How to Be a Biological Racial Realist

What Is Race? ◽  
2019 ◽  
pp. 73-110 ◽  
Author(s):  
Quayshawn Spencer
Keyword(s):  
American English ◽  
Medical Genetics ◽  
Epistemic Value ◽  
Human Species ◽  
Racial Realism

Quayshawn Spencer shows that there is a widely used race talk in American English where race is a biological division and biologically real. That race talk is the Office of Management and Budget’s since 1997. Spencer shows that what race is, in this race talk, is just a set of five biological populations in the human species. After defending this qualified biological racial realism, Spencer shows how his qualified biological racial realism is helpful in answering the question of whether any folk racial scheme has epistemic value in medical genetics.

Spencer’s Reply to Glasgow, Haslanger, and Jeffers

What Is Race? ◽  
2019 ◽  
pp. 203-244
Author(s):  
Joshua Glasgow ◽  
Sally Haslanger ◽  
Chike Jeffers ◽  
Quayshawn Spencer
Keyword(s):  
Racial Identity ◽  
South Asian ◽  
American English ◽  
Harvard University ◽  
Empirical Adequacy ◽  
The South ◽  
Race Theory ◽  
Undergraduate Admissions ◽  
Black Racial Identity ◽  
Racial Realism

Quayshawn Spencer clarifies that his defense of biological racial realism in Chapter 3—which is called “OMB race theory”—is meant to be a part of a larger radically pluralist theory about the nature and reality of race in American English. Next, Spencer defends OMB race theory against the South Asian mismatch objection from Glasgow and Jeffers. Third, Spencer raises an empirical adequacy objection against Glasgow’s, Haslanger’s, and Jeffers’s race theories insofar as they are unable to predict how race and races are talked about in multiple national discussions, such as whether Rachel Dolezal is wrong to claim a Black racial identity and whether Harvard University has been unlawfully discriminating against Asian applicants in undergraduate admissions.

scholarly journals Confrontations in “Genethics”: Rationalities, Challenges, and Methodological Responses

2011 ◽  
Vol 20 (1) ◽  
pp. 46-55 ◽  
Author(s):  
JOHN COGGON
Keyword(s):  
Genetic Engineering ◽  
Science Fiction ◽  
Scientific Understanding ◽  
Medical Genetics ◽  
Embryo Selection ◽  
Human Species ◽  
Ethical Problems ◽  
Ethical Implications ◽  
Moral Philosophers

It was only a matter of time before the portmanteau term “genethics” would be coined and a whole field within bioethics delineated. The term can be dated back at least to 1984 and the work of James Nagle, who claims credit for inventing the word, which he takes “to incorporate the various ethical implications and dilemmas generated by genetic engineering with the technologies and applications that directly or indirectly affect the human species.” In Nagle’s phrase, “Genethic issues are instances where medical genetics and biotechnology generate ethical problems that warrant societal deliberation.” The great promises and terrific threats of developments in scientific understanding of genetics, and the power to enhance, modify, or profit from the knowledge science breeds, naturally offer a huge range of issues to vex moral philosophers and social theorists. Issues as diverse as embryo selection and the quest for immortality continue to tax analysts, who offer reasons as varied as the matters that might be dubbed “genethical” for or against the morality of things that are actually possible, logically possible, and even just tenuously probable science fiction.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Zero Marking of Past Tense in Child African American English

2014 ◽  
Vol 21 (4) ◽  
pp. 173-181 ◽  
Author(s):  
Ryan Lee ◽  
Janna B. Oetting
Keyword(s):  
African American ◽  
American English ◽  
African American English ◽  
Current Paper ◽  
Past Tense ◽  
Typically Developing ◽  
Grammatical Function

Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.

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