Coping Strategies as Moderators of the Relationship Between Race-and Gender-Based Discrimination and Psychological Symptoms for African American Women

2010 ◽  
Vol 37 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tawanda M. Greer
Keyword(s):  
African American ◽  
Coping Strategies ◽  
African American Women ◽  
Psychological Symptoms ◽  
American Women ◽  
Race And Gender ◽  
Gender Based ◽  
And Gender ◽  
The Relationship

THOSE SEGREGATED AND SACRED HOURS: New Perspectives on Religion, Race, and Gender in America

2005 ◽  
Vol 2 (2) ◽  
pp. 319-331
Author(s):  
Cheryl Townsend Gilkes
Keyword(s):  
African American ◽  
Black Women ◽  
African American Women ◽  
Harvard University ◽  
University Of California ◽  
American Women ◽  
Race And Gender ◽  
And Gender

Mark Chaves, Congregations in America. Cambridge, MA: Harvard University Press, 2004, 291 pages, ISBN 0-674-01284-4, Cloth, $29.95.Marla F. Frederick, Between Sundays: Black Women and Everyday Struggles of Faith. Berkeley, CA: University of California Press, 2003, 263 pages, ISBN 0-520-23394-8, Cloth, $50.00, Paper, $19.95.Carolyn Moxley Rouse, Engaged Surrender: African American Women and Islam. Berkeley, CA: University of California Press, 2004, 271 pages, ISBN 0-520-23795-1, Cloth, $50.00, Paper, $19.95.

Re-Complicating Intersectionality Considering Differences in Language and Personality Type When Considering Strategies for African American Women's Career Development

2021 ◽  
pp. 418-437
Author(s):  
Chelesea Lewellen ◽  
Jeremy W. Bohonos ◽  
Eboni W. Henderson ◽  
Gliset Colón
Keyword(s):  
African American ◽  
African American Women ◽  
Linguistic Diversity ◽  
Personality Type ◽  
Organizational Strategies ◽  
Work Lives ◽  
American Women ◽  
Race And Gender ◽  
Career Trajectories ◽  
And Gender

The purpose of this chapter is to use mini case studies as a method to explore how diversity in race and gender can affect the work-lives and career trajectories of African American women, and to suggest individual and organizational strategies to facilitate career growth of individuals whose identities intersect with multiple forms of diversity. This chapter will begin with a discussion of Black feminist thought and then proceed to discussions of research regarding African American women in the American workforce, personality type differences and linguistic diversity, and then proceed to a mini case study-based discussion of how these various forms of difference can dynamically interact to form highly nuanced sets of obstacles for African America women and other protected class categories whose identities intersect with one or more intersectional identities. Finally, the authors conclude with a discussion of coping and resistance strategies to improve the career trajectories of African American women.

African American Women, Education, and Self-Actualization

2014 ◽  
pp. 192-213 ◽  
Author(s):  
Theron N. Ford ◽  
Blanche Jackson Glimps
Keyword(s):  
African American ◽  
African American Women ◽  
Religious Institutions ◽  
Work Experiences ◽  
American Women ◽  
Race And Gender ◽  
Counter Narrative ◽  
Self Actualization ◽  
And Gender ◽  
American Society

Americans cling to the mythology that education is the great social equalizer with the power to lift members of society out of poverty and to overcome gender and racial discrimination. In turn, American society becomes more harmonious, more equitable, and more democratic as a result of having an educated citizenry. The experiences of two African American women in higher education, particularly in religious institutions, offer a counter-narrative to the persisting mythology. Using a combination of secondary research and personal narrative, the authors posit that American education embodies ongoing institutionalized political, social, and economic injustices. The chapter presents through vignettes, the African American women's first-hand experiences, which potentially are representative of a broader constituency of American academics whose life and work experiences have been affected by their race and gender.

Online Course Settings

2011 ◽  
pp. 648-654 ◽  
Author(s):  
Jianxia Du ◽  
James Adams
Keyword(s):  
Distance Education ◽  
African American ◽  
Nontraditional Students ◽  
African American Women ◽  
Online Courses ◽  
American Women ◽  
Race And Gender ◽  
Demographic Groups ◽  
And Gender ◽  
Based Instruction

Over the past decade, distance education has changed the dynamics of the traditional learning environment. According to the U.S. Department of Education, the most commonly used technologies in distance education, besides print, are asynchronous computer-based instruction, two-way interactive video, and one-way prerecorded video. Although distance education meets the educational needs of some of its participants, frequently there are issues to be dealt with. For instance, although online courses offer a number of solutions to the inequality of the “digital divide,” a term used to describe the disparity in access to technology that exists across certain demographic groups. See Armstrong (2000) and Attewell (2001), as cited in Soker (2005) question whether online instruction contributes to the “inclusion” of nontraditional students or does it on the contrary cause “exclusion,” or create new barriers for these students. Of the growing number of nontraditional students that enroll in online courses, a severely overlooked but expanding population is comprised of African-American women. From this analysis, it is clearly shown that there are certain attitudes that African-American women have concerning online learning, that race and gender have an impact on the confidence of African-American women when compared to Caucasian students in online collaboration and discussions, and that there are certain group dynamics that African-American women prefer while participating in online discussions.

Re-Complicating Intersectionality Considering Differences in Language and Personality Type When Considering Strategies for African American Women's Career Development

2021 ◽  
pp. 167-192
Author(s):  
Chelesea Lewellen ◽  
Jeremy W. Bohonos ◽  
Eboni W. Henderson ◽  
Gliset Colón
Keyword(s):  
African American ◽  
African American Women ◽  
Linguistic Diversity ◽  
Personality Type ◽  
Organizational Strategies ◽  
Work Lives ◽  
American Women ◽  
Race And Gender ◽  
Career Trajectories ◽  
And Gender

The purpose of this chapter is to use mini case studies as a method to explore how diversity in race and gender can affect the work-lives and career trajectories of African American women, and to suggest individual and organizational strategies to facilitate career growth of individuals whose identities intersect with multiple forms of diversity. This chapter will begin with a discussion of Black feminist thought and then proceed to discussions of research regarding African American women in the American workforce, personality type differences and linguistic diversity, and then proceed to a mini case study-based discussion of how these various forms of difference can dynamically interact to form highly nuanced sets of obstacles for African America women and other protected class categories whose identities intersect with one or more intersectional identities. Finally, the authors conclude with a discussion of coping and resistance strategies to improve the career trajectories of African American women.

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