A changing landscape? An intersectional analysis of race and gender disparity in access to social capital

2020 ◽  
pp. 1-16
Author(s):  
Song Yang ◽  
Brandon A. Jackson ◽  
Anna Zajicek
Keyword(s):  
Social Capital ◽  
Gender Disparity ◽  
Race And Gender ◽  
Intersectional Analysis ◽  
And Gender

scholarly journals Book Review: Data Feminism

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Shannon O'Reilly
Keyword(s):  
Data Science ◽  
Racial Profiling ◽  
Race And Gender ◽  
Data Ethics ◽  
Political Commentary ◽  
Intersectional Analysis ◽  
Visual Approach ◽  
And Gender

This book review critiques Lauren F. Klein and Catherine D'lgnazio's Data Feminism (2020). Klein and D'lgnazio take a visual approach to provide a synopsis—underpinned by social and political commentary—that explores the avenues through which data science and data ethics shape how contemporary technologies exploit injustices related to race and gender. Klein and D'lgnazio offer examples of this exploitation, such as the discriminatory surveillance apparatus that relies on racial profiling tactics. These examples are emboldened by the use of contemporary data strategies that—on the surface—strive to achieve a more equitable and ‘neutral’ hierarchal society. This review examines the text’s visual approach to demonstrating institutional inequities and the authors’ acknowledgement of their own privilege, specifically the role they play in upholding the oppressive systems they seek to dismantle through collaboration and intersectional analysis.

Mapping Intersectionality and Latina/o and Chicana/o Students Along Educational Frameworks of Power

2018 ◽  
Vol 42 (1) ◽  
pp. 177-202 ◽  
Author(s):  
Sonya M. Alemán
Keyword(s):  
Graduate Students ◽  
Institutional Practices ◽  
Race And Gender ◽  
College Age ◽  
Educational Trajectories ◽  
Structure And Agency ◽  
Intersectional Analysis ◽  
Gender Based ◽  
And Gender ◽  
Racist Nativism

This chapter reviews scholarship using intersectional analyses to assess how Latina/o and Chicana/o youth navigate imbricated systems of privilege and oppression in their educational trajectories. Scholars have explored the navigational tactics Latina/o and Chicana/o students use to negotiate their intersectional identities and the institutional practices that amplify or negate experiences of privilege or disenfranchisement. Others have articulated distinct forms of overlapping oppression, such as racist nativism, gendered familism, privilege paradox, and citizenship continuum. Researchers have also developed a methodology for intersectional analysis that combines both quantitative and qualitative elements, as well as a conceptual model that maps out the micro, meso, and macro levels of intersectionality to account for both structure and agency within multifaceted dynamics of power. This chapter notes the reliance on race- and gender-based frameworks, on interviews and focus groups, and on college-age or graduate students for intersectional analysis on Latina/o and Chicana/o students. Together, the chapter reveals the complexity of capturing the multitiered planes of privilege and power that intersect in dynamic ways to disenfranchise and empower Latina/o and Chicana/o students.

American Modernity

2011 ◽  
Author(s):  
Lawrence A. Scaff
Keyword(s):  
Social Capital ◽  
New York ◽  
Religious Faith ◽  
Church Of Christ ◽  
Religious Ethics ◽  
Ethical Culture ◽  
Race And Gender ◽  
The Social ◽  
And Gender ◽  
The Relationship

This chapter examines Max Weber's thoughts on American modernity based on his observations during his trip to New York City. It first considers Max and Marianne Weber's experience with religious services in New York, including a Presbyterian service at the Marble Collegiate Church, the service of the First Church of Christ Scientist, and the service of the Ethical Culture Society. It then discusses Max's views about the social implications of religious faith and social capital, as well as Marianne's thoughts about Americanization. It also analyzes Weber's account of the “cool objectivity of sociation” and his ideas on the issues of class, race, and gender; the relationship between religious ethics and economic action; and cultural pluralism.

scholarly journals Who Climbs the Academic Ladder? Race and Gender Stratification in a World of Whiteness

