Journal articles on the topic 'Race structured society'
To see the other types of publications on this topic, follow the link: Race structured society.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Race structured society.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Metcalfe, Jody. "Dominant Narratives of Whiteness in Identity Construction of Mixed-Race Young Adults in Post-Apartheid South Africa." Social Sciences 11, no. 5 (May 8, 2022): 205. http://dx.doi.org/10.3390/socsci11050205.
Full textAbstract:
Despite the relative freedoms gained after the transition to democracy in 1994 in South Africa, dominant narratives of Whiteness stemming from settler-colonial and apartheid legacies of White supremacy remain pervasive within all structures of post-apartheid society, including the identity construction and racialisation of first-generation mixed-race people. This research explored how dominant narratives of Whiteness influence the construction of identity among mixed-race youth in post-apartheid South Africa. In-depth, semi-structured interviews were conducted with 10 participants who have one White parent and one parent of colour and were considered ‘born frees’, as they were born during or after the transition to democracy. Guided by critical race theory, through thematic analysis, three main themes emerged: defying Rainbowism, rejecting Whiteness, and policing identity. Ultimately, this research critically investigates how mixed-race people have constructed their identities while navigating pervasive power structures of White supremacy that continue to shape the rigid racial categorisations in post-apartheid South Africa.
2
Blake, George K. "A strictly American institution: Neil O'Brien, blackface minstrelsy, and the invention of white Catholic identity." Popular Music 38, no. 03 (October 2019): 379–98. http://dx.doi.org/10.1017/s0261143019000321.
Full textAbstract:
AbstractThis article examines the politics of race, religion and nation in relation to blackface minstrelsy during the first decades of the twentieth century. Having been superseded by more modern amusements, minstrelsy was outdated as a performance genre, yet the minstrel show served as a forum for Neil O'Brien and the Knights of Columbus fraternal society to participate in the invention of a white American Catholic identity. For fraternal society members, estranged from national belonging by religious difference, these performances situated the group as proponents of an old-fashioned American tradition, structured around anti-blackness. At a time of anti-Catholic sentiment, Catholic fraternal society members gathered for minstrel performances, distancing themselves from black people and marking themselves as white Americans.
3
Anderson, K. J. "Cultural Hegemony and the Race-Definition Process in Chinatown, Vancouver: 1880–1980." Environment and Planning D: Society and Space 6, no. 2 (June 1988): 127–49. http://dx.doi.org/10.1068/d060127.
Full textAbstract:
The study of systems of racial classification is not well developed in the social sciences. Within the liberal tradition of race relations research, race has more often been taken for granted than made an object of explanation itself. Marxist analysts, on the other hand, have tended to treat race, like other ideologies, as derivative of more decisive economic pressures under capitalism. Neither of these ‘idealist’ or materialist’ perspectives gives sufficient recognition to the contribution which ideological formulations about ‘race’ have made to the structuring of the society and space of Western countries. That challenge is taken up in this paper and the history of the race-definition process in Vancouver, British Columbia, is examined. Attention is paid to the social construction of the racial category, ‘Chinese’, which persisted in white European culture for a century, from 1880 to 1980. It is demonstrated how the racial category is structured at the local level through the nexus known as ‘Chinatown’, and legitimized through the institutional practices of the three levels of the Canadian government. In reconstructing the historically evolving relationship between racial discourse, place, and government policy in one setting, the workings of one of the most influential of socially based hegemonies are uncovered.
4
Monteflores, Omar Lucas. "Anarchism and the Indigenous Peoples of Guatemala: A Tenuous Relation." Anarchist Studies 28, no. 2 (September 1, 2020): 76–92. http://dx.doi.org/10.3898/as.28.2.04.
Full textAbstract:
While the indigenous peoples of Guatemala and its history of anarchist thought are seldom studied together but there is merit to exploring the differences and convergences between the anarchist movement's perspectives on class and ethnicity and those of better understood liberal, socialist and communist traditions. Anarchists in Guatemala made tentative efforts to reach out to rural workers and peasants in the period between 1928 to 1932, but these efforts were circumscribed and largely unsuccessful. They did so under the influence of more structured movements in Mexico and Argentina, which incorporated visions of collective emancipation that would appeal to autonomous indigenous movements; however their brief embrace of these issues, interrupted by fierce repression by the state, was curtailed by the overwhelming urban base from which they intervened in labour and social struggles. The reasons for this failure lay in the history of Guatemalan race relations and the structural divisions between urban and rural society that endured during the transition from colonial to republican society, and which anarchists tied to overcome.
5
Garner, Justin R., and John N. Singer. "Exploring the Notion of Individual Social Responsibility (ISR) among Black Male College Football Athletes." JCSCORE 3, no. 2 (January 2, 2019): 97–122. http://dx.doi.org/10.15763/issn.2642-2387.2017.3.2.97-122.
Full textAbstract:
Black male athletes are prominent figures in sport and society; and, as such, they are often subjected to the pressure of acting in a socially responsible manner. Given the predominance of Black males in American college athletics, it is important to examine their roles in society both on and off the field of play. Building upon of Agyemang and Singer’s (2013) study on the individual social responsibility (ISR) of Black male professional athletes, the purpose of this study was to explore the concept of ISR among Black male college athletes. In this study, we engaged in semi-structured interviews with Black male football athletes in efforts to garner a baseline understanding of how they perceive their social responsibility as notable members of society. Initial findings suggest notions of being a role model, engaging in ethical behavior, and overcoming marginalization, mainly in regard to issues of race. Implications for future research are discussed.
6
Zelinger, Amir. "Unnatural Pet-Keeping." Humanimalia 9, no. 2 (February 5, 2018): 92–120. http://dx.doi.org/10.52537/humanimalia.9544.
Full textAbstract:
This paper embeds pet-keeping into the scholarship on Hurricane Katrina. Recent research into Hurricane Katrina has mostly emphasized the social significance of this natural disaster, maintaining that issues of class, race, and social inequality were responsible for the extent of the catastrophe and for the fact that certain populations suffered much more severely than others. Focusing on custody disputes over pets that were stranded during the catastrophe and adopted by new owners outside of the area affected, this paper argues that the social conflicts at the root of Katrina extended to the realm of pet-keeping. It contends that in the same way that Katrina brutally lay bare some of the most burning social conflicts plaguing American society, it also revealed, as no other event could, the entanglement of pet-keeping within these conflicts. Thus, Hurricane Katrina made clear that pets are not simply part of American society—they are also part of the hierarchies, inequalities, and discriminations this society is structured upon.
7
MEER, NASAR. "Race Equality Policy Making in a Devolved Context: Assessing the Opportunities and Obstacles for a ‘Scottish Approach’." Journal of Social Policy 49, no. 2 (May 17, 2019): 233–50. http://dx.doi.org/10.1017/s0047279419000187.
Full textAbstract:
AbstractThere is a burgeoning literature that suggests that, across a number of social policy domains, ‘Scotland is different’. Hitherto however, race equality policy has been largely overlooked and this article addresses this within the context of recent and historical developments in a devolved policy context. Adopting a mixed-method case-study analysis, including thirty-two semi-structured interviews with civil society and Scottish Government, the article shows how policy actors lack a consensus on the underlying causes of racial inequality, in ways that may impede policy making. In this sense, the article shows how Scotland ‘orbits’ around existing settlements, rather than necessarily setting off in a new course that goes beyond the fact of contingency. The implications of this analysis have a much broader relevance, including an account of how race equality policy opportunities encounter political obstacles, in a way that bears both specific and generalizable qualities. These include the role of policy coalitions in holding and promoting a coherent set of positions, the particularity of race as an idea or ‘cognitive problem’, and how prevailing narratives about national identities can feed into this process.
8
Nyhagen Predelli, Line. "Marriage in Norwegian Missionary Practice and Discourse in Norway and Madagascar, 1880-1910." Journal of Religion in Africa 31, no. 1 (2001): 4–48. http://dx.doi.org/10.1163/157006601x00022.
Full textAbstract:
AbstractThe article discusses marriage practice and discourse within the Lutheran Norwegian Missionary Society (NMS), mainly within the years 1880-1910. The focus is on NMS discourse and practice in Norway and in Madagascar. Through a close reading of missionary texts, the article offers an understanding of how marriage, gender, sexuality, race and class structured both mission practice and discourse, and how mission rules and regulations in this area were challenged and contested. Luther saw marriage as a calling from God, and defined specific roles for women and men within it. Mission practice and discourse shows that marriage provided women with opportunities for family life and work for the mission. For men, marriage could function as a source of upward social mobility and as a mechanism to control their sexuality. It also provided men with opportunities for family life and an assistant in mission work. Close studies of individuals within the mission reveal the importance of marriage, gender, sexuality, race and class to mission practice and discourse.
9
S, Gurugnanambiga. "Rituals in Sangam Ethnic Group Life." International Research Journal of Tamil 4, SPL 1 (February 26, 2022): 206–12. http://dx.doi.org/10.34256/irjt22s129.
Full textAbstract:
The ancient man conducted his life as an animal with animals. Individual life, which was eager to compete and win with animals in the archetypal social situation, the ancient man suffered with huge losses. Wanting to make up for that loss, the ancient man headed to live together as a group to save them from their destruction. Anthropologists call this structured way of life as the ethnic community system. The human race which functioned as a group, unable to meet its needs on an individual level. The rituals of this group, which was considered to be group community, can be traced back by the literary genres that express contemporary society.
