Recently
Completed Dissertations and their Abstracts
Edited by Colleen Vasconsellos
"’And a child shall lead the way:’ Children's
participation in the Jackson, Mississippi, black freedom struggle,
1946—1970,” by Daphne Rochelle Chamberlain,
Ph.D., The University of Mississippi, 2009.
Guided by common ideals, diverse
groups of people and organizations contributed to the success of the modern
civil rights movement. African Americans' desire for social, economic, and
political equality spawned a massive freedom campaign in the American South.
Grassroots activists challenged the system in what African Americans considered
the most segregated and most repressive state in the country, initiating the
Mississippi movement. Children were at the center of this movement. This
dissertation examines the roles of youth as political activists in the Jackson,
Mississippi, struggle for civil rights.
Although children played a pivotal
role in the movement, scholars have marginalized their participation. This
dissertation offers a narrative account of youth participation in Jackson,
while providing a historical context for their activism. Before the Birmingham
"Children's Crusade" in May 1963, before the crisis in Little Rock at
Central High School in September 1957, and before the landmark Brown decision
in May 1954, black youths in Jackson had already taken the initiative to
challenge the system of Jim Crow. Youth activism during the pre-movement years
influenced the development of an organizing tradition in Jackson, which
ultimately helped sustain the Mississippi movement.
This study treats a youth-led 1946
bus boycott in Jackson as a precursor movement, highlighting youth leadership
in the absence of a significant organizing tradition. Although youth
involvement declined in the 1950s, the local branch of the NAACP sought to
mobilize children for community activism by forming a Youth Council. In the
early 1960s, black children further organized and participated in the first
major civil rights demonstrations in Jackson. Even as ideals shifted from
nonviolent direct action to militancy, Jackson youths remained politically
active until 1970, when the public schools were finally desegregated.
Using oral testimonies, manuscripts,
video footage, primary, and secondary sources, this dissertation reveals the
significant role of children in the Jackson movement. As successful pioneers in
1946 and politically conscious activists in subsequent years, these youths
worked to effect positive change for more than two decades. Their sustained
involvement demonstrated that children could lead the way to social progress.
“Enslaved children in urban and rural Bahia,
Brazil, 1822-1888,” by Charles A. Wash, Jr., Ph.D.,
Howard University, 2008.
The examination of enslaved children
in Brazil offers a relatively new and exciting aspect of the study of slavery
in the Americas. It provides us with a more complete dimension of the struggle
to obtain, exercise and maintain the various forms and niches of relative
freedom the enslaved sought and also found, including childrearing and the
formation of families.
This dissertation posits that
enslaved children during the nineteenth century played a very important role in
the overall system of slave production in both the rural and urban environs in
the city of São Salvador da Bahia in Northeastern Brazil during the period
between 1822 and 1888. It attempts to qualify the role of children as workers
for the purposes of discipline, socialization and control, as opposed to only
producers for the sake of quantifiable profits and returns.
It also seeks to outline the everyday
lives of children as enslaved people, as well as the issues they faced such as
that of diet, disease and even mental health. Included in this analysis is
their relationship to the broader enslaved community in terms of the learning,
creation and transference of a new Brazilian culture.
“Mexican Room:
Public schooling and the children of Mexican railroad workers in Fort Madison, Iowa, 1923-1930,” by Teresa
Garcia, Ph.D., The University of Iowa, 2008 .
This study examines public schooling
and the educational experience of the children of a colonia, or settlement, of Mexican railroad workers and their
families at Fort Madison, Iowa. It centers on the years from 1923, when the
local district initiated a classroom for Mexican children at Richardson School,
until 1930, when officials approved the construction of a detached facility
that would ultimately house the classroom. Two questions are considered. First,
why did the Fort Madison School District create and maintain a separate
classroom for the children of the Mexican railroad laborers during the 1920s?
Second, what function did it serve in the lives of students, their families or
the broader community? Research for the project entailed the examination and
analysis of a wide range of primary sources such as school, church and
government records, newspapers and oral history interviews.
