Browsing by Author "Satterwhite, Emily M."

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    Building Interdisciplinary Partnerships for Community-Engaged Environmental Health Research in Appalachian Virginia
    Satterwhite, Emily M.; Bell, Shannon E.; Marr, Linsey C.; Thompson, Christopher K.; Prussin, Aaron J. II; Buttling, Lauren G.; Pan, Jin; Gohlke, Julia M. (MDPI, 2020-03-05)
    This article describes a collaboration among a group of university faculty, undergraduate students, local governments, local residents, and U.S. Army staff to address long-standing concerns about the environmental health effects of an Army ammunition plant. The authors describe community-responsive scientific pilot studies that examined potential environmental contamination and a related undergraduate research course that documented residents’ concerns, contextualized those concerns, and developed recommendations. We make a case for the value of resource-intensive university–community partnerships that promote the production of knowledge through collaborations across disciplinary paradigms (natural/physical sciences, social sciences, health sciences, and humanities) in response to questions raised by local residents. Our experience also suggests that enacting this type of research through a university class may help promote researchers’ adoption of “epistemological pluralism”, and thereby facilitate the movement of a study from being “multidisciplinary” to “transdisciplinary”.
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    Dammed If You Don't: The Palmertown Tragedy of 1924 in Collective Memory
    Bolt, Carmen (Virginia Tech, 2016-06-24)
    On December 24, 1924, a wall of water and alkali muck engulfed Palmertown, a small community in Saltville, Virginia. Houses were swept away and by the time all of the bodies were pulled from the wreckage, the death toll had reached 19-an immense loss for the tight-knit community. A dam, owned by Mathieson Alkali Works, loomed approximately 100 feet above Palmertown, keeping at bay the chemical muck produced by the company plants. Despite the extent of the damage, the flood is largely absent from discourse and no historical marker exists to memorialize the tragedy. Furthermore, Palmertown and neighboring Henrytown were expunged in the mid-twentieth century when Olin Corporation rebuilt the dam overtop of the town sites. Stories of the event have been passed down for generations, immortalizing a specific story of the disaster in the memories of many local residents of Saltville, so why is it not memorialized? The cultural framework of Saltville determined how and why this disaster and others have been remembered or forgotten. In 1924, Saltville residents were accustomed to tragic events; to some extent these events were seen as part and parcel of life in a company town in Appalachia. Yet, nearly a century after the tragedy, the process of unearthing of difficult events can illuminate much of the community's collective history and restore the fragmented communal memory. The memorialization of the Palmertown Tragedy of 1924 establishes a framework for acknowledging an arduous past and identifying the roots of a town's resilience.
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    Dear Appalachia: Readers, Identity, and Popular Fiction since 1878
    Satterwhite, Emily M. (Virginia Tech. University Libraries, 2012-03)
    Emily Satterwhite discusses her book, "Dear Appalachia: Readers, Identity, and Popular Fiction since 1878." Much criticism has been directed at negative stereotypes of Appalachia perpetuated by movies, television shows, and news media. Books, on the other hand, often draw enthusiastic praise for their celebration of the simplicity and authenticity of the Appalachian region. Dear Appalachia: Readers, Identity, and Popular Fiction since 1878 employs the innovative strategy of examining fan mail, reviews, and readers' geographic affiliations to understand how readers have imagined the region and what purposes these imagined geographies have served for them. As Emily Satterwhite traces the changing visions of Appalachia across the decades, from the Gilded Age (1865–1895) to the present, she finds that every generation has produced an audience hungry for a romantic version of Appalachia.
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    Ecological and Human Health in Rural Communities
    Gohlke, Julia M.; Kolivras, Korine N.; Krometis, Leigh-Anne H.; Marmagas, Susan West; Marr, Linsey C.; Satterwhite, Emily M.; Angermeier, Paul L.; Clark, Susan F.; Ranganathan, Shyam; Schoenholtz, Stephen H.; Swarup, Samarth; Thompson, Christopher K. (2017-05-15)
    Environmental exposures to chemicals and microbes in the air we breathe, the water we drink, the food we eat, and the objects we touch are now recognized to be responsible for 90% of all human illness. This suggests that well-documented health disparities within and between nations have significant geographic and ecological as well as socioeconomic dimensions that must be addressed in order to secure human well-being at local to global scales. While urbanization is a primary driver of global change, it is widely acknowledged that urbanization is dependent on large-scale resource extraction and agriculture in rural communities. Despite considerable evidence linking human industrial and agricultural activities to ecological health (i.e. health of an ecosystem including the non-human organisms that inhabit it), very little data are available directly linking exposure to environmental pollution and human health in rural areas, which have repeatedly been identified as subject to the most extreme health disparities...
