Mentoring, Managing, and Helping

2016 ◽  
Vol 20 (2) ◽  
pp. 253-278 ◽  
Author(s):  
Michael Steven Williams ◽  
Tiffany Jeanette Brown Burnett ◽  
Talia Kay Carroll ◽  
Cameron J. Harris
Keyword(s):  
Critical Race Theory ◽  
Doctoral Students ◽  
Help Seeking ◽  
Mentoring Relationships ◽  
Future Research ◽  
Doctoral Studies ◽  
Race And Gender ◽  
Student Advisor ◽  
Seeking Behavior ◽  
And Gender

This study utilizes a critical race theory framework to explore the ways race and gender influence Black doctoral students’ socialization experiences. Themes about the varied roles and identities of important socialization agents emerged from the data. Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships, also proved instrumental to these students’ retention and persistence in doctoral study. Furthermore, their experiences offer insights about the complexity of navigating the various relationships, including, but not limited to the traditional mentor-protégé, student–advisor relationship in doctoral studies as Black students. Through their narratives, participants describe vivid experiences of fear, distrust, and betrayal that halted their development as scholars. They also share stories of support, care, and triumph as the potential of supportive relationships are realized. Implications for praxis, theory, and future research are discussed.

Clearing Up the Table: Food Pedagogies and Environmental Education — Contributions, Challenges and Future Agendas

2015 ◽  
Vol 31 (1) ◽  
pp. 146-164 ◽  
Author(s):  
Elaine Swan ◽  
Rick Flowers
Keyword(s):  
Critical Race Theory ◽  
Environmental Education ◽  
Final Section ◽  
Food Studies ◽  
Moral Economy ◽  
Future Research ◽  
Special Issue ◽  
Race And Gender ◽  
Race And Class ◽  
And Gender

AbstractIn our paper, we draw on recent scholarship on food pedagogies and pedagogy studies to explore themes in the collection of articles in this special issue. In particular, we show how the articles variously conceptualise formal and informal pedagogies, their curricula, aims, and potential effects in relation to food and sustainability. Drawing on debates in pedagogy studies, we investigate how the papers reflect on what makes a pedagogy pedagogical. We then turn to food studies literature to identify how the articles in this special issue construct food as a theoretical and empirical object. Given food's multifaceted nature, which means that food works materially, biologically, economically, symbolically and socially, we explore which versions of food and its attributes are profiled across and within the articles. Inspired by critiques on race and class in relation to food and food social movements, in the final section of the paper we ask how the articles and future research on food and environmental education can take account of the racialised, gendered and classed dimensions of education for food sustainability. As part of our discussion, we evaluate the ethics of doing good, the moral economy educators reproduce in relation to class, race and gender, and the contribution feminism and critical race theory can make to future research agendas and writing in the field.

Research on the Leadership of Black Women Principals: Implications for Black Students

2019 ◽  
Vol 48 (6) ◽  
pp. 336-348 ◽  
Author(s):  
Kofi Lomotey
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Quantitative Methods ◽  
Women Principals ◽  
Future Research ◽  
Black Feminist ◽  
Race And Gender ◽  
Aspiring Principals ◽  
And Gender ◽  
Black Women Principals

In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist Thought, followed by Critical Race Theory and Standpoint Theory; (4) all of the studies employed qualitative methods, while a few also included quantitative methods; (5) the principals who were studied served in elementary, middle, and high schools; and (6) spirituality, race, and gender are important to these leaders. Following a discussion of the findings, I conclude with implications for (1) future research, (2) the preparation of aspiring principals, and (3) the professional development of practicing principals.

Race and gender differences in attitudes toward help seeking among marginalized young adults with mood disorders: A mixed-methods investigation.

2018 ◽  
Vol 41 (4) ◽  
pp. 277-289 ◽  
Author(s):  
Sarah C. Narendorf ◽  
Michelle R. Munson ◽  
Shelly Ben-David ◽  
Andrea R. Cole ◽  
Lionel D. Scott
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Mixed Methods ◽  
Mood Disorders ◽  
Help Seeking ◽  
Race And Gender ◽  
And Gender

STEM Fields and Ethnic Women in New Zealand

2018 ◽  
pp. 1203-1229
Author(s):  
Charles Mpofu
Keyword(s):  
New Zealand ◽  
Critical Race Theory ◽  
Ethnic Groups ◽  
Gender Equity ◽  
Latin American ◽  
Middle Eastern ◽  
Stem Fields ◽  
Race And Gender ◽  
And Gender ◽  
And Mathematics

A critical race theory was used to analyse policies and strategies in place to enable the participation of New Zealand ethnic women of Latin-American, Middle Eastern, and African (MELAA) origin in Science, Technology, Engineering, and Mathematics fields (STEM) in education and industry. The aim was to find out what policy – and other – levers are available for better participation in the STEM fields by the ethnic women's population. The process involved an analysis of publicly available official documents on STEM strategies at national and regional levels. The main findings were that gender issues are expressed in a generic way, either across all ethnic groups, or across the four ethnic groups where the MELAA stands not clearly identifiable in the classifications. Recommendations include the need to develop policies and strategies that account for race and gender equity as part of an agenda to eliminate marginalization of this group.

