Perceived Minority Status and Diversity Attitudes: An Exploratory Study

2007 ◽  
Vol 101 (3) ◽  
pp. 849-856
Author(s):  
Judy P. Strauss
Keyword(s):  
Undergraduate Students ◽  
Exploratory Study ◽  
Minority Status ◽  
Cultural Groups ◽  
Race And Gender ◽  
Positive Attitudes ◽  
Attitudes Toward Diversity ◽  
And Gender ◽  
The Relationship

The relationship between perceived minority status (in race and gender) and attitudes toward diversity was investigated with 308 graduate and undergraduate students from the southwestern U.S. (54.5% women, 67.5% nonWhite, whose mean age was 26.7, SD=6.2). Analysis suggested perceived minority status in gender correlates significantly and positively with attitudes toward diversity. Specifically, women who perceived themselves to be of a minority gender were more likely to have positive attitudes toward other cultural groups than women who did not perceive themselves as of a minority. Furthermore, perceived minority status in gender mediated the relationship between sex and attitudes toward diversity. Perceived minority status in race was not correlated with attitudes toward diversity.

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

2019 ◽  
Vol 56 (5) ◽  
pp. 1800-1833 ◽  
Author(s):  
Steven Drake ◽  
Amy Auletto ◽  
Joshua M. Cowen
Keyword(s):  
Charter Schools ◽  
Evaluation System ◽  
Employment Outcomes ◽  
Teachers Of Color ◽  
High Stakes ◽  
Teacher Labor Market ◽  
Race And Gender ◽  
And Gender ◽  
To Receive ◽  
The Relationship

In July 2011, the State of Michigan adopted a broad set of teacher labor market reforms, including a high-stakes evaluation system designed in part to remove low-performing teachers. We examine the characteristics of teachers rated as “minimally effective” and “ineffective,” as well as their schools, and the relationship between low effectiveness ratings and later employment outcomes. Results suggest teachers of color across traditional and charter schools are more likely to receive low effectiveness ratings than their within-school peers. These low rating risks are higher for teachers of color working in comparatively White-faculty contexts. Male and novice teachers are also rated low more frequently, and important differences appear to exist in the usage of low ratings by traditional public and charter schools.

THOUGHTS ON THE WESTERN SAVANNAH AND SAHEL

2020 ◽  
Vol 61 (3) ◽  
pp. 319-326
Author(s):  
Michael A. Gomez
Keyword(s):  
West Africa ◽  
Race And Gender ◽  
Spatial Frame ◽  
And Gender ◽  
The Relationship

AbstractA recent revival of interest in the empires of the medieval western Savannah and Sahel has generated new insights into slavery, ethnicity, race, and gender in precolonial West Africa. New histories of medieval West Africa also expand the spatial frame through which the relationship between the region's polities and the broader world can be understood. This essay offers a survey of that literature.

scholarly journals Intersecting race and gender stereotypes: Implications for group-level attitudes

2017 ◽  
Vol 21 (8) ◽  
pp. 1172-1184 ◽  
Author(s):  
Curtis E. Phills ◽  
Amanda Williams ◽  
Jennifer M. Wolff ◽  
Ashley Smith ◽  
Rachel Arnold ◽  
...  
Keyword(s):  
Black Men ◽  
Gender Stereotypes ◽  
South Asians ◽  
The United States ◽  
Men And Women ◽  
Race And Gender ◽  
The United Kingdom ◽  
Minority Men ◽  
And Gender ◽  
The Relationship

Two studies examined the relationship between explicit stereotyping and prejudice by investigating how stereotyping of minority men and women may be differentially related to prejudice. Based on research and theory related to the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008), we hypothesized that stereotyping of minority men would be more strongly related to prejudice than stereotyping of minority women. Supporting our hypothesis, in both the United Kingdom (Study 1) and the United States (Study 2), when stereotyping of Black men and women were entered into the same regression model, only stereotyping of Black men predicted prejudice. Results were inconsistent in regard to South Asians and East Asians. Results are discussed in terms of the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008) and the gendered nature of the relationship between stereotyping and attitudes.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

Rethinking Spaces of Confinement Through Black Girl Embodiment

2021 ◽  
Author(s):  
Dominique C. Hill
Keyword(s):  
Juvenile Justice System ◽  
Black Girls ◽  
Social Identities ◽  
Black Feminist ◽  
High Stakes ◽  
Late 20Th Century ◽  
Race And Gender ◽  
And Gender ◽  
Feminist Organizing ◽  
The Relationship

