Intersections of Race, Ethnicity, and Gender

2016 ◽  
Vol 23 (5) ◽  
pp. 643-665 ◽  
Author(s):  
Eryn Nicole O’Neal ◽  
Laura O. Beckman
Keyword(s):  
Social Services ◽  
Race And Ethnicity ◽  
Partner Violence ◽  
Service Providers ◽  
Cultural Barriers ◽  
Underdeveloped Area ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Legal Barriers

Using an intersectional framework, this article discusses the barriers to social services that Latina victims of intimate partner violence encounter, a drastically underdeveloped area of theorizing. We argue that placing Latinas at the center of analysis will facilitate empirical knowledge, which is necessary because mainstream inquiry has historically ignored their interests. First, we discuss cultural barriers through the lenses of gender, race, and ethnicity. Second, we describe socioeconomic barriers in conjunction with gender, race, and ethnicity. Third, we examine legal barriers along with the representation of gender, race, and ethnicity. Finally, we suggest directions for research and recommendations for service providers.

Schools, Justice, and Immigrant Students: Assimilation, Race, Ethnicity, Gender, and Perceptions of Fairness and Order

2015 ◽  
Vol 117 (7) ◽  
pp. 1-42
Author(s):  
Anthony A. Peguero ◽  
Jennifer M. Bondy
Keyword(s):  
Research Design ◽  
Race And Ethnicity ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Secondary Data ◽  
Building Blocks ◽  
The United States ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Background/Context Students’ perceptions of justice, fairness, and order within their schools are arguably key building blocks of socialization to participation within a democratic society. The ideals of justice, fairness, and order within their schools are particularly imperative because the educational system is founded on a belief of democracy and meritocracy. It is also known that students’ perceptions of school justice can vary by race, ethnicity, and gender. What remains uncertain is how the fastest growing segment of the United States, students in immigrant families, perceive the school justice, fairness, and order within their school. Purpose The aim of this study is to explore if straight-line assimilation, segmented assimilation, and immigrant optimism hypotheses explain the relationships between schools, justice, and immigration, as well as the potential role of gender, race, and ethnicity in immigrant youth perceptions of justice, fairness, and order. Participants/Subjects This study utilizes the Education Longitudinal Study of 2002 (ELS), a nationally representative sample of high school sophomores. Research Design This study's research design includes statistical analysis of secondary data. Findings/Results Findings do suggest that the students’ perceptions of justice, fairness, and order are indeed moderated by immigrant generation, race, ethnicity, and gender. Conclusions/Recommendations Educators and educational researchers who are seeking to better understand the schooling experiences of immigrant youth might benefit from questioning assimilation and Americanization as processes that inevitably promote educational progress. Given that immigrant youth are and have historically been marginalized within U.S. schools, it appears that socialization, Americanization, gender, and immigrant generational status are germane to creating democratic education for all students. Attentiveness to democratic school justice, order, and fairness is, therefore, imperative.

scholarly journals Do Interviews Influence Admission Decisions? An Empirical Analysis From an Institution

2020 ◽  
Author(s):  
Zachariah Hamidi ◽  
Steven J Durning ◽  
Dario Torre ◽  
Robert Liotta ◽  
Ting Dong
Keyword(s):  
Race And Ethnicity ◽  
Study Cohort ◽  
Admission Process ◽  
School Of Medicine ◽  
Admission Interview ◽  
Admission Decisions ◽  
Interview Performance ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Abstract Introduction The admission interview is regarded as one of the most significant moments in the process of applying to medical school, but there is limited empirical evidence that supports this claim. Previous analyses have offered what is largely anecdotal evidence of the interview’s importance while also suggesting that there is ample opportunity for ethnic and gender bias to impact interview scores. We also asked what medical schools can learn from comparing the attributes of matriculants and those applicants who rejected offers of acceptance. Materials and Methods This study investigated the association between interview performance and admission committee decisions for applicants applying to the School of Medicine of the USU. The study cohort included all candidates who were invited for an on-site interview at the USU in 2014, 2015, and 2016 (n = 1825). Results Seventeen percent of the variance of the outcome variables—admission committee decisions to accept, place on the alternate list, or reject an applicant—can be explained by considering interview scores alone. Applicant age, race, ethnicity, and gender did not significantly impact interview overall ratings. Matriculants to the USU had similar interview ratings and distribution of gender, race, and ethnicity when compared to those applicants who rejected offers of acceptance. Matriculants were more likely to have previous military experience. Conclusion Our analysis provides some justification for the importance of the interview in the admission process. Applicant demographics (age, race, gender, and ethnicity) were not associated with interview scores. Differences between matriculants to the USU and those who rejected offers of acceptance are small, indicating that the USU continues to build a class body that excels in both cognitive and noncognitive domains.

