Relevant bibliographies by topics / Critical identity, ethnic and race studies

Academic literature on the topic 'Critical identity, ethnic and race studies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Critical identity, ethnic and race studies"

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Quinney, Dominick N. "“Why Are All the White Students Sitting in the Back of Class?” A Critical Race Theory Approach to Race Dialogue in Ethnic Studies†." Ethnic Studies Review 42, no. 1 (January 1, 2019): 69–82. http://dx.doi.org/10.1525/esr.2019.421006.

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Ethnic Studies classrooms in many respects are spaces wherein healing, solidarity, and social change occur, particularly surrounding discussions about race. The discussion around race is a language in itself—complete with levels of engagement. Students from privileged groups may not have many opportunities to explore the language of race and marginalization, thus being an “outsider” to the language of these experiences. This often times leads to miscommunication and missing meaningful engagement toward collective social action and change in classroom spaces. As a result, students have powerful emotional responses to these topics, and if students’ affective and intellectual responses are not acknowledged and respected, teachers can be met with what is perceived as impermeable resistance. Drawing from the framework of Critical Race Theory, this qualitative work presents tenets of race as a language that allows for understanding identity formation and entry point into conversations of race and ethnicity. Furthermore, consistent dialogue as a way of gaining proficiency and a space for marginalized identities to share their lived experiences as a way to build upon their proficiency. This research assists in expanding the work in the pedagogy of Ethnic Studies as a space to radically connect, heal, and implement social change.
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Pulla, Venkat, Rituparna Bhattacharyya, and Rachel Lafain. "Race and Ethnicity in the Pandemic." Space and Culture, India 10, no. 3 (November 28, 2022): 6–18. http://dx.doi.org/10.20896/saci.v10i3.1264.

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This study begins with the historical understanding of race and its modern perspectives as a social construct amid social identity and critical race theories. Next, race and ethnicity are explored within the context of COVID-19, whereby those of non-white backgrounds are seeing different disastrous health outcomes and experiencing heightened levels of racism in the pandemic. Examples and analyses from around the world are then provided, which have resulted in health disparities and increased racism against non-white people, such as the high-rise apartment building disasters, rural Indigenous communities, and the Black Lives Matter movement. Adding fuel to the fire, there have been rumours internationally of certain ethnic groups carrying and spreading COVID-19.
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Nakase, Justine. "‘Racy of the soil’: Jason Sherlock, Gaelic games and the performance of Irishness as a racial identity." Scene 8, no. 1-2 (December 1, 2020): 61–72. http://dx.doi.org/10.1386/scene_00023_1.

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This article uses critical race and performance studies to analyse the Gaelic games as a racialized performance of Irish national identity. As a key project of the Irish Revival, the Gaelic games are not only one of the most popular sports in Ireland but have from their inception been used as a strategic performance of Irish identity. Historically, the Gaelic games allowed Irish athletes to embody an aspirational White masculinity; since then whiteness has become nearly synonymous with Irishness. Yet this conflation of race and nation has become increasingly problematic as the demographics of Ireland shift. While the Gaelic games are often lauded as a space for the integration of new migrant communities, the reception of minority ethnic Irish athletes reveals the limitations of this inclusion. Examining the career of Asian-Irish Gaelic footballer Jason Sherlock – arguably the first ‘superstar’ of the Gaelic games – this article argues that while Irish sport offers a performative space where exclusionary definitions of Irish identity can be challenged, these spaces are often conditional and constrained by larger attitudes around race and racism in the nation at large.
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Johnson Hodge, Caroline. "Apostle to the Gentiles: Constructions of Paul's Identity." Biblical Interpretation 13, no. 3 (2005): 270–88. http://dx.doi.org/10.1163/1568515054388146.

