RING THE ALARM

2020 ◽  
pp. 1-17
Author(s):  
Jelisa S. Clark
Keyword(s):  
Black Women ◽  
News Coverage ◽  
Black Girls ◽  
Black Boys ◽  
Exclusionary Discipline ◽  
School To Prison Pipeline ◽  
Race And Gender ◽  
Discipline Policies ◽  
And Gender ◽  
The Impact

Abstract In this research, I use theories of framing and social construction to investigate how race and gender are featured in national news coverage of the school-to-prison pipeline, and how policies and practices funnel students from school to the criminal justice system. Results indicate that there are three primary narratives surrounding the school-to-prison pipeline. The first is a narrative that harsh disciplinary practices in schools are irrational and negatively impact all students. The second narrative crafts the school-to-prison pipeline as a social problem for all Black students irrespective of gender. The final narrative emphasizes the impact of exclusionary discipline on Black boys. Each of these narratives functions to erase the experiences of Black girls. Ultimately, I argue that we need to take a more intersectional approach to school discipline policies and take into account how Black women and girls are situated within popular and policy discussions.

scholarly journals Deaths, Disparities, and Cumulative (Dis)Advantage: How Social Inequities Produce an Impairment Paradox in Later Life

2021 ◽  
Author(s):  
Heide Jackson ◽  
Michal Engelman
Keyword(s):  
Black Women ◽  
Multinomial Logistic Regression ◽  
Functional Limitations ◽  
Later Life ◽  
Functional Health ◽  
Race And Gender ◽  
Nationally Representative ◽  
And Gender ◽  
Gender Groups ◽  
The Impact

Abstract Background Research on health across the life course consistently documents widening racial and socioeconomic disparities from childhood through adulthood, followed by stabilization or convergence in later life. This pattern appears to contradict expectations set by cumulative (dis)advantage (CAD) theory. Informed by the punctuated equilibrium perspective, we examine the relationship between midlife health and subsequent health change and mortality and consider the impact of earlier socioeconomic exposures on observed disparities. Methods Using the Health and Retirement Study, we characterize the functional impairment histories of a nationally-representative sample of 8,464 older adults between 1994-2016. We employ non-parametric and discrete outcome multinomial logistic regression to examine the competing risks of mortality, health change, and attrition. Results Exposures to disadvantages are associated with poorer functional health in midlife and mortality. However, a higher number of functional limitations in midlife is negatively associated with the accumulation of subsequent limitations for white men and women and for Black women. The impact of educational attainment, occupation, wealth, and marriage on later life health differs across race and gender groups. Conclusions Observed stability or convergence in later-life functional health disparities is not a departure from the dynamics posited by CAD, but rather a result of the differential impact of racial and socioeconomic inequities on mortality and health at older ages. Higher exposure to disadvantages and a lower protective impact of advantageous exposures lead to higher mortality among Black Americans, a pattern which masks persistent health inequities later in life.

scholarly journals Child’s Developmental Disabilities and Parental Health in Later Life: Do Parental Race and Gender Matter?

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 312-313
Author(s):  
Juha Lee ◽  
Manjing Gao ◽  
Chioun Lee
Keyword(s):  
Black Women ◽  
Developmental Disabilities ◽  
Adverse Effects ◽  
Early Life ◽  
The United States ◽  
Parental Health ◽  
Race And Gender ◽  
And Gender ◽  
Gender Groups ◽  
The Impact

Abstract Parents, particularly mothers, who experienced early life adversities (ELAs) are more likely to have a child with developmental disabilities (DD). We have little knowledge about how parental health varies across race-gender groups among those with a DD child and the role of ELAs in the associations. Using Black and White adults (n = 8,778; 25% Blacks) from the Midlife in the United States (MIDUS) study, we examine racial disparities in the impact of having a child with DD (vs. having healthy children) on parental health outcomes. This study questions (1) the extent to which parents’ ELAs (e.g., poverty and abuse) are associated with having a child with DD and (2) how considering early-life factors reveals racial and gender disparities in the impact of having a child with DD. We found that as the number of ELAs increases, the probability of having a healthy child decreases for all race-gender groups, but most dramatically for Black women. Having a DD has adverse effects on chronic illnesses and functional limitations more for mothers than fathers. Black women are most adversely affected, with no effect on Black men. There is no gender difference in the impact of having a DD child on depressive symptoms, yet White parents are more vulnerable than Black parents. After controlling for ELAs, the adverse effects of having a DD child on both physical and mental health remain significant. Future research should identify life-course circumstances that reveal why the impact of having a DD child varies by race and gender.

scholarly journals Are Black Women and Girls Associated With Danger? Implicit Racial Bias at the Intersection of Target Age and Gender

2019 ◽  
Vol 45 (10) ◽  
pp. 1427-1439 ◽  
Author(s):  
Kelsey C. Thiem ◽  
Rebecca Neel ◽  
Austin J. Simpson ◽  
Andrew R. Todd
Keyword(s):  
Black Women ◽  
Gender Bias ◽  
Racial Bias ◽  
Black Girls ◽  
Black Boys ◽  
Age Bias ◽  
Age And Gender ◽  
Women And Girls ◽  
Implicit Stereotyping ◽  
And Gender

