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Becoming Americo-Liberian: African American Women, Culture, and the Creation of Liberia, 1840-1912
No full textThis dissertation highlights the role of early Black American women settlers in creating a distinct Americo-Liberian identity that served as the centerpiece of Liberian independence. Most histories of colonization focus on male settlers and consider settlement a transplanting of American culture in Liberia. The women of the Waring, Lewis, and Roberts family established new homes in Liberia, and their homemaking efforts sustained the colony and the nation. This examination of elite Americo -Liberian women’s efforts to present their domestic skills, educational attainment, and proper behavior to a global audience was essential to nation-building in Liberia. Women’s cultivation of kinship and familial structures was also central to this unique Americo-Liberian identity, which was dedicated to maintaining the respectability of their elite social status in Liberia and establishing their difference from indigenous Liberians. Rather than looking inward to indigenous Liberians to help build the nation, these women looked outward to the U.S. and Great Britain for support. This project brings women and domesticity into the history of Americo-Liberians through print, material culture, and manuscript sources from the United States, Britain, and West Africa, and offers a new focus on the women settlers who created and represented Liberia in the nineteenth century
When the Walls Talk Back: Black Women\u27s Experience in the Graduate Classroom
No full textBlack women have historically experienced barriers in education and the traditional classroom space, facing visible and invisible walls that reinforce their silence, delegitimization, and harm. Therefore, the purpose of this study was to examine Black women’s experiences in the graduate classroom and use their voices to challenge the purpose and power of dominant structures—and talk back (hooks, 2014). Black Feminist Thought and Critical Race Theory were used as theoretical frameworks to better understand the unique experiences of Black women graduate students, help highlight their voices, and place their experiences and ideas at the center of analysis. To investigate this topic, I conducted semi-structured interviews with seven Black women graduate students in Rhetoric and Writing Studies doctoral programs, attending universities throughout the U.S. I used a qualitative grounded theory research design to collect and analyze data. After the data was transcribed and coded, four theoretical concepts emerged: Structural and Institutional Realities; Pedagogical and Classroom Dynamics; Graduate Student Experiences and Barriers; and Vision, Advocacy, and Survival. Participant’s experiences capture the exclusion, marginalization, and violence they have experienced in the graduate classroom, and academia at large. Moreover, findings from the study offers a few suggestions including the need for programs to recruit and retain Black faculty, implement more inclusive curriculum, offer reliable mentorship, interrogate cultural norms, and incorporate more diverse pedagogy practices. The study concludes that the classroom is a site of tension for Black women graduate students and this tension is reinforced by underlying systems and expectations that exist in and around the classroom space
Greenberg Speaker Series: Difficult Memories -- Event Poster
No full textA poster for the Greenberg Speaker Series: Difficult Memories event featuring the speakers
Strengthening Community, Creating Opportunity -- Event Information
No full textA brief description of the “Strengthening Community, Creating Opportunity” conference event
Veterans, Did You Know?There is No Lifetime Limit on Veteran HomeOwnership Benefits
No full textA five-minute video on the home-ownership rights of veteran
Paula Saunders, Raymond Carver Reading Series, October 29, 2025
No full textA video recording of Paula Saunders reading on October 29, 2025, as part of the Syracuse University Creative Writing Program\u27s Raymond Carver Reading Series. Running time: 31:41