10
Ridgeway, Cecilia L. "Social Difference Codes and Social Connections: 1999 Presidential Address to the Pacific Sociological Association, April 16, 1999, Portland, Oregon." Sociological Perspectives 43, no. 1 (March 2000): 1–11. http://dx.doi.org/10.2307/1389779.
Full textAbstract:
Social difference codes are widely shared cultural beliefs that define the socially significant distinctions on the basis of which a society is structured and inequality is organized (e.g., race, gender, occupation). They provide cultural schemas for enacting social relations on the basis of a given difference by indicating the attributes by which people may be categorized according to the distinction and the traits and behaviors that can be expected as a result. To encourage systematic theories about the reciprocal relations between the patterns of social bonds among people and the social difference codes that prevail in society, this paper suggests basic observations. Evidence indicates that the formation of ties through interaction fosters the development and use of shared difference codes. The formation of ties concomitantly creates difference, difference itself is social connection, and the formation of a difference connection is reciprocally related to the development of resource inequalities. Mutual dependence among categories of people transforms the evaluative bias of difference codes from competing in-group preferences into shared status beliefs that characterize one category as socially better than the others. Prevailing difference codes are modified when changing structural conditions change the conditions under which people from different categories interact.
11
Herdi Sahrasad. "Oposisi Anwar Ibrahim Dan Politik Malaysia." Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial 1, no. 2 (January 10, 2020): 67–85. http://dx.doi.org/10.33258/konfrontasi2.v1i2.81.
Full textAbstract:
Anwar Ibrahim's political future to lead Malaysia is more opened. Nevertheless, there is no guarantee that he wins the coming election. On behalf of the opposition alliance he leads, Anwar will launch his campaign for the Justice Party, and he would join hands with the pluralists and Chinese race-based parties in Malaysia. In one posting on Twitter on 9/1/2012, Anwar vowed to overthrow the Malaysian government, what the so-called a corrupt regime Under Anwar Ibrahim's opposition movement, there is a strong tendency that the livelihood of Malaysian society, especially in the field of political education, is experiencing a stage of "silent reform" (reform silently) that is structured and led by the educated middle class with the main objective to uphold democracy, clean and good governance.
12
Cech, Erin A. "Rugged Meritocratists: The Role of Overt Bias and the Meritocratic Ideology in Trump Supporters’ Opposition to Social Justice Efforts." Socius: Sociological Research for a Dynamic World 3 (January 1, 2017): 237802311771239. http://dx.doi.org/10.1177/2378023117712395.
Full textAbstract:
Opposition to social justice efforts plays a key role in reproducing social inequalities in the United States. Focusing on supporters of Donald Trump as a possible exemplar of politically structured resistance to these efforts, the author asks whether and why Trump supporters are more likely than other Americans to oppose social justice efforts. Analysis of a proportionally representative, postelection survey ( n = 1,151) reveals that Trump supporters are indeed more opposed to social justice efforts. They also express greater overt race, class, and gender bias, yet this bias does not explain their opposition. Rather, many Trump supporters are “rugged meritocratists” who oppose these efforts because they believe U.S. society is already fair. To expand support for social justice efforts, rugged meritocratists must first be convinced that systemic inequalities still exist.
13
Monaghan, Jeffrey. "Settler Governmentality and Racializing Surveillance in Canada's North-West." Canadian Journal of Sociology 38, no. 4 (December 31, 2013): 487–508. http://dx.doi.org/10.29173/cjs21195.
Full textAbstract:
Abstract. Examining archival materials from the mid-1880s, this article details practices of racializing surveillance carried out in the North-West. I focus on the reports from an undercover agent from the Department of Indian Affairs named Peter Ballendine. Contributing to literature on Foucauldian interpretations of race and racialization, Ballendine’s correspondence reveals a campaign of covert surveillance and infiltration that imbued indigenous leaders with characteristics of dangerousness, abnormality, and deviance, translating indigenous demands for rights and dignity into threats to security of the budding Canadian settler state. Stressing that settler colonialism follows a structured logic of elimina- tion, I use the concept of settler governmentality to stress that the rationalities of colonial governance in the North-West approached indigeneity — especially expressions of counterconduct — as threats to the health, prosperity, and legit- imacy of settler society.
14
S. Hossein, Caroline. "Haiti's caisses populaires: home-grown solutions to bring economic democracy." International Journal of Social Economics 41, no. 1 (January 7, 2014): 42–59. http://dx.doi.org/10.1108/ijse-10-2012-0165.
Full textAbstract:
Purpose – Bad governance and corrupt politics have left millions of people disenfranchised. In spite of an oppressive and undemocratic state, poor Haitians have created their own informal groups, cooperatives and caisses populaires (credit union) movements – a testimony to the democratic spirit of the poor masses. The paper aims to discuss these issues. Design/methodology/approach – A mixed qualitative study using interviews, surveys, focus groups, ethnography techniques and literature review. Findings – Lenders who run the caisses populaires are not class or race biased; they understand how to make microfinance assist the marginalized poor in a society segregated by class and race. Cooperatives and credit unions (called caisses populaires in Haiti) are able to reach hundreds of thousands of people. Originality/value – These lenders one or two generations removed from the people they serve understand their reality and take careful steps and plan in a way to ensure their loans are structured to be socially inclusive. In fact, black microfinance lenders, as well as whitened local elites and foreigners, have a socially conscious philosophy of using microfinance as a vehicle to ensure economic democracy for the masses. In doing this, they take personal risks. The ti machanns recognize these efforts and as a result trust these credit programs.
15
Chan, Wai-wan. "Performing Work: Locality, Embodied Practice and Career Mobility of Chinese Women Bankers in Hong Kong." Cosmopolitan Civil Societies: An Interdisciplinary Journal 8, no. 1 (March 23, 2016): 40–62. http://dx.doi.org/10.5130/ccs.v8i1.4369.
Full textAbstract:
Women are emerging as significant actors in international financial industries concentrated in metropolitan cities which function as national and international business hubs. Based on 17 in-depth interviews with Chinese women bankers in Hong Kong, where one finds the highest concentration of banking institutions in the world, this paper examines the interplay between locality, gender performance and the career mobility of women bankers. The author argues that branch location is embedded within hierarchical fields of power and leads to different client groups, and ultimately, to different opportunities for upward mobility. Women bankers in Hong Kong are skilled in displaying multiple identities by using differentiated styles of language and different tongues, or languages, when interacting with different client groups in different branches. This strategy involves evaluative interpretation of perception because clients themselves make class distinctions according to different service settings. Although mid-level management teams in the banking industry have recently been rapidly feminised, this paper demonstrates that the glass ceiling is still real and continues to exert its invisible, negative impact. The upward mobility of Chinese women bankers is often blocked by informal barriers deeply embedded in the social structure and culture of both local society and international companies. These structural barriers and their resultant structured disadvantages for women are the consequence of the intersection, and sometimes the collusion, of ethnic politics, business or capitalist interests and social norms. Factors and structural forces such as race, ethnicity and gender are intertwined with and compounded to produce deep and far-reaching effects that are often beyond the control of the individual actor.
16
Morrison, Amani C. "Black Spatial Affordances and the Residential Ecologies of the Great Migration." Environment and Society 13, no. 1 (September 1, 2022): 43–59. http://dx.doi.org/10.3167/ares.2022.130104.
Full textAbstract:
Affordance theory, originating in ecological psychology but adopted by the field of design studies, refers to possibilities for action that a subject perceives in an environment. I posit Black spatial affordance, critically employing affordances with an eye toward Black ecological and geographical practices, and I apply it to the Great Migration residential landscape and literature. Grounded in racial capitalist critique, Black geographic thought, and cultural critique at the intersections of race, place, and performance, Black spatial affordance works as an analytic to engage Black quotidian practice in racially circumscribed and delineated places and spaces. Operating at multiple scales, Black spatial affordance engages the specificity of places structured by racism to analyze the micro-level spatial negotiations Black subjects devise and employ in recognition of the terrain through which they move or are emplaced. Employing Black spatial affordance enables critical inquiry into the spatial navigation of subjects who occupy marginal positions in society.
17
Mcgee, Ebony O. "When It Comes to the Mathematics Experiences of Black Pre-Service Teachers… Race Matters." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (June 2014): 1–50. http://dx.doi.org/10.1177/016146811411600608.
