Recently Completed Dissertations
Compiled by Colleen Vasconcellos, University of West Georgie

Arboleda, Molly Quest, Ph.D.  “Educating Young Children Well:  The Road Not Taken, 1920—1943.”  The Claremont Graduate University, 2005.

This dissertation examines the WPA nursery school program, an important but neglected movement of New Deal educational reform. The dissertation investigates how nursery school leaders attempted to make the WPA nursery school program a permanent part of public education. Both program success and failure are addressed in my study. The dissertation draws on a wide range of sources, including: professional literature of early childhood educators, letters, autobiographies, newspapers, archival film, photographs, oral histories, and congressional hearings. The dissertation explores the ideological underpinnings of program participants, and reveals that WPA nursery school leaders were influential progressive educators who created a preschool curriculum beneficial to both children and their families. The dissertation also focuses attention on the cultural politics which have obscured the program's accomplishments and hastened its demise. Forced to cede authority to child welfare groups who lacked enthusiasm for 'group care' of young children, WPA nursery school leaders fell victim to red-baiting, and could no longer campaign effectively for permanent implementation of their program. The program's history provides a bridge between educational and policy history, and contributes to a nuanced understanding of why the United States lacks universal preschool today.

de Forest, Andrea Jennifer, Ed.D.  “Justine Wise Polier and her struggle for juvenile justice in New York City.”  Harvard University, 2005.

This dissertation is a historical study of Justine Wise Polier's (1903-1987) work on behalf of the children of New York City. Particular attention is paid to her efforts to secure children's educational rights and their rights in school. Polier was the first women in New York to rise above the position of Magistrate and she sat on the bench of New York City's Children's Court from 1935 to 1972. She was a leading expert on children's law, and cohered a pioneering group of social reformers from the fields of mental hygiene, child psychiatry, social work, and education that molded New York's child welfare system. This study elucidates Polier's contributions to these fields. In doing so it also illuminates the history of the children's courts, and shows the way they were connected to the development of the public schools, private reformatories, and other child-caring institutions. This dissertation documents Polier's upbringing, from her relationship with her parents, who were both leaders in New York City's Jewish community, to her work in the labor movement in the 1920's. Polier's judicial career is treated in detail, and examples of both her on- and off-bench activism on behalf of children are analyzed. Polier's work on the Committee on Institutions, which was created to oversee New York City's child-caring institutions, her leadership on an action-research project in three Harlem Junior High Schools, and her founding of the Wiltwyck School for Protestant Negro Boys are all addressed. Also included are analyses of Polier's education-related adjudications, which illuminate conditions in New York City's schools as well as Polier's judicial activism. Polier's 1958 case on the de facto segregation of New York City's schools, the Skipwith case, is presented in detail and is shown to be a harbinger of the community control movement.

Denial, Catherine Jane, Ph.D.  “'A proper light before the country': The Shifting Politics of Gender and Kinship Among the Dakota, Ojibwe and Non-Native Communities of the Upper Midwest, 1825—1845.”  University of Iowa, 2005.

Drawing on research conducted at the Minnesota History Society, the State Historical Society of Wisconsin, and the Newberry Library in Chicago, this dissertation explores the constant interplay between the politics of family and questions of governance in the early nineteenth-century Upper Midwest. Americans came to the Upper Midwest armed with the belief that the family was best organized around a male head of household who entered civil society on behalf of his dependents--his wife, children, servants, and slaves. The political system of the United States was predicated upon this vision, reserving suffrage, jury service, elected office, membership before the bar, and judicial appointments to propertied, white, male heads of household, and limiting the legal rights of all other persons by their degree of separation from that ideal. As my research demonstrates, however, these ideas clashed forcibly with conceptions of kinship and social order among the region's long-established Dakota, Ojibwe, and mixed-heritage communities. In their resistance to the vision of “appropriate” gender and familial roles advocated by military personnel, Indian agents, and missionaries, Native people frustrated the process of American state-formation in the Upper Midwest. Rather than gaining swift ascendancy in the region, many Americans were forced to compromise their own beliefs about marriage, divorce, and political propriety in order to create circumstances in which they could remain in the region. As politicians and men of power in the settled east debated territorial expansion, slavery, and the limits of Native sovereignty throughout the early-nineteenth century, the inhabitants of the region that would one day become Minnesota tussled over the same questions in their interpersonal relationships and day-to-day acts of trade and diplomacy. Daily trade logs, the professional and personal correspondence of area missionaries, records of government agents and military personnel, documents from regional clerks of court, and the personal records of American settlers all illuminate the political nature of personal circumstance. These individual circumstances were inextricably bound up with questions of national identity, offering us a fresh perspective on the key questions of the age.