This study concludes that the
negative perceptions, fears and suspicion of Mexicans advanced by government,
business, social and civic authorities at the turn of the 20 th century,
manifested locally in the decision by school officials far from the U.S.-Mexico
border region to create a separate classroom for Mexican children in Fort
Madison, a program the district maintained for more than 30 years. While some
students indicate they benefited from instruction offered in the room, it
appears the class did not provide Mexican pupils a real opportunity and also
seemed to hinder their integration into the school community. A system of
in-class promotions and inconsistent decision-making regarding the transfer of
pupils out of the classroom, for instance, delayed many students' introduction
to the broader school environment, as well as their interaction with
non-Mexican schoolmates and the development of language skills necessary to
navigate the institution.
The existence of the Mexican Room,
along with restrictions Mexican students experienced after they left the class
reflected broader community relations that supported the social isolation and
vocational stratification of Mexican residents. The eventual success of some
Mexican Room pupils in graduating from high school may well have contributed to
ambivalence about the purpose and success of the program among former students
and community members alike.
“Reconstruction
through the child: English
modernism and the welfare state,” by Roy Kozlovsky, Ph.D., Princeton
University, 2008 .
This dissertation explores the
institutionalization of modern architecture in England during 1935-1955. It
focuses on a selected group of buildings and environments that were designed
for children, such as playgrounds, schools, community centers and neighbourhood
units, as well as discussions of urbanism at C.I.A.M. By examining the
architecture of childhood and the architects' discourses of children, it points
to a shift in the concept of functionalism in postwar English modernism from
objective to subjective definitions of human "needs" as part of the
Welfare State's new models of power and conception of citizenship. Ultimately,
this dissertation argues that children were the ideal subjects of postwar functional
architecture, precisely because of their status as incomplete citizens who by
the nature of their immaturity are constituted as in need of observation,
guidance, and care.
Chapter one analyzes the architecture
of the Pioneer Health Centre at Peckham in order to relate the emergence of
functional architecture in England to a new model of power designed to alter
the everyday habits and notions of the self of the population. Chapter two
historicizes the English appropriation of the adventure playground in the
context of postwar reconstruction and slum rehabilitation policies. It frames
the rise of the theme of play in architectural discourse in the
psychologization of citizenship as a response to the failure of liberal
citizenship during the interwar period. Chapter three examines the architecture
of the postwar school. It links the attempt to redefine architectural practice
in terms of an environmental science to educational techniques that incited and
observed the interaction of children with their surroundings as a way of
modulating their physical and mental growth. Chapter Four examines Team 10's
employment of photographs of children's urban play in C.I.A.M. presentations.
It links the postwar critique of the Functional City to a sociological discourse
of urban subjectivity that was appropriated by the Welfare State for social
reconstruction
“Contested
innocence: Images of the Child in the Cold War,” by Margaret Elizabeth Peacock, Ph.D.,
The University of Texas at Austin, 2008.
This dissertation examines the image
of the child as it appeared in the propaganda and public rhetoric of the Cold
War from approximately 1950 to 1968. It focuses on how American and Soviet
politicians, propagandists, and critics depicted children in film, television,
radio, and print. It argues that these groups constructed a new lexicon of
childhood images to meet the unique challenges of the Cold War. They portrayed
the young as facing new threats both inside and outside their borders, while
simultaneously envisioning their children as mobilized in novel ways to defend
themselves and their countries from infiltration and attack.
These new images of the next
generation performed a number of important functions in conceptualizing what
was at stake in the Cold War and what needed to be done to win it. Politicians,
propagandists, and individuals in the Soviet Union and the United States used
images of endangered and mobilized children in order to construct a particular
vision of the Cold War that could support their political and ideological
agendas, including the enforcement of order in the private sphere, the
construction of domestic and international legitimacy, and the mobilization of
populations at home and abroad. At the same time, these images were open to
contestation by dissenting groups on both sides of the Iron Curtain who
refashioned the child's image in order to contest their governments' policies
and the Cold War consensus.
