Book review: Mythologizing Black Women: Unveiling White Men’s Deep Frame on Race and Gender by Brittany C. Slatton.

This article explores the complexities of gender-based violence in post-apartheid South Africa and interrogates the socio-political issues at the intersection of class, ‘race’ and gender, which impact South African women. Gender equality is up against a powerful enemy in societies with strong patriarchal traditions such as South Africa, where women of all ‘races’ and cultures have been oppressed, exploited and kept in positions of subservience for generations. In South Africa, where sexism and racism intersect, black women as a group have suffered the major brunt of this discrimination and are at the receiving end of extreme violence. South Africa’s gender-based violence is fuelled historically by the ideologies of apartheid (racism) and patriarchy (sexism), which are symbiotically premised on systemic humiliation that devalues and debases whole groups of people and renders them inferior. It is further argued that the current neo-patriarchal backlash in South Africa foments and sustains the subjugation of women and casts them as both victims and perpetuators of pervasive patriarchal values.

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Race, Gender, and Perceived Employment Discrimination

Journal of Black Studies ◽

10.1177/00219347211006486 ◽

2021 ◽

Vol 52 (5) ◽

pp. 509-527

Author(s):

Philip Q. Yang

Keyword(s):

Black Women ◽

White Women ◽

Social Inequalities ◽

Employment Discrimination ◽

General Social Survey ◽

Self Report ◽

Independent Effect ◽

Race And Gender ◽

Job Discrimination ◽

And Gender

This study investigates the effects of race and gender on perceived employment discrimination using the 2016 General Social Survey that provides new data on perceived employment discrimination that aligns more closely with the legal definition of employment discrimination. It is found that 19% of the American adults self-reported the experience of employment discrimination in job application, pay increase, or promotion in the past 5 years. The results of logistic regression analysis show that either controlling or not controlling for other factors, Blacks were much more likely to perceive being discriminated in employment than Whites, but other races were not significantly different from Whites in perceived employment discrimination after holding other variables constant. While gender did not have a significant independent effect on perceived job discrimination, it did interact with race to influence perceived job discrimination. Regardless of race, women were somewhat less likely than men to perceive job discrimination, but Black women were significantly even less likely than White women to self-report job discrimination, and Black men were much more likely to self-report employment discrimination than White men. These findings have implications for combating employment discrimination and addressing social inequalities.

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I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

Journal of School Leadership ◽

10.1177/1052684621992759 ◽

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.

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Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

Educational Management Administration & Leadership ◽

10.1177/1741143221991839 ◽

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.

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Prototypes of race and gender: The invisibility of Black women

Journal of Experimental Social Psychology ◽

10.1016/j.jesp.2009.10.016 ◽

2010 ◽

Vol 46 (2) ◽

pp. 356-360 ◽

Cited By ~ 97

Author(s):

Amanda K. Sesko ◽

Monica Biernat

Keyword(s):

Black Women ◽

Race And Gender ◽

And Gender

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Black Women Superintendents

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.315 ◽

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.

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Book Review: Data Feminism

The iJournal: Graduate Student Journal of the Faculty of Information ◽

10.33137/ijournal.v6i2.36457 ◽

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.

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Abstract MP050: Race and Gender Group Specific Trends in Length of Stay for Acute Myocardial Infarction: The Atherosclerosis Risk in Communities (ARIC) study, 1987–2008

Circulation ◽

10.1161/circ.125.suppl_10.amp050 ◽

2012 ◽

Vol 125 (suppl_10) ◽

Author(s):

Laura R Loehr ◽

Xiaoxi Liu ◽

C. Baggett ◽

Cameron Guild ◽

Erin D Michos ◽

...

Keyword(s):