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    Environmental health disparities in the Central Appalachian region of the United States
    Krometis, Leigh-Anne H.; Gohlke, Julia M.; Kolivras, Korine N.; Satterwhite, Emily M.; Marmagas, Susan West; Marr, Linsey C. (De Gruyter, 2017-09-26)
    Health disparities that cannot be fully explained by socio-behavioral factors persist in the Central Appalachian region of the United States. A review of available studies of environmental impacts on Appalachian health and analysis of recent public data indicates that while disparities exist, most studies of local environmental quality focus on the preservation of nonhuman biodiversity rather than on effects on human health. The limited public health studies available focus primarily on the impacts of coal mining and do not measure personal exposure, constraining the ability to identify causal relationships between environmental conditions and public health. Future efforts must engage community members in examining all potential sources of environmental health disparities to identify effective potential interventions.
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    Fathering in the "Other America": A Qualitative Analysis of Fathering Identity in Appalachia
    Garnett-Deakin, Aran (Virginia Tech, 2024-01)
    Though research on fathering and fatherhood has grown significantly over the past few decades, a persistent emphasis involves father involvement and its relationship to child outcomes. Far fewer studies have explored the intrapersonal processes of fatherhood, such as what it means to be a father in diverse contexts. Rural contexts, specifically within Appalachia, remain understudied and may present specific challenges or strengths that influence the development of fathering identities. The current study employed interpretive phenomenological analysis to explore the lived experiences of fathers who live and parent in rural Appalachia, an area and identity that is often stereotyped and marginalized, and to highlight these fathers’ strengths despite challenges. Informed by symbolic interactionism, this study sought to examine the social and cultural symbols that shape the meanings Appalachian fathers ascribe to fatherhood and explore how those meanings shape their own perceptions of themselves as fathers. Fathers residing in Appalachia were interviewed to gain insights into the lived experiences, meaning making processes, and strengths of Appalachian fathers. Findings show that Appalachian fathers seek to embody and preserve multigenerational values such as work ethic, community, and providing and protecting, while grappling with tensions between preserving traditions and adapting to change. Appalachian fathers negotiated identities against the backdrop of historical hardship and exploitation, which threatened their internal sense of agency and contributed to their feeling left behind in a changing world. Nonetheless, fathers actively negotiated their sense of self and found creative ways to (re)create Appalachian fathering to fit their unique context and lived experiences.
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    Giles High School Graduates at Virginia Tech: Investigating the Relationship between Appalachian Identity and the College Experience
    Stallings, Sara Woodruff (Virginia Tech, 2016-01-10)
    The purpose of this study was to conduct a qualitative exploration of the relationship between Appalachian identity and the college experience among Giles High School graduates who attend Virginia Tech. The population for this study was Giles High School graduates who attend Virginia Tech. The sample size included ten volunteers who graduated from Giles High School in Pearisburg, Virginia, and have attended Virginia Tech in the past three years. Data collection was obtained from the sample by conducting semi-structured interviews. Coding occurred in two phases using thematic coding. The first phase consisted of an initial coding to establish an understanding of the responses and develop codes to fit the responses for analysis. The second phase of coding consolidated, re-affirmed, compared, and contrasted categories created in the first phase using matrices. The results revealed that the interviewees did communicate an Appalachian identity. When describing Appalachia, the interviewees communicated both positive and negative perceptions of their hometown. Attending college did result in a change in their Appalachian identity. Common changes were in their willingness to accept people different from themselves, their perceptions of Giles County in comparison to more diverse and urban areas, and their appreciation for the natural beauty of Giles. Compared to previous research, I found that Giles High School students seem to have less of a disrupting experience when attending college; however, dominant cultural messages still influence the identity of Appalachian students. Further research should be conducted to confirm the results and analysis.