2018 ◽  
Vol 45 (3) ◽  
pp. 216-244
Author(s):  
Kyle K. Moore ◽  
Ismael Cid-Martinez ◽  
Jermaine Toney ◽  
Jason A. Smith ◽  
Amber C. Kalb ◽  
...  
Keyword(s):  
Social Capital ◽  
Academic Career ◽  
White Male ◽  
Academic Rank ◽  
Race And Gender ◽  
Publish Or Perish ◽  
Secondary Sources ◽  
And Gender ◽  
Human And Social Capital ◽  
Value Neutrality

Under-represented minority (URM) faculty can expand the range of perspectives taught to students, but only if they are hired, granted tenure, and promoted. Their career paths can be constrained due to a stratification process that appears to legitimate a non-Hispanic White male set of rules and practices, including value neutrality and objectivity. This article measures specific aspects of human and social capital and their relationship to academic stratification in two social science disciplines, economics and sociology. Here, we measure stratification by the distribution of academic rank and examine differences based on discipline, institution type, race/ethnicity, gender, and publications in terms of academic career success. Our data are unique because they are gathered from multiple secondary sources. One contribution of this article is to measure social capital as a “two worlds” phenomenon, taken from W. E. B. Du Bois. Not surprisingly, we find that “publish or perish” still rules. Conversely, URM-oriented social capital, which can provide a safe space and opportunities to collaborate on scholarly work, is not significant. But, it may be related to feelings of satisfaction and inclusion. The only exceptions are URM-oriented sections in sociology. The article concludes with a series of policy recommendations to support URM faculty members in their careers.

Passing Over: Setting the Record Straight in Uncle Tom's Cabin

PMLA ◽  
2003 ◽  
Vol 118 (5) ◽  
pp. 1290-1304 ◽  
Author(s):  
Michael Borgstrom
Keyword(s):  
Gender Stereotypes ◽  
Social Difference ◽  
Race And Gender ◽  
Uncle Tom's Cabin ◽  
Minority Identity ◽  
Intersectional Analysis ◽  
Normative Standards ◽  
And Gender ◽  
Minority Identities

This essay considers one of the most underexamined characters in Harriet Beecher Stowe's Uncle Tom's Cabin: Augustine St. Clare's effeminate manservant, Adolph. I evaluate Adolph's critical elision to illustrate how the success of critiques centered on race and gender unintentionally permits other minority identities (and stereotypes) in the book to continue unremarked. While revisionist readings of Stowe's novel complicate racial and gender stereotypes, they nevertheless accept stable (even conventional) categories to describe minority identity. Such formulations foreclose the possibility of seeing other minority identities in the book that intertwine race and gender in ways different from normative standards. In examining Adolph's character, this essay considers how intersectional analysis reveals important representations of social difference—including differences not always acknowledged in present-day culture.

Social capital, power, school-based decision making, and the teaching assignment process

2018 ◽  
Vol 3 (4) ◽  
pp. 321-340 ◽  
Author(s):  
Daina S. Lieberman ◽  
Jennifer K. Clayton
Keyword(s):  
Decision Making ◽  
Social Capital ◽  
Structured Interviews ◽  
Content Type ◽  
Race And Gender ◽  
Teacher Understanding ◽  
School Based ◽  
And Gender ◽  
Interpretive Design ◽  
At Risk Student

PurposeThe purpose of this paper is to investigate power and its influence on the teaching assignment process and school-based decision making.Design/methodology/approachQualitative interpretive design and thematic analysis were used. Semi-structured interviews were conducted with teachers and administrators.FindingsBoth teachers and administrators discussed power and social capital as components of the teaching assignment process. Teachers viewed the origins of their social capital differently than administrators and felt social capital was evident in school-based decision making and the teaching assignment process.Research limitations/implicationsParticipants were demographically rather homogeneous. Further studies with a diverse sample could examine race and gender as factors in the teaching assignment process.Practical implicationsThis study demonstrates a need for administrators to examine how they consider social capital when distributing teaching assignments and involving teachers in school-based decision making. Administrators’ actions may result in teacher tracking, disadvantaging marginalized and at-risk student populations.Social implicationsThere is a clear disconnect between administrator and teacher understanding of the purpose and practice of teaching assignment distribution. Administrators were unaware of their own power, how they wielded it, and the effect it had on teachers.Originality/valueFew studies have examined teacher–administrator power relations or the teaching assignment process at the secondary level. This study connects the teaching assignment process to social capital and power.

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