Titlebook: 9/11 and the Academy; Responses in the Lib Mark Finney,Matthew Shannon Book 2019 The Editor(s) (if applicable) and The Author(s), under exc

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https://doi.org/10.1007/978-3-476-02825-9orical context of higher education in the United States from the late nineteenth century through the aftermath of the 1960s. After considering questions relating to rupture and historical change over time, this chapter discusses five themes and charts the impact of 9/11 across the interdisciplinary

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https://doi.org/10.1007/978-3-476-02825-9erican Studies and Trauma Studies. First, I delineate these trajectories’ primary concerns with politics and representation at the time of the September 11 attacks as the conventional frameworks within which knowledge of that day and its aftermath came to be understood in the ensuing decade. I then

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https://doi.org/10.1007/978-3-476-02825-9 first objective of this paper is to provide an overview of how academic psychology explained the American response to the attacks. Sacred-value theory and terror management theory are useful in explaining how people respond when their cultural and moral worldviews are threatened. Intergroup emotion

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https://doi.org/10.1007/978-3-476-02825-9l socio-economic systems before and after the event. Though the event seemed to strike out of the blue like the planes themselves, examining the religiosity of the acts required deep contextualization in the concrete details and histories that brought the hijackers to that day, as well as an examina

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https://doi.org/10.1007/978-3-476-02925-6ost people experienced the event. Second, media offered a narrative that made 9/11 more personal by telling stories of the victims and those involved in the attacks. Third, media contributed to the strengthening of an American sense of patriotism, opening the way for and justifying the “war on terro

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https://doi.org/10.1007/978-3-476-02927-0ntial policy-making. Likewise, international news reports relating to the U.S. presidency post-9/11 consider the presidential self when evaluating both the individual and the nation. This chapter examines this trend toward presidential character to illustrate the ways that Presidential Studies schol

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