How Race and Gender Impact the Perceived Objectivity of Broadcast Women of Color on Twitter

Using an online survey ( N = 528), this study examines the impact of race/ethnicity and gender on the perceived objectivity of broadcasters who are women of color. Findings show that when the broadcaster is a woman of color, Twitter engagement does not necessarily lead to positive perceived objectivity. Most respondents (52.6%) following broadcasters on Twitter agreed that broadcast women of color were more biased than other broadcasters they follow on Twitter, with men being more likely to agree than others. In addition to perceived objectivity, 38.7% of respondents either agree or strongly agree that the race/ethnicity of the journalist impacts their objectivity. Of the respondents who follow broadcast women of color on Twitter, 57.4% either agree or strongly agree that they share too many opinions. Practical and theoretical implications are discussed.

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What's Respect Got to Do With It?

Navigating Micro-Aggressions Toward Women in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5942-9.ch009 ◽

2019 ◽

pp. 181-201

Author(s):

Amandia Speakes Lewis

Keyword(s):

Women Of Color ◽

Personal Experience ◽

Institutional Barriers ◽

Race And Gender ◽

And Gender ◽

The Impact

In this chapter, drawing from the research of the literature and personal experience, the author intends to analyze the intersectionality of race and gender in relation to respect, as well as explore institutional barriers with regards to respect from colleagues and students in and out of the classroom. Keeping in line with the theme of this edited book, forms of microaggressions will be explored as a way of understanding the impact of discrimination and obstacles to feeling respected by colleagues and students. Suggested strategies for an accommodating environment and an academic fit for women of color will be presented.

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Race/Ethnicity, Gender, Weight Status, and Colorectal Cancer Screening

Journal of Obesity ◽

10.1155/2011/314619 ◽

2011 ◽

Vol 2011 ◽

pp. 1-6 ◽

Cited By ~ 2

Author(s):

Heather Bittner Fagan ◽

Ronald E. Myers ◽

Constantine Daskalakis ◽

Randa Sifri ◽

Arch G. Mainous ◽

...

Keyword(s):

Colorectal Cancer ◽

Weight Status ◽

Normal Weight ◽

Crc Screening ◽

Interview Survey ◽

Multivariable Analyses ◽

Race Ethnicity ◽

And Gender ◽

Ethnicity And Gender ◽

The Impact

Background. The literature on colorectal cancer (CRC) screening is contradictory regarding the impact of weight status on CRC screening. This study was intended to determine if CRC screening rates among 2005 National Health Interview Survey (NHIS) respondent racial/ethnic and gender subgroups were influenced by weight status.Methods. Univariable and multivariable logistic regression analyses were performed to determine if CRC screening use differed significantly among obese, overweight, and normal-weight individuals in race/ethnic and gender subgroups.Results. Multivariable analyses showed that CRC screening rates did not differ significantly for individuals within these subgroups who were obese or overweight as compared to their normal-weight peers.Conclusion. Weight status does not contribute to disparities in CRC screening in race/ethnicity and gender subgroups.

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Intersectionality of Race/Ethnicity and Gender Among Women of Color and White Women

Identity ◽

10.1080/15283488.2016.1229606 ◽

2016 ◽

Vol 16 (4) ◽

pp. 225-238 ◽

Cited By ~ 11

Author(s):

Mary Joyce D. Juan ◽

Moin Syed ◽

Margarita Azmitia

Keyword(s):

Women Of Color ◽

White Women ◽

Race Ethnicity ◽

And Gender ◽

Ethnicity And Gender

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Investigating the Influence of Mentor–Mentee Race and Gender Pairs on Public Health Persistence

Pedagogy in Health Promotion ◽

10.1177/23733799211049238 ◽

2021 ◽

Vol 7 (1_suppl) ◽

pp. 63S-70S

Author(s):

Cynthia Trawick ◽

Thema Monroe-White ◽

Michael Joseph ◽

NyThea Campbell Tolbert ◽

Jigsa Tola ◽

...

Keyword(s):

Public Health ◽

Undergraduate Students ◽

Further Education ◽

White Female ◽

Graduate Degree ◽

Positive Effects ◽

Race Ethnicity ◽

And Gender ◽

Ethnicity And Gender ◽

The Impact

Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students’ persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor–mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor–mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career.

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Examining the impact of race/ethnicity and gender intersectionality on preferences of social distance from individuals with mental health conditions

Journal of Human Behavior in the Social Environment ◽

10.1080/10911359.2018.1433572 ◽

2018 ◽

Vol 28 (3) ◽

pp. 370-380 ◽

Cited By ~ 1

Author(s):

Sha-Lai L. Williams ◽

E. Peter Cabrera-Nguyen ◽

Sharon D. Johnson

Keyword(s):

Mental Health ◽

Social Distance ◽

Health Conditions ◽

Mental Health Conditions ◽

Race Ethnicity ◽

And Gender ◽

Ethnicity And Gender ◽

The Impact

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The Role of Psychosocial Processes in Explaining the Gradient Between Socioeconomic Status and Health

Current Directions in Psychological Science ◽

10.1111/1467-8721.01245 ◽

2003 ◽

Vol 12 (4) ◽

pp. 119-123 ◽

Cited By ~ 204

Author(s):

Nancy E. Adler ◽

Alana Conner Snibbe

Keyword(s):

Socioeconomic Status ◽

Allostatic Load ◽

Direction Of Causation ◽

Race Ethnicity ◽

And Gender ◽

Psychosocial Processes ◽

The Life Course ◽

Ethnicity And Gender ◽

The Impact

The gradient between socioeconomic status (SES) and health is well established: Many measures of health show that health increases as SES increases. However, the mechanisms underlying this association are not well understood. Behavioral, cognitive, and affective tendencies that develop in response to the greater psychosocial stress encountered in low-SES environments may partially mediate the impact of SES on health. Although these tendencies might be helpful for coping in the short term, over time they may contribute to the development of allostatic load, which increases vulnerability to disease. Debate remains regarding the direction of causation between SES and health, the impact of income inequality, the interaction of SES with race-ethnicity and gender, and the effects of SES over the life course.

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Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Sociology of Race and Ethnicity ◽

10.1177/2332649220921890 ◽

2020 ◽

pp. 233264922092189

Author(s):

Victoria Reyes ◽

Karin A. C. Johnson

Keyword(s):

Social Theory ◽

Classical Theory ◽

Pedagogical Tools ◽

Race And Gender ◽

Du Bois ◽

Essay Exams ◽

Race Ethnicity ◽

The Veil ◽

And Gender ◽

Ethnicity And Gender

By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

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