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AbstractIn Galatians 2:7–9, Paul lays out the parameters for the spread of the gospel for himself and his Judiean colleagues: all agreed that ?We should go to the gentiles and they to the circumcised? (Gal 2:9). This division of labor is crucial for understanding Paul: his task involves an intentional crossing of ethnic boundaries. Ethnicity determined the organization of the mission and Paul was responsible for the ethnic and religious "other."Here I explore Paul's construction of his identity as a Judean teacher of gentiles. Drawing on recent work in anthropology and critical race theory, I propose an approach which understands identity as flexible and multiplicative. Two principles operate within this dynamic model: 1) people shift identities according to specific circumstances and 2) people prioritize their various identities, ranking some higher than others.This model helps us understand Paul, who describes himself in a variety of ways: Judean by birth, born of the tribe of Benjamin, seed of Abraham, apostle to the gentiles, in Christ. These multiple identities as Paul shifts among them and sometimes ranks one over others serve his argument in strategic ways. He is willing, for example, to forego certain practices of the law (an important part of his Judean identity) in order to interact with gentiles (and he rebukes his colleagues for refusing to do so [Gal 2:11–14]). Yet other aspects of his identity are more important and also less flexible: his "in-Christness" (which he shares with gentiles) and his birth as a Judean (which he does not share with gentiles). In closing, I consider the implications this reading has for the identities of the members of his audience, who are simultaneously gentiles, in Christ, and adopted sons of God.
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Wiggan, Greg, and Marcia J. Watson-Vandiver. "Urban School Success: Lessons From a High-Achieving Urban School, and Students’ Reactions to Ferguson, Missouri." Education and Urban Society 51, no. 8 (January 20, 2018): 1074–105. http://dx.doi.org/10.1177/0013124517751721.

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Due to the recent racially motivated killings in Ferguson, Missouri (2014); Staten Island, New York (2014); Cleveland, Ohio (2014); Charleston, South Carolina (2015); Baton Rouge, Louisiana (2016); and Dallas, Texas (2016), racial and ethnic tensions have heightened across the United States. Whereas schools would seem like optimal spaces for racial inquiry and promoting understanding, most classroom lessons have been standardized to avoid critical race discussions. Thus, the transformative power of education is restricted when conversations about real issues in society are avoided. This qualitative case study examines Fannie Lou Hamer Academy (FLHA)—pseudonym, a high-performing urban school that utilizes critical antiracism education. The findings suggest that multicultural curriculum helps students develop “self-knowledge,” meaning a personal awareness of their race and identity. Participants describe how self-knowledge provides corrective history, a response to negative media portrayals of minorities, and helps students understand current events such as the racial unrest in Ferguson, Missouri. The implications of these findings reveal the central role of the curriculum in shaping positive student identities and helping to mediate social conflicts.
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BASU, SUBHO. "The Dialectics of Resistance: Colonial Geography, Bengali Literati and the Racial Mapping of Indian Identity." Modern Asian Studies 44, no. 1 (November 6, 2009): 53–79. http://dx.doi.org/10.1017/s0026749x09990060.

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AbstractThrough a study of hitherto unexplored geography textbooks written in Bengali between 1845 and 1880, this paper traces the evolution of a geographic information system related to ethnicity, race, and space. This geographic information system impacted the mentality of emerging educated elites in colonial India who studied in the newly established colonial schools and played a critical role in developing and articulating ideas of the territorial nation-state and the rights of citizenship in India. The Bengali Hindu literati believed that the higher location of India in such a constructed hierarchy of civilizations could strengthen their claims to rights of citizenship and self-government. These nineteenth century geography textbooks asserted clearly that high caste Hindus constituted the core ethnicity of colonial Indian society and all others were resident outsiders. This knowledge system, rooted in geography/ethnicity/race/space, and related to the hierarchy of civilizations, informed the Bengali intelligentsia's notion of core ethnicity in the future nation-state in India with Hindu elites at its ethnic core.
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Masa, Rainier, Sylvia Shangani, and Don Operario. "Socioeconomic Status and Psychosocial Resources Mediate Racial/Ethnic Differences in Psychological Health Among Gay and Bisexual Men: A Longitudinal Analysis Using Structural Equation Modeling." American Journal of Men's Health 15, no. 2 (March 2021): 155798832110011. http://dx.doi.org/10.1177/15579883211001197.