What these images looked like in
Soviet and American domestic and international discourse, why propagandists and
dissent movements used these images to promote their policies at home and
abroad, and what visions of the Cold War they created are the subjects of this
dissertation. This project argues that the domestic demands of the Cold War
altered American and Soviet visions of childhood. It is common wisdom that the
1950s and 60s was a period when child rearing practices and ideas about
children were changing. This dissertation supports current arguments that
American and Soviet parents sought more permissive approaches in raising
children who they perceived as innocent and in need of protection. Yet it also
finds substantial documentation showing that American and Soviet citizens
embraced a new vision of idealized youth that was not innocent, but instead was
mobilized for a war that had no foreseeable end. In the United States, children
became participants in defending the home and the country from communist
infiltration. In the Soviet Union, the state created a new vision of idealized
youth that could be seen actively working towards a Soviet-led peace around the
world.
By using the child's image as a
category for analysis, this project also provides a window into how the Cold
War was conceptualized by politicians, propagandists, and private citizens in
the Soviet Union and the United States. In contrast to current scholarship,
this dissertation argues that the Soviet state worked hard to create a popular
vision of the Cold War that was significantly different from the "Great
Fear" that dominated American culture in the 1950s and 60s. While in the
United States, the conflict was portrayed as a defensive struggle against
outside invasion, in official Soviet rhetoric it was presented as an active,
international crusade for peace.
As the 1960s progressed, and as the
official rhetoric of the state came under increasing criticism, the rigid sets
of categories surrounding the figuration of the Cold War child that had been
established in the 1950s began to break down. While Soviet filmmakers during
the Thaw created images of youth that appeared abandoned and traumatized by the
world around them, anti-nuclear activists took to the streets with their
children in tow in order to contest the state's professed ability to protect
their young. In the late 1960s, both the Soviet Union and the United States
struggled to contain rising domestic unrest, and took the first steps in moving
towards détente. As a consequence, the struggle between East and West moved to
the post-colonial world, where again, the image of the child played a vital
role in articulating and justifying policy. Visual and rhetorical images like
that of the child served as cultural currency for creating and undermining
conceptual boundaries in the Cold War. The current prevalence of childhood
images in the daily construction and contestation of public opinion are the
legacies of this era.
“Creating
consumers and protecting children:
Radio, early television and the American child, 1930-1960,” by Amanda Lynn
Bruce, Ph.D., State University of New York at Stony Brook, 2008.
This dissertation examines the
cultural production of children's radio and television programming, as well as
social responses to broadcasters' practices in the United States between 1930
and 1960. Commercial broadcasters, advertisers, women's organizations, listener
groups, and child experts vied with one another to shape children's radio and
television programming during this seminal period of American broadcasting.
These groups debated radio and television's effect on children, and advocated
different goals for children's programming, based upon conflicting views about
children.
Broadcasters and advertisers had the
upper hand in this cultural contest, and successfully utilized radio and
television to socialize children as consumers. However, national women's
organizations, such as the National Congress of Parents and Teachers, and the
National Association for Better Radio and Television, a listener group,
criticized the crime-laden nature of many children's programs. Women's
organizations largely supported children's introduction to consumer culture,
but argued that broadcasters should protect children from violent content and
offer more educational and uplifting fare. Child experts, including the parent
educators of the Child Study Association, stressed children's psychological
resilience, and argued that children's programs need not always shield
children, but should instead introduce them to issues like war, as well as
racial, ethnic and religious intolerance.
This study examines the gender
tensions that influenced women's organizations' reform strategies, and largely
divided child experts and women's organizations. The dissertation argues that
this division, coupled with a lack of funding, stymied reformers' efforts to
significantly change children's programming. However, women's organizations and
librarians enjoyed some success at the local level, where they cooperated to
produce educational radio and television programs for children. Moreover, the
dissertation illuminates the formation of a national children's culture, the
growing influence of child experts on the construction of childhood, and
parental attempts to impact children's media production.
“The war
inside: Child psychoanalysis
and remaking the self in Britain, 1930-1960,” by Michal Shapira, Ph.D., Rutgers The
State University of New Jersey - New Brunswick, 2008.
