College of Liberal Arts and Human Sciences (CLAHS)

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The College of Liberal Arts and Human Sciences includes the arts, humanities, social and human sciences, and education. The College nurtures intellect and spirit, enlightens decision-making, inspires positive change, and improves the quality of life for people of all ages.

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Browsing College of Liberal Arts and Human Sciences (CLAHS) by Content Type "Dissertation"

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    Paved with Good Intentions: The Road to Racial Unity in the Episcopal Diocese of Southwestern Virginia
    Salmon, Nina Vest (Virginia Tech, 2016-06-19)
    The Right Reverend William Henry Marmion was consecrated as bishop of the Diocese of Southwestern Virginia on May 13, 1954, days prior to the Brown v. Board of Education decision and just over a decade after the Episcopal Church's General Convention formally opposed racial discrimination. A diocesan conference center in Hungry Mother State Park, purchased soon after his consecration, sparked a controversy that was to smolder and flame for the first decade of Marmion's 25 years as bishop. Marmion led the move to desegregate the diocesan conference center, Hemlock Haven, in 1958 and subsequently effected integration by closing three of the four black churches in the diocese and inviting members to choose a neighboring church to join. The initial integration of the diocese was a turbulent process that centered around Hemlock Haven. The diocese moved with some difficulty towards racial integration in a microcosm of what was happening in the wider Church and in the United States. Historical documents, secondary sources, interviews, and theoretical understanding of minority responses to oppression help me to describe this time of racial desegregation of the Diocese of Southwestern Virginia and its implications. Critical theory gleaned from W. E. B. Du Bois and from Homi Bhabha informs my understanding of some of the implications as well as many of the actions and outcomes. Du Bois's notion of double consciousness and Bhbaba's similar term hybridity, both of which acknowledge a dual locus of identity and of power, are relevant to understanding some of the interactions revealed by primary source correspondence. I will focus on Hemlock Haven as the entry point into desegregation and on the black churches in the diocese, both before and after that critical point, adding the witness of black voices to the white narrative of this history. A historical look at the trajectory of race and race relations in the Episcopal Church informs the moment of the caesura--an interruption--the desegregation of Hemlock Haven, and the fate of the four black churches in the diocese. From the point of the rupture comes identification, the emergence of a new space, a cultural reboot.
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    Safety at the Margins: A Rhetorical Analysis of Occupational Risk Communication in Construction
    Patriarca, Ashley S. (Virginia Tech, 2013-05-07)
    This dissertation focuses on occupational risk communication created by grantees of the Occupational Safety and Health Administration\'s Susan Harwood Training Grant (SHTG) Program. Although the SHTG program is aimed at workers in most high-hazard industries, I focus on occupational risk communication developed for residential construction workers, who remain the most at-risk for on-the-job injuries and fatalities. In 2011 (the most recent year for which statistics are available), 721 construction workers died in work-related accidents (Bureau of Labor Statistics, 2012). In this study, I relied primarily on two research methods: context-sensitive text analysis of deliverables created by twelve SHTG program grantees from 2006-2009 and interviews with representatives of four of these twelve grantees. The findings from this research illustrate the complexity of creating occupational risk communication in grant-related institutional settings. Although the process might seem straightforward, it is composed of twelve milestones, each of which can result in difficulties for the final deliverables. Grantees are asked to create safety training deliverables that includes principles of active workplace learning; however, qualitative analysis of these deliverables indicates that such principles are rarely enacted. Instead, the deliverables are marked by an emphasis on technical language, as well as by death-focused justification strategies that scare trainees into following the guidelines being presented. Each of these characteristics can alienate audiences of varied linguistic and cultural backgrounds, such as those found in the construction industry.