Gillispie, Linda, PhD.  "A Historical Analysis of Race on the Education of Black Children in Dayton, Ohio, During the Nineteenth Century."  University of Dayton, 2005.

This study is an analysis of the development of the education of black children in Dayton, Ohio, during the nineteenth century. This period is important because it represents a time in American history of educational awakening and self-empowerment. It was a time when there was a national push for common schooling, and a call for universal education that would be open to all children regardless of status. However, the doors of common schooling would not be readily opened to black children. This study examines the profound effects that racism had on the development of the education of black children in Dayton, Ohio. While slavery was prohibited in Ohio by the adoption of the sixth article of the Northwest Ordinance of 1787, lawmakers made it clear that they were in no mood to grant civil rights to its black citizens. Almost immediately after Ohio entered the Union, the Ohio Legislature began the passage of a series of “Black Laws” starting in 1804, that stayed in effect until the repeal of these laws in 1849 and 1887. These laws effectively excluded black citizens from entering the state without a bond, from voting, joining the military, testifying in court, or educating their children in public schools. This study investigates the conditions faced by black citizens in Dayton both before and after the Civil War and demonstrates how many of the issues facing the country and the State of Ohio played an important and often tragic role in development of education for black children in Dayton. Even with the chains of the “Black Laws” binding them, Dayton's black citizens along with many others in Ohio, worked relentlessly to repeal these laws with petitions to the legislature. They were especially vigilant in trying to repeal the Black Law that excluded black children from public schools and some were equally as vigilant later in trying to repeal the law that mandated separate schools for black children. The right to access public education became a reality for black children in 1849, eighteen years after public education had been opened to Dayton's white children. The long distances that black students had to travel to the “Colored School,” coupled with poor facilities, ungraded classes, a shorter school year and a weak curriculum, led some black parents to request entry into white schools within their district. The Dayton black community soon became split over whether it was best to keep black children in black schools where their needs could be best met by understanding black teachers, or to push for entrance into white schools, as the most expedient way to achieve social equality, even at the cost of black teachers losing their jobs. The issue was settled in 1887 by the repeal of the Black Laws that ended separate schools for black children. Only one black teacher was retained.

Jacobs, Benjamin Marc, Ph.D.  “The (Trans)formation of American Jews: Jewish Social Studies in Progressive American Jewish Schools, 1910—1940.”  Columbia University, 2005.

This dissertation discusses the ways in which the curriculum of American Jewish schools was both a manifestation of, and a reaction to, Jewish accommodation to American society in the early twentieth century (1910-1940). The study begins by tracing the development of the modern American Jewish education enterprise, focusing on the efforts of progressive Jewish educational reformers to correlate patterns of Jewish schooling with archetypes in American schooling. More than any other component of the Jewish school program, the Jewish social studies curriculum---which is defined, for the purposes of this study, as instruction in Jewish history, civilization, community, and culture---represented a uniquely American-Jewish construct. Jewish educators modeled Jewish social studies curricula along the lines of progressive education, social education, and citizenship education in public schools, and conceptualized the teaching of Jewish social studies as a form of education for effective citizenship in the American Jewish community. Just as social education in American schools was intended to develop among students a positive disposition towards the nation's values, customs, and mores, a loyalty towards its heritage and institutions, and an interest in participating in civic life, so too was the aim of Jewish social studies to inspire in Jewish children an appreciation of Jewish life and a willingness to play an active role, as Jews, in American society. This analysis of the Jewish social studies curriculum contributes to our broader understanding of the historical role social studies education has played in transmitting or even transforming group culture on the American scene. For progressive Jewish educators, the Jewish social studies was not merely about self-preservation and ethnic distinctiveness; rather, it was about adjusting to American life as self-identified members of an immigrant, ethnic, religious minority group. Just how 'Jewish' and how 'American' American Jews should be was the source of contention among the stakeholders in American Jewish schools, including educators, community leaders, parents, and students. In the end, progressive Jewish educators hoped that supplementary Jewish schools, working in tandem with American public schools, would fashion the 'American-Jewish' type---that is, someone who is comfortable operating within two civilizations simultaneously and harmoniously.

