scholarly journals Tax Progressivity of Personal Wages and Income Inequality

2021 ◽  
Vol 14 (2) ◽  
pp. 60
Author(s):  
Nikolaos Papanikolaou
Keyword(s):  
Income Inequality ◽  
The United States ◽  
Census Bureau ◽  
Tax System ◽  
Race And Gender ◽  
Tax Progressivity ◽  
Income Data ◽  
Kakwani Index ◽  
And Gender ◽  
Wage Income

The paper examines tax progressivity and income inequality using Census Bureau Current Population Survey (CPS) personal income data. The Kakwani index is used to derive tax progressivity for All, Male, Female, White and African American personal wage income of CPS respondents, respectively. The tax progressivity results show a tax system that is partly progressive and mostly regressive. Due to its regressive nature, the tax system did not display tax progressivity for the entire period under analysis for personal wage income respondents as well as when broken-down by race and gender in the United States for years 1996 to 2011.

Inequality

2013 ◽  
Author(s):  
Stephanie Moller ◽  
Joya Misra
Keyword(s):  
United States ◽  
Income Inequality ◽  
The United States ◽  
Social Policies ◽  
Industrialized Countries ◽  
Race And Gender ◽  
Disadvantaged Groups ◽  
Limited Effectiveness ◽  
And Gender ◽  
The U.S

Social policy plays a central role in redistributing resources to ensure greater equality or at least increased opportunities for members of disadvantaged groups. This essay considers how the U.S. welfare state redistributes incomes through social policies, while reinforcing other forms of stratification. The essay begins by comparing inequality in the United States to other advanced industrialized countries, and shows that the level of income inequality is higher in the United States than in most of these nations. It then presents data on inequality in the United States by race and gender. Finally, it discusses how specific policies alter levels of inequality by redistributing income or institutionalizing sources of income inequality. In general, U.S. social policies help to reduce inequality, but they have limited effectiveness, particularly in comparison to other advanced industrialized countries, in reducing inequality by race, class, gender, and family structure.

Race and Gender

2020 ◽  
pp. 251-269 ◽  
Author(s):  
Timnit Gebru
Keyword(s):  
Machine Learning ◽  
Language Processing ◽  
The United States ◽  
Error Rates ◽  
Political Factors ◽  
Recidivism Rates ◽  
Race And Gender ◽  
Decision Tools ◽  
And Gender ◽  
Technical Solutions

This chapter discusses the role of race and gender in artificial intelligence (AI). The rapid permeation of AI into society has not been accompanied by a thorough investigation of the sociopolitical issues that cause certain groups of people to be harmed rather than advantaged by it. For instance, recent studies have shown that commercial automated facial analysis systems have much higher error rates for dark-skinned women, while having minimal errors on light-skinned men. Moreover, a 2016 ProPublica investigation uncovered that machine learning–based tools that assess crime recidivism rates in the United States are biased against African Americans. Other studies show that natural language–processing tools trained on news articles exhibit societal biases. While many technical solutions have been proposed to alleviate bias in machine learning systems, a holistic and multifaceted approach must be taken. This includes standardization bodies determining what types of systems can be used in which scenarios, making sure that automated decision tools are created by people from diverse backgrounds, and understanding the historical and political factors that disadvantage certain groups who are subjected to these tools.

scholarly journals I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

2021 ◽  
Vol 31 (1-2) ◽  
pp. 7-28
Author(s):  
April L. Peters ◽  
Angel Miles Nash
Keyword(s):  
Black Women ◽  
The United States ◽  
Women's Leadership ◽  
Three Dimensions ◽  
Race And Gender ◽  
Leadership Framework ◽  
And Gender ◽  
Resisting Oppression ◽  
Epistemological Basis

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

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.

Changes in the Structure and Quality of Jobs in the United States: Effects by Race and Gender, 1973–1990

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 420-440 ◽  
Author(s):  
Maury B. Gittleman ◽  
David R. Howell
Keyword(s):  
White Men ◽  
Work Force ◽  
The United States ◽  
Sharp Drop ◽  
Race And Gender ◽  
Female Workers ◽  
Job Classification ◽  
Employment Share ◽  
And Gender

Using 17 measures of job quality from the 1980 Census, the Current Population Survey, and the Dictionary of Occupational Titles, the authors perform a cluster analysis that groups 621 jobs covering 94% of the work force into six job categories (termed “contours”), a job classification closely resembling those suggested by labor market segmentation theory. The distribution of employment over the period 1973–90 shifted sharply away from the two middle-quality contours toward the two highest-quality contours. The two lowest-quality contours show no decline in employment share in the 1980s. The declining relative position of employed black and Hispanic men stems from both a worsening job mix relative to white men and a sharp drop in the quality of low-skill jobs. Female workers experienced both a greater shift away from jobs in the lower-quality contours and higher real earnings growth within each job contour than male workers.

How race and gender shape the development of social prototypes in the United States

2021 ◽  
Author(s):  
Ryan Lei ◽  
Rachel Leshin ◽  
Kelsey Moty ◽  
Emily Foster-Hanson ◽  
Marjorie Rhodes
Keyword(s):  
Middle Eastern ◽  
Female Gender ◽  
The United States ◽  
Asian Woman ◽  
Social Categories ◽  
Race And Gender ◽  
Cultural Ideologies ◽  
Identity Based ◽  
And Gender ◽  
Gender Categories

The present studies examined how gender and race information shape children’s prototypes of various social categories. Children (N=543; Mage=5.81, range=2.75 - 10.62; 281 girls, 262 boys; 193 White, 114 Asian, 71 Black, 50 Hispanic, 39 Multiracial, 7 Middle-Eastern, 69 race unreported) most often chose White people as prototypical of boys and men—a pattern that increased with age. For female gender categories, children most often selected a White girl as prototypical of girls, but an Asian woman as prototypical of women. For superordinate social categories (person and kid), children tended to choose members of their own gender as most representative. Overall, the findings reveal how cultural ideologies and identity-based processes interact to shape the development of social prototypes across childhood.

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.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

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