scholarly journals Decolonizing History: Enquiry and Practice

2020 ◽  
Vol 89 ◽  
pp. 169-191
Author(s):  
Amanda Behm ◽  
Christienna Fryar ◽  
Emma Hunter ◽  
Elisabeth Leake ◽  
Su Lin Lewis ◽  
...  
Keyword(s):  
Race And Ethnicity ◽  
Global Perspective ◽  
Historical Research ◽  
Critical Study ◽  
Social Difference ◽  
Starting Point ◽  
Race Ethnicity ◽  
And Gender ◽  
Conversation Piece ◽  
Ethnicity And Gender

Abstract On the back of the Royal Historical Society’s 2018 report on race and ethnicity, as well as ongoing discussions about ‘decolonizing the syllabus’, this is a conversation piece titled, ‘Decolonizing History: Enquiry and Practice’. While ‘decolonization’ has been a key framework for historical research, it has assumed increasingly varied and nebulous meanings in teaching, where calls for ‘decolonizing’ are largely divorced from the actual end of empire. How does ‘decolonizing history’ relate to the study of decolonization? And can history, as a field of practice and study, be ‘decolonized’ without directly taking up histories of empire? Using the RHS report as a starting point, this conversation explores how we ‘decolonize history’. We argue that, rather than occurring through tokenism or the barest diversification of reading lists and course themes, decolonizing history requires rigorous critical study of empire, power and political contestation, alongside close reflection on constructed categories of social difference. Bringing together scholars from several UK universities whose teaching and research ranges across modern historical fields, this piece emphasizes how the study of empire and decolonization can bring a necessary global perspective to what tend to be framed as domestic debates on race, ethnicity, and gender.

scholarly journals Bias and Judging

2019 ◽  
Vol 22 (1) ◽  
pp. 241-259 ◽  
Author(s):  
Allison P. Harris ◽  
Maya Sen
Keyword(s):  
Decision Making ◽  
Correct Answer ◽  
Race And Ethnicity ◽  
Science Literature ◽  
Judicial Decision ◽  
Close Attention ◽  
Judicial Decision Making ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

How do we know whether judges of different backgrounds are biased? We review the substantial political science literature on judicial decision making, paying close attention to how judges' demographics and ideology can influence or structure their decision making. As the research demonstrates, characteristics such as race, ethnicity, and gender can sometimes predict judicial decision making in limited kinds of cases; however, the literature also suggests that these characteristics are far less important in shaping or predicting outcomes than is ideology (or partisanship), which in turn correlates closely with gender, race, and ethnicity. This leads us to conclude that assuming judges of different backgrounds are biased because they rule differently is questionable. Given that the application of the law rarely provides one objectively correct answer, it is no surprise that judges' decisions vary according to their personal backgrounds and, more importantly, according to their ideology.

scholarly journals “When we talk about intimate partner violence we talk in an adult way” – Social workers’ descriptions of intimate partner violence between teenagers

2021 ◽  
pp. 147332502110028
Author(s):  
Emmy Högström Tagesson ◽  
Carina Gallo
Keyword(s):  
Intimate Partner Violence ◽  
Social Workers ◽  
Social Services ◽  
Partner Violence ◽  
Qualitative Interviews ◽  
Intimate Partner ◽  
Treatment Quality ◽  
Age And Gender ◽  
The Social ◽  
And Gender

This article examines how seven social workers within the Swedish social services describe intimate partner violence between teenagers (IPV-BT). The article adds to the literature by examining IPV-BT outside a U.S. context, where most studies have been conducted. Based on semistructured qualitative interviews, the authors analyze descriptions of IPV-BT in relation to Charles Tilly’s notion of category making through transfer, encounter, negotiation, and imposition. They also analyze how the social workers’ descriptions of IPV-BT relate to the intersection between age and gender. The results show that the social workers mostly described IPV-BT by referring to encounters with teenagers and by transferring knowledge and theoretical definitions from their specialized working areas, primarily intimate partner violence between adults (IPV-BA) and troubled youth. More rarely, the social workers based their definitions of IPV-BT upon negotiating dialogues with teenagers. Also, those who worked in teams specialized on IPV had the mandate to impose their definitions of IPV-BT to other professionals and teenagers. When taking age and gender hierarchies in consideration, the results show IPV-BT risks being subordinate IPV-BA on a theoretical level, a practical level and in terms of treatment quality. The study suggests that social work with IPV-BT needs to be sensitive to the double subordinations of the teenage girl and of the teenagers who do not follow gender expectations.

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