Full textAbstract:
Background/Context There is a growing body of research that conceptualizes mathematics learning and participation as racialized experiences; that is, learning experiences structured in part by the negative and unjust race relations that are present in U.S. society. However, the role racialized experiences play in the lives of Black elementary education pre-service students from urban contexts, as both students and future teachers of mathematics, is under theorized. Theoretical Framework Using critical race theory's racial micro-aggressions and the development of a mathematics identity, the author explores the mathematics experiences of 13 Black advanced undergraduate students who are elementary education majors. The participants’ narratives reflect their experiences as both students of mathematics and future teachers. Research Design A qualitative phenomenological research design was used to explore the prior and current mathematical experiences of the study participants and their future trajectories as teachers of mathematics. Reponses were coded to reveal themes of racialization and the development of the participants’ mathematics identities. Results The participants’ narratives cited Black male fathers and close male relatives as their first mathematics teachers, the presence of culturally affirming at-home mathematics activities, and detailed aspirations to teach mathematics fearlessly to their own children and future students. Their more recent experiences included academic struggles in mathematics, often stemming from racial stereotyping and non-affirming college mathematics teachers. Their voices suggest that, within the context of learning mathematics, they have generated self-constructions that include racism as part of their shared African American experience in mathematics schooling that have implications for their teaching of mathematics. Conclusion/Recommendations Recommendations include the provision of professional development that targets gaps in mathematics that are the result of inadequate and discriminatory learning opportunities, and culturally sensitive professional development for mathematics college faculty, with differentiated training for mathematics faculty not born in the U.S. In light of the high proportion of Black teachers working in urban schools who face a host of difficulties, this research also supports the continued development of combatting racial micro-aggressions in mathematics education as a decisive tactic to improve the retention of Black elementary education teachers.
18
Wells, Amy Stuart, Jacquelyn Duran, and Terrenda White. "Refusing to Leave Desegregation Behind: From Graduates of Racially Diverse Schools to the Supreme Court." Teachers College Record: The Voice of Scholarship in Education 110, no. 12 (December 2008): 2532–70. http://dx.doi.org/10.1177/016146810811001204.
Full textAbstract:
Background/Context In light of the June 2007 U.S. Supreme Court decision in the Louisville and Seattle voluntary school desegregation cases, making it more difficult for district officials to racially balance their schools, this article presents an analysis of prior research on the long-term effects of attending racially diverse schools on their adult graduates as well as new data from interviews with graduates of desegregated schools in Louisville and Seattle. Although the bulk of research on school desegregation examines what is happening to students while they are still in school and their immediate academic outcomes, the growing body of research on the long-term effects of attending racially diverse schools on adult graduates is powerful and significant and, thus, should play a central role in public debates about the future of racial integration in American schools following the Court's ruling in these cases, referred to as Parents Involved. Taken together, findings from this research on the long-term effects of school desegregation speak to both of the central themes to emerge from the larger body of research on racial integration within public schools or universities: 1. the “legacies of structural inequality” theme, which addresses the need for race-conscious policies to overcome decades of perpetuated racial inequality and 2 the “diversity rationale,” which focuses on preparing young people for a diverse society. The new interview data from Louisville and Seattle confirm these prior findings and add new insights. Purpose Knowing that prior research on the long-term effects of school desegregation spoke to the central legal issue in the cases before the Supreme Court in the Parents Involved cases, we wanted to explore the two prominent themes from that literature — “structural inequality” and the “diversity rationale” — as they related to the life experiences of Louisville and Seattle graduates of racially diverse schools. Participants We interviewed 42 graduates—classes of 1985 and 1986—of six high schools: Central, Fern Creek, and Louisville Male high schools in Louisville, and Franklin, Garfield, and Ingraham high schools in Seattle. These six schools were selected because in each city, they represented a wide range of student experiences given their different geographic locations within their districts, their curricular programs, and the social class and racial make-up of their student bodies by the mid-1980s. Still, in each of these schools, no one ethnic group made up more than 75% of the student body at the time these graduates attended them. Research Design Qualitative, in-depth interviews with a random sample of adult graduates (graduating classes of 1985 and 86) from six racially diverse high schools, which were purposively sampled to reflect the different experiences of student who went to public high schools in Louisville and Seattle at that time. Data Collection and Analysis Using a semi-structured, open-ended interview protocol, the authors interviewed a total of 19 graduates from the three Louisville high schools and 23 graduates from the Seattle high schools. In terms of the racial/ethnic identities of these 42 graduates from the six high schools across the two cities, 22 identified themselves as White, 14 as African Americans, 4 as Asian/Pacific Islanders, and 2 as mixed race, including one who was half Latino and half White. Each interview lasted approximately 45 minutes—although they varied in length from 20 minutes to more than an hour—and was tape-recorded and transcribed verbatim. The transcripts were coded for themes that emerged from the interviewees’ responses across schools and context, and the following findings emerged as the most salient experiences of graduates across the six schools. Findings/Results 1. Graduates of racially mixed schools in Louisville and Seattle said they learned to be more accepting of and comfortable with people of other racial backgrounds. Like their counterparts in the six cities of the Wells et al. (in press) study, the Louisville and Seattle graduates we interviewed said they believe that their day-to-day experiences attending diverse public schools as children and adolescents did indeed change them, making them more open-minded and thus more accepting of people who differ from them racially and in terms of their background and culture. 2. Louisville and Seattle graduates and the diversity rationale: Desegregated public schools prepared them for a global economy and society. Preparation for working in a diverse setting—the “diversity rationale”—was, for these graduates, by far the most obvious and pragmatic outcome of their experiences in desegregated public schools. The vast majority of graduates we interviewed in Louisville and Seattle said that at work in particular, they draw on the skills they learned in their desegregated public schools, skills of getting along and feeling comfortable with people of divergent backgrounds and cultures. 3. Overcoming structural inequality: Without diverse public schools, most graduates would have grown up in race isolation. In a society in which housing patterns, places of worship, and social circles are often segregated by race, diverse public schools have been, for many students, the only institutions in which cross-racial interaction and understanding can occur. They have also too often been historically the only institutions in our society in which students of color can gain access to predominantly White and prestigious institutions—in K–12 schooling or higher education. Conclusions/Recommendations We argue, based on our research and that of many others, that in an era when technology and free trade are breaking down physical and economic barriers across cultures and traditions, to not prepare our children to embrace and accept differences to the extent possible—the diversity rationale—is shortsighted and irresponsible. But even more important, we need to question how we can maintain a healthy democracy in a society so strongly divided by race, social class, and ideology now that the Supreme Court's decision has made it increasingly difficult to challenge such structural inequality, in spite of a compelling rationale for greater school-level diversity.
19
Aspinall, Peter J. "Ethnic/Racial Terminology as a Form of Representation: A Critical Review of the Lexicon of Collective and Specific Terms in Use in Britain." Genealogy 4, no. 3 (August 20, 2020): 87. http://dx.doi.org/10.3390/genealogy4030087.
Full textAbstract:
All ethnic/racial terminology may be seen as a form of representation, whereby meanings are generated by a range of social categorizers in settings of popular culture, political discourse, and statistical governmentality. This paper investigates these representations through a critical review of the lexicon of collective and specific ethnic/racial terms in use in Britain. Relevant studies and documents were identified through structured searches on databases of peer-reviewed literature and the websites of government census agencies. The full-text corpus of the UK Parliament was used to delineate the genealogies or etymologies of this terminology. The derivation of specific ethnic/racial terms through census processes tends to conform with the theoretical model of mutual entailment of social categories and group identities. This relationship breaks down in the case of the broad and somewhat abstract categories of race/ethnicity originating in the modern bureaucratic processes of government and advocacy by anti-racist organizations, opening up a space for representations that are characterized by their exteriority. Commonly used acronyms are little understood in the wider society, are confusing, and of limited acceptability to those they describe, while other collective terms are offensive and ethnocentric. Accurate description is recommended to delineate ethnic minority populations in terms of their constituent groups.
20
Dos Santos, Tiago Jeronimo, Chetankumar Dave, Sarah MacLeish, and Jamie R. Wood. "Diabetes technologies for children and adolescents with type 1 diabetes are highly dependent on coverage and reimbursement: results from a worldwide survey." BMJ Open Diabetes Research & Care 9, no. 2 (November 2021): e002537. http://dx.doi.org/10.1136/bmjdrc-2021-002537.
Full textAbstract:
IntroductionTo study healthcare professionals’ (HCP) perceptions on decision making to start insulin pumps and continuous glucose monitoring (CGM) systems in pediatric type 1 diabetes.Research design and methodsAn electronic survey supported by the International Society for Pediatric and Adolescent Diabetes (ISPAD) was disseminated through a weblink structured as follows: (1) HCP’s sociodemographic and work profile; (2) perceptions about indications and contraindications for insulin pumps and (3) for CGM systems; and (4) decision making on six case scenarios.Results247 responses from 49 countries were analyzed. Seventy per cent of respondents were members of ISPAD. Most of participants were women over 40 years old, who practice as pediatric endocrinologists for more than 10 years at university/academic centers and follow more than 500 people with type 1 diabetes. Although insulin pumps and CGMs are widely available and highly recommended among respondents, their uptake is influenced by access to healthcare coverage/insurance. Personal preference and cost of therapy were identified as the main reasons for turning down diabetes technologies. Parental educational level, language comprehension and income were the most relevant socioeconomic factors that would influence HCPs to recommend diabetes technologies, while gender, religious affiliation and race/ethnicity or citizenship were the least relevant.ConclusionsResponders seem to be markedly supportive of starting people on diabetes technologies. However, coverage/insurance for devices holds the biggest impact on the extent of their recommendations.
21
Persigo, Patricia Milano, Andreia Silveira Athaydes, and Gehysa Guimaraes Alves. "Os profissionais de relações públicas e comunicação: competências para a diversidade." Relaciones Públicas en tiempos del confinamiento 10, no. 19 (June 26, 2020): 223–46. http://dx.doi.org/10.5783/rirp-19-2020-12-223-246.