Loupe, Leleua Laurita, Ph.D.  “Unhappy and Unhealthy: Student Bodies at Perris Indian School and Sherman Institute, 1897--1910 (California).”  University of California-Riverside, 2005.

Little history exists concerning Perris Indian School and Sherman Institute during the early years. Superintendent Harwood Hall portrayed Sherman as the “healthiest place on earth” during his tenure at both schools between 1897-1910. Research conducted on other Indian boarding schools found them to be generally unhealthy places. Was Sherman truly unique in being a healthy successful boarding school, or was it characterized by similar conditions of its predecessors? Through extensive historical research, a different picture began to emerge of both schools and Hall's tenure. The Sherman Indian School Museum archive holds the student newsletter, The Bulletin, and administrative correspondence in letter press books. The majority of Sherman Institute papers are housed at the National Archive, Pacific Southwest Region, which contain correspondence between the Commissioner of Indian Affairs and Superintendent Hall, as well as letters from Hall to parents, lawyers, doctors, Indian agents, judges and students. Newspapers also provide information concerning Hall and Sherman Institute. Oral interviews and autobiographies of former students provide student voices, perspectives and experiences. Correspondence, student histories, expenditure and medical reports revealed that Sherman students suffered from the consequences of overcrowding. Children lacked appropriate, food, shelter and clothing, conditions that weakened their immune systems. Children succumbed to viral and bacterial infections spawned by overcrowded and unsanitary conditions. Hall lied to parents and officials, falsified reports and concealed illnesses and deaths of students. Sherman Institute was far from a healthy boarding school, rather it inherited the overcrowded conditions that students experienced at Perris Indian School.

Nawrotzki, Kristen Dombkowski, Ph.D.  “The Anglo-American Kindergarten Movements and Early Education in England and United States of America, 1850--1965 (Friedrich Froebel).”  University of Michigan, 2005.

This dissertation compares the movements for kindergarten education in England and the USA from 1850 to 1865. These movements, inspired by the work of German educator Friedrich Froebel (1782-1852) and led by middle- and upper-class women, advocated a new, humanist-inspired form of early education that contrasted with Anglo-American traditions of rote-learning and Three Rs instruction. Although the kindergarten class is their best-known contribution, these movements for Froebelian education in England and the USA neither began nor ended with the issue of public school kindergartens. Divided chronologically into two halves (1850-1917 and 1918-1965), this study argues that a complex and changing combination of structural and ideological factors made the kindergarten attractive to Anglo-American social and educational reformers who in turn mobilized long-lived movements for free and universal access to particular forms of early childhood education. In both countries, the efforts of twentieth-century kindergarten activitists shaped and were influenced by national and international movements for child study, nursery schools, compensatory education and child care. This study locates the transnational history of the kindergarten amidst context-specific responses to educational innovation; in perceptions about relationships between the family, experts, and the state; in definitions of childhood; in the professionalization of Anglo-American early childhood educators; and in the nature of Euro-American intellectual affinities and exchange. While the provision of early childhood education in England and the USA was determined by nation-specific policy contexts, the values and pedagogics promoted by early childhood educators and educationists transcended national boundaries and were significantly shaped by processes of transatlantic exchange.

