The Oxford Handbook of Philosophy and Race

2017 ◽  
Keyword(s):  
African American ◽  
Native American ◽  
Latin American ◽  
Asian American ◽  
Social Issues ◽  
Continental Philosophy ◽  
Female Gender ◽  
Public Health Medicine ◽  
American Philosophy ◽  
Comprehensive Collection

The Oxford Handbook of Philosophy and Race provides up-to-date explanation and analyses by leading scholars of contemporary issues in philosophy of race and African American philosophy. Ideas about race held by Locke, Hume, Kant, Hegel, and Nietzsche are supplemented by suppressed thought from the African diaspora, early twentieth-century African American perspectives, and Native American, Asian American, and Latin American views. Philosophical analysis is brought to bear on the status of racial divisions as human categories in the biological sciences, as well as within the architectonic of contemporary criticism and conceptual analysis. The special applications of American philosophy and continental philosophy to ideas of race are presented as methodological alternatives to more analytic approaches. As a collection of analyses and assessments of “race” in the real world, there is trenchant and relevant attention paid to historical and contemporary racism and what it means to say that “race” and racial identities are socially constructed. Analyses of contemporary social issues include the importance of racial difference and identity in education, public health, medicine, IQ and other standardized tests, and sports. Societal limitations and structures provided by public policy and law are realistically considered. As a critical theory, the study of race is compared to feminism. Historical and contemporary, as well as academic and popular, racisms pertaining to male and female gender receive special consideration. Although this comprehensive collection may have the effect of a textbook, each of the original essays is a fresh and authentic development of important present thought.

Introduction

2017 ◽  
Author(s):  
Naomi Zack
Keyword(s):  
Latin American ◽  
Asian American ◽  
Social Issues ◽  
Continental Philosophy ◽  
Iq Testing ◽  
Race And Gender ◽  
American Philosophy ◽  
Philosophy Of Race ◽  
History Of ◽  
And Gender

The philosophy of race, progressively understood, is new to academic philosophy, although figures in the canon, including Hume, Kant, Nietzsche, and Hegel, expressed and influenced scientific ideas of human races in terms that would today be considered racist. Changes in the biological and social sciences and historical anti-oppression movements during the twentieth century led first to African American philosophy and today more broadly to the philosophy of race. This volume contains leading twenty-first-century thought in this new philosophical subfield, including the following: ideas of race in the history of philosophy; pluralistic historical ideas of race from Indigenous, Latin American, and Asian American traditions; philosophy of science and race; ideas of race in American philosophy and continental philosophy; racism and neo-racism; race as social construction; contemporary social issues in education, medicine, sports, IQ testing, and police profiling; public policy, law, and political philosophy; and race and gender.

Perceptions of Social Support in Doctoral Programs among Minority Students

2000 ◽  
Vol 86 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Social Environment ◽  
Graduate School ◽  
Asian American ◽  
Doctoral Programs ◽  
Student Survey ◽  
The Social

This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.

The Prevalence of Sexual Abuse Among Adolescents in School

2003 ◽  
Vol 19 (5) ◽  
pp. 266-272 ◽  
Author(s):  
Elizabeth M. Saewyc ◽  
Sandra Pettingell ◽  
Lara L. Magee
Keyword(s):  
Sexual Abuse ◽  
African American ◽  
Native American ◽  
Ethnic Groups ◽  
Asian American ◽  
School Nurses ◽  
Ethnic Variation ◽  
History Of ◽  
Asian American Youth

Sexual abuse is a profound stressor that complicates the development and health of adolescents, yet its prevalence has been difficult to estimate among adolescents in school populations. This study explored the prevalence of both incest and nonfamily abuse in 2 cohorts of adolescents in Minnesota in the 1990s (1992: N = 77,374; 1998: N = 81,247). Findings indicate that sexual abuse was reported by both boys and girls and among students of all ethnic groups. Approximately 10% of adolescents reported sexual abuse in each cohort, with girls 5 times more likely to report abuse than boys. Ethnic variation was minor, with African American, Native American, and Hispanic teens slightly more likely to report abuse than White or Asian American youth. School nurses should routinely assess for a history of sexual abuse in adolescents and should be prepared to provide support and referral for abused students and their families.). Findings indicate that sexual abuse was reported by both boys and girls and among students of all ethnic groups. Approximately 10% of adolescents reported sexual abuse in each cohort, with girls 5 times more likely to report abuse than boys. Ethnic variation was minor, with African American, Native American, and Hispanic teens slightly more likely to report abuse than White or Asian American youth. School nurses should routinely assess for a history of sexual abuse in adolescents and should be prepared to provide support and referral for abused students and their families.

Minority and Majority Students' Retrospective Perceptions of Social Support in Doctoral Programs

2002 ◽  
Vol 95 (1) ◽  
pp. 187-196 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Asian American ◽  
Academic Environment ◽  
Student Survey ◽  
Faculty Advisors ◽  
Majority Students ◽  
Negative Perceptions

This study examined the perceptions of amount and types of social support reported by minority and majority doctoral students during graduate school. Analysis of responses from 803 White, 292 African-American, 179 Asian-American, 151 Hispanic, and 29 Native American doctoral students ( N = 1,454) using the Doctoral Student Survey showed that most doctoral students across groups were moderately satisfied with their programs and they perceived the academic environment and faculty advisors to be strong sources of social support. White doctoral students reported greater program satisfaction, more positive perceptions of the academic environment, and fewer program problems than African-American doctoral students, while the latter reported more negative perceptions of the social environment than the other group.

Gender and the Civil Rights Curricula

2021 ◽  
Author(s):  
Belinda Robnett
Keyword(s):  
African American ◽  
Native American ◽  
Civil Rights ◽  
Social Movement ◽  
Asian American ◽  
Parental Leave ◽  
The United States ◽  
Feminist Movement ◽  
Second Wave ◽  
Racial Ethnic

For decades, women in the United States have fought for civil rights. Other than the fight for women’s civil rights, women’s activism in other types of social movements has been largely ignored in textbooks and in the media. Two factors contribute to this neglect. First, historically, women have held differential access to structural and institutional power. Second, with a narrow definition of leadership, researchers focused exclusively on charismatic and formal social movement leaders. However, women served as leaders and participants not only in the Suffrage movement and the second-wave feminist movement but also in the U.S. civil rights movement, the Chican@ movement, the Asian American movement, and the Native American movement. Among the causes, women have fought on the front lines for voting rights; equal employment opportunities; equal pay; desegregated housing, schools, and public facilities; reproductive rights; tribal land rights; cultural and religious preservation; LGBTQ+ rights; criminal justice; welfare rights; universal healthcare; parental leave; environmental justice; and subsidized child care. Women served as formal leaders in women’s movement organizations, and as bridge leaders in mixed-gender groups. As bridge leaders, they fostered ties between the social movement and the community, between strategies (aimed at individual change, identity, and consciousness) and political strategies (aimed at organizational tactics designed to challenge existing relationships with the state and other societal institutions). The African American, Asian American, Native American, and Chicana women’s movements did not emerge after the second-wave feminist movement, which mainly comprised white middle-class women, but simultaneously. In the case of women of color, African American, Latinx, Asian American, and Native American women have struggled for justice and equality on behalf of their specific racial–ethnic groups. Born out of gender inequality within their respective racial–ethnic movement, the activists formulated a multicultural/womanist feminism/womanism that addressed the intersectionality, race–ethnicity, gender, and class dimensions of their lived experiences.

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