scholarly journals Queer solidarities: New activisms erupting at the intersection of structural precarity and radical misrecognition

2018 ◽  
Vol 6 (2) ◽  
pp. 608-630 ◽  
Author(s):  
Michelle Fine ◽  
María Elena Torre ◽  
David M. Frost ◽  
Allison L. Cabana
Keyword(s):  
Well Being ◽  
The United States ◽  
State Violence ◽  
Participatory Action ◽  
Racially Diverse ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship ◽  
Research Collective ◽  
Inclusive Sample

This article investigates the relationship between exposure to structural injustice, experiences of social discrimination, psychological well being, physical health, and engagement in activist solidarities for a large, racially diverse and inclusive sample of 5,860 LGBTQ/Gender Expansive youth in the United States. Through a participatory action research design and a national survey created by an intergenerational research collective, the “What’s Your Issue?” survey data are used to explore the relationships between injustice, discrimination and activism; to develop an analysis of how race and gender affect young people’s vulnerabilities to State violence (in housing, schools and by the police), and their trajectories to activism, and to amplify a range of “intimate activisms” engaged by LGBTQ/GE youth with powerful adults outside their community, and with often marginalized peers within. The essay ends with a theoretical appreciation of misrecognition as structural violence; activism as a racialized and gendered response to injustice, and an elaborated archive of “intimate activisms” engaged with dominant actors and within community, by LGBTQ/GE youth who have been exiled from home, school, state protection and/or community and embody, nevertheless, “willful subjectivities”.

scholarly journals Intersecting race and gender stereotypes: Implications for group-level attitudes

2017 ◽  
Vol 21 (8) ◽  
pp. 1172-1184 ◽  
Author(s):  
Curtis E. Phills ◽  
Amanda Williams ◽  
Jennifer M. Wolff ◽  
Ashley Smith ◽  
Rachel Arnold ◽  
...  
Keyword(s):  
Black Men ◽  
Gender Stereotypes ◽  
South Asians ◽  
The United States ◽  
Men And Women ◽  
Race And Gender ◽  
The United Kingdom ◽  
Minority Men ◽  
And Gender ◽  
The Relationship

Two studies examined the relationship between explicit stereotyping and prejudice by investigating how stereotyping of minority men and women may be differentially related to prejudice. Based on research and theory related to the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008), we hypothesized that stereotyping of minority men would be more strongly related to prejudice than stereotyping of minority women. Supporting our hypothesis, in both the United Kingdom (Study 1) and the United States (Study 2), when stereotyping of Black men and women were entered into the same regression model, only stereotyping of Black men predicted prejudice. Results were inconsistent in regard to South Asians and East Asians. Results are discussed in terms of the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008) and the gendered nature of the relationship between stereotyping and attitudes.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

The Intersectional Effects of Diverse Elections on Validated Turnout in the 2018 Midterm Elections

2020 ◽  
Vol 73 (4) ◽  
pp. 988-1003 ◽  
Author(s):  
Vladimir E. Medenica ◽  
Matthew Fowler
Keyword(s):  
Voter Turnout ◽  
Racial Diversity ◽  
The United States ◽  
Demographic Information ◽  
Racially Diverse ◽  
Data Set ◽  
Race And Gender ◽  
Gender Influence ◽  
Midterm Elections ◽  
And Gender

The 2018 midterm elections in the United States were unprecedented in their gender and racial diversity. Voters across the country, especially younger voters, elected the most diverse U.S. Congress in history. Despite increased electoral diversity along lines of gender, race, and the intersections of both, extant literature has remained siloed, focusing on the effect of either gender or race on turnout but rarely examining both in relation to one another. Using a novel data set of racially diverse young adults that includes demographic information for congressional candidates and vote-validated data, this study investigates how the intersection of race and gender influence voter turnout across diverse electoral contexts. Our study provides important insights for both unpacking the 2018 elections and more generally understanding how race and gender interact to influence youth voter turnout as candidate profiles and electoral contexts continue to diversify.

scholarly journals EDUCATIONAL ATTAINMENT AND YOUNG ADULT HEALTH IN THE UNITED STATES: DIFFERENCES BY RACE AND GENDER

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S591-S591
Author(s):  
Grace A Noppert
Keyword(s):  
Health Outcome ◽  
The United States ◽  
Adult Health ◽  
Race And Gender ◽  
Logistic Regression Models ◽  
And Gender ◽  
Using Data ◽  
Young Adult Health ◽  
Ethnicity And Gender ◽  
The Relationship

Abstract There is compelling evidence to suggest that educational disparities in health differ by both race and gender. This study examines the relationship between respondents’ education and six health outcomes related to cardiometabolic and inflammatory outcomes using data from Wave IV of the National Longitudinal Study of Adolescent to Adult Health (ages 24-32 years; N = 13,458). We used logistic regression models to examine the relationship between education and the odds of each health outcome. Models were stratified by race and gender. We found that the association between education and each health outcome differed by race/ethnicity and gender. While among whites we observed an association between education and each health outcome, for blacks we observed no such associations. It may be that the benefits of education are particularly salient for those in more structurally advantaged positions, pointing to the continued need to address structural inequalities by both gender and race.

