Journal articles: 'Race, class, gender'

1

Knapp, Gudrun-Axeli. "Race, Class, Gender." European Journal of Women's Studies 12, no. 3 (August 2005): 249–65. http://dx.doi.org/10.1177/1350506805054267.

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Rommelspacher, Birgit. "Gender, race, class." Sozial Extra 29, no. 7-8 (August 2005): 26–29. http://dx.doi.org/10.1007/s12054-005-0077-z.

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G., A. "Gender, Race, and Class." Science 271, no. 5257 (March 29, 1996): 1903. http://dx.doi.org/10.1126/science.271.5257.1903.

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Janssen, Angela. "»Gender, Class, Race Matter.«." Vierteljahrsschrift für wissenschaftliche Pädagogik 95, no. 3 (August 29, 2019): 384–97. http://dx.doi.org/10.30965/25890581-09501034.

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Abstract »Gender, Class, Race Matter.« How Social Differences/Categories Structure Biographies. A Case Study Biographies are structured by norms, conventions and social categories such as class, gender or race. This article is about the relationship between biographies, social structures and norms. It describes the constitution of differences and subjects and discusses the possibility of resistance against the limitation by norms. Since norms are incorporated and naturalised this is a difficult request. That is illustrated by the novel »The End of Eddy« by Édouard Louis.

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Glenn, Evelyn Nakano. "Gender, Race, and Class." Social Science History 22, no. 1 (1998): 29–38. http://dx.doi.org/10.1017/s0145553200021684.

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For social historians and historical sociologists working in the interdisciplinary fields of ethnic studies and women's studies, the challenges posed by poststructuralism are neither purely intellectual matters nor disciplinary quibbles. Rather, a concern with “rescuing political economy” from being washed away by the tide of poststructuralism is impelled by larger political commitments that transcend the academy.Unlike mainstream disciplines, these fields historically have been connected to social movements dedicated to empowering people marginalized by reason of race, class, and/or gender. Poststructuralism has become a thorny issue in these fields: Many social science- and political economy-oriented scholars have come to feel, whether justifiably or not, that these fields are being “taken over” by literary, film, and cultural studies scholars.

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Green, Michael K. "Race, class, and gender." Nineteenth-Century Contexts 16, no. 2 (January 1992): 200–205. http://dx.doi.org/10.1080/08905499208583353.

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Munk, Erika, Kerstin Ekman, and Joan Tate. "Class, Race, Gender, and Murder." Women's Review of Books 13, no. 10/11 (July 1996): 38. http://dx.doi.org/10.2307/4022496.

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ADAMS, TRACEY L. "COMBINING GENDER, CLASS, AND RACE." Gender & Society 12, no. 5 (October 1998): 578–97. http://dx.doi.org/10.1177/089124398012005005.

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Finkel, Judith, and Gail G. Bollin. "Integrating Race, Class & Gender." Teaching Education 6, no. 2 (December 1994): 113–19. http://dx.doi.org/10.1080/1047621940060214.

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Fong, Yem S. "Race, Class, Gender and Librarianship." Journal of Library Administration 33, no. 3-4 (September 2001): 229–40. http://dx.doi.org/10.1300/j111v33n03_05.

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Dyson, Yarneccia Danielle, Sarita Kaya Davis, Margaret Counts-Spriggs, and Neena Smith-Bankhead. "Gender, Race, Class, and Health." Affilia 32, no. 4 (July 10, 2017): 531–42. http://dx.doi.org/10.1177/0886109917713975.

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This study explores the intersection of race, class, and gender on substance abuse treatment and human immunodeficiency virus risk among 12 incarcerated black women by integrating the Health Belief Model with Black Feminist Theory. The findings suggest that the culture and context of substance abuse not only influenced the women’s perception of susceptibility of risk and severity of risk but, perhaps more importantly, the perceived benefit of the intervention on their life circumstances. These findings have implications for the conceptualization, implementation, and evaluation of substance abuse treatment, HIV prevention education, and prison reentry programs targeting Black women.

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12

Vron Ware Talks to Jo Littler. "Gender, race, class, ecology and peace." Soundings 75, no. 75 (September 1, 2020): 144–60. http://dx.doi.org/10.3898/soun.75.09.2020.

