Voting Intersections: Race, Class, and Participation in Presidential Elections in the United States 2008–2016

2021 ◽  
pp. 073112142110591
Author(s):  
Daniel Laurison ◽  
Hana Brown ◽  
Ankit Rastogi
Keyword(s):  
Black Women ◽  
Presidential Elections ◽  
Black People ◽  
Income Group ◽  
The United States ◽  
Democratic Citizenship ◽  
Lower Income ◽  
Income Gap ◽  
And Gender ◽  
Black Voters

Intersectional analyses are increasingly common in sociology; however, analyses of voting tend to focus on only race, class, or gender, using the others as control variables. We assess whether and how race, class, and gender intersect to produce distinct patterns of voter engagement in presidential elections 2008–2016. Per existing research, we find income strongly predicts White voting. However, the class gap in voting is not statistically significant among Black voters. In contrast to common characterizations of Black people as politically disengaged, lower income Black citizens are more likely to vote than their White counterparts. Moreover, the lowest earning Black women vote at dramatically higher rates than any other race-gender combination in this income group. These findings call into question the perceived universality of the income gap in voting and widespread claims that more resources directly facilitate voting. They also have implications for our understanding of political participation, social inequality, and democratic citizenship.

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.

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.

Black Women's Labor Market Status: Occupational Segregation in the United States and Great Britain

1995 ◽  
Vol 24 (1) ◽  
pp. 23-43 ◽  
Author(s):  
Mary C. King
Keyword(s):  
United States ◽  
Labor Market ◽  
Great Britain ◽  
Black Women ◽  
Occupational Segregation ◽  
The United States ◽  
Race And Gender ◽  
Market Situation ◽  
Labor Market Dynamics ◽  
And Gender

An initial exploration of the comparative labor market situation of black women in the United States and Great Britain reveals that race and gender play similar roles in allocating people among broad occupations in both nations despite differences in historical circumstances. However, a closer examination based upon measures of occupational segregation shows that labor market dynamics are quite different. Public employment and education do not reduce racial segregation in Britain as they do in the United States, and the immigrant status of many black Britons does not explain these differences. Only youth is associated with reduced segregation in both countries.

scholarly journals A LITERATURA COMO MECANISMO DE LUTA PELO RECONHECIMENTO SOCIAL DE MULHERES NEGRAS NA OBRA UM DEFEITO DE COR

Afro-Ásia ◽  
2017 ◽  
Author(s):  
Luciana Da Trindades Prestes ◽  
Emília Maria Da Trindade Prestes
Keyword(s):  
Black Women ◽  
Black People ◽  
Literary Work ◽  
Social Recognition ◽  
Brazilian Literature ◽  
Race And Gender ◽  
The Social ◽  
De Se ◽  
Women Literature ◽  
And Gender