Full textAbstract:
In the past two decades, discussions on diversity have broadened. In the Brazilian context, especially in the private sector, the importance of this agenda is noticeable. For instance, the Brazilian newspaper “Folha de São Paulo” addressed the theme on the article “Diversity is the champion: What the World Cup and profitable companies can teach about inclusion” (FSP. July 23, 2018). In this article, Liliane Rocha, who is the founder and CEO of Kairós Management – Sustainability and Diversity Consultancy, explains that discussions about diversity within organizations started from the idea of sustainability, which became even broader when understood not only from an environmental basis, but also from a social impact perspective. In February 2019, the social networking website Facebook launched the Ads 4 Equality tool. By using algorithms, the advertising campaigns of agencies and advertisers are analyzed as to the representativeness of their characters in relation to the Brazilian population in terms of sex, race and body type (Coletiva.Net, 2019). The examples previously mentioned, in addition to the diversity initiatives in organizations, reveal that some reflections on the relationship with such diverse social groups are necessary. By doing so, it is believed that organizations can achieve their goals and contribute to the development of their social environment. Therefore, it is necessary to know to what extent the knowledge, skills and attitudes (Fleury & Fleury, 2001; Durand, 1998; Fawkes et al. 2018) of professionals in the communication market contribute to the practice of diversity in organizations (Fleury, 2000; Serrano, 2007; Thomas, 1999). With this in mind, we have developed an exploratory research based on a structured questionnaire with 33 questions. This tool was applied via Google forms to a non-probabilistic sample by accessibility (Weber & Persigo, 2017).). We obtained 191 participants and, based on the results, it was found that the majority reaffirm the importance of the theme, however only a few have actually worked on it. With regard to the effective development of diversity, knowledge on the issues of gender, race and accessibility, for example, was the least mentioned by these professionals as being necessary for communication activities, such as planning and mapping audiences, which are essential for any communicative structure. There is also evidence that the organizations involved in the research are not yet in the diversity management stage (Serrano, 2007). In theory, this situation would explain why certain competences, such as knowing how to learn and knowing how to engage to have a strategic vision (Fleury & Fleury, 2001), did not seem to be properly mobilized by the interviewed professionals. One of the most mentioned competences was precisely the mapping of audiences, whereas the others, related to individual diversity (race, religion, gender, and so on), were not recognized as those used by professionals on a daily basis. This perspective can help us somehow explain why diversity is still often practiced at the discursive (image gain) and utilitarian (profitability) levels. As a result, this study reveals a path to be followed by these professionals with a view to a more inclusive society.
22
AJAYI, Noah Oluwasanjo, and Elizabeth Olanike ADEKOYA. "COWRIE SHELLS IN OJO-ALAWORO: A NEXUS OF ART, CULTURE, TRADITION, HERITAGE, AND ECONOMIC DEVELOPMENT." ShodhKosh: Journal of Visual and Performing Arts 3, no. 2 (July 26, 2022): 73–88. http://dx.doi.org/10.29121/shodhkosh.v3.i2.2022.158.
Full textAbstract:
In the old days, most villages and towns of states and nations in Africa are founded with or through cowrie shells (owo eyo), thereby serving as evolutionary symbols and objects. There are several arts, cultures, traditions, heritages, and economic development (ACTHED) activities, cowrie shells (owo eyo) are being used in Nigeria and Africa generally, and Ojo-Alaworo town specifically, which is the target of this study. This ACTHED does not leave out socio-cultures, religion-magical and spiritual endowments. The aforementioned artistic activities are gradually facing out in our society through civilisation. Therefore, this study focuses on appraising and refreshing our memories of the significance and vital roles that cowrie shells (owo eyo) played and still play in the sojourn of the human race in Ojo-Alaworo town of Lagos State, Nigeria. In this regard, functionalism and symbolic interactionism theory of culture were used as a theoretical framework to analyze this study. As a qualitative research design, data were collected through semi-structured interviews (SSI) with five participants. They are indigenous elders (three males and two females) ages 70 to 85 years. The reason for this purposive sampling is that elders are wiser and more experienced in ACTHED, hence the Yoruba adage “iriri lagba”. The findings were discussed extensively which shows that cowrie shells (owo eyo) are inevitable in Ojo-Alaworo town despite civilisation in the town. To this end, a conclusion was made, and recommendations were suggested to revive the values of cowrie shells (owo eyo).
23
Nurein, Sheymaa Ali, and Humera Iqbal. "Identifying a space for young Black Muslim women in contemporary Britain." Ethnicities 21, no. 3 (April 20, 2021): 433–53. http://dx.doi.org/10.1177/14687968211001899.
Full textAbstract:
Young Black Muslim Women (BMW) have complex, intersectional identities and exist at the margins of various identity groupings. Given this, members of the community can face societal relegation across, not only race and gender lines, but across religious ones, too. This paper explores the lived experiences of intragroup discrimination, identity and belonging in 11 young Black Muslim Women in the United Kingdom. In-depth, semi-structured interviews were conducted with participants and thematically analysed through the lens of intersectionality. The use of an intersectional framework facilitated an understanding of the manner in which the sample was multiply marginalised. Two key themes emerged from the interviews: firstly, around experiences of intragroup and intersectional discrimination and, secondly, around the challenges of responding to and coping with the negative effects of such discrimination. Participants discussed the cross-cutting nature through which they faced discrimination: from within the Black community; from within the Muslim community; and as a result of their gender. The non-exclusivity of these three identities result in constant encounters of discrimination along different dimensions to their personal identity. They also developed diverse means of coping with this marginalisation including drawing from religious beliefs and mobile identifications, i.e. performing different aspects of their identities in different contexts. The present study contributes to existing knowledge in its focus on an under-researched group and emphasises the negative effects of intragroup discrimination. The paper importantly highlights the diversity within the Black community and considers the (in)visibility of Black Muslim Women within society.
24
Chakraverty, Devasmita. "The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM." International Journal of Doctoral Studies 15 (2020): 433–60. http://dx.doi.org/10.28945/4613.
Full textAbstract:
Aim/Purpose: This study examined experiences related to the impostor phenomenon among Black doctoral and postdoctoral scholars in science, technology, engineering, and mathematics (STEM). Background: Research on the impostor phenomenon is usually focused on undergraduates, especially for Blacks, with sparse research on Black doctoral and postdoctoral scholars. This phenomenon was originally investigated among Whites. Due to fewer studies on Blacks, culturally-relevant understanding of the impostor phenomenon is limited. Methodology: This study used surveys and interviews (convergent mixed-methods) to examine the impostor phenomenon among U.S.-based doctoral and postdoctoral scholars (together referred to as “trainees”) in STEM. Participants took a survey (that used the Clance Impostor Phenomenon Scale or CIPS to individually compute impostor phenomenon scores) and a one-on-one, semi-structured interview. Survey (with CIPS scores) and interview data were converged from the same participants, who were recruited from a national conference focused on minorities in STEM (convenience sampling). Using constant comparative method and analytic induction, interview-data were categorized into themes. Contribution: Findings documented race-based impostor-experiences, possibly culturally relevant to other groups of underrepresented minorities (URMs). Findings have implications for research, policy, and practice. These include future initiatives to broaden participation in STEM careers among the underrepresented groups, support those who might experience this phenomenon and transition challenges in academia, and create greater awareness of the challenges trainees face based on their background and life experiences. Findings: Surveys indicated moderate to intense impostor phenomenon among 15 participants at the time data were collected. Interviews with the same participants found six themes linked to the impostor phenomenon: 1) Being the only-one, 2) Lack of belonging, 3) Stereotyping, micro-aggression and judgment, 4) External appearances, 5) Feeling like the “diversity enhancers,” and 6) Complications of intersecting identities. Recommendations for Practitioners: Practitioners should consider the tensions and complications of Black identity and how it ties to training experiences in STEM as well as how race-based impostor phenomenon could shape an individual’s interaction with faculty, mentors, and peers. This knowledge could be helpful in designing professional development programs for Blacks. Recommendation for Researchers: Study findings could have research implications on the way doctoral and postdoctoral training is reimagined to be more inclusive and welcoming of diversity across multiple axes of gender, race/ethnicity, class, first-generation status, ability, sexual orientation, and country of origin, among others. Impact on Society: Black trainees could be vulnerable to leaving STEM fields due to their underrepresentation, lack of critical mass, racial discrimination, and other unpleasant experiences. Conversations around training, development, and means to address psychological distress could focus on culturally-relevant experiences of the impostor phenomenon. Future Research: Future research could look at the experiences of other underrepresented groups in STEM such as Native Americans and Hispanics as well as among faculty of color and individuals from other fields beyond STEM.
25
Clark, Lawrence M., Toya J. Frank, and Julius Davis. "Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative." Teachers College Record: The Voice of Scholarship in Education 115, no. 2 (February 2013): 1–29. http://dx.doi.org/10.1177/016146811311500202.