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    The Great Appalachian Flood of 1977: Prisoners, Labor, and Community Perceptions in Wise, Virginia
    Adkins, Henry Clay (Virginia Tech, 2021-06-24)
    The Great Appalachian Flood of 1977 was a historic flood that killed over 100 people, damaged nearly 1,500 homes, and displaced almost 30,000 Appalachian residents. The flood lasted from April 2nd to April 5th, 1977 affecting southwestern Virginia, eastern Kentucky, southern West Virginia, and eastern Tennessee. This project focuses on the disaster relief efforts by the incarcerated population of Wise County Correctional Facility, commonly known as Unit 18, in Wise, Virginia. This project utilized locally produced primary sources known as the Mountain Community Television interviews. These interviews were archived online through the Appalshop Archives in Whitesburg, Kentucky. The Mountain Community Television interviews used for this project were recorded three to four weeks following the early April flood in Wise by media activists and volunteers. The reporters interviewed incarcerated men from Unit 18, the administrative staff and correctional officers at Unit 18, local business owners, and residential community members of Wise. This article examines how the community of Wise, Virginia reacted to the disaster relief efforts in the community. The disaster relief work performed by Unit 18 inmates in the aftermath of the 1977 flood exemplifies a growing reliance on prison laborers in central Appalachia specifically, and rural America more generally. The majority of residential community members in Wise expressed NIMBY (Not in My Backyard) attitudes toward the prison facility and incarcerated population at Unit 18. On the other hand, local business owners who directly benefited from disaster relief work and prison labor changed their opinions about Unit 18 inmates. This project details how the April flood influenced local business owners to move from "Not In My Backyard" to an expanding reliance on incarcerated labor. Most of the Wise community retained NIMBY perceptions about Unit 18 and the incarcerated population after the April flood relief efforts excluding local business owners, a small but important sect of the Wise population. The article concludes by examining Unit 18 inmates' reflections on their labor, wages, and the rehabilitation programs at the Wise County Correctional Facility in the late 1970s.
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    Imagining Home, Nation, World: Appalachia on the Mall
    Satterwhite, Emily M. (Journal of American Folklore, 2008)
    This article reads the Smithsonian's annual folklife festival as a cultural product buffeted by changing material conditions and funding constraints as the United States transitioned from a Fordist industrial economy to a post-Fordist information economy. Based upon visitor interviews, promotional materials, and news reports, this article argues that the transition from a national to an international framework reconfigured the role of Appalachia in visitors' imaginations. In 2002, Appalachia represented ideals of "nation" and "home" in contrast to tantalizing and threatening foreign cultures and allowed visitors to entertain the wishful belief that the United States was a simple place peopled by simple denizens innocent of imperial ambitions.
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    “Lots of Prayer, Lots of Emotional Coaching, and Pray it Works out the Best”: Tuning in to Kids in a Rural Appalachian Community
    Hernandez, Erika; Carmichael, Katie; Satterwhite, Emily M.; Yanuaria, Chelsea; Dunsmore, Julie (2020-07)
    Rural Americans face barriers in access to services such as psychoeducation programs. The purpose of this study was to describe how participants in a rural Appalachian community, a geographic location that has been largely underrepresented in the literature, responded to a psychoeducation program about parents’ facilitation of children’s emotional competence. The Tuning in to Kids (TiK) parent education program focuses on improving parents’ awareness of children’s emotions, their ability to promote children’s developing emotional competence, and the strength of the parent– child bond. This work has shown beneficial effects in Australia, yet research is scarce regarding implementation in the United States, particularly with rural populations. The TiK program was delivered in 2 groups of 6 sessions each, with 2 participants in the first group and 7 participants in the second group. To analyze session transcripts, we employed discourse analysis methods from multiple disciplines, including thematic coding, linguistic analysis, and sociocultural analysis. Overall, our interdisciplinary analysis allowed us to draw conclusions about unique ways that both participants and the facilitator contributed to group success. Key results included the emergence of 4 major themes: participants’ questioning/adopting TiK methods, parental support across participants, facilitator’s leveling the hierarchy, and facilitator self-disclosure. Findings support the utility of an interdisciplinary approach to examining parent education in rural Appalachia, a population that is underrepresented in the literature. Further, our findings support parents’ openness to psychoeducation in this community, as well the effectiveness of the facilitator’s integration of locally-relevant content throughout the program.
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    Making and Breaking Big Rural: Science and Technology Construct the Coalfield
    Cook Marshall, Crystal A. (Virginia Tech, 2018-01-25)
    Making and Breaking Big Rural: Science and Technology Construct the Coalfield examines science and technology research and its role in constructing a rural industrial space such as the Pocahontas Coalfield in Southern West Virginia/Southwest Virginia. It examines the ramifications of this single sector rural space, and of automation and coalfield technology, on its inhabitants, especially on their capacity for democratic practice. In a call for science and research for public benefit, it proposes how scientific and technological research ought to engage with the people and the environment in this rural industrial space, and in the rural space more generally. Using a case study of the Pocahontas Coalfield as a springboard, a draft of a National Rural Strategy for the United States also is proposed.