<p class="abstract">O texto descreve e analisa a obra <em>Um defeito de cor </em>(2006), da brasileira Ana Maria Gonçalves, considerado um dos livros mais importantes da literatura do século XXI. A ideia é demonstrar, por meio das memórias de Kahinde/Luísa, uma mulher negra, ex-escrava, cega e à beira da morte, como a atual literatura produzida por escritoras afrodescendentes, ao plasmar em suas obras um modelo original de raça e de gênero, permite explorar a história sob um ângulo diferente daquele usualmente adotado pela literatura tradicional, possibilitando novas representações valorativas e a superação de estereótipos preconceituosos e excludentes relacionados com raça e gênero. A obra em análise, por transcender as narrativas tradicionais e ser portadora de mensagens capazes de traduzir desejos de valorização, superação de condições concretas de existência e de emancipação de pessoas oprimidas, abre caminho para descentralizar os discursos conservadores que fomentaram, historicamente, estereótipos preconceituosos e invisibilizaram as identidades de indivíduos negros e as lutas para conquistar direitos historicamente negados. Consideramos que esta literatura histórica contemporânea e crítica é capaz de se converter em um poderoso mecanismo de luta em favor do reconhecimento social da raça negra, particularmente da mulher.</p><p class="abstract"><strong>Palavras-chave</strong>: Literatura de mulheres negras - histórias de escravas - reconhecimento social de negras.</p><p class="abstract"><strong>Abstract</strong></p><p class="abstract">The text describes and analyzes the work Um defeito de Cor (2006) by the Brazilian author Ana Maria Gonçalves, considered one of the most important books of 21st century Brazilian literature. The idea is to demonstrate, through the memories of Kahinde / Luisa, a black woman, ex-slave, blind and on the verge of death, how the current literature produced by Afro-descendant women writers, by translating into their works an original model of race and gender, allows us to explore history from a different angle than those models usually adopted in traditional literature, making possible new representations of value and overcoming biased and exclusionary stereotypes related to race and gender.  By transcending traditional narratives, carrying messages capable of translating desires for valorization and overcoming the concrete conditions of existence and emancipation of oppressed people, the literary work under analysis paves the way for decentralizing conservative discourses that historically fostered prejudiced stereotypes and made invisible the identities of black people and their struggles to conquer historically denied rights. We consider that this historical and critical literature can become a powerful mechanism of struggle in favor of the social recognition of the black race, particularly women.</p><p class="abstract"><strong>Keywords</strong>: Black women literature - slave stories - black people - social recognition.</p>

scholarly journals Child’s Developmental Disabilities and Parental Health in Later Life: Do Parental Race and Gender Matter?

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 312-313
Author(s):  
Juha Lee ◽  
Manjing Gao ◽  
Chioun Lee
Keyword(s):  
Black Women ◽  
Developmental Disabilities ◽  
Adverse Effects ◽  
Early Life ◽  
The United States ◽  
Parental Health ◽  
Race And Gender ◽  
And Gender ◽  
Gender Groups ◽  
The Impact

Abstract Parents, particularly mothers, who experienced early life adversities (ELAs) are more likely to have a child with developmental disabilities (DD). We have little knowledge about how parental health varies across race-gender groups among those with a DD child and the role of ELAs in the associations. Using Black and White adults (n = 8,778; 25% Blacks) from the Midlife in the United States (MIDUS) study, we examine racial disparities in the impact of having a child with DD (vs. having healthy children) on parental health outcomes. This study questions (1) the extent to which parents’ ELAs (e.g., poverty and abuse) are associated with having a child with DD and (2) how considering early-life factors reveals racial and gender disparities in the impact of having a child with DD. We found that as the number of ELAs increases, the probability of having a healthy child decreases for all race-gender groups, but most dramatically for Black women. Having a DD has adverse effects on chronic illnesses and functional limitations more for mothers than fathers. Black women are most adversely affected, with no effect on Black men. There is no gender difference in the impact of having a DD child on depressive symptoms, yet White parents are more vulnerable than Black parents. After controlling for ELAs, the adverse effects of having a DD child on both physical and mental health remain significant. Future research should identify life-course circumstances that reveal why the impact of having a DD child varies by race and gender.

scholarly journals Becoming a Yam: Healing Narratives as Political Resistance in the Time of COVID-19

Genealogy ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Latoya B. Brooks ◽  
Kareema J. Gray
Keyword(s):  
Black Women ◽  
Black People ◽  
Personal Narratives ◽  
The United States ◽  
Political Resistance ◽  
Social Emotional ◽  
Systemic Racism ◽  
The Social ◽  
The Face ◽  
Healing Narratives

COVID-19 created a crisis that forced people to deal with the social, emotional, personal, and interpersonal impact of the virus in the United States. Simultaneously, Black people continued to be murdered and victimized by systemic racism and social injustice. Choosing wellness, self-recovery, and self-care during the global pandemonium surrounding the COVID-19 pandemic serves as an act of political resistance in the face of oppression and violence. The purpose of this essay is to explore the authors’ embodied uses of personal narratives centering the work sisters of the yam: black women and self-recovery, feminist theory, and African-centered social work paradigms as coping strategies and healing work during the COVID-19 pandemic.