Against “Transracialism”: Revisiting the Debate

Hypatia ◽  
2019 ◽  
Vol 34 (4) ◽  
pp. 713-735
Author(s):  
Jana Cattien
Keyword(s):  
Critical Race Theory ◽  
Power Relations ◽  
Racial Difference ◽  
Single Variable ◽  
Race Theory ◽  
Race And Gender ◽  
Racial Identities ◽  
Variable Definition ◽  
And Gender ◽  
Definition Of

This article critically reflects on some of the themes and assumptions at stake in the “transracialism” controversy, and connects them to important works in critical race theory: namely Rey Chow's notion of “coercive mimeticism” and Sara Ahmed's critique of white liberal multiculturalism. It argues that the analytic account of “race” that Tuvel draws upon in her article—Sally Haslanger's—is politically problematic, both on its own terms and in light of broader reflections on racialized and gendered power relations. In particular, I critique Haslanger's assumption that all racial identities exist on the same conceptual plane: that a single variable definition of “race” can be applied to any particular racialized group—including white and nonwhite racial identities. This erases racialized power relations, especially where, in liberal “multicultural” nations, whiteness constitutes the implied standard against which an appearance of “racial difference” is conjured. Finally, I extend my argument to the issue of treating “race” and gender analogously. Rejecting this move, I propose an alternative way of conceptualizing these as analytically distinct, yet constitutively interdependent, phenomena. In order to situate the debate historically, I consider an example of “racial transgression” from twentieth‐century China.

scholarly journals Health Implications of Incarceration and Reentry on Returning Citizens: A Qualitative Examination of Black Men’s Experiences in a Northeastern City

2020 ◽  
Vol 14 (4) ◽  
pp. 155798832093721
Author(s):  
Jason M. Williams ◽  
Sean K. Wilson ◽  
Carrie Bergeson
Keyword(s):  
Black Men ◽  
Legal System ◽  
Mass Incarceration ◽  
Phenomenological Approach ◽  
Future Research ◽  
Health Implications ◽  
Race And Gender ◽  
Criminal Legal System ◽  
And Gender ◽  
Returning Citizens

While a great deal of research captures the lived experiences of Black men as they navigate through the criminal legal system and onto reentry, very little research is grounded in how those processes are directly connected to their health. Although some research argues that mass incarceration is a determinant of poor health, there is a lack of qualitative analyses from the perspective of Black men. Black men face distinct pathways that lead them into the criminal legal system, and these same pathways await them upon reentry. This study aims to examine the health implications associated with incarceration and reentry of Black men. While adopting a phenomenological approach alongside interviews, our findings show both race- and gender-specific outcomes for the men in our sample. For example, health and wellness appears to be a significant theme that governs their (in)ability to matriculate society. Moreover, their contact with the criminal legal system appears to exacerbate health concerns and hindrances toward reentry. Other themes include mental health and the role of masculinity. We conclude with implications on policy and future research.

scholarly journals Intersectionality, Race-Gender Subordination, and Education

2018 ◽  
Vol 42 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Angela Harris ◽  
Zeus Leonardo
Keyword(s):  
Black Studies ◽  
Legal Discourse ◽  
Analytical Framework ◽  
Future Research ◽  
Social Analysis ◽  
Teachers College ◽  
Race And Gender ◽  
The Third ◽  
Strategic Essentialism ◽  
And Gender

In this chapter, we unpack intersectionality as an analytical framework. First, we cite Black Lives Matter as an impetus for discussing intersectionality’s current traction. Second, we review the genealogy of “intersectionality” beginning with Kimberlé Crenshaw’s formulation, which brought a Black Studies provocation into legal discourse in order to challenge existing antidiscrimination doctrine and single-axis theorizing. The third, and most central, task of the chapter is our account of intersectionality’s utility for social analysis. We examine some of the issues raised by the metaphor of the intersection and some of the debates surrounding the concept, such as the tension between fragmenting and universalizing perspectives mediated by the notion of “strategic essentialism.” Fourth, we review how education researchers have explained race and gender subordination in education since Ladson-Billings and Tate’s Teachers College Record article. We conclude with some remarks concerning future research on intersectionality.

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