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A large body of research demonstrates disparities in psychological health attributed to sexual minority identity, racial/ethnic minority identity, and socioeconomic status (SES). Fewer studies have explicated the role of these multiple attributes on psychological health and explored the role of SES and psychosocial resources in determining outcomes. We analyzed data from Project STRIDE, a longitudinal survey involving a diverse sample of gay and bisexual adult men ( n = 198). Using structural equation modeling, we tested hypothesized direct and indirect effects of race/ethnicity, SES, and three psychosocial mediational variables (collective self-efficacy, everyday discrimination, internalized homophobia) on two outcome variables—psychological and social well-being—assessed at 1-year follow-up. Our model indicated that: (1) race/ethnicity and SES were significantly associated with each other and with each psychosocial mediator; (2) higher SES was directly and indirectly associated with both measures of well-being; and (3) collective self-esteem and everyday discrimination mediated the association between SES and both measures of well-being. The model also indicated that racial/ethnic associations with psychological mediators and outcomes are evident in the context of SES, but these effects might be suppressed when the model does not consider SES. Findings highlight the critical role of SES and race/ethnicity in determining the psychological and social well-being of sexual minority men. Specification of mediating variables—collective self-efficacy, everyday discrimination, internalized homophobia—indicates potential intervention targets to improve psychological and social health in sexual minority men. Associations between race/ethnicity and SES support the need for intersectional frameworks in addressing the health of sexual minority men.
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Robinson-Sweet, Anna. "Ancestry.com’s Race Stories." International Journal of Information, Diversity, & Inclusion (IJIDI) 5, no. 1 (February 20, 2021): 79–96. http://dx.doi.org/10.33137/ijidi.v5i1.34644.

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The popularity of genealogical research is linked to the growth of online genealogy services such as Ancestry.com, which, as of 2020, has over three million paid subscribers. Another 18 million people have taken genetic ancestry tests through the company’s subsidiary, AncestryDNA. This article interrogates how Ancestry presents information on race and ethnicity to users, asking if it is possible for researchers to build a critical racial identity using Ancestry’s services. Applying an understanding of whiteness that comes from critical race studies, the article examines the way race, and whiteness in particular, is presented in the business’s marketing, web features, and products such as AncestryDNA. These examinations reveal a company selling customers family history narratives that comport with the mythology of American egalitarianism, while at the same time essentializing race and ethnicity. The implications of these findings are significant for information professionals because Ancestry relies on partnerships with libraries and archives to supply material for the website’s research database. These partnerships compel archivists and librarians to scrutinize Ancestry’s information ethics. The article calls for further discussion and research into how information professionals can be agents for change in how race and ethnicity are treated in online genealogy spaces.
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Pike, Judith E. "ROCHESTER'S BRONZE SCRAG AND PEARL NECKLACE: BRONZED MASCULINITY IN JANE EYRE, SHIRLEY, AND CHARLOTTE BRONTË’S JUVENILIA." Victorian Literature and Culture 41, no. 2 (February 15, 2013): 261–81. http://dx.doi.org/10.1017/s1060150312000381.

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In the past twenty years, given the burgeoning field of postcolonial studies and its inquiry into the identity politics of race, ethnicity, and imperialism, significantly more critical attention has been paid to Charlotte Brontë's portrayal of Bertha Rochester in Jane Eyre (1847) than in the prior one hundred and forty years of Brontë scholarship. While in The Madwoman and the Attic (1979), Gilbert and Gubar present an earlier reading of Bertha as “Jane's truest and darkest double” (360), any reading of Bertha's darkest in terms of a cultural or racialized identity came about in later criticism. Gayatri Spivak was instrumental in positioning Bertha within a discourse of imperialism rather than reading her merely in psychological terms, which then precipitated more recent studies on Bertha's colonial heritage, her financial and cultural imperialist inheritance and her ambiguous ethnic status as a Creole women. Contemporary critics have also addressed how Rochester in a sense becomes Bertha's “truest and darkest double.” However, his darkness has proven to be far more quizzical, for unlike Bertha he is neither Creole nor raised in the West Indies; quite to the contrary, Rochester was desired by the Masons precisely because of his heritage, being “of a good race.” Still, as readers, we have had to grapple with Brontë's numerous descriptions of Rochester's dark visage.
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Junn, Jane. "FROM COOLIE TO MODEL MINORITY." Du Bois Review: Social Science Research on Race 4, no. 2 (2007): 355–73. http://dx.doi.org/10.1017/s1742058x07070208.

