Reconciling Race and Class Differences in Self-Reported and Official Estimates of Delinquency

1980 ◽  
Vol 45 (1) ◽  
pp. 95 ◽  
Author(s):  
Delbert S. Elliott ◽  
Suzanne S. Ageton
Keyword(s):  
Race And Class ◽  
Class Differences

”A CONQUISTA DA FEMINILIDADE”: Uma análise interseccional da montagem corporal transformista

2020 ◽  
Vol 17 (29) ◽  
pp. 314-328
Author(s):  
MARINA LEITÃO MESQUITA
Keyword(s):  
Race And Class ◽  
Class Differences ◽  
Intersectional Analysis ◽  
Palabras Clave ◽  
Anthropological Research ◽  
Femininity And Masculinity ◽  
Social Markers ◽  
Transformation Processes ◽  
Personal Collection ◽  
Natural Way

Este artigo visa compreender a maneira pela qual os marcadores sociais da diferença de gênero, raça e classe atuam na construção de feminilidades entre transformistas que protagonizaram espetáculos artísticos naquela que foi a mais tradicional boate gay da capital cearense. Reflito, ainda, sobre como as masculinidades dessas artistas são transacionadas em suas reconstruções corporais transitórias. A pesquisa antropológica de caráter etnográfico focalizou os três últimos anos de funcionamento do estabelecimento. Além disso, foram acessadas notícias de jornais veiculadas no decorrer dos seus anos em atividade, bem como o acervo pessoal das artistas trans e dos produtores da casa noturna. Nesse sentido, observou-se que os processos de transformação corporal em foco evidenciam de maneira contumaz a construtividade dos gêneros, de forma a desestabilizar as perspectivas binárias que compreendem as feminilidades e as masculinidades de forma estanque e expressamente naturais. Palavras-chave: Transformistas. Montagem Corporal. Feminilidades. THE CONQUEST OF FEMININITY”: An intersectional analysis of cross-dresser makeover Abstract: This article aims to understand the way social markers of gender, race and class differences act in the construction of femininities among cross-dressers who starredartistic performances in what once was the most traditional gay club in the capital of Ceará. It also reflects on how these artists ’masculinities are crossed over in their temporary body reconstructions. The ethnographic and anthropological research focused on the last three years of theclub. In addition, newsfrom newspapers during its active years were accessed, as well as the personal collection of the nightclub’s cross-dressers and producers. In this sense, it was observed that these body transformation processes highlight in a contumacious mannerthe constructiveness of genders, in order to destabilize the binary perspectives that view femininity and masculinity in a fixed and expressly natural way. Keywords: Cross-dressers. Makeover. Femininities.   “EL LOGRO DE LA FEMINIDAD”: Un análisis interseccional del montajecorporal transformista Resumen: Este artículo tiene como objetivo comprender la forma por la cual los marcadores sociales de la diferencia de género, raza y clase social actúan en la construcción de la feminidad entre transformistas que protagonizaron espectáculos artísticos en aquella que fue la más tradicionalista discoteca gay de la capital cearense. Discurro, aún, sobre cómo las masculinidades de esos artistas son transacionadas en sus reconstrucciones corporales transitorias. La investigación antropológica, de carácter etnográfico, enfocó en los tres últimos años de funcionamiento del establecimiento. Además de eso, se accedieron noticias de periódicos vehiculadas en el transcurso de sus años en actividades, así como también en el acervo personal de las artistas trans y de dos productores de la referida casa nocturna. Asimismo, se observó que losprocesos de transformación corporal en foco evidencian de manera contumaz la constructividad de los géneros de modo a desestabilizar las perspectivas binarias que comprenden las femineidades y las masculinidades de forma estanque y expresadamente naturales. Palabras clave: Transformistas. Montaje Corporal. Femineidades.

Tracking and Racialization in Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 126-140 ◽  
Author(s):  
Bedelia Nicola Richards
Keyword(s):  
West Indian ◽  
Ethnic Identities ◽  
Academic Tracking ◽  
School Structures ◽  
Caribbean Students ◽  
Race And Class ◽  
Class Differences ◽  
Race Ethnicity ◽  
American Society ◽  
Indian Students

The tracking literature examines how academic hierarchies contribute to race and class differences in academic achievement, but it pays scant attention to how school structures also influence students’ racial and ethnic identities. Relatedly, race/ethnicity and immigration scholars focus on how schools serve as sites for observing the social construction of racial and ethnic identities but do not account for how school structures actively shape these identity outcomes. This study makes a contribution to the immigration, race/ethnicity, and education literatures by examining how academic tracking influences the racial and ethnic identities of second-generation West Indian students. Consistent with the tracking literature, the author finds that Mayfield High School’s academic hierarchy contributes to the racialization of West Indian students and, in doing so, intensifies their racial group consciousness. It also shows how academic tracking simultaneously increases the salience of ethnic identity among Afro-Caribbean students. These findings point to the significance of educational institutions in shaping racialization processes in schools and contribute to broader conversations regarding the evolution of the color line in American society.