My research concerns the
socio-cultural effects of war and the development of expert culture in the
twentieth century. My dissertation studies this problem by exploring the impact
of the Second World War on the conceptualization and practice of selfhood in
Britain. The war elevated psychoanalysis to a position not enjoyed anywhere
else in the world. Britain was a secure destination for psychoanalysts fleeing
Nazi persecution and a cosmopolitan laboratory for the development of new
theories on the far-reaching meanings of total war. Under the shock of bombing
and evacuation, émigré analysts like Anna Freud and Melanie Klein and native
analysts like John Bowlby and Donald Winnicott were called upon to help treat
men, women, and especially children of diverse social backgrounds. These
children were key. On the one hand, they came to be seen as vulnerable and in
need of protection; on the other hand, as anxious, aggressive subjects
requiring control. This moment turned out to be a decisive one both for the
history of psychoanalysis and for expectations for gender roles, citizenship,
and the welfare state. My research has made extensive use of the unexplored
archives of British psychoanalysts, nurseries, women's groups, clinics, courts,
government committees, and the BBC to trace the war's unknown intellectual
heritage. It shows the importance of thinking about ideas on the self in their
historical contexts and looking at experts' practice alongside its social
effects.
Psychoanalytic experts, my work
argues, had a profound role in making the understanding of children and the
mother-child relationship key to the successful creation of democratic
citizenry. The study shows the extent to which these experts informed understandings
not only of individuals, but also of broader political questions in the age of
mass violence. By demonstrating a link between a real ' war outside '
and an emotional ' war inside ' they contributed to an increase in state
responsibility for citizens' mental health. Historians have seldom looked at
psychoanalysts other than Sigmund Freud as social actors in their cultures,
leaving the histories of psychoanalytic movements' influence on European
societies understudied. My research traces the work of the second generation of
psychoanalysts after Freud to the horrors of total war and explores its
decisive postwar impact on both citizens and state officials. It revises the
characteristic view of psychoanalysis as an elite discipline confined to the
clinic, and adds to interdisciplinary and comparative studies of history,
gender, human sciences, war, and social democracy.
“Transitioning:
The history of childbirth in Puerto Rico, 1948-1990s,” by
Isabel M. Cordova, Ph.D., University of Michigan, 2008.
This dissertation documents and
analyzes the dramatic transformations in birthing practices that accompanied broader economic, political and cultural
shifts in Puerto Rico during
the latter half of the twentieth century. Birthing changed from being a home-based
event assisted by midwives to a hospital-based procedure, attended by medical
experts, in fewer than 20
years. In 1950 the number of
registered midwives was double that of registered doctors and they attended
well over half of all deliveries. The Puerto Rican government grew after the 1950s and established itself as a colonial
welfare system looking to uplift and remake itself following an industrial
model, informed by rational, scientific planning, which ideally included even
the most remote sectors of the island. These forces coalesced with the
development of medical education, new medical technologies, significant
improvements in the overall
quality of life on the island, the urbanization of Puerto Rico, and a new faith in science, and moved labor and deliveries into the hospital
while redefining childbirth and
its practice altogether. I argue that as families ventured out of their more
isolated, home-based daily lives to access basic needs, became active in public, urbanized spaces, and
bought into a system based on colonial state panning, led by scientifically
trained experts and organized by bureaucratic institutions, they also
restructured their birthing practices. Midwives accepted these changes. They quietly
stepped aside as the next generation delivered their babies in hospitals. Doctors came to hold
the authoritative knowledge about the female body and its path towards birthing
children and by the late 1970s midwifery disappeared. By the 1980s and 1990s,
as a technocratic model of birth predominated obstetrics in Puerto Rico and cesarean rates
skyrocketed, five newly trained midwives began delivering babies at home once
again. The practice of these new midwives was the only birthing alternative to
medicalized childbirth available to women on the island after the 1980s.
“The children of Catalhoyuk: Examining the child's role in Neolithic
ritual life through burials, wall art, and material culture,” by Sharon Kay
Moses, Ph.D., Cornell University, 2009.
This dissertation examines the role
of children in sacred symbolism and ritual practices at Çatalhöyük during the
Anatolian Neolithic. By analyzing differential treatment of child versus adult
burials, considering multivocal interpretations of material culture based upon
contextual deposition and wall art defining the house with sacred narrative,
this thesis will demonstrate that children held a special place in the
negotiation of sacred spaces and rituals. This analysis incorporates
ethnographic analogy rather than presenting a purely statistical study. Native
American views regarding the spiritual relationship between human beings and
their environment were applied in the interpretational process in order to
provide an alternative, non-Western perspective to this prehistoric,
pre-literate society. Symbolism, ritual and visual mnemonic devices were
treated as part of the religious language of the site and ultimately, as a
means of insight into the daily world of children.