We investigated whether stereotypes linking Black men and Black boys with violence and criminality generalize to Black women and Black girls. In Experiments 1 and 2, non-Black participants completed sequential-priming tasks wherein they saw faces varying in race, age, and gender before categorizing danger-related objects or words. Experiment 3 compared task performance across non-Black and Black participants. Results revealed that (a) implicit stereotyping of Blacks as more dangerous than Whites emerged across target age, target gender, and perceiver race, with (b) a similar magnitude of racial bias across adult and child targets and (c) a smaller magnitude for female than male targets. Evidence for age bias and gender bias also emerged whereby (d) across race, adult targets were more strongly associated with danger than were child targets, and (e) within Black (but not White) targets, male targets were more strongly associated with danger than were female targets.

Race and Gender Intersectionality and Education

2021 ◽  
Author(s):  
Venus E. Evans-Winters
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Queer Theory ◽  
Educational Inequality ◽  
Analytical Framework ◽  
Black Girls ◽  
Race And Gender ◽  
And Gender ◽  
Personal Community

When recognizing the cultural political agency of Black women and girls from diverse racial and ethnic, gender, sexual, and socioeconomic backgrounds and geographical locations, it is argued that intersectionality is a contributing factor in the mitigation of educational inequality. Intersectionality as an analytical framework helps education researchers, policymakers, and practitioners better understand how race and gender intersect to derive varying amounts of penalty and privilege. Race, class, and gender are emblematic of the three systems of oppression that most profoundly shape Black girls at the personal, community, and social structural levels of institutions. These three systems interlock to penalize some students in schools while privileging other students. The intent of theoretically framing and analyzing educational problems and issues from an intersectional perspective is to better comprehend how race and gender overlap to shape (a) educational policy and discourse, (b) relationships in schools, and (c) students’ identities and experiences in educational contexts. With Black girls at the center of analysis, educational theorists and activists may be able to better understand how politics of domination are organized along other axes such as ethnicity, language, sexuality, age, citizenship status, and religion within and across school sites. Intersectionality as a theoretical framework is informed by a variety of standpoint theories and emancipatory projects, including Afrocentrism, Black feminism and womanism, critical race theory, queer theory, radical Marxism, critical pedagogy, and grassroots’ organizing efforts led by Black, Indigenous, and other women of color throughout US history and across the diaspora.

Exploring Black Girls’ Subversive Literacies as Acts of Freedom

2020 ◽  
Vol 52 (4) ◽  
pp. 456-481
Author(s):  
Lauren Leigh Kelly
Keyword(s):  
Black Women ◽  
Literacy Practices ◽  
The United States ◽  
Black Girls ◽  
Racial Equity ◽  
Race And Gender ◽  
Consciousness Development ◽  
History Of ◽  
And Gender ◽  
Young Black Women

Research on Black girls’ and women’s literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women’s struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school.

scholarly journals Structural Gendered Racism Revealed in Pandemic Times: Intersectional Approaches to Understanding Race and Gender Health Inequities in COVID-19

2021 ◽  
pp. 089124322110013
Author(s):  
Whitney N. Laster Pirtle ◽  
Tashelle Wright
Keyword(s):  
Black Women ◽  
Women Of Color ◽  
Structural Racism ◽  
Gendered Racism ◽  
Race And Gender ◽  
Root Cause ◽  
The Veil ◽  
And Gender ◽  
Novel Coronavirus ◽  
The Impact

The pandemic reveals; the novel coronavirus (COVID-19) pandemic has brought the historically rooted inequities of our society to the forefront. We argue that an intersectional analysis is needed to further help peel back the veil that the pandemic has begun to reveal. We identify structural gendered racism—the totality of interconnectedness between structural racism and structural sexism in shaping race and gender inequities—as a root cause of health problems among Black women and other women of color, which has been amplified during the pandemic. We show that women of color occupy disadvantaged positions within households, occupations, and health care institutions, and therefore face heightened risk for COVID-19 and lowered resources for mitigating the impact of the deadly virus. Intersectional analyses and solutions must be centered to also reveal, we hope, a new way forward.

Race, Gender, and National Identity in the American and British Telephone Industries

2001 ◽  
Vol 46 (2) ◽  
pp. 185-205 ◽  
Author(s):  
Venus Green
Keyword(s):  
National Identity ◽  
Black Women ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Gender Constructions ◽  
Telephone Operators ◽  
Telephone Industry ◽  
And Gender ◽  
The Impact

This article compares the racially heterogeneous, privately-owned American telephone industry, and the relatively homogeneous, publicly-owned British system, to examine how race and gender constructions implicit in the national identities of the two countries influence employment opportunities. For all the differences in the histories of the two telephone industries and variations in the construction of racial, national, and gender identities, blacks in the United States and Britain had remarkably similar experiences in obtaining employment as telephone operators. This leads to the conclusion that the power of national identity in the workplace is strongly based on “whiteness”. Despite their limited access to national identity, white women experienced advantages that were denied to black women, which illustrates how race modified the impact of gender on the privileges of national identity.

Sign in / Sign up

Export Citation Format

Share Document