This dissertation is a study of the effects of the abolition of slavery on the economic and political elite of six Texas counties between 1860 and 1890. It focuses on Austin, Brazoria, Colorado, Fort Bend, Matagorda, and Wharton Counties. These areas contain the overwhelming majority of Stephen F. Austin's "Old Three Hundred," the original American settlers of Texas. In addition to being the oldest settled region, these counties contained many of the wealthiest slaveholders within the state. This section of the state, along with the northeast along the Louisiana border, includes the highest concentration of Texas' antebellum plantations. This study asks two central questions. First, what were the effects of abolition on the fortunes of the planter class within these six counties? Did a new elite emerge as a result of the end of slavery, or, despite the liquidation of a substantial portion of their estates, did members of the former planter class sustain their economic dominance over the counties? Second, what were abolition's effects on the counties' prewar political elite, defined as the county judge? Who were in power before the war and who were in power after it? Did abolition contribute to a new kind of politician?

This study explores the way that visual culture and identity creates understanding about how the women in my family interact and teach each other. In the study issues of identity, liminality, border culture, are explored. The study examines how underrepresented groups, such as those represented by Latinas, can enter into and add to the discourses of art education because the women who participated have learned to maneuver through the world, passing what they have learned to one another, from one generation to the next. Furthermore, the study investigates ways in which visual cues offer a way for the women in my family to negotiate their identity. In the study the women see themselves in signs, magazines, television, dolls, clothing patterns, advertisements, and use these to find ways in which to negotiate the borderlands of the places in which they live. Although the education that occurred was informal, its importance is in creating a portal through which to self reflect on the cultural work of educating.