Sanders, Joseph Charles, Ph.D.  “’What can I do with a girl?’:  Discipline and Privilege at the Turn of the Century.”  University of Kentucky, 2005.

When the sentimental novel came to an end in the late nineteenth century, crucial fixtures of its logic, particularly as pertaining to discipline, individuality, and motherhood, found a new voice in the emerging market for juvenile fiction. But the historical context of sentimentalism no longer applied, and in a genre of novels about orphan girls from 1875-1930, the ideology of sentimentalism experienced dynamic changes. This dissertation charts those changes by beginning with Susan Warner's The Wide, Wide World and E. D. E. N. Southworth's The Hidden Hand, extremely popular sentimental novels that sketched out the formula the later girls' novels would borrow. In these novels, we see the use of surveillance and affective discipline wielded by the loving, knowing parent. But as the girls' market emerges, novels by Louisa May Alcott, Johanna Spyri, Kate Douglas Wiggin, Frances Hodgson Burnett, and L. M. Montgomery demonstrate a dawning mistrust of these markers of control. The changing history of discipline alongside histories of architecture, education, and legal representation help to explicate the slow, subtle shifts in the primary texts more fully. In the genre's late phase, novels such as The Secret Garden, Pollyanna, and Emily of New Moon continue to struggle with the need to discipline children and adults, disavow the mother (whom the sentimental novel had invested with precisely the kind of authority abhorred by new models of child rearing), and accommodate the liberal subject. The answers the novels provide rely on a new model of attachment and separation.

Smith, Corral Ann, Ph.D.  “The impact of the Evacuation and Occupation Experience, 1940-1945, on the Lives and Relationships of Guernsey Children and Guernsey Society.”  Open University (United Kingdom), 2005.

This research attempts to integrate psychology and history drawing in particular on narrative psychology and the life history interview supported by secondary source information and using the principles of grounded theory (Strauss and Corbin 1990) as the tool for analysis. This thesis explores ways in which the evacuation and occupation of Guernsey during 1940-1945 impacted upon the lives and relationships of Guernsey children and Guernsey society. The psychological perspective provided an insight into the way in which narrative is constructed and the significance of the role of story telling in creating history. Memory was considered an important variable in this research and its influence has been discussed. Analysis of data collected indicates that a new narrative has emerged which challenges the existing official narrative and that individuals who perceive themselves to be disadvantaged by a situation and perceive that others have benefited from the same situation will view the other negatively, especially if feelings are acted out in a climate of suspicion or blame. Findings also presented evidence of many common features of the removal and separation experience of children from their homes and families. In a minority of cases the effects of separation were disabling and difficult to escape from unaided. For the majority it was a cathartic experience. This research concludes that family relationships and dynamics were affected following the separation experience with father and child and sibling relationships experiencing the most damage. The presence of competent and resourceful substitute carers can and did provide a buffer against trauma. This research has expanded and enriched the evacuation and occupation story by incorporating the previously unheard voice of those who were children and experienced that period of history.

Taff, Steven David, Ph.D.  “The Phenomenology of the Backward Child: A History of School Failure in Progressive Era America, 1890—1930.”  University of Missouri-St. Louis, 2005.