Full textAbstract:
Background/Context Historians and researchers have documented and explored the work and role of African American teachers in the U.S. educational system, yet there has been limited attention to the specific work, role, and experiences of African American mathematics teachers. To meaningfully and responsibly conceptualize the role of African American mathematics teachers and better understand their work in U.S. schools, analytic approaches are needed to help us understand cases of African American mathematics teachers as representations of a complex and ever-evolving series of intertwined contexts, forces, and events that include critical events along historical timelines (i.e., U.S. educational system, mathematics education, technological innovation and development, African American teaching force). Purpose/Objective The purpose of this article is to challenge readers to consider the African American mathematics teacher as a conceptual entity that embodies characteristics, practices, and dispositions that are potentially meaningful for students, particularly African American students, in ways that support students’ capacity to participate and perform within the racialized contexts of mathematics education, the broader schooling experience, and broader society. Design Structured as an analytic essay, this article provides a rationale and potential directions of inquiry for historians and researchers open to explorations of relationships between race, mathematics education, teacher identity, and teacher practice. Conclusions/Recommendations We make two assertions about the African American mathematics teacher that help to conceptualize his or her role as a theoretical construct. First, the African American mathematics teacher is a boundary spanner with membership in multiple communities—a mathematically proficient and intellectually powerful African American person within a historically disempowered African American community with a history of inaccessibility to and underperformance in mathematics. Second, through various implicit and explicit means and micro-interactions, the African American mathematics teacher has the potential to engage in liberatory mathematics pedagogy, a pedagogy that serves to dismantle racialized hierarchies of mathematics ability. We encourage mathematics education researchers to interrogate, challenge, critique, and build on conceptualizations of the African American mathematics teacher as an entity that represents a unique confluence of experiences, perspectives, dispositions, and knowledge domains critical to the education of students. In doing so, it is our hope that theories of student learning, participation, and performance will more willingly embrace, acknowledge, and incorporate the inescapable dynamics of race, class, student identity, and teacher identity.
26
K., Logeswari, Jeram Parmar, and Deodatt M. Suryawanshi. "Socio-cultural barriers for menstrual hygiene management among adolescent school girls of southern India." International Journal Of Community Medicine And Public Health 8, no. 4 (March 25, 2021): 1868. http://dx.doi.org/10.18203/2394-6040.ijcmph20211247.
Full textAbstract:
Background: India is home to 20% of the world’s adolescent population, with 1 in 10 children currently experiencing puberty. Menstruation, a physiological process in females is influenced not only by race, nutrition and heredity but also by the socio-cultural milieu. In Indian society, the social and cultural restrictions influence the knowledge, attitudes and the practices of adolescent girls towards menstrual hygiene. The present study was carried out to find out the level of knowledge, attitude and practice and the restrictions they face during the process of menstruation.Methods: The study was a descriptive cross-sectional study where 489 adolescent school going females of the age group of 13-15 were recruited using simple random sampling from a cluster of schools and interviewed using a semi structured questionnaire for their knowledge, attitudes, practices and the restrictions they face during menstruation. A scoring system was adopted and categorised as poor, average and good.Results: 423 (88.6%) participants demonstrated average to poor knowledge scores, while 279 (57.1%) participants demonstrated average to poor practice scores. There was a significant difference observed between the educational status of mother (p=0.041) and the knowledge scores of study participants. There was no correlation observed between the monthly per capita income of households and the knowledge (r=0.097) and practice scores (r=0.0034). 375 (76%) study participants faced multiple restrictions during menstruation like not allowed to pray or visit temples (93.6%), total seclusion (74.6%), wash clothes separately (74.6%), sleep on floor (74.6%), restriction on leisure (70.4%), eat out of separate utensils (70.4%), and restriction on consumption of food items (49.8%).Conclusions: Knowledge and practices regarding menstrual hygiene was low among study participants and was influenced by various prevalent socio-cultural restrictions.
27
Banerjee, Rajarshi, Aparajita Dasgupta, Jayeeta Burman, Bobby Paul, Leena Bandyopadhyay, and Sweta Suman. "Resilience level among adolescent children: a school-based study in Kolkata, India." International Journal of Contemporary Pediatrics 5, no. 4 (June 22, 2018): 1641. http://dx.doi.org/10.18203/2349-3291.ijcp20182581.
Full textAbstract:
Background: The rat race of modern life is affecting each and every strata of our society and adolescents are not exempted from this underlying stress. Lack of resilience in adolescents may lead to psychosocial maladaptation and psychopathology in adulthood. This study was undertaken to determine the resilience level and its possible predictors among adolescents of a Kolkata based school.Methods: This was an institution-based, observational cross-sectional study done from June-August’17 among 151 students of 7th-9th standards in a school of Kolkata. A pre-designed, pretested, structured, self-administered questionnaire along with CYRM-12 (‘Child and Youth Resilience Measure-12’) questionnaire was used. The scoring of each question was from 1-3 (higher score indicates more resilience) in CYRM-12 and in this study median attained score of 31 was taken as cut off for determining resilience level. Ethical issues were addressed. SPSS (v.16.0) was used for data analysis.Results: Among 151 students of 12-14 years, 57(37.7%) students were resilient and factors like ‘class’ [OR=4.01(1.85-8.67)]; ‘family type’ [OR=7.73(3.66-16.30)]; ‘time spent with father’ [OR=8.64(4.07-18.37)]; ‘time spent with mother’ [OR=5.97 (2.87-12.42); ‘physical activities’ [OR=9.11 (4.07-20.37) and self-rated school performance [OR=3.12(1.39-6.96)] were associated with high resilience during univariate logistic regression analysis. In the final model of multivariable logistic regression analysis by LR forward method factors like ‘family type’ [AOR=4.45(1.73-11.45)]; ‘time spent with father’ [AOR=5.27(2.04-13.6)]; ‘time spent with mother’ [AOR=4.83(1.80-12.90)] and ‘physical activities’ [AOR=8.14(2.95-22.47)] retained its significance.Conclusions: Quality parental time for children and engagement in physical activity will help to increase resilience level and build up the coping capacity.
28
Tanyanyiwa, Takunda Archlove, and Victor Chimhutu. "Strengthening Cultural Competence in Health Professionals Through Partnerships: A Case Study of a Health Collaborative Exchange Between Malawi and Norway in Trauma Care and Emergency Medicine." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802211152. http://dx.doi.org/10.1177/00469580221115263.
Full textAbstract:
North-South partnerships have been identified as one way of solving some of the challenges in health sectors globally. Norway and Malawi have one such partnership in trauma and emergence care. Lack of trauma care and emergency medicine is a major public health concern worldwide. This results in substantial loss to individual, families, and society. The study follows this partnership between Norway and Malawi, investigating on its socio-cultural benefits, and on how this contributes to the health professionals’ cultural competence. A qualitative case study was chosen for this study, 20 semi-structured interviews were conducted with health professionals and coordinators of the program. Interviews were conducted digitally using platforms such as Zoom and WhatsApp. Interviews were collected between the period of December 2020and February 2021. We found out that exchange participants from both countries largely reported positive experiences. Their experiences centered around their interactions and encounters with patients, patients’ relatives, and colleagues at host institutions. Participants reported a better understanding on health seeking behaviors in different contexts, the importance of communication with both patients and colleagues, and teamwork. In addition, the study revealed the importance on perceptions around identities such as race and gender and how these impact on health professionals’ interactions with patients. We also found out that although working in a different socio-cultural environment was reported as challenging, it was experienced as enriching and rewarding in terms of building and developing cultural competence. The study concludes that North-South health professionals exchange partnerships can be a viable vehicle for developing and naturing cultural competence in health professionals, however, such programs need to invest in preparing the exchange participants to be ready for the challenges that lies ahead in host institutions and countries.
29
Pollock, Mica, and Mariko Yoshisato. "What’s Going On: “Partisan” Worries, and Desires to Discuss Trump-Era Events in School." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (October 2021): 59–90. http://dx.doi.org/10.1177/01614681211058946.
Full textAbstract:
Background/Context: This article explores how the classic U.S. educator effort to stay politically “nonpartisan” when teaching became particularly complicated in an era of spiking K–12 harassment, when government officials openly targeted and denigrated populations on the basis of race, national origin, gender, sexuality, and religion. We share research on a pilot (2017–2019) of #USvsHate, an “anti-hate” initiative we designed and studied with K–12 educators and students in the politically mixed region of San Diego, California. Purpose/Objective/Research Question/Focus of Study: #USvsHate sought to respond to a national spike in bigotry, harassment, and hate crimes by inviting “anti-hate” learning and messaging in an explicitly nonpartisan manner. Analyzing educator interviews and student focus groups from the project pilot, we explore a core tension raised throughout #USvsHate participation: Some participating educators feared that such work to include “all” as equally valuable would seem partisan to critics and so be deemed off-limits. We focus on this tension in part to support educators continuing to grapple with it in a deeply divided country. Population/Participants/Subjects: Pilot participants came from 12 diverse districts in our region, including 53 teachers and 427 students who submitted anti-hate messages to contests, with more than 3,300 students participating overall. We interviewed piloting K–12 teachers (18) and students (30) from traditional public schools and public charter schools. Research Design: Unlike more structured interventions, #USvsHate’s core shared experience is its open-ended invitation to “anti-hate” teaching and messaging. As ethnographically trained researchers, we spent spring 2018 and the 2018–2019 school year studying experiences of #USvsHate’s lessons and messaging efforts, feeding input continually back into project design in a participatory process. Teachers and students joined interviews and focus groups voluntarily. We also talked with dozens more teachers in design sessions and recruitment gatherings. Data Collection and Analysis: We used discourse analysis techniques piloted in studies on race talk to identify trends in participants’ responses and across individuals, coding for a key phrase found in focus group data: Across schools, students stated that #USvsHate offered a necessary chance to discuss “what’s going on.” Conclusions/Recommendations: Students interviewed considered it obviously educators’ professional responsibility to address current incidents of denigration, harassment, bigotry, and threats targeting groups in schools, communities, and society—all of which they termed simply “what’s going on.” Educators agreed but that feared “anti-hate” work now might be deemed partisan and so off-limits to educators. We explore the deep complexity of this worry—and we explore educators’ and students’ attempting to discuss current events of harm as simply part of educators’ jobs.