“The banning of
international adoption in Romania: Reasons, meaning, and implications for child care and protection,” by Carolyn Lisa
Norris, Ed.D., Boston University, 2009.
After the 1989 fall of Communism in
Romania, the world became aware of the plight of the country's thousands of
institutionalized children, and an international adoption system saw the
adoption of many of these children to other countries. Thousands of children,
however, remained in institutions as the newly Democratic Romania struggled
with the legacy of its Communist era. During the process of applying to join
the European Union, Romania in 2000 initiated the eventual banning of
international adoption. Using a qualitative approach that relies on interviews,
document review, and observation, this study finds both positive and negative
interpretations of the ban, with subjects pointing to Romania's desire to join
the EU as a supposed major factor in its decision to ban international
adoption. The implications of the ban include the emergence of a foster care
system and domestic adoption, efforts to reunify families and to prevent the
abandonment, relinquishment, and removal of children from their biological
families, and the development of alternative forms of care in tandem with a new
deinstitutionalization initiative
“Children of the Mexican
Miracle: Childhood and modernity in Mexico City, 1940-1968,”
by
Eileen Mary Ford, Ph.D., University of Illinois at Urbana-Champaign, 2008.
During the post-1940 period, a public
discourse focusing on the well-being and protection of children emerged in
Mexico within a complex web of relations between the state, the church, and
civil society. Through an analysis of state-designed educational programs,
church programs, and cultural productions made for children, I demonstrate that
various sectors of society recognized the importance of children to the future
of the nation. The presence of children and discussions of childhood in print
media attest to the widespread belief that children needed and deserved a
period of innocence and protection, despite the differing socioeconomic
circumstances in which children lived. The circulation of discourses about
childhood facilitated social cohesion in the postrevolutionary decades. My
analysis of civil society, church-state relations, and popular culture through
the lens of childhood reveals the delicate balance of state power.
During the era labeled the
"Mexican Miracle," the child population grew each decade, in sheer
numbers and as a percentage of the total urban population. The city was
affected by the increasingly large presence of children and the urban milieu
informed the generation of children raised in the decades leading up to the
important watershed moment of 1968. State education--through the kindergarten movement
and its social outreach programs, new school construction campaigns, and the
development of standardized obligatory textbooks--increased the presence and
power of the Mexican state. Yet, the state was forced to share power with the
church and with the influence of various domestic and foreign cultural
productions for children. The church reached children through lay organizations
and children's magazines as it adapted to the increasing presence of secular
culture. Mass entertainment designed specifically for children, like Walt
Disney films and Cri-Cri radio broadcasts, educated children and, in the
process, expanded the definition of childhood to include more sectors of
society. Finally, print media provided a forum to discuss the rights and needs of
children in Mexican society. This discourse of childhood allowed room for
dissent and for critiques of the Mexican state and, by extension, the ruling
party.