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I examine how and why the social construction of Asian Americans has changed from coolie to model minority over the last century. I examine the role of the U.S. government in creating policies that systematically select particular types of entrants to the United States. Federal immigration policy privileges high-skilled workers, and a disproportionately large number of Asian immigrants are granted the status of lawful permanent resident by the federal government on the basis of employment preferences. U.S. immigration policy thus creates a selection bias, favoring Asian immigrants with high levels of formal education and social standing. I also consider the consequences of this selection bias for the construction of racial tropes and Asian American identity, and argue that the normative content of the dominant tropes of racial identity is critical in establishing the incentives and costs of identifying with racial and ethnic groups. Immigration policy, and the selection biases it may engender, is an important factor in how those tropes are constructed and experienced. Racial identity should, and does, vary as a function of the unique histories of migration, labor market demands, and shared experiences for people classified by race.
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Dissertations / Theses on the topic "Critical identity, ethnic and race studies"

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Casas, Martha. "Viva Emiliano Zapata! Viva Benito Juarez! Helping Mexican and Chicano Middle School Students Develop a Chicano Consciousness via Critical Pedagogy and Latino/Latina Critical Race Theory." University of Arizona, Mexican American Studies and Research Center, 2006. http://hdl.handle.net/10150/219198.

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This article describes how an anti-racist curriculum constructed on Critical Race Theory (CRT) and Latino Critical Pedagogy (LatCrit) helped Mexican and Chicano middle school students enrolled in an alternative education program to alter their attitudes toward the use of English, and to change their forms of self-identification resulting in the development of a Chicano consciousness. In the beginning of this fourteen-month study, 9.6% of the students identified with the Chicano label. However, at the end of the study, 77% of the class selected the Chicano label for self-identification. Moreover, this investigation bridges the theoretical concepts of Critical Pedagogy to everyday practice in a middle school classroom. In short, the tenets of this theoretical framework were applied in the design and the implementation of the curriculum.
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Khandelwal, Radhika. "South Asian Americans’ Identity Journeys to Becoming Critically Conscious Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/930.

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Typical identity stereotypes for South Asian Americans, such as the model minority myth, do not convincingly support a trajectory into K–12 education, as South Asian Americans are not readily seen as agents for social change. This qualitative study explored how South Asian American educators’ understanding of their ethnic and racial identity interplayed with their practice as critically conscious educators for social justice. Eleven participants who self-identified as social-justice-oriented were interviewed to share their experiences as South Asian American educators. Their responses revealed South Asian American educators develop their ethnic identity consciousness in complex ways, demonstrating self-awareness and subsequently draw upon their ethnic attachment and racialized experiences to perform as critically conscious educators, developing strong relationships with students from marginalized backgrounds and advancing equity in their schools. The participants’ positionalities reveal that South Asian Americans have tremendous potential as educators for social justice in education.
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Yartey, Franklin Nii Amankwah. "Digitizing Third World Bodies: Communicating Race, Identity, and Gender through Online Microfinance/A Visual Analysis." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329782791.

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Cherry-McDaniel, Monique Gabrielle. "Call Me By My Right Name: The Politics of African American Women and Girls Negotiating Citizenship and Identity." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344022629.

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Peters, Charnell. "Exploring the Communicative Identity Construction of Descendants of Roberts Settlement." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522966410747939.

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Chapman, Bridget M. "Regular Wild Irish: Race, Ethnicity, and Identity in Irish American Fiction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/117827.