30
Sikakulya, Franck Katembo, Robinson Ssebuufu, Simon Binezero Mambo, Theophilus Pius, Annet Kabanyoro, Elizabeth Kamahoro, Yusuf Mulumba, Jean Kakule Muhongya, and Patrick Kyamanywa. "Use of face masks to limit the spread of the COVID-19 among western Ugandans: Knowledge, attitude and practices." PLOS ONE 16, no. 3 (March 24, 2021): e0248706. http://dx.doi.org/10.1371/journal.pone.0248706.
Full textAbstract:
Background The world is grappling with an ever-changing COVID-19 pandemic using preventive measures such as personal hygiene, face masks, restrictions on travel and gatherings in communities, in addition to a race to find a vaccine. The purpose of this study was to evaluate the knowledge, attitudes and practices of the western Uganda community on the proper use of face masks to mitigate the spread of COVID-19. Methods A cross-sectional study using a structured questionnaire was carried out from 1st July to 10th July 2020 among western Ugandans of consent age of 18 years and above. Data was analysed using Stata version 14.2. Results Among the respondents (n = 1114), the mean age was 30.7 (SD 11.1), 51% were males, 53.9% married and 43% had attained secondary education. Most participants (60.1%, n = 670) had satisfactory knowledge on the use of face masks and participants at a tertiary education level [AOR 2.6 (95% CI: 1.42–4.67; p = 0.002)] were likely to have satisfactory knowledge than participants who had not education. On attitude, most respondents (69.4%) were confident enough to correctly put on a face mask; 83.4% believed that a face mask can protect against COVID-19 and 75.9% of respondents had never shared their face mask. The majority of respondents (95.2%) agreed wearing face masks in public places was important to protect themselves against COVID-19; 60.3% reported washing their hands before wearing and after removing the face mask. Unfortunately, 51.5% reported removing the face mask if they needed to talk to someone. Conclusion Despite the satisfactory knowledge, good attitude and practices, there is still much more to be done in terms of knowledge, attitude and practices among participants. Government, non-governmental organizations and civil society should improve sensitization of populations on how to behave with face masks while talking to avoid the spread of the COVID-19 among western Ugandans.
31
Song, Yosung, and Justin E. Freedman. "The Construction and Embodiment of Dis/Ability for North Korean Refugees living in South Korea." Teachers College Record: The Voice of Scholarship in Education 124, no. 7 (July 2022): 201–20. http://dx.doi.org/10.1177/01614681221111459.
Full textAbstract:
Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees’ position as outsiders. We also situate discrimination faced by North Korean refugees within South Korea as a broader response to changing demographics, by highlighting the experiences of immigrants and South Korean multicultural education policy. Drawing upon the voices of North Korean refugees, we analyze how the discrimination they experience constructs them as less capable and valued than their South Korean peers. Research Design: This paper reports the findings of a qualitative study that analyzes data from semi-structured interviews of North Korean refugees in South Korea. The interviews focus on participants’ schooling experiences in mainstream schools, at an alternative school, and in their transition to postsecondary education. Conclusions/Recommendations: Our analysis demonstrates how North Korean refugee students are positioned as dis/abled and come to embody disabling conditions as a result of discrimination based on their ethnicized North Korean identity in South Korea. The construction of North Korean refugees as dis/abled reflects the dominance of the ideals of South Korean ethnicity and an educational ideology that promotes assimilation for economic growth. We conclude by discussing the impact of normalizing processes of ethnocentrism, racism, and ableism, and the potential future development of multicultural education in South Korea.
32
Njaka, Chinelo L. "A Dialectic of Race Discourses: The Presence/Absence of Mixed Race at the State, Institution, and Civil Society and Voluntary and Community Sector Levels in the United Kingdom." Social Sciences 11, no. 2 (February 21, 2022): 86. http://dx.doi.org/10.3390/socsci11020086.
Full textAbstract:
For the twenty years that mixed race has been on the United Kingdom (UK) censuses, the main story of mixed race in the UK remains one notable for its nominal presence and widespread absence in national discourses on race and ethnicity, racialisation, and racisms. The article explores reasons for this through connecting the continued presence/absence of mixed race in public discursive spheres to the role that White supremacy continues to play at systemic, structural, and institutional levels within UK society. As technologies of White supremacy, the article argues that continued marginalisation of mixed race has a direct connection to systemic, structural, and institutional aspects of race, racialisation, and racisms. Using three case studies, the article will use race-critical analyses to examine the ways that mixed race is present and—more often—absent at three societal levels: the state, institution, and civil society and voluntary and community sector. The paper will conclude by exploring key broad consequences for the persistent and common presence/absence of mixed race within race and racisms discourses as a technology of political power. Working in tandem, the paper exposes that presence/absence continues to affect mixed race people—and all racialised people—living in and under White supremacy.
33
Assari, Shervin, and Allison Lee. "Developmental Cost of Being Asian but Living in the United States: Diminished Returns of Household Income on Cortical Surface Area in 9-10 Year Old Children." International Journal of Travel Medicine and Global Health 10, no. 1 (February 16, 2022): 16–23. http://dx.doi.org/10.34172/ijtmgh.2022.04.
Full textAbstract:
Introduction: While socioeconomic status (SES) indicators such as household income are known to be associated with larger cortical surface area, recent research on Marginalization-related Diminished Returns (MDRs) suggests that family SES indicators such as household income may have weaker effects on brain function and structure for non-White (marginalized) than White (privileged) families: a pattern that reflects structural and societal inequalities deeply intertwined into the United States social fabric. Methods: This is a cross-sectional study that used baseline data from the Adolescent Brain Cognitive Development (ABCD) study. Data was collected between 2016 and 2018. Overall, 6039 9–10-year-old children entered our analysis. The independent variable was household income. The moderator was race. The primary outcome was the overall cortical surface area. Age, sex, and family structure were the covariates. We used mixed effects regression models that adjusted for data analysis because ABCD data is nested into families, centers, and US states. Results: While high household income was associated with larger cortical surface area, this effect was weaker for Asian than non-Hispanic White children. This racial heterogeneity in the effects of household income on cortical surface area was documented by a statistically significant interaction between race and household income on cortical surface area. Conclusion: For American children, household income does not similarly correlate with cortical surface area of diverse racial groups. Brain development in the US is not solely a function of SES (availability of resources) but also how social groups are racialized and treated in the society. In the US, race, as a proxy of racism, limits how much SES can affect brain structures such as cerebral cortex. Due to racialization, segregation, discrimination, and marginalization, racial minority children may experience weaker effects of SES. Structural inequalities should be addressed to equalize the return of SES resources across racially diverse families.
34
Cohen, Cathy J. "DEVIANCE AS RESISTANCE: A New Research Agenda for the Study of Black Politics." Du Bois Review: Social Science Research on Race 1, no. 1 (March 2004): 27–45. http://dx.doi.org/10.1017/s1742058x04040044.
Full textAbstract:
This paper explores the possibility of constructing a field of investigation based in African American Studies and borrowing from queer theory and Black feminist analysis that is centered around the experiences of those who stand on the (out)side of state-sanctioned, normalized, White, middle- and upper-class, male heterosexuality. This would entail a paradigmatic shift in how scholars of Black politics and more broadly African American Studies think and write about those most vulnerable in Black communities—those thought to be morally wanting by both dominant society and other indigenous group members. Using a theoretical framework for studying Black politics that highlights the construction and malleability of categories as well as the work of processes of normalization found in queer theory in tandem with the detailed understanding of power, in particular as it is structured around and through axes such as race, gender, and class found in African American Studies, we might gain new insights into the everyday politics of those at the bottom in Black communities.Despite the feelings of some in Black communities that we have been shamed by the immoral behavior of a small subset of community members, those some would label the underclass, scholars must take up the charge to highlight and detail the agency of those on the outside, those who through their acts of nonconformity choose outsider status, at least temporarily. An intentional deviance given limited agency and constrained choices sits at the center for this field of research. These individuals are not fully or completely defining themselves as outsiders nor are they satisfied with their outsider status, but they are also not willing to adapt completely, or to conform. The cumulative impact of such choices might be the creation of spaces or counter publics, where not only oppositional ideas and discourse happen, but lived opposition, or at least autonomy, is chosen daily. Through the repetition of deviant practices by multiple individuals, new identities, communities, and politics might emerge where seemingly deviant, unconnected behavior can be transformed into conscious acts of resistance that serve as the basis for a mobilized politics of deviance.
35
Rocha, Zarine L. "Multiplicity within Singularity: Racial Categorization and Recognizing “Mixed Race” in Singapore." Journal of Current Southeast Asian Affairs 30, no. 3 (September 2011): 95–131. http://dx.doi.org/10.1177/186810341103000304.