Critical Perspectives on Curriculum and Pedagogy

2021 ◽  
Author(s):  
Ganiva Reyes ◽  
Racheal Banda ◽  
Brian D. Schultz
Keyword(s):  
The United States ◽  
Participatory Action ◽  
Student Centered ◽  
Race And Gender ◽  
Curriculum And Pedagogy ◽  
Black Intellectual ◽  
Anna Julia Cooper ◽  
Hip Hop Pedagogy ◽  
And Gender ◽  
Ralph Tyler

Throughout the history of the United States there has been a long trajectory of dialogue within the field of education around curriculum and pedagogy. Scholars have centered questions such as: What is curriculum? What knowledge should count as curriculum? Who gets to decide? Who does not? And, in turn, what is the pedagogical process of organizing knowledge, subject matter, and skills into curriculum? While many scholars have worked on various approaches to curriculum, the work of Black intellectual scholar Anna Julia Cooper serves as an important point of departure that highlights how curriculum and pedagogy have long been immersed in broader sociopolitical issues such as citizenship, democracy, culture, race, and gender. Starting from the late 19th century, Cooper took up curricular and pedagogical questions such as: What is the purpose of education? What is the role of the educator? And what is the purpose of being student-centered? These are important questions that pull together various traditions and fields of work in education that offer different approaches to curriculum. For instance, the question of whether it’s best to center classical subjects versus striving for efficiency in the development of curriculum has been a debated issue. Across such historical debates, the work of mainstream education scholars such as John Dewey, Ralph Tyler, and Hilda Taba have long been recognized; however, voices from scholars of color, such as Cooper, have been left out or overlooked. Thus, the contributions of Black intellectual scholars such as Cooper, Carter G. Woodson, and other critical scholars of color are brought to the forefront to provide deeper knowledge about the development of curriculum and pedagogy. The work of marginalized scholars is also connected with reconceptualist efforts in curriculum studies to consider current conceptual framings of schooling, curriculum, and pedagogy. Finally, critical theories of curriculum and pedagogy are further unpacked through research conducted with and alongside communities of color. This scholarship includes culturally responsive pedagogy, funds of knowledge, hip-hop pedagogy, reality pedagogy, critically compassionate intellectualism, barrio pedagogy, youth participatory action research (YPAR), and feminist of color pedagogies.

scholarly journals EXPLORING THE MULTIDIMENSIONAL BIOPSYCHOSOCIAL PATHWAYS LINKING SOCIAL STATUS AND HEALTH AMONG OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S818-S818
Author(s):  
Heather R Farmer ◽  
Amy Thierry ◽  
Linda A Wray
Keyword(s):  
Older Adults ◽  
Social Status ◽  
Well Being ◽  
The United States ◽  
Physical And Mental Health ◽  
Race And Gender ◽  
Reactive Protein ◽  
Race Ethnicity ◽  
And Gender ◽  
Using Data

Abstract An abundant literature has documented the social patterning of health, where those with lower social status experience poorer outcomes relative to those with higher status. This symposium examines how social status (e.g., age, race/ethnicity, gender, and SES) impacts various aspects of midlife and older adults’ lives and their psychological and physical health. The research presented in this symposium lend support to utilizing a biopsychosocial framework for understanding mechanisms of health and aging. First, Heather Farmer et al. will explore race and gender differences in elevated C-reactive protein (CRP), a marker of inflammation linked to poor acute and chronic outcomes, using data from the Health and Retirement Study (HRS). Linda Wray and Amy Thierry will use HRS data to test whether race/ethnicity and sex interact to produce unequal outcomes in functional status. Jen Wong et al. will utilize data from the Midlife in the United States (MIDUS) survey to investigate the moderating influences of age, gender, marital status, and social support on caregiving and psychological well-being. Collin Mueller and Heather Farmer will use HRS data to examine how perceptions of unfair treatment are associated with healthcare satisfaction and self-rated health across Black, Latinx, and White subpopulations. Taken together, this work highlights the need for a comprehensive approach to better address physical and mental health disparities over the life course. After attending this session, participants will have a stronger understanding of how social status shapes important outcomes in older adults’ lives and some of the mechanisms responsible for these variations.

scholarly journals What’s Your “Street Race”? Leveraging Multidimensional Measures of Race and Intersectionality for Examining Physical and Mental Health Status among Latinxs