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English
Ph.D.
Regular Wild Irish: Race, Ethnicity, and Identity in Irish American Fiction examines the ways in which Irish American writers construct "Irishness" in fictional texts which borrow from and respond to literary and cultural discourses in the United States and Ireland in the nineteenth and early twentieth centuries. It analyzes the short fiction and novels of Irish immigrant and Irish American authors writing from the antebellum period through the early twentieth century and particularly focuses on those figures who were publishing in the 1890s. Regular Wild Irish considers the links between the representational strategies used by Irish American writers and broader domestic and international discourses of race and ethnicity in the period. It argues that, while participating in various U.S. literary traditions such as sentimentalism, regionalism, and realism, Irish American writers complicated standard literary and visual representations of Irishness. Regular Wild Irish establishes that Irish American writers mobilized key, if sometimes competing, cultural discourses to shape an image of the American Irish that both engaged with national and transatlantic popular and literary discourses and theorized emergent forms of ethnic and racial identification in the late nineteenth century. Ultimately, Regular Wild Irish demonstrates that if, at the turn into the twenty-first century, Irishness is a "politically insulated" form of ethnic identity fashionable at a moment when white identity seems to be "losing its social purchase," then it is worth thinking seriously about how Irishness was represented at the turn into the twentieth century, when the terms "white" and "Irish" bore a different, if related, set of anxieties than they do today.
Temple University--Theses
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Adodo, Sophia. "THE FASHION RUNWAY THROUGH A CRITICAL RACE THEORY LENS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461576556.

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Moultry, Stacey Cherie. "Mixed race, mixed politics: articulations of mixed race identities and politics in cultural production, 1960-1989." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6814.

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Mixed Race Antecedents: Black Hybridity in Cultural Production, 1960-1989 looks at how cultural producers of African descent in the U.S. from the 1960s through the 1980s conceptualized racial and cultural hybridity. I analyze writers and artists who were grappling with how to think about their multiple heritages while simultaneously considering the political implications of their racial hybridity. Before the Census Movement of the 1990s narrowed the discussion of racial hybridity to boxes on government forms, these playwrights, authors, and visual artists were thinking about hybridity in a different register. They explored connections between personal and political identities, the relationships between experiences and art, and the significance of having multiple racial/ethnic heritages when race in America was still very much operating under the auspices of the one-drop rule. Their creative explorations during this time distinguishes them as mixed race antecedents, those who were looking for the political and aesthetic uses of black hybridity during the Civil Rights Movement, Women’s and Gay Liberation, and their corollary art movements. I draw from critical race theory, performance studies, autobiography studies, and cultural studies to understand the complex relationship artists and writers had to the social movements that defined their historical moment while asserting their own conceptions of how racial hybridity functions for those of African descent in the U.S. In so doing, this project challenges the predominant narrative of critical mixed race studies by arguing that mixed race identity formations were emerging in American culture during and after the civil rights era, not just during the Census Movement. Particularly, I focus on the possibility of racial and cultural hybridity not replacing blackness, like what a post-racial world would ask us to do, but instead, prompting further exploration and expansion of blackness.
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Woodward, Joan M. "Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108000.

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Thesis advisor: Lauri Johnson
Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Garcia, Justin D. "Communities In Transition: Race, Immigration, and American Identity in York County, Pennsylvania." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/125715.

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Anthropology
Ph.D.
This research examines constructs and discourses of racial and ethnic differences within York County, Pennsylvania. Located in south central Pennsylvania along the Maryland border, the York region has long held a reputation as a hotbed for white supremacy and racial prejudice. The Ku Klux Klan has been active in York County since the 1920s, and in recent years the Klan has resurfaced in the local area amidst an increase in the Latino population. The growth of the Latino population within York County has shifted the nature of racial and ethnic relations, as historically relations between whites and blacks comprised the primary axis of tension and conflict in the local area. Although the Latino population of York County consists of Puerto Ricans, Mexicans, Dominicans, Cubans, and Central and South Americans, popular external local and media-driven discourses often conflate Latinos with Mexican-ness and racialize Latinos in highly negative terms as illegal aliens, criminals, and welfare recipients who threaten American national identity. These external discourses of latinidad contrast sharply with the manner in which local Latino and Latina residents construct their own ethnic identities. During Barack Obama's 2008 Presidential campaign, the black-white racial dichotomy reemerged in local racialized discourses. As such, the research also examines constructs and discourses of whiteness and blackness within the York area. York County features several anti-racist human relations activists and organizations. This research contains ethnographic interviews and analysis of local anti-racist activists and their activities designed to foster greater tolerance and to combat racial and ethnic prejudice within the local area. Anti-racist activists have had different life experiences that have raised their awareness to racism and have led them to become active in their cause. Public anti-racist activities take a variety of forms and consist of various programming strategies, which appears to impact their effectiveness in generating the size of turnout and level of interest among the general public.
Temple University--Theses
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Books on the topic "Critical identity, ethnic and race studies"