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In this interview Vron Ware discusses how her work has intertwined themes of 'gender, race, class, ecology and peace', as she put it in her book Beyond the Pale: White Women, Racism and History, published in 1992 - a time when 'talking about whiteness … was usually met by stony silence'. She relates this and her early work on gender and the National Front to more recent incarnations of gendered racism. The discussion moves over a wide range of subjects, including whiteness and the environmental movement, feminist statues and military monuments, the role of painting and photography in teaching and learning and how we might see futures beyond militarism. Ware reflects on ways in which the politics of 'gender, race, class, ecology and peace' formed part of her background in NGOs and campaigning organisations - including Searchlight, Friends of the Earth and the Women's Design Service. The same themes also run through her current project on re-thinking the category of the rural, which involves 'trying to think ecologically, in a way that sees interconnections between social, economic and cultural changes' - continuing the effort to join the dots between anti-racism, feminism, anti-militarism and eco-socialism.

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Falleiros, Guilherme. "Race, class, gender and zodiac signs." Journal des anthropologues, no. 152-153 (April 30, 2018): 107–26. http://dx.doi.org/10.4000/jda.6892.

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14

Romero, Mary, Margaret L. Anderson, and Patricia Hill Collins. "Race, Class, and Gender: An Anthology." Teaching Sociology 24, no. 2 (April 1996): 240. http://dx.doi.org/10.2307/1318821.

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Davis, Tricia M., Margaret L. Anderson, and Patricia Hill Collins. "Race, Class and Gender: An Anthology." Teaching Sociology 29, no. 3 (July 2001): 374. http://dx.doi.org/10.2307/1319199.

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Baker, Therese L., Margaret L. Andersen, and Patricia Hill Collins. "Race, Class, and Gender: An Anthology." Teaching Sociology 23, no. 2 (April 1995): 190. http://dx.doi.org/10.2307/1319359.

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17

Chima, Felix O. "Infant Mortality, Class, Race and Gender." Journal of Health & Social Policy 12, no. 4 (March 2001): 1–18. http://dx.doi.org/10.1300/j045v12n04_01.

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18

BERRY, DAPHNE P. "EXPATRIATES, MIGRANTS, GENDER, RACE, AND CLASS." Academy of Management Proceedings 2009, no. 1 (August 2009): 1–6. http://dx.doi.org/10.5465/ambpp.2009.44246847.

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19

Shaffer, R. "Race, Class, Gender, and Diplomatic History." Radical History Review 1998, no. 70 (January 1, 1998): 156–68. http://dx.doi.org/10.1215/01636545-1998-70-156.

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20

Mozumder, Subrata Chandra. "Transgression of Race, Gender, and Class:." Crossings: A Journal of English Studies 14 (December 31, 2023): 74–83. http://dx.doi.org/10.59817/cjes.v14i.483.

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This paper aims to explore Mary Ann Shadd’s transgression of race, gender, and class boundaries by employing a close reading of the text, A Plea for Emigration. I will explore the triangular relationship between race, class, and gender seen in the text from intersectional feminist perspectives. My contention is that, through her activism by pen, especially in A Plea for Emigration, Shadd exposes the feminist voice that enables her to protest against racism, slavery, gender stratification, and marginalization based on class hierarchy. In other words, I claim that Shadd’s transgression of the borders of race, gender, and class lies in her activism and ideology as a woman, black, and marginalized. This paper will, therefore, show that Mary Ann Shadd strongly transgresses the borders of race, gender, and class as the first black woman who owned and edited a newspaper, inspired American blacks towards freedom, confronted her contemporary male leaders, exposed the female gaze during a period of history when the male gaze was predominant and authoritative, became a public speaker making the world listen to her while working with the so-called socially aesthetic people despite being a “negro”.

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21

Fu, Danling, Linda Leonard Lamme, and Zhihui Fang. "Reading Corner for Educators: Addressing Social Inequalities through Literacy Education." Language Arts 83, no. 2 (November 1, 2005): 158–59. http://dx.doi.org/10.58680/la20054454.

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Perceptions of race, class, and gender are culturally and socially shaped and form the roots for inequities in our society and our classrooms. In this column we review three books that question institutionalized perceptions of race and class. The authors examine the history of schooling that contributes to great divides among human races and ranks individuals based on race, speech, and class. These books posit that to question and examine our perception of race, class, and gender is the key to providing justice and equal education to ALL children, especially those who come from family backgrounds that are historically and socially marginalized.

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22

Lejla, Music. "Theme: Teaching Gender, Class and Race in the Classroom." Frontiers in Education Technology 2, no. 1 (February 26, 2019): 44. http://dx.doi.org/10.22158/fet.v2n1p44.

