits of green energy development and in the material advantages of being "modern."
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    Students with disabilities during the COVID-19 pandemic: how an inverted disaster impacted educational access, student outcomes, and family strain
    (Colorado State University. Libraries, 2024) Bendeck, Shawna Lee, author; Cross, Jennifer E., advisor; Malin, Stephanie A., committee member; Hastings, Orestes P., committee member; Hausermann, Heidi, committee member
    During the COVID-19 pandemic, school buildings were closed, and education took place through a variety of at-home, virtual, and hybrid learning models. These alternative teaching modalities were especially challenging for students with disabilities. As a socially vulnerable population, children with disabilities and their families are at greater risk of poor outcomes during disasters and disruptions in schooling. The pandemic was also a different type of disaster. In this dissertation, I propose the COVID-19 pandemic was an inverted disaster, defined by the following characteristics: it was temporally and spatially unbounded; it posed a physical yet invisible threat to all human lives; and its ubiquity and invisibility led to the breakdown of institutional and social support systems. As schools were closed, educators were left unprepared for continued learning during such an event. Students with disabilities rely on the consistency of educational and therapeutic services, accommodations, and modifications for their continued learning and growth. The pandemic presents an urgent need to examine the delivery and consequences of education for these students, and to discover best practices for moving forward. This dissertation is guided by the following research questions: 1) How was education altered during the pandemic? 2) How did shifts in education differentially impact students with disabilities and their parents? and, 3) How did parents mitigate the impacts of school closures during the pandemic, despite the unique challenges posed by the disaster? To answer these questions, I conducted a mixed-methods study that included: 1) surveys with 125 parents and caregivers of children in K-8 grades; 2) qualitative in-depth interviews with a subsample of 39 parents in Northern Colorado; and 3) social network analysis with 29 of these parents. Fifty percent of parents who participated had at least one child with a disability. This study represents a total of 248 children, 83 of which were identified as having a disability qualifying them for special education services. First, findings from this dissertation revealed that due to a lack of preparation and planning for an inverted disaster, schools were unable to provide consistent, equitable educational services to students with disabilities throughout waves of the pandemic. These students faced structural barriers to education that limited their access to general and special education, therapeutic services, and their peers and educational support systems. Second, due to these barriers, students with disabilities experienced greater setbacks in their academics, physical and mental health, and their socio-emotional development. Third, parents experienced strain on their roles, their homes, and their relationships. Role conflict was greater for parents who had a child with a disability. Fourth, parents of children with disabilities reported more stress, worry, and lower wellbeing than their peers. The intersectionality of disability with single parenthood, race, socioeconomic status, and work location impacted various aspects of mental health in disproportionate ways. Fifth, parents mitigated the impacts of the pandemic and school closures by altering forms of connection with their social networks and by developing new networks to meet the unique demands of the pandemic. Parents with stronger social support networks (i.e. larger, denser, more diverse, etc.) experienced less mental health strain than parents who had weaker networks. Social networks provided a buffer to the negative impacts of the pandemic and school closures on parents. This dissertation contributes to scholarly literature by introducing the concept of the inverted disaster as a new way to define the pandemic and understand its impacts on educational equity, children with disabilities, and their parents. This research outlines how the characteristics of the inverted disaster led to a breakdown of institutional and support systems and to the exclusion of children with disabilities from vital educational and therapeutic services. It also examines the disproportionate impacts on parents, linking patterns of disadvantage with mental health outcomes. Methodologically, I explore how the strength of social networks can be measured and analyzed as mitigating factors on parental mental health. Based on the findings from this research, I recommend strategies for improved disaster management and educational policies for continued special education during disaster that prioritize children with disabilities. I also propose strategies for community building and strengthening social networks among at-risk families.