“Backwardness” was an expansive yet ambiguous description of a category of students whose failure in school was attributed most frequently to “borderline mentality” or “nervousness.” In contemporary parlance, such conditions would be referred to as “mild” learning disabilities or perhaps disorders of attention or social skills. Recent historical research on such “mild” intellectual/emotional disabilities has investigated bureaucratic and policy efforts to address the issues raised by the so-called “backward” child in American educational systems. This research, however, has not offered an in-depth portrayal of the experiential dimension of backwardness and how this phenomenon was perceived by a wide variety of public constituencies. The problem of school failure, while studied in general terms, has not been specifically linked with social exclusion, or alienation, of students termed “backward” This dissertation examines the perspectives of backwardness held by a variety of Progressive Era American social entities, including psychometricians, teachers, school administrators, child-study organizations, the press (newspapers), politicians, business and industry, novelists, and religious reformers. Period-specific primary sources were explored to develop thematic concepts representative of the phenomenon of the backward child. Investigation of primary sources also encompassed possible connections between backwardness, failure in school, and implications of that failure in terms of economic and sociocultural standing. In broad terms, the stance on children deemed backward held by assorted Progressive era social entities was primarily pessimistic, most frequently resonating an aura of nuisance, fear, contempt, and inefficiency tinted by cultural apprehension, Social Darwinism, and zealous Protestant evangelism. Other groups--mostly growing professions (e.g. psychometricians, teachers, school administrators, and child-study organizations)--voiced an ambivalent perspective that simultaneously espoused professionally-guided social reform and care for the individual. This attitude of “conscience and convenience” (Rothman, 1980) reflects that these professionals may have had ultimately good intentions, but were also driven by motivations not entirely beneficent in nature. As one possible consequence of backwardness, a continuum of socioeducational outcomes is discussed that highlights the manner in which the alienation of school failure frequently resulted in economic and/or social failure.
 

Walsh, John Patrick, PhD.  "What Children Say:  Childhood in Francophone Literature of the French Antilles and North and West Africa."  Harvard University, 2005.

A significant body of literature in Francophone North and West Africa, and the French Antilles describes the pain and pleasure of the indigenous child growing up under colonial rule or in postcolonial societies. In the dissertation, I propose that the literary project of remembering childhood must confront colonial oppression in a Francophone world that did much to silence the marginalized. In Chapters One and Two, I compare Patrick Chamoiseau's treatment of a Martinican childhood and Creole identity in his two-volume account, Antan d'enfance and Chemin-d'Ecole (1993 and 1994) to Maryse Conde's tales of a Guadeloupean childhood in Le coeur; rire et  pleurer: contes vrais de mon enfance (1999). In Chapter Three, I move to Algeria and read Malika Mokeddem's Les hommes qui marchent (1990), an autofictional work that retraces the itinerary of a young Algerian girl who navigates the confinement of Arabo-Islamic patriarchy and the violence of the Algerian War. Finally, in Chapter Four, I read Ahmadou Kourouma's Allah n'est pas oblige (2000), a fictional novel that depicts the life of a child-soldier in Liberia and Sierra Leone during the 1990s. Through close textual analysis, I demonstrate how each writer invents a child out of a melange of fact and fiction. My work treats accounts of childhood across different generational and geographical divides and, as such, pays attention to the diversity of childhood in Francophone literary history. I argue that the figure and time of childhood cannot be reduced to a generalized conception or universal symbol; rather, the reconstructed child is a powerful questioning of colonial and postcolonial stereotypes and of the too often neat temporal categories of colonial and postcolonial. Each writer locates the child between languages and cultures, exploring the possibility of minority subject formation and describing the confluence of personal and social journeys under colonialism and departmentalization. Chamoiseau sets the stage by asking, “Can you tell of a childhood what is no longer known?” (Gallimard, 1993, 21). My inquiry into memories of childhood takes Chamoiseau's sweeping question as its cue to see how remembering the past in the figure of the child is an effective technique for making claims of identity in the present. Chamoiseau's reflection on childhood is crucial because it contains in one concise question the two problematics I set out to explore. The first issue is portraying life in the margins of French colonial and departmental worlds. The second is the writing of childhood, a time whose recall requires piecing together fragments of memory. My dissertation elaborates on the two topics outlined here by bringing together and developing interpretive tools that guide my readings. In my analysis, I read childhood through Sigmund Freud's theory of childhood memory; the role of language in D. W. Winnicott's model of the transitional object in a child's pyschogenesis; Edouard Glissant's relational understanding of identity; Gilles Deleuze's and Felix Guattari's theory of minor literature; Michel de Certeau's work on space and language; and Marianne Hirsch's theory of postmemory. This theoretical backbone supports my close readings in a productive examination of the figure of the child in Francophone literature.

