Intonation and Referee Design Phenomena in the Narrative Speech of Black/Biracial Men

This study examines how men with one Black parent and one white parent variably construct their racial identities through both linguistic practice and explicit testimonials, with a specific focus on how this construction is realized in narratives about law enforcement. The data consist of interviews with five young men, aged 18-32, in Washington, D.C., and the analysis compares use of intonational phenomena associated with African American Language (AAL) in response to questions about aspects of their racial identities. Declarative intonational phrases from responses to questions were MAE-ToBi annotated and analyzed for use of intonational features subject to racialized stylistic variation, including use of L+H* versus H*, focus marking, and peak delay interval length. Results of multiple regression models indicate speakers avoid intonational features associated with AAL in police narratives, especially L+H* pitch accents with broad focus marking and longer peak delay intervals. These findings illuminate an important aspect of the relationship between linguistic performance and identity: both racial and linguistic identities are subject to topic and audience/referee-conditioned variation and individuals can use specific intonational variables to align themselves within specific audience and topic-influenced constraints. In the context of police narratives, avoidance of salient features of AAL intonation can serve as linguistic respectability politics; these speakers have motivation to employ linguistic behavior that distances them from the most societally and physically precarious implications of their identities.

A Laboratory Procedure to Facilitate Color Conscious Racial Socialization Methods Among White Parents in the U.S.

For years, White U.S. parents have strived to raise colorblind children, yet mounting evidence indicates that color conscious racial socialization is needed to cultivate an anti-racist orientation. The current work evaluates a new semi-structured laboratory procedure to facilitate color conscious racial socialization in 87 White parent-child (8-12-year-olds) dyads. Contrasting with prior research, qualitative findings revealed that most parents used racial labels and color conscious racial socialization methods. However, a subset of parents pushed back against the color conscious guidance, encouraging racial ignorance or external attributions for racist behaviors. This work highlights promising evidence of a means for facilitating color conscious socialization in White families, and additional intervention targets for future efforts to foster anti- racism in White families.

“Diversity Is Important to Me”: White Parents and Exposure-to-Diversity Parenting Practices

Drawing upon interviews with 40 parents in Cincinnati, Ohio, the author explores how “exposure to diversity,” an implicit racial socialization practice, has become a defining feature of how some middle-class white parents teach their children about race and reflect on what it means to be a good white parent. Exposure to diversity involves white parents’ active efforts to expose their children to people of color via trips to multiracial parks, enrollment in multiracial schools, or residence in multiracial neighborhoods. The author argues that white parents’ efforts are informed by their adherence to both a “diversity ideology” wherein racial diversity is frequently, but not always, framed as a positive social dynamic that enriches their family’s white life, and a middle-class desire to craft a high-status white child via distinction-oriented parenting practices. Taken together, white middle-class parents pursue an exposure-to-diversity strategy because they believe, whether consciously or not, that diversity provides them and their children with the means to facilitate small-scale social change and to craft a comfortable, open-minded white child who possesses racial and class distinction.

School Desegregation and Civil Society: The Unification of Alabama's Black and White Parent-Teacher Associations, 1954–1971

In early September 1956, Martha Rutledge—the president of the all-white Alabama State Parent-Teacher Association—released a statement to the press intended to clarify the organization's position on the Brown v. Board of Education decision and the desegregation of schools in her state: As president of the Alabama Congress, I am a firm believer in the Southern way of life. The entire organization of the Alabama congress is made up of people who believe in the Southern way of life. There is no organization anywhere that practices segregation more than the Alabama P-TA or an organization that will work toward maintaining segregation in our schools with any more force.

Black + White = Black

Historically, the principle of hypodescent specified that individuals with one Black and one White parent should be considered Black. Two experiments examined whether categorizations of racially ambiguous targets reflect this principle. Participants studied ambiguous target faces accompanied by profiles that either did or did not identify the targets as having multiracial backgrounds (biological, cultural, or both biological and cultural). Participants then completed a speeded dualcategorization task requiring Black/not Black and White/not White judgments (Experiments 1 and 2) and deliberate categorization tasks requiring participants to describe the races (Experiment 2) of target faces. When a target was known to have mixed-race ancestry, participants were more likely to rapidly categorize the target as Black (and not White); however, the same cues also increased deliberate categorizations of the targets as “multiracial.” These findings suggest that hypodescent still characterizes the automatic racial categorizations of many perceivers, although more complex racial identities may be acknowledged upon more thoughtful reflection.

The Two-Component Regulatory System mtrAB Is Required for Morphotypic Multidrug Resistance in Mycobacterium avium

ABSTRACT Clinical isolates of the opportunistic pathogen Mycobacterium avium complex (MAC) undergo a reversible switch between red and white colony morphotypes on agar plates containing the lipoprotein stain Congo red. Compared to their isogenic red counterparts, white morphotypic variants are more virulent and more resistant to multiple antibiotics. This report shows that the two-component regulatory system mtrAB is required for the red-to-white switch as well as for other morphotypic switches of MAC. A mutant with a transposon insertion in the histidine protein kinase gene mtrB was isolated from a morphotypically white parent clone. The mutant resembled a naturally occurring red morphotypic variant in that it stained with Congo red, was sensitive to multiple antibiotics, and was permeable by a fluorescent DNA stain. However, it differed from a red variant in that it could not switch to the white or transparent morphotype, and it could not survive intracellularly within macrophage-like cells. Transcomplementation with a cloned wild-type mtrB gene restored to the mutant the ability to form impermeable, drug-resistant white and transparent variants. Quantitative reverse transcriptase PCR showed that mtrB was required for the normal expression of cell surface Mce proteins, some of which are up-regulated in the red-to-white switch. The results indicate that mtrAB functions in regulating the composition and permeability of mycobacterial cell walls and plays a role in the reversible colony type switches of MAC.