Black Women ◽

Length Of Stay ◽

Black Men ◽

White Women ◽

White Men ◽

Quadratic Term ◽

Race And Gender ◽

Insurance Type ◽

And Gender ◽

Aric Study

Introduction: Since the 1980’s, length of stay (LOS) for acute MI (AMI) has declined in the US. However, little is known about trends in LOS for non-white racial groups and whether change in LOS is related to insurance type or hospital complications. Methods: We determined 22 year trends in LOS for nonfatal (definite or probable) AMI among black and white residents age 35–74 in 4 US communities (N=396,514 in 2008 population) under surveillance in the ARIC Study. Events were randomly sampled and independently validated using a standardized algorithm. All analyses accounted for sampling scheme. We excluded MI events which started after admission (n=1,677), events within 28 days for the same person (n=3,817), hospital transfers (n=571), and those with LOS=0 or LOS >66 (top 0.5% of distribution, N= 144) leaving 22,258 weighted events for analysis. The average annual change in log LOS was modeled using weighted linear regression with year as a quadratic term. All models adjusted for age and secondary models adjusted for insurance type (Medicare, Medicaid, private, or other), and complications during admission (cardiac arrest, cardiogenic shock, or heart failure). Results: The average age-adjusted LOS from 1987 to 2008 was reduced by 5 days in black men (9.5 to 4.5 days); 4.6 days in white women (9.4 to 4.8 days); 4 days in white men (8.3 to 4.3 days) and 3.6 days in black women (9.0 to 5.4 days). Between 1987 and 2008, the age-adjusted average annual percent change (with 95% CI) in LOS was largest for white men at −4.40 percent per year (−4.91, −3.89) followed by −3.89 percent (−4.52, −3.26) for white women, −3.72 percent (−4.46, −2.89) for black men, and −2.94 percent (−3.92, −1.96) for black women (see Figure). Adjustment for insurance type, and complications did not change the pattern by race and gender. Conclusions: Between 1987 and 2008, LOS for AMI declined significantly and similarly in men and women, blacks and whites. These changes appear independent of differences in insurance type and hospital complications among race-gender groups.

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Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

Athletic Training Education Journal ◽

10.4085/1002146 ◽

2015 ◽

Vol 10 (2) ◽

pp. 146-158 ◽

Cited By ~ 1

Author(s):

Bonnie J. Siple ◽

Rodney K. Hopson ◽

Helen C. Sobehart ◽

Paula S. Turocy

Keyword(s):

Black Women ◽

Athletic Training ◽

Athletic Trainers ◽

Athletic Training Students ◽

Certified Athletic Trainers ◽

Race And Gender ◽

Perceived Effects ◽

And Gender ◽

Member Checks ◽

Constant Comparative Analysis

Context Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective The purpose of our qualitative study was to examine the perceived effects of mentoring on the retention and credentialing of black women athletic trainers. Design Qualitative. Setting Clinical settings. Patients or Other Participants Ten certified athletic trainers who self-designate as black women. Main Outcome Measure(s) We conducted one-on-one phone interviews and follow-up on personal case study interviews, which were transcribed verbatim. We performed constant comparative analysis of the data and established trustworthiness via member checks and peer review. Results (1) Mentoring promotes matriculation and successful college completion and credentialing of black women athletic training students, and (2) although shared race and gender are favorable mentor characteristics, accessibility and approachability are more essential traits of mentors. Conclusions These findings offer athletic training educators potential insight into ways to improve the athletic training educational success of black women enrolled in athletic training education programs that may lead to their increased participation/advancement in the athletic training profession.

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Different Worlds and Divergent Paths: Academic Careers Defined by Race and Gender

Harvard Educational Review ◽

10.17763/haer.78.2.nl53n670443651l7 ◽

2008 ◽

Vol 78 (2) ◽

pp. 311-332 ◽

Cited By ~ 35

Author(s):

JUANITA JOHNSON-BAILEY ◽

RONALD CERVERO

Keyword(s):

Black Women ◽

Research University ◽

White Male ◽

White Men ◽

Academic Life ◽

Race And Gender ◽

Faculty Interactions ◽

Disparate Treatment ◽

And Gender ◽

Academic Lives

In this article, Juanita Johnson-Bailey, a Black female professor, and Ronald M. Cervero, a White male professor, examine and contrast their academic lives by exploring how race and gender have influenced their journeys and their experiences. Using journal excerpts, personal examples, and a comparative list of privileges, the authors present a picture of their different realities at a research university. The depiction of their collective forty years in academia reveals that White men and Black women are regarded and treated differently by colleagues and students. Manifestations of this disparate treatment are evident primarily in classroom and faculty interactions. An examination of the professors' relationships with people and with their institution illustrates that, overall, the Black woman is often relegated to a second-class existence characterized by hostility, isolation, and lack of respect, while the White man lives an ideal academic life as a respected scholar who disseminates knowledge, understands complexity, and embodies objectivity.

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