What Is to Be Gained by Looking White People in the Eye? Culture, Race, and Gender in Cases of Sexual Violence

Signs ◽  
1994 ◽  
Vol 19 (4) ◽  
pp. 894-923 ◽  
Author(s):  
Sherene Razack
Keyword(s):  
Sexual Violence ◽  
White People ◽  
Race And Gender ◽  
And Gender

scholarly journals Pedagogies of Race: The Politics of Whiteness in an African American Studies Course

2011 ◽  
Vol 34 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Regina V. Jones
Keyword(s):  
White Students ◽  
White Privilege ◽  
Primary Role ◽  
Race And Racism ◽  
White People ◽  
Race And Gender ◽  
Black And White ◽  
Historical Texts ◽  
And Gender ◽  
American Society

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.

Introduction: Centering Intersectionality

2021 ◽  
pp. 1-5
Author(s):  
Johanna Bond
Keyword(s):  
Human Rights ◽  
Critical Race Theory ◽  
Sexual Violence ◽  
Armed Conflict ◽  
Analytical Framework ◽  
The United States ◽  
Race And Gender ◽  
Intersectionality Theory ◽  
The World ◽  
And Gender

Intersectionality theory posits that aspects of identity, such as race and gender, are mutually constitutive and intersect to create unique experiences of discrimination and subordination. Perpetrators of sexual violence in armed conflict, for example, often target women on the basis of both gender and ethnicity. When human rights actors intervene on behalf of those harmed by sexual violence in armed conflict, they must understand the intersectional complexity of those violations. Global Intersectionality and Contemporary Human Rights examines the influence of intersectionality theory on human rights law in the modern era and its evolution as a theoretical framework in the United States and around the world. This volume draws on feminist theory, critical race theory, and human rights jurisprudence to argue that scholars and activists have underutilized intersectionality theory in the global discourse of human rights. This chapter introduces readers to the book’s argument that the United Nations and other human rights organizations must do more to actively embrace intersectionality as an analytical framework for the promotion of human rights around the world.

Women of Color in Academia

2019 ◽  
pp. 105-116 ◽  
Author(s):  
Claudia M. Bermúdez ◽  
Rachel R. Camacho
Keyword(s):  
Women Of Color ◽  
Transnational Feminism ◽  
Daily Basis ◽  
Faculty Of Color ◽  
Economic Systems ◽  
White People ◽  
Race And Gender ◽  
Systemic Nature ◽  
And Gender ◽  
Women Faculty Of Color

This chapter addresses the intersecting roles of race and gender that impact the lives of women faculty of color. The authors explore the overt and covert acts of hostility that they experienced while co-teaching a graduate-level class and challenged the racism and sexism embodied by some of their students. White fragility speaks to a state in which some White people refuse to acknowledge the systemic nature of racism from which they benefit on a daily basis, instead redirecting attention toward their feelings of discomfort when confronted with their racist behaviors. Hegemonic masculinity speaks to the ways in which some men benefit from political, social, and economic systems that legitimize patriarchy and the subordination of women. These phenomena, rooted in colonialist and imperialist histories that transnational feminism works to destabilize, viscerally affect women of color in the academy.

scholarly journals Undergraduates’ awareness of White and male privilege in STEM

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Melissa Dancy ◽  
Katherine Rainey ◽  
Elizabeth Stearns ◽  
Roslyn Mickelson ◽  
Stephanie Moller
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
Women Of Color ◽  
White Men ◽  
People Of Color ◽  
White People ◽  
Gender And Race ◽  
Race And Gender ◽  
Systemic Factors ◽  
And Gender

Abstract Background It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of “science as White property”, derived from critical race theory, to frame this study and results. Results White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter. Conclusions We found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.