Dissertations in Progress
Dissertator: Sheila Marie Aird, Howard University
Dissertation title: “The Forgotten Ones: Enslaved Children and the Formation of
a Labor Force in the British West Indies”
Advisor: Selwyn H. H. Carrington
Dissertator: Amanda Brian, University of
Illinois, Urbana-Champaign
Dissertation title: “Bonds of Empire: Growing Children in the Kaiserreich, 1871-1918”
Advisor: Peter Fritzsche
Dissertator: Kathryn Bridge, Victoria
University
Dissertation title: “A Whole New Voice: The Pioneer Child in Western Canada,
1849-1920”
Advisor: Lynne L. Marks
Dissertator: Tarah Brookfield, York University
Dissertation title: “'Our Deepest Concern Is for the Safety of our Children and
Their Children': Maternal Solutions to Cold War Fears in Canada and Abroad,
1950-80”
Advisor: Kathryn McPherson
Dissertator: Michael Carriere,
University of Chicago
Dissertation title: “'I Now Pronounce You Children of a New Age': Columbia
University, Democracy, and Economy in New York City, 1960-98”
Advisor: Neil Harris
Dissertator: Jessa Chupik, McMaster University
Dissertation title: “The Institutional Confinement of 'Idiot' Children in
20th-Century Canada: The Case of the Orillia Asylum, 1900-35”
Advisor: Kenneth Cruikshank
Dissertator: Caroline Collinson,
The Ohio State University
Dissertation title: “'The Littlest Immigrants': Adoption, Migration, and
Exploitation of Border Crossing Children in the Americas”
Advisor: Judy Tzu-chun Wu
Dissertator: Julie Kay De Graffenried, University of
Texas-Austin
Dissertation title: “Becoming
the Vanguard: Children, the Young Pioneers, and the Soviet State in the Great
Patriotic War”
Advisor: Charters Wynn
Dissertator: Jia-Chen
Fu, Yale University
Dissertation title: “Society's Laboratories: Mapping Children's Health in
Republican China, 1928-49”
Advisor: Jonathan D. Spence
Dissertator: Diana Georgescu, University of
Illinois, Urbana-Champaign
Dissertation title: “'Ceausescu’s Children': Ideological Scripts and Remembered Experiences of
Childhood in Socialist Romania, 1965-89”
Advisor: Maria Todorova
Dissertator: Kevin L. Gooding, Purdue
University
Dissertation title: “For the Children’s Souls: Interdenominational Competition
and the Religious Education of Children in Indiana, 1801-50”
Advisor: Franklin T. Lambert
Dissertator: David Greenspoon, Pennsylvania State
University
Dissertation title: “Children's
Mite: Juvenile Philanthropy in America, 1815-65”
Advisor: Lori D. Ginzberg
Dissertator: Justus G. Hartzok,
University of Iowa
Dissertation title: “Children of Chapaev: The Russian
Civil War Cult and the Creation of Soviet Identity, 1918-82”
Advisor: Paula Michaels
Dissertator: Maria Alexandria Kane, College of William and Mary
Dissertation title: “Training Up
Children: Gender, Sexuality, and Race among Evangelical Youth, 1970-2000”
Advisor: Maureen Fitzgerald
Dissertator: Daniel Lee, University of
California, Berkeley
Dissertation title: “Children of African American Soldiers and German Women
Post-World War II”
Advisor: None given
Dissertator: Karen Lucas, University of
California, Berkeley
Dissertation title: “The Immigration of Unaccompanied Children to the U.S.
between the End of the Civil War and the Immigration Restrictions of 1924 and
1925”
Advisor: None given
Dissertator: Helen E. McLure, Southern Methodist
University
Dissertation title: “'I Suppose You Think Strange the Murder of Women and
Children': White-Capping and Lynching in the American West, 1870-1930”
Advisor: Sherry L. Smith
Dissertator: Leslie Miller, University of
Georgia
Dissertation title: “The Power of the Privileged: The Model of the White Middle
Class Family and the Education of American Children, 1820–1920”
Advisor: Bryant Simon
Dissertator: Valerie H. Minnett, Carleton University
Dissertation title: “The Prescription and the Cure: Children’s Bodies and Ideal
Health in Canada, 1908-50”
Advisor: James Opp
Dissertator: Joselyn C. Morley, Carleton University
Dissertation title: “'Mother Dead, Father Living, A Very Useless Man': Children
in Need, the Protestant Orphan's Home, and Municipal Welfare in Ottawa, 1915-29”
Advisor: Dominique Marshall
Dissertator: Heidi Morrison, University of California, Santa Barbara
Dissertation title: “The Development of the Concept of Childhood in Modern
Egyptian History”