Full textAbstract:
“Race” and racial categories play a significant role in everyday life and state organization in Singapore. While multiplicity and diversity are important characteristics of Singaporean society, Singapore's multiracial ideology is firmly based on separate, racialized groups, leaving little room for racial projects reflecting more complex identifications. This article explores national narratives of race, culture and belonging as they have developed over time, used as a tool for the state, and re-emerging in discourses of hybridity and “double-barrelled” racial identifications. Multiracialism, as a maintained structural feature of Singaporean society, is both challenged and reinforced by new understandings of hybridity and older conceptions of what it means to be “mixed race” in a (post-)colonial society. Tracing the temporal thread of racial categorization through a lens of mixedness, this article places the Singaporean case within emerging work on hybridity and recognition of “mixed race”. It illustrates how state-led understandings of race and “mixed race” describe processes of both continuity and change, with far-reaching practical and ideological impacts.
36
Bishara, Dr Hanan. "Gender and Sex in the Structure of Feminist Theories: A Concept and a Development." International Journal of Language, Literature and Culture 2, no. 5 (2022): 28–45. http://dx.doi.org/10.22161/ijllc.2.5.6.
Full textAbstract:
Ann Oakley is considered the first to use the concept of 'gender'. She tried to distinguish between 'gender and 'sex'. In fact, she borrowed the idea of distinguishing between the two concepts from the American psychologist Robert Stoller, who was working on unlimited or sexually ambiguous cases. Sex, at that time, was not clearly defined whether it refers to 'males' or 'females', especially since the feelings and emotions were not in harmony with the person's real sex. Robert found that the distinction between the two concepts was beneficial to describe the condition of those individuals who found themselves in special gender positions and models but practiced gender deeds that are not connected to their sex. Accordingly, Oakley defined 'sex' as: "the physiological and biological characteristics that distinguish 'males' from 'females.' Oakley defined gender as "Masculinity and Femininity that are socially structured, and culturally and psychologically formed." These concepts are acquired through a socialization process, through which the individual learns how to become a 'male' and how to become a 'female' in a specific society and at a specific time, as 'gender' represents social characteristics and not a direct product that is connected to biological sex. In general, the concept of 'gender' refers to the distinction between the 'male' and the 'female' on the regular basis of the social role of each category, under the influence of the prevailing social values. The concept of 'Sex' or biological kind means, "the biological, physiological, and psychological differences between the two sexes regarding the differences of chromosomes and hormones and internal and external sexual organs, and consequently, 'Sex' is characterized by 'predestination' and 'aesthetics'. The differences between the woman and the man are fixed and eternal. This condition is called 'sexual dimorphism', namely, 'duplication' or 'duality', which indicates the existence of two kinds of the same category, which differ from each other in several properties. To express the biological differences between the two sexes, sociologists employ the term 'Sex-Category' or 'Sex-Assignment', which describe the operations through which social meanings are given to the biological category (male, female). Thus, we find that the concept of 'gender' has a dynamic meaning, where the role that men and women play extremely vary from one culture to another, and from one social group to another within the same culture. Ethnic race, social class, economic circumstances, and age are factors that influence the actions that are considered appropriate for women. Roughly, we can say that 'sex' is the concept that we give to our mother tongue, through which we speak and figure out our desires, while 'gender' indicates the cultural practices or media that enable these desires to be achieved.[1].
37
Reece, Robert L. "Color Crit: Critical Race Theory and the History and Future of Colorism in the United States." Journal of Black Studies 50, no. 1 (October 16, 2018): 3–25. http://dx.doi.org/10.1177/0021934718803735.
Full textAbstract:
Critical race theory teaches that racism and racial inequality are constants in American society that stand outside of the prejudices of individuals. It argues that structures and institutions are primarily responsible for the maintenance of racial inequality. However, critical race theorists have neglected to formally examine and theorize colorism, a primary offshoot of racial domination. Although studies of colorism have become increasingly common, they lack a unifying theoretical framework, opting to lean on ideas about prejudice and preference to explain the advantages lighter skinned, Black Americans are afforded relative to darker skinned Black Americans. In this study, I deploy a critical race framework to push back against preference as the only, or primary, mechanism facilitating skin tone stratification. Instead, I use historical Census data and regression analysis to explore the historical role of color-based marriage selection on concentrating economic advantage among lighter skinned Black Americans. I then discuss the policy and legal implications of developing a structural view of colorism and skin tone stratification in the United States and the broader implications for how we conceptualize race in this country.
38
Nurhanuddin, Nunu, and Hardi Putra Wirman. "SOCIAL THEOLOGY: RE-ACTUALIZING CULTURAL VALUES INTO SOCIETY TRANSFORMATION." Islam Realitas: Journal of Islamic & Social Studies 4, no. 1 (December 25, 2018): 57. http://dx.doi.org/10.30983/islam_realitas.v4i1.652.
Full textAbstract:
This paper discusses the issue of theology that is indebted to sciences and technology. Technology, even though imposes a negative impact on theology particulary to those whose faith is still unstable, has strengthened Moslem’s belief and does not become a threat. How technology reinforces the faith of Moslem is strongly related to the agenda of reactualization through the praxis activities. The mode of social life should be put on the basis of social transformation in accordance with needs and challenges. The tranformation is closely tied to the development with race structure or human consciousness with the environment. The modification of human life in order to achieve such transformation can be actualized through four basic cultural structures: ethical constitution, esthetic, work orientation and the knowledge of technology. The writer concludes that four elements mentioned above determines the success of Islamic civilization for the future life.
39
Reynolds, Rema E. "We've Been Post-Raced: An Examination of Negotiations between Race, Agency, and School Structures Black Families Experience within “Post-Racial” Schools." Teachers College Record: The Voice of Scholarship in Education 117, no. 14 (November 2015): 148–70. http://dx.doi.org/10.1177/016146811511701410.
Full textAbstract:
This chapter draws from empirical research on middle-class African American families to examine the ways middle-class African American parents and students make meaning of their experiences within public schools. In light of the current mainstream contention that the United States has entered a post-racial epoch with the election of the first African American president, this work posits that post-racial rhetoric obfuscates the continued racialized experiences of Black families regardless of class status. In particular, this work examines how middle-class African American families navigate conversations about race, agency, and structure as they relate to access and opportunities in education and society as a whole.
40
Reiter, Bernd. "Education reform, race, and politics in Bahia, Brazil." Ensaio: Avaliação e Políticas Públicas em Educação 16, no. 58 (March 2008): 125–48. http://dx.doi.org/10.1590/s0104-40362008000100009.
Full textAbstract:
This article discusses the main findings and conclusions from my field research evaluating education reform in the state of Bahia, Brazil. Data collection was done during two exploratory research trips to Salvador, the state capital, in 2001 and in 2005. The Bahian Education Reform, initiated by the state government in 1999 and funded to a great extent by the World Bank, has achieved some very significant goals, most importantly the expansion of high school education and the broadening of access to primary education in areas where access was far from universal. My research nevertheless points to some sever shortcomings, namely with regard to the situation of Afro-Brazilians. Structural racism provides one of the strongest explanations for this shortcoming. Structural racism in Bahia lowers teachers' and principals' expectations about the potential for academic achievement of poor Afro-Brazilians; structural racism widens the gap between students and principals, contributing to a mutual alienation of this two groups and jeopardizing the creation of strategic alliances and synergies inside schools; and it alienates schools from neighborhoods, impeding meaningful community and parental involvement in school management. Finally, the low recognition that public teachers receive from society as a whole, reflected by low salaries, and a general lack of institutional incentive structures that reward outstanding performance and sanction under-average performance have transformed Bahian public education into a desperado system, where the motivations of teachers and students are systematically grinded and their hopes frustrated.
41
Dilraj, Isha. "Race, transformation and education as contradictions in a neoliberal South Africa." Thinker 86, no. 1 (February 26, 2021): 1–11. http://dx.doi.org/10.36615/thethinker.v86i1.448.
Full textAbstract:
In navigating the complexities of race and inequality in South African society, shadowed by colonialism and apartheid, the term transformation has gained traction as the mantra for growth, retribution, education reform, and economic and societal prosperity. However, the capitalistic and neoliberal environment within which the country operates has resulted in transformation initiatives becoming an obsolete contradiction. The education arena, in particular, exemplifies this contradiction and the plethora of inequalities still prevalent in society today. Race has been, and still is, at the forefront of understanding societal inequalities and socio-economic challenges, even though it doesn’t operate in isolation, and relies on the chaotic politics of intersectionality to reveal how power operates in ways which occlude and disguise different kinds of inequalities. In this article, I focus on race as a construct and its deep-rooted significance in South African society, by dissecting conceptualisations of race as a signifier and symbolic, as a structure of division and marker of exclusion, and as a construct of power. Presenting these conceptualisations of race sets the foundation for understanding why transformation initiatives became focal and imperative in charting a new, democratic course in the country. However, these initiatives have become blatant contradictions, as exemplified in the Covid-19 moment in relation to the education sector and the return of students to schools, highlighting deep-rooted inequalities. In acknowledging the severe plight of South African society, handicapped by a superfluity of disparities and discrimination, an offer of hope to reimagine society is deliberated as a way forward, by analysing concepts of antiracism, decoloniality, and a turn to re-defining transformation initiatives to free society from the captivity of neoliberal mentality.