Dominance in Decisions in the Family Race and Class Differences

1960 ◽  
Vol 65 (6) ◽  
pp. 605-609 ◽  
Author(s):  
Russell Middleton ◽  
Snell Putney
Keyword(s):  
Race And Class ◽  
Class Differences ◽  
The Family

Drug Use and Beat Writers

2021 ◽  
pp. 175-186
Author(s):  
Erik Mortenson
Keyword(s):  
Drug Use ◽  
Literary Traditions ◽  
Race And Class ◽  
Class Differences ◽  
Beat Writers

The essay draws on fictional and nonfiction accounts of Beat drug use, distinguishing between mind-expanding drugs, such as marijuana, or hallucinogens, such as LSD, and more addictive substances, such as opiates and amphetamines. The essay contextualizes Beat drug use in western literary traditions, while also encouraging course instructors to consider the gender, race, and class differences in drug use and the persistent racial and class stereotyping fuelling anti-drug rhetoric

Identity Work by First-Generation College Students to Counteract Class-Based Microaggressions

2017 ◽  
Vol 39 (9) ◽  
pp. 1227-1250 ◽  
Author(s):  
Barbara Gray ◽  
Tiffany Johnson ◽  
Jennifer Kish-Gephart ◽  
Jacqueline Tilton
Keyword(s):  
College Students ◽  
Social Class ◽  
First Generation ◽  
First Generation College Students ◽  
Identity Work ◽  
Future Research ◽  
Race And Class ◽  
Class Differences ◽  
First Generation College ◽  
Identity Threats

Using an interactional approach to studying organizations, we explore how social class differences alone and coupled with racial minority status generate identity threats for first-generation college students who are already underprivileged with respect to educational attainment. For these students the markers of social class are omnipresent and, like racial minorities, they experience microaggressions that require them to engage in identity work to counter these threats. We detail manifestations of social class differences on and off campus and identify the kinds of microaggressions these students encounter including those generated by the intersection of race and class that can destabilize students’ identities and lead to what we refer to as “identity collapse.” Our results also reveal four types of identity work including mining core identity strength, passing (via dodging and code switching), and developing peer support networks that allow some first-generation students to be resilient in responding to identity threats. We consider the implications of this class work for first-to-college students and offer suggestions for future research that expands our work to workplace organizations and inquires about the potential lasting effects of social class stigma.

scholarly journals Disability, Race, and the Geography of School Choice: Toward an Intersectional Analytical Framework

AERA Open ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 233285841882250 ◽  
Author(s):  
Federico R. Waitoller ◽  
Christopher Lubienski
Keyword(s):  
School Choice ◽  
Students With Disabilities ◽  
Geographical Location ◽  
Analytical Framework ◽  
Space And Place ◽  
Limited Attention ◽  
Race And Class ◽  
Class Differences ◽  
Choice Sets ◽  
Attention To Students

School choice research has provided some initial understandings of how parents choose schools. Parents’ school options are bounded to differentiated choice sets—the menu of school options that parents construct when making school selections. The geographical location where families live and schools are located and families’ race and class differences appear to play a role shaping the constriction of choice sets. In this article, we describe a theoretical framework to address two limitations of research on school choice sets: limited attention to students with disabilities and dichotomization of space and place. We advance a framework that fuses critical notions of space with critical notions of disability and race. This framework allows theorizing on how the construction of school choice sets is shaped by structural and individual factors related to the interactions of students’ race and disability and geographical location.

scholarly journals Race and Class at Age 30: Ongoing Struggles and Successes

2020 ◽  
Author(s):  
Elizabeth Aries
Keyword(s):  
Social Class ◽  
Racial Bias ◽  
Upward Mobility ◽  
Lower Income ◽  
Student Body ◽  
Race And Class ◽  
Class Differences ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Interactions With Peers

The study is an age 30 follow-up of four groups of students (affluent black, affluent white, lower-income black, lower-income white) from the class of 2009 who attended an elite college with a diverse student body. During college these students had participated in a longitudinal study about the race and class challenges they faced on campus and their learning from diversity. At age 30, 45 participants (80% of the original sample) were interviewed and filled out online surveys. Lower-income participants reported acquiring more elite forms of cultural and social capital and higher aspirations during college, and had attained upward mobility. No race or class differences were found in participants’ educational and occupational attainment or income. Fifty-five percent of the lower-income participants reported a struggle bridging the two different worlds of their home and current communities, a cost of upward mobility. Seventy-one percent of black participants reported confronting racial bias, discrimination and/or exclusion by colleagues at work, and almost half perceived a career ceiling due to race. Few race or class differences existed in participants’ hopes and fears about the future. The data speak strongly to the benefits of learning from being part of a racially and socioeconomically diverse student body. At age 30, 81% of participants reported having learned about race during college through interactions with peers of another race, and 79% attributed learning about social class to interactions with peers of another social class.

“They Give Teachers a Hard Time”: Symbolic Violence and Intersections of Race and Class in Interpretations of Teacher-student Relations

2018 ◽  
Vol 61 (2) ◽  
pp. 257-275 ◽  
Author(s):  
Melanie Jones Gast
Keyword(s):  
Working Class ◽  
Black Students ◽  
Urban Poor ◽  
Ethnographic Study ◽  
Symbolic Violence ◽  
Student Interactions ◽  
Race And Class ◽  
Class Differences ◽  
Teacher Student ◽  
Hard Time

A number of studies identify racial and class differences in disciplinary actions and teacher-student interactions; however, scholars place less emphasis on how race and class intersect to shape classifications of teacher-student relations. Using findings from an ethnographic study in a high school with significant racial and class stratification, I examine how teachers and black students of varying social-class backgrounds describe teacher-student relations and academic disparities. I show how middle-class and some working-class Honors black students shared their teachers’ discourse about urban poor disengagement and “black” misbehavior with teachers. Meanwhile, working-class (primarily non-Honors) black students called out teacher mistreatment in light of experiencing punitive relations and problems with teachers. Some of their peers and teachers interpreted such calls of racism as “making excuses” for disengagement. Using Bourdieu’s concepts of symbolic violence and misrecognition, I demonstrate the power of language about black student-teacher relations as school actors routinely legitimate race-class stereotypes in a diverse school.

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