Dissertations in Progress

Aird, Sheila Marie.  Howard University, "The Forgotten Ones: Enslaved Children and the Formation of a Labor Force in the British West Indies"

Allen, Benjamin Mark.  University of Texas-Arlington, "'Children of the Sun': Spiritual Bridges along the Spanish Frontier, 1500-1820"

Anuik, Jonathan.  University of Saskatchewan, "Metis Children and the Christian Educational Agenda--The Formation of a Metis Childhood Identity in 19th-Century Northwest North America"

Backes, Matthew, Columbia University, “The Father-Child Relationship in American Culture, 1800–50”

Bates, Rebecca.  University of Kentucky, "Cultivating the British Nation, Saving the English Laborer: A Study of Working-Class Childhood, Labor, and Philanthropy, 1830-1924"

Birk, Megan E.  Purdue University, "Children in the Country: 19th-Century Solutions for Rural, Dependent Children"

Boucher, Ellen.  Columbia University, “An Imperial Investment: British Child Emigration to Southern Rhodesia and Australia, 1900-67”

Brian, Amanda.  University of Illinois, Urbana-Champaign "Bonds of Empire: Growing Children in the Kaiserreich, 1871-1918"

Bridge, Kathryn.  University of Victoria, “A Whole New Voice: The Pioneer Child in Western Canada, 1849-1920”

Bullard, Katharine.   University of Illinois, Urbana-Champaign"Imperial Children: Race, Citizenship, and Child Welfare"

Carriere, Michael.  University of Chicago, "'I Now Pronounce You Children of a New Age': Columbia University, Democracy, and Economy in New York City, 1960-98"

Chalmers, Elizabeth.  University of Kentucky. "Children of the Occupation: French Children Living in German Occupied France during the First World War"

Chupik, Jessa.  McMaster University. "The Institutional Confinement of 'Idiot' Children in 20th-Century Canada: The Case of the Orillia Asylum, 1900-35"

Collinson, Caroline.  The Ohio State University "'The Littlest Immigrants': Adoption, Migration, and Exploitation of Border Crossing Children in the Americas"

Creagh, Dianne.  SUNY, Stony Brook, “Cradled in the Fold: Dependent Children and Substitute Mothers in Catholic and Jewish New York, 1869-1940”

Drixler, Fabian.  Harvard University. "Children of Fear: Population Policy and the End of the Low Fertility Regimes of Northern Japan, 1720-1920"

Fu, Jia-Chen.  Yale University. "Society's Laboratories: Mapping Children's Health in Republican China, 1928-49"

Gallop, Rachel.  University of Minnesota. "Dirty Hippies, Earth Mothers, Love Children: California Counterculture in the Vietnam Era"

Gooding, Kevin L. Perdue University, “For the Children’s Souls: Interdenominational Competition and the Religious Education of Children in Indiana, 1801-50”

Gorshkov, Boris.  Auburn University "Factory Children: Child Industrial Labor in Imperial Russia, 1780-1917"

Green, Rachel.  University of Chicago. "'There will not be orphans among us!' Detdomovtsy, Foster Children, and Adoptees of the World War II Era"

Harris, JuNelle.  Harvard University, “In Whose Best Interests? 19th-Century Judicial and Legislative Child Custody Law in England and the United States”

Hartzok, Justus G.  University of Iowa/ "Children of Chapaev: The Russian Civil War Cult and the Creation of Soviet Identity, 1918-82"

Hinderer, Moira.  University of Chicago. "Making African American Childhood: Chicago, 1890-1930"

Jorae, Wendy.  University of California-Davis, “Children of Chinatown: Chinese American Children in San Francisco, 1850-1920”

Jowers, Sandra.  Howard University."Ending the Educational Exile of Black Deaf Children in Washington: Miller v. District of Columbia Board of Education"

Kickler, Troy.  University of Tennessee. "Black Children, Northern Missionaries: The Freedmen's Bureau, and Southern Conservatives in Tennessee, 1965-70"

Lachaussee, Alice Hull.  University of Mississippi/ "Lessons in Heritage: Southern Children Inherit the Lost Cause"