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    North American Universities and Socioecological Transformation
    Satterwhite, Emily M. (Even3, 2022)
    Otto et al (2020) suggest areas where interventions may trigger a “social tipping point” in efforts to address the climate and ecological crisis. One of the six is climate education and engagement, a natural leadership realm for higher education. Yet Garner et al (2021) observe that universities’ efforts to address the climate and ecological emergency (CEE) are “insufficient” due to “time lags” between education/research and effects as well as universities’ “failure” to confront politics “or the forces invested in maintaining the status quo.” This paper endorses a growing chorus of calls for structural changes in university research, teaching, and service in order to respond to the CEE, drawing on a personal example to illuminate the challenges.
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    People not Print: Exploring Engineering Future Possible Self Development in Rural Areas of Tennessee's Cumberland Plateau
    Boynton, Matthew Arnold (Virginia Tech, 2014-02-06)
    This study explores how students in rural areas of Tennessee's Cumberland Plateau area perceive engineering as a future career. This area is a portion of the greater Appalachian region, which has historically, faced disproportionate economic struggles when compared to other areas of the United States. However, little research on career choice exists outside of the coal producing areas of Central Appalachia. This research, in contrast, focuses on rural counties without interstate access, situated along the Cumberland Plateau in Tennessee, an area with an economy historically based in manufacturing. This research focuses on understanding students' perceptions of engineering as a future career and on factors that support and inhibit the development of these perceptions. To understand these perceptions, the study used qualitative, semi-structured interviews, situated in a Social Constructivist worldview, informed by the Future Possible Selves framework. Participants include 27 high school students, 7 college engineering students, and 5 college students who had exposure to engineering through a formal program but are currently enrolled in another major. Results of the study show that without access to formal programs or professionals to expose them to engineering, participants did not have a clear perception of engineering, and were not likely to pursue this career. Exposure through a formal program seemed to spark the start of engineering future possible self development by aligning engineering with activities participants enjoy. However, these participants often also believed that they lacked some key "ability" needed to become an engineer. Participants who had access to both formal programs and professionals were able to provide a clear description of potential engineering careers, aligning such careers with activities they enjoyed and, importantly, with desired attributes of their future. In addition, participants typically described relationships with professionals as mitigating the fear that an engineering career was beyond their "ability." These results provide evidence, that in this study area, printed materials and programs are not enough; people clearly make the difference in helping students develop a clear perception of engineering as a viable future career choice. This result has multiple implications for engineering educators and industries interested in K-12 outreach.
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    Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of Writing Education in an Appalachian Region
    Brooks, Katie Beth (Virginia Tech, 2021-06-22)
    This dissertation, Reading, Writing, Rhetoric: A Rhetorically Emplaced Study of an Appalachian Region, explores the themes of ideology, stereotypes, and rhetorical emplacement through a study of education in Southwest Virginia. In this project, I used two methods of data collection: historical research and interviewing. These two methodologies employed together construct a sweeping scope of Appalachian Virginia's experiences with rhetorical emplacement in relation to educational practices and ideologies by encountering some of the earliest stories told about the region and contemporary accounts of teachers who currently work in Appalachian Virginia. My main research questions ask how stories told about Appalachia have affected educational practices within the region, and to answer that question I sought out the history of the stories told about Appalachia through historical research, then, in order to attend to the present realities of the region, I interviewed high school English teachers who identify as Appalachian and work in Appalachian Virginia high schools. The historical and ethnographic methods I employed in this dissertation study allowed me to understand the circulation and variances of particular stories placed onto and developed within (Hsiung) the Appalachian region by first examining the historical interaction of the region with the stories about the region and then understanding how those narratives exist in the world today. By using grounded qualitative coding, I created codes from the historical data set—the codes were: isolation, language, education, expectations, culture, and literacy—and compared them to the interview transcripts, I conclude that while illiteracy has long been a stereotype of the region and one that Appalachians will likely combat for the foreseeable future, the teachers in my study build their pedagogies to support rhetorical thinking and rhetorical situation.