2017 ◽  
Vol 4 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Nancy López ◽  
Edward Vargas ◽  
Melina Juarez ◽  
Lisa Cacari-Stone ◽  
Sonia Bettez
Keyword(s):  
Mental Health ◽  
Health Status ◽  
Physical Health ◽  
The United States ◽  
Mental Health Status ◽  
Physical And Mental Health ◽  
Race And Gender ◽  
Race 1 ◽  
And Gender ◽  
The Relationship

Using the 2015 Latino National Health and Immigration Survey (N = 1,197), we examine the relationship between physical and mental health status and three multidimensional measures of race: (1) street race, or how you believe other “Americans” perceive your race at the level of the street; (2) socially assigned race, or what we call ascribed race, which refers to how you believe others usually classify your race in the United States; and (3) self-perceived race, or how you usually self-classify your race on questionnaires. We engage in intersectional inquiry by combining street race and gender. We find that only self-perceived race correlates with physical health and that street race is associated with mental health. We also find that men reporting their street race as Latinx or Arab were associated with higher odds of reporting worse mental health outcomes. One surprising finding was that for physical health, men reporting their street race as Latinx were associated with higher odds of reporting optimal physical health. Among women, those reporting their street race as Mexican were associated with lower odds of reporting optimal physical health when compared to all other women; for mental health status, however, we found no differences among women. We argue that street race is a promising multidimensional measure of race for exploring inequality among Latinxs.

The Relationship between Body Image and Exercise Adherence in Fitness Centre Exercising Sample

2018 ◽  
Vol 1 (80) ◽  
Author(s):  
Rasa Jankauskienė ◽  
Brigita Miežienė
Keyword(s):  
Body Image ◽  
Exercise Adherence ◽  
Physical Activity Promotion ◽  
Well Being ◽  
Social Physique Anxiety ◽  
Men And Women ◽  
Activity Promotion ◽  
And Gender ◽  
Body Self ◽  
The Relationship

Research background and hypothesis. The analysis of factors which might infl uence exercise adherence is important issue for physical activity promotion. Studies show that exercisers’ body image is important factor associated with well being, exercise motivation and specifi c exercise–related behaviour.Research aim was is to examine the relationship between exercise adherence, body image and social physique anxiety in a sample of fi tness centre participants. Research methods. Members of fi tness centres (n = 217, 66 of them were women) provided their answers on exercise experience, in three subscales (appearance evaluation, appearance orientation and overweight preoccupation) of The Multidimensional Body-Self Relations Questionnaire (MBSRQ-AS; Brown et al., 1990) and Social Physique Anxiety Scale (SPAS; Hart et al., 1989). Mean age of the sample was 29.02 (9.85) years (range = 18–68 years).Research results. Women demonstrated higher appearance orientation, overweight preoccupation and social physique anxiety compared to men. However, we observed no signifi cant differences in appearance evaluation, appearance orientation and overweight preoccupation in the groups of different exercise experience of men and women. When overweight respondents (≥ 25 kg / m²) were excluded from the analysis, there were no statistically signifi cant differences observed in body image and social physique anxiety in exercise experience groups of men and women. Exercising longer than 6 years signifi cantly predicted overweight preoccupation [95% CI: 1.25–16.94] controlled by age and gender. Discussion and conclusions. Exercising men demonstrated more positive body image and lower social physique anxiety compared to women, except for appearance evaluation. There were observed no body image and social physique relationships with exercise adherence observed in the sample of fi tness centre participants, however, exercise experience longer than 6 years predicted overweight preoccupation.Keywords: body image concerns, exercise experience, self-presentation.

Race and Gender

2020 ◽  
pp. 251-269 ◽  
Author(s):  
Timnit Gebru
Keyword(s):  
Machine Learning ◽  
Language Processing ◽  
The United States ◽  
Error Rates ◽  
Political Factors ◽  
Recidivism Rates ◽  
Race And Gender ◽  
Decision Tools ◽  
And Gender ◽  
Technical Solutions

This chapter discusses the role of race and gender in artificial intelligence (AI). The rapid permeation of AI into society has not been accompanied by a thorough investigation of the sociopolitical issues that cause certain groups of people to be harmed rather than advantaged by it. For instance, recent studies have shown that commercial automated facial analysis systems have much higher error rates for dark-skinned women, while having minimal errors on light-skinned men. Moreover, a 2016 ProPublica investigation uncovered that machine learning–based tools that assess crime recidivism rates in the United States are biased against African Americans. Other studies show that natural language–processing tools trained on news articles exhibit societal biases. While many technical solutions have been proposed to alleviate bias in machine learning systems, a holistic and multifaceted approach must be taken. This includes standardization bodies determining what types of systems can be used in which scenarios, making sure that automated decision tools are created by people from diverse backgrounds, and understanding the historical and political factors that disadvantage certain groups who are subjected to these tools.

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