“I didn’t think this service was for people like us”: improving service response to BME survivors of sexual violence

2019 ◽  
Vol 3 (3) ◽  
pp. 339-354
Author(s):  
Mariana Cancoro de Matos ◽  
Clare McFeely
Keyword(s):  
Sexual Violence ◽  
Cultural Sensitivity ◽  
Social Inequalities ◽  
Economic Status ◽  
Third Sector ◽  
Structured Interviews ◽  
Race And Gender ◽  
Social Economic Status ◽  
Third Sector Organisations ◽  
And Gender

Characteristics such as race, age, social economic status and sexual orientation, have an impact on women’s experiences of sexual violence and subsequent contact with services. In this qualitative study, we focused on the intersections of race and gender. Semi-structured interviews were conducted with eight key informants from statutory and third sector organisations to explore their responses to, and strategies for providing services for BME survivors of sexual violence. Results indicate the need to develop racial literacy and cultural sensitivity in individual practice as well as within the wider organisations. An intersectional approach is essential to adequately support survivors of sexual violence and address social inequalities.

Children's use of race and gender as cues to social status

2019 ◽  
Author(s):  
Tara M Mandalaywala ◽  
Christine Tai ◽  
Marjorie Rhodes
Keyword(s):  
Decision Making ◽  
Black People ◽  
Social Preferences ◽  
Developmental Outcomes ◽  
White People ◽  
Access To Resources ◽  
Social Hierarchies ◽  
Gender And Race ◽  
Race And Gender ◽  
And Gender

Social hierarchies are ubiquitous and determine a range of developmental outcomes, yet little is known about when children develop beliefs about status hierarchies in their communities. The present studies (3.5-6.9 years; N = 420) found that children begin to use gender and race as cues to status in early childhood, but that gender and race related to different status dimensions and had different consequences for inter-group attitudes. Children expected boys to hold higher status as defined by access to resources and decision-making power (e.g., having more toys and choosing what other people play with) but did not expect boys to have more wealth overall. Gender-related status beliefs did not relate to gender-related social preferences; instead, children preferred members of their own gender, regardless of their status beliefs. In contrast, children expected White people to be wealthier than Black people, and among some populations of children, the belief that White people were higher status (as defined by access to resources and decision-making power) weakly related to pro-White bias. Children’s status-expectations about others were unrelated to beliefs about their own status, suggesting children more readily apply category-based status beliefs to others than to themselves.

Referral Patterns for Youths Identified at Risk for Suicide by Trained Gatekeepers

Crisis ◽  
2012 ◽  
Vol 33 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Michael S. Rodi ◽  
Lucas Godoy Garraza ◽  
Christine Walrath ◽  
Robert L. Stephens ◽  
D. Susanne Condron ◽  
...  
Keyword(s):  
Suicide Prevention ◽  
Demographic Characteristics ◽  
Service Access ◽  
Referral Patterns ◽  
Race And Gender ◽  
Lee Smith ◽  
Prevention Behavior ◽  
Key Variables ◽  
And Gender ◽  
To Receive

Background: In order to better understand the posttraining suicide prevention behavior of gatekeeper trainees, the present article examines the referral and service receipt patterns among gatekeeper-identified youths. Methods: Data for this study were drawn from 26 Garrett Lee Smith grantees funded between October 2005 and October 2009 who submitted data about the number, characteristics, and service access of identified youths. Results: The demographic characteristics of identified youths are not related to referral type or receipt. Furthermore, referral setting does not seem to be predictive of the type of referral. Demographic as well as other (nonrisk) characteristics of the youths are not key variables in determining identification or service receipt. Limitations: These data are not necessarily representative of all youths identified by gatekeepers represented in the dataset. The prevalence of risk among all members of the communities from which these data are drawn is unknown. Furthermore, these data likely disproportionately represent gatekeepers associated with systems that effectively track gatekeepers and youths. Conclusions: Gatekeepers appear to be identifying youth across settings, and those youths are being referred for services without regard for race and gender or the settings in which they are identified. Furthermore, youths that may be at highest risk may be more likely to receive those services.

Sign in / Sign up

Export Citation Format

Share Document