Passing the Baton

2020 ◽  
Author(s):  
Cat M. Ariail
Keyword(s):  
United States ◽  
World War Ii ◽  
Black Women ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
The United States ◽  
Sporting Events ◽  
Gender Expectations ◽  
Race And Gender ◽  
And Gender

In the post–World War II period, nations and territories used international sport to codify and communicate their ideal citizenries. For the United States, black women who competed in track and field complicated these efforts. This book analyzes the ideological influence of black women track stars, examining how they destabilized dominant ideas about race, gender, sexuality, and national identity. The strivings and successes of black American track women, such as Alice Coachman, Mae Faggs, and Wilma Rudolph, at the Olympic Games and other international sporting events from 1948 to 1962 repeatedly forced white and black sport cultures in the United States to wrestle with the meaning of black women’s athleticism. Both white and black sport cultures struggled to fit black women athletes into their respective visions for the postwar American nation, reflecting and reinforcing how the Cold War, civil rights movement, and their intersection encouraged broader reconfigurations of the racial, gender, and sexual associations of ideal American identity. Ultimately, these American sport cultures marshaled racialized gender expectations to contain the threat that black women track stars embodied, interpreting and reinterpreting the meaning of their athletic efforts in ways that bolstered established hierarchies of race and gender.

Invisible Visits

2019 ◽  
Author(s):  
Tina K. Sacks
Keyword(s):  
Black Women ◽  
Middle Class ◽  
Gender Discrimination ◽  
The United States ◽  
Negative Stereotypes ◽  
Race And Gender ◽  
Healthcare Settings ◽  
Exam Room ◽  
History Of ◽  
And Gender

Although the United States spends almost one-fifth of all its resources on funding healthcare, the American system is dogged by persistent inequities in the treatment of racial and ethnic minorities and women. Invisible Visits analyzes how Black women navigate the complexities of dealing with doctors in this environment. It challenges the idea that race and gender discrimination, particularly in healthcare settings, is a thing of the past. In telling the stories of Black women who are middle class, Invisible Visits also questions the persistent myth that discrimination only affects racial minorities who are poor. In so doing, Invisible Visits expands our understanding of how Black middle-class women are treated when they go to the doctor and why they continue to face inequities in securing proper medical care. The book also analyzes the strategies Black women use to fight for the best treatment and the toll that these adaptations take on their health. Invisible Visits shines a light on how women perceive the persistently negative stereotypes that follow them into the exam room and makes the bold claim that simply providing more cultural competency or anti-bias training to doctors is insufficient to overcome the problem. For Americans to really address these challenges, we must first reckon with how deeply embedded discrimination is in our prized institutions, including healthcare. Invisible Visits tells the story of Black women in their own words and forces us to consider their experiences in the context of America’s fraught history of structural discrimination.

“We Are Negroes!”

2019 ◽  
pp. 15-37
Author(s):  
Brandon R. Byrd
Keyword(s):  
United States ◽  
Black Women ◽  
Black People ◽  
Black Identity ◽  
Mixed Race ◽  
The United States ◽  
Black Churches ◽  
White Americans ◽  
Black Schools ◽  
Black And White

This essay examines the ideas and activism of a woman calling herself Madame Parque, who traveled across the United States giving lectures to black and white audiences during the 1870s. Claiming to be a well-educated, multilingual, and mixed-race Haitian educator, Parque spoke at courthouses, black churches, and black schools throughout the United States, mocking racism and sexism and celebrating Afro-diasporic history and black identity. The woman who presented herself as a Haitian named Madame Parque emboldened African Americans striving for meaningful freedom and prodded white Americans to develop more enlightened perspectives about black people. Her story captures the dynamic ways in which black women influenced the directions of black thought in the postemancipation United States.

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