Gender and Race in Congressional National News Media Appearances in 2008

2017 ◽  
Vol 13 (04) ◽  
pp. 569-596 ◽  
Author(s):  
Jennifer C. Lucas
Keyword(s):  
Black Women ◽  
News Media ◽  
Media Coverage ◽  
Race And Gender ◽  
Presidential Candidates ◽  
Racial Identities ◽  
National Media ◽  
The Media ◽  
And Gender ◽  
Nonwhite Male

Media coverage of women and black members of Congress and presidential candidates often relies on gender and racial stereotypes, providing distorted coverage of these members and their agendas. This study analyzes national news media appearances of House members discussing the 2008 presidential election to examine whether the increased salience of race and gender due to the presence of nonwhite male presidential and vice presidential candidates resulted in greater media visibility for female and black representatives. Female and black House members, particularly those Democrats who endorsed a candidate, appeared in the media more often in 2008, driven by the media's interest in connecting their gender and racial identities to evaluations of Clinton, Palin, and Obama. With the national media's attention drawn to conflict, members with perceived conflicts among their intersectional identities drew greater media attention, especially Republican and black women. Overall, the media rendered black and female members as mainly surrogate representatives for black and women voters. The results suggest that black and female sources may secure national media exposure through the strategic use of their perceived raced-gendered expertise but at the risk of reinforcing stereotypes, and female or minority presidential candidates may influence the visibility of these members to voters.

Rebranding Political Conservatism through Race, Gender, and Class

2018 ◽  
Author(s):  
Khadijah Costley White
Keyword(s):  
News Media ◽  
Brand Identity ◽  
Tea Party ◽  
Race And Gender ◽  
News Stories ◽  
Media And Politics ◽  
Political Conservatism ◽  
The Media ◽  
And Gender

The news media focused on race, gender, and class in contentious narratives that pushed people to tune their “headphones” into stories about the Tea Party brand. Branding shapes consumers’ tastes, desires, and loyalties and creates profit through the invocation of these types of immaterial qualities. This chapter examines the ways in which the Tea Party news stories emphasized class, race, and gender as key “intangible values” that helped to produce and reify the Tea Party brand identity. It also theorizes the Tea Party’s brand logic* through an analysis of what the news stories tell us about modern conceptions of race, gender, and class identities in the media and politics.

THE SINS OF THE FATHER: GENDER- BASED VIOLENCE IN POST-APARTHEID SOUTH AFRICA

2017 ◽  
Vol 14 (2) ◽  
pp. 57-70 ◽  
Author(s):  
Lyn Snodgrass
Keyword(s):  
South Africa ◽  
Black Women ◽  
South African ◽  
African Women ◽  
Gender Based Violence ◽  
Political Issues ◽  
Race And Gender ◽  
Gender Based ◽  
And Gender ◽  
South African Women

This article explores the complexities of gender-based violence in post-apartheid South Africa and interrogates the socio-political issues at the intersection of class, ‘race’ and gender, which impact South African women. Gender equality is up against a powerful enemy in societies with strong patriarchal traditions such as South Africa, where women of all ‘races’ and cultures have been oppressed, exploited and kept in positions of subservience for generations. In South Africa, where sexism and racism intersect, black women as a group have suffered the major brunt of this discrimination and are at the receiving end of extreme violence. South Africa’s gender-based violence is fuelled historically by the ideologies of apartheid (racism) and patriarchy (sexism), which are symbiotically premised on systemic humiliation that devalues and debases whole groups of people and renders them inferior. It is further argued that the current neo-patriarchal backlash in South Africa foments and sustains the subjugation of women and casts them as both victims and perpetuators of pervasive patriarchal values.

Race, Gender, and Perceived Employment Discrimination

2021 ◽  
Vol 52 (5) ◽  
pp. 509-527
Author(s):  
Philip Q. Yang
Keyword(s):  
Black Women ◽  
White Women ◽  
Social Inequalities ◽  
Employment Discrimination ◽  
General Social Survey ◽  
Self Report ◽  
Independent Effect ◽  
Race And Gender ◽  
Job Discrimination ◽  
And Gender

This study investigates the effects of race and gender on perceived employment discrimination using the 2016 General Social Survey that provides new data on perceived employment discrimination that aligns more closely with the legal definition of employment discrimination. It is found that 19% of the American adults self-reported the experience of employment discrimination in job application, pay increase, or promotion in the past 5 years. The results of logistic regression analysis show that either controlling or not controlling for other factors, Blacks were much more likely to perceive being discriminated in employment than Whites, but other races were not significantly different from Whites in perceived employment discrimination after holding other variables constant. While gender did not have a significant independent effect on perceived job discrimination, it did interact with race to influence perceived job discrimination. Regardless of race, women were somewhat less likely than men to perceive job discrimination, but Black women were significantly even less likely than White women to self-report job discrimination, and Black men were much more likely to self-report employment discrimination than White men. These findings have implications for combating employment discrimination and addressing social inequalities.

scholarly journals I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

2021 ◽  
Vol 31 (1-2) ◽  
pp. 7-28
Author(s):  
April L. Peters ◽  
Angel Miles Nash
Keyword(s):  
Black Women ◽  
The United States ◽  
Women's Leadership ◽  
Three Dimensions ◽  
Race And Gender ◽  
Leadership Framework ◽  
And Gender ◽  
Resisting Oppression ◽  
Epistemological Basis

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

Prototypes of race and gender: The invisibility of Black women

2010 ◽  
Vol 46 (2) ◽  
pp. 356-360 ◽  
Author(s):  
Amanda K. Sesko ◽  
Monica Biernat
Keyword(s):  
Black Women ◽  
Race And Gender ◽  
And Gender

From Ni putes ni soumises to #metoo in the French press: Between the hegemony of Whiteness and the Otherness of Muslims

2021 ◽  
pp. 095715582110217
Author(s):  
Marion Dalibert
Keyword(s):  
Middle Class ◽  
News Media ◽  
Media Coverage ◽  
White Women ◽  
Post Colonial ◽  
Mainstream Media ◽  
The Media ◽  
Cultural Power ◽  
Majority Groups ◽  
Feminist Movements

By questioning the media coverage of the seven feminist movements that have received most publicity in the French mainstream media since the 2000s, this article shows that the media narrative regarding feminism perpetuates the national metanarrative produced in generalist newspapers. This metanarrative reinforces the power of majority groups by portraying them as inherently egalitarian, while those with the least economic, social, political and cultural power, such as Muslim men, are portrayed as the most sexist. It also highlights that racialised collectives are still socially invisible or limited to a visibility that is framed by representations rooted in a (post) colonial imaginary. Non-white women are in fact presented as fundamentally submissive, while (upper)-middle-class white women are the only ones associated with emancipation, which is significant of white and bourgeois hegemony at work in the French news media.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

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