This thesis examines representations of “strangeness” in The Tempest and their historical roots in medieval travel writing and early colonial exploration. By analyzing how Shakespeare constructs fear and fascination toward unfamiliar places and peoples, the research argues that strangeness is not inherent, but psychologically and culturally produced.

This research examines how race and gender shaped tap dance performance during Hollywood’s Golden Age through the careers of Eleanor Powell and Jeni Le Gon. The thesis reveals how MGM appropriated Black performance traditions while suppressing Black performers themselves, demonstrating that dance and performance are deeply political cultural practices.

This research investigates whether increasing female political representation affects labour market participation and education outcomes. Using electoral reforms in Italy as a natural experiment, the study finds that greater female representation increased workforce participation among working-age women while encouraging younger women to remain in education, demonstrating broader economic and social effects of political representation.

This dissertation explores the lived experiences of African American women in senior leadership roles at Texas higher education institutions. Addressing persistent underrepresentation, the study aims to move beyond awareness by generating actionable strategies to recruit, retain, and advance African American women into leadership positions where they can thrive.

This research examines the gendered experiences of women in sports media in Ireland and the UK. Through interviews, it reveals how visibility brings heightened scrutiny, abuse, and self-censorship. The work highlights the emotional toll of working in male-dominated media and calls for institutional support beyond surface-level representation.

This thesis uses theatrical horror to confront the “superwoman schema” that discourages Black women from seeking mental health care. By breaking theatrical contracts to induce unpredictability and empathy, the work mirrors the societal rupture Black women face when pursuing therapy, motivating audiences toward understanding and systemic change.

This research argues that Black teacher recruitment must start in kindergarten, not in adulthood. Because Black children rarely see Black teachers and often have negative school experiences, they decide early that teaching is “not for them.” Effective pipelines must center Black students’ voices and reshape school experiences, not rely on financial incentives.