Livschiz, Ann.  Stanford University. "Soviet Childhood as a Social, Cultural, and Political Institution, 1918-58"

Maus, Tanya.  University of Chicago.  “Child Saving: Psychology, Poverty, and Juvenile Reform in Late Meiji and Early Taisho Japan, 1895-1920”

Miller, Leslie.  University of Georgia. "The Power of the Privileged: The Model of the White Middle Class Family and the Education of American Children, 1820-1920"

Morley, Joselyn C.  Carleton University. "'Mother Dead, Father Living, A Very Useless Man': Children in Need, the Protestant Orphan's Home, and Municipal Welfare in Ottawa, 1915-29"

Patters, N'Jai-An.  University of Minnesota, “Deviants and Dissidents: Ideologies of Children's Sexuality, Boston, 1972-86”

Perez, Kimberly.  University of Oklahoma, “Imagination and Sympathy: Envisioning the Natural World for the Modern Child”

Ramey, Jessie B.  Carnegie Mellon, “Contested Childhood: Black and White Orphans, Poor Families, and Institutional Childcare in Pittsburgh, 1877-1939”

Piel, Lizbeth H.  University of Hawaii-Manoa, “Discovering the Mind of the Child: Modern Identity in Taisho Japan”

Ransmeier, Johanna.  Yale University, "'No Other Choice': The Sale of Women, Children, and Laborers in Late Qing and Republican China"

Ruis, Andrew.  University of Wisconsin-Madison, “Children's Nutrition and Public Health in Early 20th-Century America”

Schultz, Carrie T.  Boston College, “'Let the Little Children Come to Me': Catholic Children's Moral Development in the United States, 1920-65”

Shapira, Michal.  Rutgers.  “Subjects of Care: Reconstructing the Child and Psychology in War and Postwar Britain, 1940-60s”

Sovde, Jennifer.  Indiana University, “Les enfants du paradis: Child Performers and Delinquency in the French Third Republic”

Spindel, Laurel.  University of Chicago, “From Institution to Community: Changing Child-Caring Practices in Chicago, 1930-Present”

Sribnick, Ethan.  University of Virginia. "The Transformation of Child Welfare: Children, Policy, and the State, 1945-80"

Stern, Gaius.  University of California, Berkeley ."Women, Children, and Senators Celebrating Pax Romana on the Ara Pacis"

Sundermann, Elisabeth.  University of California, Davis. " The Old School Ties: How Religion, Class, and Culture Bound English Education in the Postwar Era"

Tappan, Jennifer.  Columbia University.  “A Healthy Child Comes from a Healthy Mother: Mwanamugimu and Nutritional Science in Uganda, 1935-73”

Tinsley, Alexis.  Brandeis University."Liberty's Children: The Changing National Identity of Children in New England, 1700-1827"

Villarreal, Rachel.  University of Arizona. "Gladiolas for the Children of Sanchez: Revolutionary Rhetoric and Urban Renewal in Mexico City, 1946-68"

Wash, Charles.  Howard University. "Childhood in Brazil: Free and Enslaved Children in Salvador da Bahia, 1822-88"

Webb, Daryl A.  Marquette University. "Milwaukee Children in the Great Depression"

Zahra, Tara E.  University of Michigan, “"Your Child Belongs to the Nation: Nationalization, Germanization, and Democracy in the Bohemian Lands, 1900-1945"”

Zey, Nancy.  University of Texas at Austin, “'Rescuing Some Youthful Minds': Charity Schools, Orphan Asylums, and the Origins of American Child Welfare”

~~~~~

The dissertation citations and abstracts contained here are published with permission of Proquest Information and Learning.  Further reproduction is prohibited without permission.

Copies of dissertations may be obtained by addressing your request to ProQuest Information and Learning, 789 E. Eisenhower Parkway, P.O.Box 1346, Ann Arbor, MI 48106-1346.  Phone: 1.800.5211.3042;  web page: http://www.proquest.com.products_umi/dissertations.individuals.shtml