42
Chell, Wanda Johnson, and Dip Kapoor. "Beyond Good Intentions: Race Regimes, Racialisation, Immigrant Service Non-governmental Organizations (IS-NGOs) and Race-Class Reproductions in Canada." Journal of Sociological Research 9, no. 1 (January 28, 2018): 117. http://dx.doi.org/10.5296/jsr.v9i1.12368.
Full textAbstract:
Based on research conducted in a Parenting and Literacy Program (PLP) offered by an Immigrant Service-Non Governmental Organisation (IS-NGO) located in Alberta, Canada, a racialisation and race regimes framework is deployed to advance the proposition that IS-NGOs and their approach to programs and service provision encourage race-class inequalities and augment the contemporary race regime of multiculturalism in Canada. This is in/advertently achieved by selectively racializing im/migrants and reproducing class inequities through the adherence to neoliberal prescriptions (best practices) while claiming to settle, support and work for social justice for im/migrants. We explore the structures, ideas and power relations of an IS-NGO as a race regime and its’ race-class implications for perpetuating hierarchy’s which continue to define a Canadian colonial settler society. The purpose of this research is to stimulate renewal within IS-NGOs, as an exercise in critical reflexivity and to encourage changes at the organisational and employee/practitioner level, by fostering efforts to undermine, redirect and replace race regimes and class inequality in the interests of a still emergent democratic society and polity in Canada.
43
Qi, Xiaojing, Yuxin Ou, Hance Zhang, and Da Wang. "Efficiency Enhancement Design Approach in the Side Wing of a FSAE Car Utilizing a Shutter-Like Fairing Structure." Applied Sciences 12, no. 13 (June 28, 2022): 6552. http://dx.doi.org/10.3390/app12136552.
Full textAbstract:
Aerodynamical design is one of the critical technologies in race car engineering, and favorable race car aerodynamics is supposed to provide sufficient negative lift force and keep the center of pressure in the vicinity of center of mass. Taking the Formula Society of Automotive Engineers (FSAE) cars as an example, side wing structure is frequently adopted for better grip in the mid-back of short wheelbase, open wheel race cars. This research designs a shutter-like fairing structure and utilizes it to weaken the vorticity and reinforce the pressure of side wing flow field. The sensitivity of side wing aerodynamic efficiency to shutters’ key parameters is analyzed, and optimized shutters’ key parameters for a prototype FSAE race car are obtained through computational fluid dynamics simulations. Results indicate that over 10% enhancement in side wing aerodynamic efficiency can be achieved by applying optimized shutters.
44
Naudhani, Tahira. "Women and Society in Balochistan." Al-Burz 2, no. 1 (December 20, 2010): 13–24. http://dx.doi.org/10.54781/abz.v2i1.227.
Full textAbstract:
Our whole society is a multi-colored, which is strongly structured on the basis of gender specifications for both male and females. Our society has a rich heritage of socio-cultural diversity. Their inhabitants are admixture of different races. Balochistan society is basically tribal in nature and there are different ethnic group with their own patterns of socio-cultural system and code of conducts. There is a clear cut structural difference between rural and urban parts of the society. Balochsitani women have some special and significant characteristics as a member of a tribal society with some special features which increase the worth and dignity of a women and makes safer their position in a social system. Despite all these facts and realities, the Balochistani women is facing enormous hardships of life like poverty, illiteracy & ignorance and poor health conditions. Woman faces lack of social services and many other social problems and hurdles in their lives, but still she is fighting against all hardships with courage and consistency to combat the misfortunes to make their harsh destiny comfortable and prestigious.
45
Rama Devi, Dr Amara. "SOCIETAL OPPRESSION: A STUDY OF ARUNDATI ROY’S THE GOD OF SMALL THINGS." Journal of English Language and Literature 09, no. 01 (2022): 146–52. http://dx.doi.org/10.54513/joell.2022.9117.
Full textAbstract:
The God of Small Things throws light upon hierarchical structures of power, and oppression at various levels in patriarchal societies. Arundati Roy explores how these differences of caste, gender and race, function through social institutions and the way they affect human interactions and relationships. In this paper, an attempt is made to show how the novel highlights the interrelationships of all power structures to shape society. The “Big Things” – the things in power, indicating in the end that the God of small things is an absent god, a god of loss.The God of Small Things throws light upon hierarchical structures of power, and oppression at various levels in patriarchal societies. Arundati Roy explores how these differences of caste, gender and race, function through social institutions and the way they affect human interactions and relationships. In this paper, an attempt is made to show how the novel highlights the interrelationships of all power structures to shape society. The “Big Things” – the things in power, indicating in the end that the God of small things is an absent god, a god of loss.
46
Jones, Regina V. "Pedagogies of Race: The Politics of Whiteness in an African American Studies Course." Ethnic Studies Review 34, no. 1 (January 1, 2011): 1–19. http://dx.doi.org/10.1525/esr.2011.34.1.1.
Full textAbstract:
This paper evaluates students' arguments for a color-blind society to avoid discussions related to the continued existence of racism in USA culture. Relatedly, this writer finds that as an black woman her status as facilitator in the classroom is directly challenged, on occasion, and that race and gender play a primary role in students' perception of classroom material and how she is perceived. Classroom discussions related to historical texts reveal that structures of domination have slanted perception of black and white people in U.S. culture. Finally, a key to open dialogue about race and racism, primarily for white students, is to explain and demonstrate the invisibility of whiteness or white privilege in American society.
47
Ruhina Jesmin, U. H. "An Asymmetrical Dialectic of Oppression and Act of Political Warfare in Tsitsi Dangarembga’s Nervous Conditions." Explorations: A Journal of Language and Literature 8 (December 8, 2020): 59–70. http://dx.doi.org/10.25167/exp13.20.8.6.
Full textAbstract:
The study locates an asymmetrical dialectic of oppression in Tsitsi Dangarembga’s Nervous Conditions. It reveals Nyasha, Tambu, Lucia, Maiguru, and Ma’Shingayi’s experiences with racist-sexist dimensions in the context of a typical Shona society in colonial Rhodesia and England. The study locates cultural and political inscriptions on women’s body and sexuality and the mutually-constitutive intersections which socio-culturally and politically regulate women characters’ beliefs and body. Nyasha goes against existing political dynamics and exhibits subversive body performativeness to claim/redefine her identity and sexuality. It bespeaks of an act of political warfare. She deliberately dismantles the barriers that prohibit entrance to domains reserved for specific gender and race. As such, Nyasha’s relation with her society and the hierarchical structure of race and gender in which her identity is embedded unequivocally signify political implications. This is because Nyasha’s race, gender, and sexuality constitute her social and political identities.
48
Dietz, Thomas, Rachael L. Shwom, and Cameron T. Whitley. "Climate Change and Society." Annual Review of Sociology 46, no. 1 (July 30, 2020): 135–58. http://dx.doi.org/10.1146/annurev-soc-121919-054614.
Full textAbstract:
Climate change is one of the greatest ecological and social challenges of the twenty-first century. Sociologists have made important contributions to our knowledge of the human drivers of contemporary climate change, including better understanding of the effects of social structure and political economy on national greenhouse gas emissions, the interplay of power and politics in the corporate sector and in policy systems, and the factors that influence individual actions by citizens and consumers. Sociology is also poised to make important contributions to the study of climate justice across multiple lines of stratification, including race, class, gender, indigenous identity, sexuality and queerness, and disability, and to articulate the effects of climate change on our relationship to nonhuman species. To realize its potential to contribute to the societal discourse on climate change, sociology must become theoretically integrated, engage with other disciplines, and remain concerned with issues related to environmental and climate inequalities.
49
Van Arsdale, Adam P. "Population Demography, Ancestry, and the Biological Concept of Race." Annual Review of Anthropology 48, no. 1 (October 21, 2019): 227–41. http://dx.doi.org/10.1146/annurev-anthro-102218-011154.
Full textAbstract:
For more than 50 years, biological anthropology has argued against the use of the biological race concept. Despite such efforts, aspects of the concept remain in circulation within society and within the discipline itself. As commonly articulated, anthropology's rejection of the biological race concept lacks an evolutionarily based explanatory grounding. Biological patterns of variation in living humans do not map onto commonly utilized categorizations of race, but this knowledge does not explain why human evolution has not produced such structures. This article attempts to offer one such explanation by constructing a biocultural framing of race around ancestry. By examining ancestry through two related lenses, genealogical and genetic, it is shown that the coherence of race as a biological concept has been disrupted by demographic changes in our recent evolutionary past. The biological construction of race is invalid not because it is impossible but because evolutionary forces have actively worked against such patterns in our evolutionary past.
50
Korneliusa, Kristīna. "The Search for Identity in “Never Marry a Mexican” by Sandra Cisneros." Ostrava Journal of English Philology 14, no. 2 (January 2023): 35–45. http://dx.doi.org/10.15452/ojoep.2022.14.0009.
Full textAbstract:
This paper explores the search for identity in the short story “Never Marry a Mexican” by Sandra Cisneros, examining such identity characteristics as ethnicity, race, gender, and marital status. Additionally, such defense mechanisms as denial and projection are analyzed, as well as the structure of the story. Overall, the analysis shows that finding one’s identity is so crucial that if a person does not comply with the conventions of human society, he or she may start looking for possibilities of identification outside the human race