Oral History Interview: Irene D. Broh

Irene D. Broh was born on November 20, 1880, in Cincinnati, Ohio. Through the influence of her mother, a suffragist who worked with Susan B. Anthony, Mrs. Broh joined the suffrage movement and helped women earn the right to vote. After marrying Ephraim Broh in 1909, she moved to Huntington, WV, where she organized a suffrage club in 1915. Mrs. Broh became the first woman to vote in Cabell County, WV, in 1920. In her interview, Mrs. Broh focuses on her work for women’s suffrage. She describes how she organized her club, the voting facilities in Huntington, and her experience voting for the first time. In the audio clip provided, Mrs. Broh discusses the suffrage question and being the first woman to vote in Cabell County. She describes the legitimacy of a woman’s vote. She focuses on her experience at Kessler’s Garage when she was ready to place her vote in the ballot box. In her interview, Mrs. Broh also mentions living during the Depression and the world wars, as well as, the flooding of the Ohio River and its tributaries in 1913 and 1937.https://mds.marshall.edu/oral_history/1005/thumbnail.jp

The history of the newspaper Aufbau : 1934-1948

History of a German-American newspaper whose stance was anti-Nazi and whose leadership was largely Jewish

You have to know whether or not you can really compassionately hold White folks : perspectives of instructors on White MSW student engagement with race and racism course material

This qualitative, exploratory thesis explores the perspectives of instructors of courses on race and racism in social work masters programs. It looks at how these instructors are teaching race and racism content and how White students in their classes engage with the content. In doing so, this study addresses a gap in the social work literature on pedagogy for race and racism, which often fails to address the particular dynamics of teaching this material to White students in the United States. Through qualitative, semi-structured interviewed with eleven instructors, this project describes the many ways White students engage with this material, identifying patterns of White students who are “doing the work” or “not doing the work” of being open to transformation and commitment to lifelong anti-racism practice. Drawing on concepts from the interdisciplinary literature in critical Whiteness studies, this study suggests that White MSW students’ habits of Whiteness cause them to misunderstand, misrepresent, evade, and deceive themselves about the unearned advantages given to them by structures of White supremacy. The findings also show that instructors are deeply committed to this work and use a variety of techniques and skills to engage students with anti-racism, and that both the explicit and the implicit curricula affect White student engagement. Based on these findings, it is recommended that White MSW students be given supplementary education on race and racism, that social work educators teach anti-racism in ways that directly counter habits of Whiteness, and that social work schools deeply and critically engage with the ways they perpetuate and teach White supremacy

Regrouping: Organized Activity Involvement and Social Adjustment Across the Transition to High School

Although organized activities (OAs) have been established as important contexts of development, limited work has examined the role of OAs across the high school transition in buffering adolescents\u27 social adjustment by providing opportunities for visibility and peer affiliation. The transition to high school is characterized by numerous changes and OAs may provide an important setting for establishing and maintaining peer relationships during this tumultuous time. This study included 151 8th grade U.S. students (58% male) who were assessed across the transition to high school (spring of 8th and 9th grade). Continuous involvement in academic activities across the transition and becoming involved (i.e., initiation) in community/service activities following the transition was associated with fewer depressive symptoms in the spring of 9th grade. Continuous involvement in sports and initiation of academic activities was associated with having more friendships. In addition, links between OAs and loneliness were only evident among females. There appear to be significant social benefits for OA involvement

Neigbourhood ethnic composition and social participation of young people in England

We analyse how neighbourhood ethnic diversity and segregation affect adolescents' social participation in England. We distinguish between participation in `purposeful activities' - such as sports and volunteering - and hanging around with friends. We suggest a novel identification strategy to address the problem of endogeneity of ethnic diversity and segregation. We find that ethnic diversity decreases hanging around, while ethnic segregation increases it. No effects are found on participation in purposeful activities