Advisor: Nancy E. Gallagher
Dissertator: Sarah Mulhall, The Johns Hopkins
University
Dissertation title: “Treated as a Child Should Be: New York City Orphan Asylums
and 19th-Century Conceptions of Childhood”
Advisor: Toby Ditz
Dissertator: Rachel Neiwert,
University of Minnesota
Dissertation title: “Savages or Citizens? Children, Education, and the British
Empire, 1899-1950”
Advisor: Anna K. Clark
Dissertator: Jessica Nelson, Purdue
University
Dissertation title: “Policy and
Sentiment: Attitudes and Institutions Concerning Abandoned Children in 17th-
and 18th-Century France”
Advisor: James Farr
Dissertator: Wee Siang Margaret Ng, McGill University
Dissertation title: “Childbirth
in Late Imperial China: Medical Texts and Social Realities”
Advisor: Robin D.S. Yates
Dissertator: Claire O'Brien, University of
Southern Illinois, Carbondale
Dissertation title: “'A Credit to Their Race': White Authors Look at African
American Children, 1930-60”
Advisor: Kay J. Carr
Dissertator: N'Jai-An
Patters, University of Minnesota
Dissertation title: “Deviants and Dissidents: Ideologies of Children's
Sexuality, Boston, 1972-86”
Advisors: Elaine Tyler May and Kevin P. Murphy
Dissertator: Stacey Patton, Rutgers University
Dissertation title: “Why Black
Children Can't Grow Up: The Construction of Racial Childhood, 1896-1940”
Advisor: Virginia Yans
Dissertator: Jessie B. Ramey, Carnegie Mellon
University
Dissertation title: “Contested Childhood: Black and White Orphans, Poor
Families, and Institutional Childcare in Pittsburgh, 1877-1939”
Advisor: Tera Hunter
Dissertator: Johanna Ransmeier, Yale University
Dissertation title: “'No Other Choice': The Sale of Women, Children, and
Laborers in Late Qing and Republican China”
Advisor: Jonathan D. Spence
Dissertator: Andrew Ruis,
University of Wisconsin, Madison
Dissertation title: “School Foodservice, Children's Nutrition, and Public
Health in 20th-Century America”
Advisor: Judith W. Leavitt
Dissertator: Carrie T. Schultz, Boston
College
Dissertation title: “'Let the Little Children Come to Me': Catholic Children's
Moral Development in the United States, 1920-65”
Advisor: James O’Toole
Dissertator: Jennifer Sovde,
Indiana University
Dissertation title: “Les enfants du paradis: Child Performers and Delinquency in the French
Third Republic”
Advisor: Carl Ipsen
Dissertator: Laurel Spindel, University of Chicago
Dissertation title: “From Institution to Community: Changing Child-Caring
Practices in Chicago, 1930-Present”
Advisor: William Novak
Dissertator: Andrew K. Sturtevant, College of
William and Mary
Dissertation title: “Onontio's Children: French
Detroit's Native Community”
Advisor: James L Axtell
Dissertator: Jennifer Tappan, Columbia University
Dissertation title: “A Healthy Child Comes from a Healthy Mother: Mwanamugimu and Nutritional Science in Uganda, 1935-73”
Advisor: Marcia Wright
Dissertator: Alexis Tinsley, Brandeis
University
Dissertation title: “Liberty’s Children: The Changing National Identity of
Children in New England, 1700-1827”
Advisor: Jacqueline Jones
Dissertator: Kelly Whitmer,
British Columbia University
Dissertation title: “The World of the Pietist Orphanage: Child-Centered Philanthropy, Science, and Schooling, 1680-1769”
Advisor: Christopher R. Friedrichs
Dissertator: Cari Williams, Emory University
Dissertation title: “A Nation
with a Child's Face: Images of National Identity and Childhood in Brazil,
1922-54”
Advisor: Jeffrey Lesser
Dissertator: Angela Thomas
Winkler, University of Iowa
Dissertation title: “Can German
Youth Be Saved? Re-Educating 'Hitler's Children' in British Occupied North
Rhine-Westphalia, 1945-55”
Advisor: Elizabeth D. Heineman
Dissertator: Cassandra Woloschuk,
Guelph University
Dissertation title: “Cities of Children: Pediatric Medicine in Canada, 1950-90”
Advisor: Catherine Carstair
Dissertator: Marjorie Wood, University
of Chicago
Dissertation title: “Children in
the Clutches of Capital: Child Labor Reform, the Child Consumer, and the Moral Legitimation of American Consumer Culture, 1870-1930”
Advisor: Thomas C. Holt
Dissertator: Mary Wunnenberg, University of
Wisconsin-Madison
Dissertation title: “The Lost
Children of Europe: Images of Child Shoah Survivors,
1944-60”
Advisor: Mary Louise
Roberts
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