The rise of the Trump presidency has highlighted not only the white supremacist history of the U.S., but also reflects danger to the survival of the species in the form of wholesale climate change denial. These ideologies are not unique to Trump or his cabinet, instead reflecting long standing U.S. policy. This research seeks to examine how the U.S. media supports and propagates propaganda to support these hegemonic goals. Relevant literature and research seem to suggest that because radical environmental movements often challenge the hegemony of capital accumulation, they might be portrayed as more violent and a greater terrorist threat than white supremacists who support the long standing "white racial" hegemony of racial hierarchy and domination in the U.S. This research examined the relative media portrayal of these two groups, the radical environmental movement and white supremacists in the traditional mainstream news media. Content analysis of three different papers of record (the New York Times, the Washington Post, and the Los Angeles Times) was performed over a 30-year period from 1985 to 2015. Results showed that radical environmentalists were referred to as terrorists three times as often when compared to white supremacists. Mixed results were found in relation to the use of violence frameworks. Additionally, the media plays a significant role in the framing of these groups, both under and over covering these groups and activating certain frameworks to serve hegemonic goals. v ACKNOWLEDGMENTS While the long days and endless nights working on this thesis will stay with me for forever, it would be a lie to say this work was the product of me and me alone. I would never be able to finish with some semblance of my sanity without the constant support and guidance of a host of friends, family, and mentors. First, I must thank the members of my committee. Dr. Alessandro De Giorgi, you were my first introduction to the Justice Studies department years ago when I started as an undergraduate and then my introduction to the graduate program. You have continued to stand as a guide and support all these years. I will never be able to thank you for the all the advice you have given me over the years as well as the room to make mistakes when necessary. Dr. Edith Kinney, you have become a source of strength and honesty since we met. I have learned more about the tedium and thrill of the day to day life of an academic working with you than with anyone else. You constantly pushed me to stand strong in my convictions. Finally, Dr. William Armaline, it would be an understatement to say that you have served as both mentor and friend over the years. Your guidance has helped me grow as a person and will continue to help me grow into a scholar. There are also many people across the University who I have to thank. Dr. Sara Benson, you helped me build the skills necessary to survive in graduate skill and beyond. You will continue to prove a source of information to me. Professors Hal Peterson, Dina Kameda, Susie Rivera, and Mar...

One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in “the real world,” advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students.

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