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Richard, Delgado, and Stefancic Jean, eds. Critical white studies: Looking behind the mirror. Philadelphia: Temple University Press, 1997.

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Jean, Stefancic, ed. Critical race theory: An introduction. New York: New York University Press, 2001.

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Hecht, Michael L. African American communication: Ethnic identity and cultural interpretation. Newbury Park: Sage Publications, 1993.

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1967-, Johnson E. Patrick, and Henderson Mae, eds. Black queer studies: A critical anthology. Durham, N.C: Duke University Press, 2005.

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Sinophone studies: A critical reader. New York: Columbia University Press, 2012.

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Mestizaje: Critical uses of race in Chicano culture. Minneapolis: University of Minnesota Press, 2006.

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1949-, Morley David, and Robins Kevin, eds. British cultural studies: Geography, nationality, and identity. Oxford: Oxford University Press, 2001.

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Language, race, and negotiation of identity: A study of Dominican Americans. New York: LFB Scholarly Pub., 2002.

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John, Docker, and Fischer Gerhard 1945-, eds. Race, colour, and identity in Australia and New Zealand. Sydney: University of New South Wales Press, 2000.

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Democratizing Texas politics: Race, identity, and Mexican American empowerment, 1945-2002. Austin: University of Texas Press, 2014.

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Book chapters on the topic "Critical identity, ethnic and race studies"

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Wing, Adrien Katherine. "Critical Race Feminism: Legal Reform for the Twenty-first Century." In A Companion to Racial and Ethnic Studies, 160–69. Oxford, UK: Blackwell Publishers Ltd, 2018. http://dx.doi.org/10.1111/b.9780631206163.2002.00018.x.

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Warren, Jonathan W., and France Winddance Twine. "Critical Race Studies in Latin America: Recent Advances, Recurrent Weaknesses." In A Companion to Racial and Ethnic Studies, 538–60. Oxford, UK: Blackwell Publishers Ltd, 2018. http://dx.doi.org/10.1111/b.9780631206163.2002.00045.x.

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de los Ríos, Cati V., Jorge López, and Ernest Morrell. "Critical Ethnic Studies in High School Classrooms: Academic Achievement via Social Action." In Race, Equity, and Education, 177–98. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23772-5_9.

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Fahs, Breanne. "Sex During Menstruation: Race, Sexual Identity, and Women’s Accounts of Pleasure and Disgust." In The Palgrave Handbook of Critical Menstruation Studies, 961–84. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_69.

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Abstract This study analyzes qualitative interviews with 40 women across a range of age, race, and sexual orientation to examine experiences with sex during menstruation. Results show that 25 women describe negative reactions, two describe neutral reactions, and 13 describe positive reactions. Negative responses involve four themes: discomfort and labor to clean ‘messes,’ overt partner discomfort, negative self-perception, and managing partner’s disgust. Positive responses cohere around physical and emotional pleasure from sex while menstruating and rebellion against anti-menstrual attitudes. Race and sexual identity differences appear: White women and bisexual or lesbian-identified women describe more positive feelings than women of color or heterosexual women. Bisexual women with male partners describe more positive reactions than heterosexual women with male partners, implying that heterosexual identity relates to negative attitudes more than heterosexual behavior. Those with positive attitudes also enjoy masturbation more than others. Additionally, interviews address sexual and racial identities’ informing body practices, partner choice affecting body affirmation, and resistance against ideas about women’s bodies as ‘disgusting.’
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Pulido, Laura. "Geographies of Race and Ethnicity III." In Critical Dialogues in Latinx Studies, 51–64. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479805198.003.0005.