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    Visions of Possibilities: (De)Constructing Imperial Narratives in Star Trek: Voyager
    McKagen, Elizabeth Leigh (Virginia Tech, 2020-06-19)
    In this dissertation, I argue that contemporary cultural narratives are infused with ongoing ideologies of Euro-American imperialism that prioritizes Western bodies and ways of engaging with living and nonliving beings. This restriction severely hinders possible responses to the present environmental crisis of the era often called the 'Anthropocene' through constant creation and recreation of imperial power relations and the presumed superiority of Western approaches to living. Taking inspiration from postcolonial theorist Edward Said and theories of cultural studies and empire, I use interdisciplinary methods of narrative analysis to examine threads of imperial ideologies that are (re)told and glorified in popular American science fiction television series Star Trek: Voyager (1995-2001). Voyager follows the Star Trek tradition of exploring the far reaches of space to advance human knowledge, and in doing so writes Western imperial practices of difference into an idealized future. In chapters 2 through 5, I explore how the series highlights American exceptionalism, Manifest Destiny, a belief in endless linear progress, and the creation of a safe 'home' space amidst the 'wild' spaces of the Delta Quadrant. Each of these narrative features, as presented, rely on Western difference and superiority that were fundamental to past and present Euro-American imperial encounters and endeavors. Through the recreation of these ideologies of empire, Voyager normalizes, legitimizes, and universalizes imperial approaches to engagement with other lifeforms. In order to move away from this intertwined thread of past/present/future imperialism, in my final chapter I propose alternatives for ecofeminist-inspired narrative approaches that offer possibilities for non-imperial futures. As my analysis will demonstrate, Voyager is unable to provide new worlds free of imperial ideas, but the possibility exists through the loss of their entire world, and their need to constantly make and remake their world(s). World making provides opportunity for endless possibilities, and science fiction television has the potential to aid in bringing non-imperial worlds to life. These stories push beyond individual and anthropocentric attitudes toward life on earth, and although such stories will not likely be the immediate cause of change in this era of precarity, stories can prime us for thinking in non-imperial ways.
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    The Wind Goes On: 'Gone with the Wind' and the Imagined Geographies of the American South
    Edmondson, Taulby (Virginia Tech, 2018-04-20)
    Published in 1936, Margaret Mitchell's Gone with the Wind achieved massive literary success before being adapted into a motion picture of the same name in 1939. The novel and film have amassed numerous accolades, inspired frequent reissues, and sustained mass popularity. This dissertation analyzes evidence of audience reception in order to assess the effects of Gone with the Wind's version of Lost Cause collective memory on the construction of the Old South, Civil War, and Lost Cause in the American imagination from 1936 to 2016. By utilizing the concept of prosthetic memory in conjunction with older, still-existing forms of collective cultural memory, Gone with the Wind is framed as a newly theorized mass cultural phenomenon that perpetuates Lost Cause historical narratives by reaching those who not only identify closely with it, but also by informing what nonidentifying consumers seeking historical authenticity think about the Old South and Civil War. In so doing, this dissertation argues that Gone with the Wind is both an artifact of the Lost Cause collective memory that it, more than anything else, legitimized in the twentieth century and a multi-faceted site where memory of the South and Civil War is still created. My research is grounded in the field of memory studies, in particular the work of Pierre Nora, Eric Hobsbawn, Andreas Huyssen, Michael Kammen, and Alison Landsberg. In chapter one, I track the reception of Gone with the Wind among white American audiences and define the phenomenon as rooted in Benedict Anderson's conception of the nation. I further argue that Gone with the Wind's Lost Causism provided white national subjects with a collective memory of slavery and the Civil War that made sense of continuing racial tensions during Jim Crow and justified white resistance to African American equality. Gone with the Wind, in other words, reconciled the lingering ideological divisions between white northerners and southerners who then were more concerned with protecting white supremacy. In chapter two and three, I analyze Gone with the Wind's continuing popularity throughout the twentieth century and its significant influence on other sites of national memory. Chapter four uses contemporary user reviews of Gone with the Wind DVD and Blu-ray collector's editions to reveal that the phenomenon remains popular. Throughout this study I analyze the history of black resistance to the Gone with the Wind phenomenon. For African Americans, Gone with the Wind's Lost Causism has always been understood as justification for racism, imbuing the white national conscious with a mythological history of slavery and black inferiority. As I argue, black protestors to Gone with the Wind were correct, as the phenomenon has always resonated most during moments of increased racial tension such as during the civil rights era and following the Charleston Church Massacre in 2015.