Carcerality in educational settings tends to focus on the school-to-prison pipeline and other ways that bodies differentially marked by race, gender, and, more recently, sexuality and ability are punished and tracked into the juvenile justice system. The ongoing chain between marginalized bodies and criminality is evident in rates of incarceration based on race and gender specifically. Black lesbian feminist organizing of the late 20th century called attention to the relationship between social identities and carcerality. Expanding on this work, Black feminist scholarship argues that Black womxn and girls are inherently valuable and that liberation is necessary for autonomy. Scholarship, however, illustrates how freedom for Black womxn and girls are directly mediated by systems of race, gender, sexuality, class, as well as by the discourses created to maintain order through institutions such as schools and prisons. Building on the preceding connections between social identities and confinement, Black girls’ specific encounters with high-stakes policies, such as zero-tolerance, and school discipline reveal new textures and distinct qualities of carcerality that expand education’s understanding of carceral spaces and experiences. In a society that presumes Black girls need no protection because their Blackness is feared while their femininity remains unrealized, Black girls’ bodily deliberations and embodied choices are acts of resistance and self-definition.

scholarly journals Relationships Between Race, Gender, and Spot Urine Levels of Biomarkers of Tobacco Exposure Vary Based on How Creatinine Is Handled in Analyses

2020 ◽  
Vol 22 (11) ◽  
pp. 2109-2113 ◽  
Author(s):  
Dana M Carroll ◽  
Shannon Cigan ◽  
Joshua Ikuemonisan ◽  
Taylor Hammonds ◽  
Irina Stepanov ◽  
...  
Keyword(s):  
Sensitivity Analyses ◽  
Tobacco Exposure ◽  
Gender Ratio ◽  
Urinary Creatinine ◽  
Race And Gender ◽  
Spot Urine ◽  
Biomarkers Of Exposure ◽  
And Gender ◽  
The Relationship ◽  
Urine Levels

Abstract Introduction We illustrate the differential impact of common analysis approaches to handling urinary creatinine, a measure for urine dilution, on relationships between race, gender, and biomarkers of exposure measured in spot urine. Methods In smokers, spot urine levels of total nicotine equivalents (TNE, sum of total nicotine, total cotinine, and total 3′-hydroxycotinine) and total 4-(methylnitrosamino)-1-(3-pyridyl)-1-butanol (NNAL) overall and per cigarette were examined. Relationships between race (African Americans [AA] n = 373, Whites n = 758) or gender (males n = 629, females n = 502) and TNE or NNAL were examined using the following approaches to handling creatinine: (1) unadjusted/unstandardized; (2) standardization; (3) adjustment as a covariate. Significance was considered at p < .05 Results Creatinine was higher in AA versus Whites (1.19 vs. 0.96 mg/mL; p < .0001) and in males versus females (1.21 vs. 0.84 mg/mL; p < .0001). Independent of how creatinine was handled, TNE was lower among AA than Whites (TNE ratios AA vs. Whites: 0.67–0.84; p’s < .05). Unadjusted TNE per cigarette was higher among AA versus Whites (ratio 1.12; p = .0411); however, the relationship flipped with standardization (ratio 0.90; p = .0360) and adjustment (ratio 0.95; p = .3165). Regarding gender, unadjusted TNE was higher among males versus females (ratio 1.13; p = .0063), but the relationship flipped with standardization (ratio 0.79; p < .0001) or adjustment (ratio 0.89; p = .0018). Unadjusted TNE per cigarette did not differ across gender (ratio 0.98; p = .6591), but lower levels were found in males versus females with standardization (ratio 0.68; p < .0001) and adjustment (ratio 0.74; p < .0001). NNAL displayed similar patterns. Conclusions Relationships between race, gender, and spot urine levels of biomarkers of exposure can vary greatly based on how creatinine is handled in analyses. Implications Lack of appropriate methods can lead to discrepancies across reports on variability of urinary biomarkers by race and gender. We recommend that for any analyses of biomarkers of exposure measure in spot urine samples across race, gender, or other population subgroups that differ in urinary creatinine levels, sensitivity analyses comparing the different methods for handling urinary creatinine should be conducted. If methods result in discrepant findings, this should be clearly noted and discussed.

A Meta-Analysis on the Relationship Between Prayer and Student Outcomes

2020 ◽  
Vol 52 (8) ◽  
pp. 1223-1237 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Socioeconomic Status ◽  
Urban Schools ◽  
Student Outcomes ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
High Quality ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship

A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results indicated that the exercise of prayer is associated with better levels of student outcomes. Moreover, the effects of prayer were greater for high-quality studies. The significance of these results is discussed.

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