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In this essay I consider the politics of settler colonialism in relation to nonnative people of color. Settler colonialism has become an increasingly important concept over the past decade, and while geographers typically think about it from a white/native perspective, I explore how ethnic studies, specifically Chicanx studies, has responded to it. For different reasons both disciplines have hesitated to fully interrogate the significance of the concept. In the case of geography, the whiteness of the discipline has caused it to overlook vibrant debates within ethnic studies. I argue that Chicanx studies has not directly engaged with settler colonialism because it has the potential to disrupt core elements of Chicanx political subjectivity. Specifically, it unsettles Chicanx conceptions of ourselves as colonized people by highlighting our role as colonizers. Acknowledging such a role is difficult not only because it challenges key elements of Chicanx identity, such as Aztlán, but also because of the precarious nature of Chicanx indigeneity.
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Vidal-Ortiz, Salvador. "On Being a White Person of Color." In Critical Dialogues in Latinx Studies, 516–27. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479805198.003.0039.

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This is an abridged version of a 2004 article, which uses autoethnography to make larger conceptual/theoretical points about racial/ethnic identity categories for Puerto Ricans in the United States. I utilize Puerto Rican-ness to illustrate the limitations of US “race” and ethnic constructs by furthering racialization analyses with seemingly contradictory categories such as “white” and “people of color.” I contrast personal experiences to those of racial/ethnic classificatory systems, the American imagery of Puerto Ricans, and simplistic, political identifications. Travel, colonial relations, intra-ethnic coalitional possibilities, and second-class citizenship are all aspects that expand on the notion of racialization as classically utilized in sociology and the social sciences. Although this is not a comparative study, I present differences between racial formation systems in Puerto Rico and the United States in order to make these points.
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Hernández, Tanya Katerí. "Latino Anti-Black Bias and the Census Categorization of Latinos." In Critical Dialogues in Latinx Studies, 361–72. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479805198.003.0028.

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The Census Bureau proposes to discontinue counting Latinos as an ethnicity and instead to move “Latino”/“Hispanic” to the list of races on its decennial population survey questionnaire. I argue that the proposal has the potential to significantly hinder the demographic count of Afro-Latinos (Latinos of African ancestry) and should be rejected because of how it facilitates the anti-Black bias within Latino public identity, which is unlawful discrimination in civil rights law. Moreover, the proposed census reform will hinder an ability to collect the statistical data (racial statistics) that concretely demonstrates the racism against Afro-Latinos for their Blackness, that is distinctive from broader Hispanic ethnic groups and White Latinos.
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Rana, Swati. "Introduction." In Race Characters, 1–41. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469659473.003.0001.

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The introduction presents the central figures of this study: visibly racialized immigrants who embrace aspects of the American dream, from imperialism to individualism, racial betrayal to upward mobility. Building on ethnic and postcolonial studies, as well as theories of socioformal character and racial form, the introduction develops a method for reading such figures, showing how characterization and racialization are linked. It presents a new hermeneutic—race character critique, which bridges literary persona and social personhood, showing how this method grapples with the burden of representation of ethnic literature by mapping out (rather than collapsing) the relationship between the author as character within the historical record and the character function of the author within the text. The introduction offers an overview of the period from 1900 to 1960 in which this study is based, showing how this method illuminates a vexed genealogy of non-European immigration at the pivot of race and ethnicity. The dynamics of characterization are also those of contestation, the introduction demonstrates. Readers can critically engage with the American dream precisely through characters that appear to exemplify its ideology and develop a structural reading of minority identity shaped by necessity and constraint.
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TADIAR, NEFERTI X. M. "Decolonization, “Race,” and Remaindered Life under Empire." In Critical Ethnic Studies, 395–415. Duke University Press, 2016. http://dx.doi.org/10.2307/j.ctv11hpkv8.25.

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"TWENTY-ONE. Decolonization, “Race,” and Remaindered Life under Empire." In Critical Ethnic Studies, 393–415. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822374367-023.

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