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Race and ethnicity represent the constructs that are political and used in order to make distinctions in between the human into ethnic groups (Turner, 2006, p. 490). According to Turner (2006, p. 490) there is difference in between the race and ethnicity. Race represents: “genetically transmitted characteristics popularly associated with different human groups, such as skin color, facial features, hair texture, and body type”. Ethnicity distinguishes groups through the language, nationality and religion as distinctive characteristics. Racial and ethnical relations are interactions in between the humans to which different racial and ethnical differences are ascribed at their birth. This paper analyses gender dimension of racial and national emotions. Empirical part of the paper focuses onto the analyses of racial emotions and behaviors, in order to examine the emotions towards the gender dimension of race in the group of students. The emotions towards the races and ethnicities are complex and represent one of the greatest problems of the contemporary since they produce racial and ethnical violence. Gender dimension of these emotions involve the marginalization, and discrimination against women giving the notion into the real position of the women in society as a group, and their vulnerability to racial and ethnical violence. In order to analyze the way in which, the race can be thought in the classroom, it is necessary to examine the opinion of the students, on the race. The main hypothesis of this paper is that the fight against racial and gender discrimination can unite all persons regardless of gender or color of their skin. Postcolonial and multicultural feminisms unite all the women and feminist in order to stop discrimination on the basis of the race, class, ethnicity, gender. Key terms: race, ethnicity, violence, women’s movement.

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23

DeMartini, Joseph R., and Lois Weis. "Class, Race, and Gender in American Education." Contemporary Sociology 18, no. 4 (July 1989): 623. http://dx.doi.org/10.2307/2073136.

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24

Hartung, Beth. "Unstratifying Stratification: Teaching Race, Gender, and Class." Teaching Sociology 19, no. 1 (January 1991): 66. http://dx.doi.org/10.2307/1317576.

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25

Grant, Carl A., and Christine E. Sleeter. "Race, Class, and Gender and Abandoned Dreams." Teachers College Record: The Voice of Scholarship in Education 90, no. 1 (September 1988): 19–40. http://dx.doi.org/10.1177/016146818809000104.

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26

Shope, Janet Hinson, and Eric Singer. "Global Inequalities: Gender, Class, and Race/Ethnicity." Teaching Sociology 24, no. 2 (April 1996): 207. http://dx.doi.org/10.2307/1318812.

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27

Okazawa-Rey, Margo, and Lois Weis. "Class, Race and Gender in American Education." Journal of Negro Education 58, no. 1 (1989): 118. http://dx.doi.org/10.2307/2295556.

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28

Cossman, Jeralynn Sittig. "Book Review: Gender, Race, Class, and Health." Teaching Sociology 35, no. 4 (October 2007): 375–76. http://dx.doi.org/10.1177/0092055x0703500411.

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29

Bond, Meg A. "Gender, Race, and Class in Organizational Contexts." American Journal of Community Psychology 27, no. 3 (June 1999): 327–55. http://dx.doi.org/10.1023/a:1022229926119.

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30

Pulido, Alberto L., and Jennifer L. Pierce. "Selected Readings On Race, Class, and Gender." Explorations in Ethnic Studies 17, no. 1 (January 1, 1994): 113–22. http://dx.doi.org/10.1525/ees.1994.17.1.113.

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31

Baines, Donna. "Everyday Practices of Race, Class and Gender." Journal of Progressive Human Services 11, no. 2 (February 20, 2001): 5–27. http://dx.doi.org/10.1300/j059v11n02_02.

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32

Poling, James Newton. "Race, gender and class in practical theology." Contact 120, no. 1 (January 1996): 1–7. http://dx.doi.org/10.1080/13520806.1996.11758782.

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33

Rezende, Cláudia Barcellos, and Márcia Lima. "Linking gender, class and race in Brazil1." Social Identities 10, no. 6 (November 2004): 757–73. http://dx.doi.org/10.1080/1350463042000324265.

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34

Middlemass, Keesha M. "Race, Class, and Gender: An Intersectional Framework." Public Administration Review 77, no. 2 (February 1, 2017): 255–58. http://dx.doi.org/10.1111/puar.12742.

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35

Kuznesof, Elizabeth Anne. "More conversation on race, class and gender." Colonial Latin American Review 5, no. 1 (June 1996): 129–33. http://dx.doi.org/10.1080/10609169608569881.

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36

Veenstra, Gerry. "Race, gender, class, sexuality (RGCS) and hypertension." Social Science & Medicine 89 (July 2013): 16–24. http://dx.doi.org/10.1016/j.socscimed.2013.04.014.

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37

Burgess-Proctor, Amanda. "Intersections of Race, Class, Gender, and Crime." Feminist Criminology 1, no. 1 (January 2006): 27–47. http://dx.doi.org/10.1177/1557085105282899.

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38

Al-Dabbagh, Abdulla. "Race, Gender and Class in Shakespeare’s Sonnets." International Journal of Arabic-English Studies 13, no. 1 (January 1, 2012): 23–32. http://dx.doi.org/10.33806/ijaes2000.13.1.2.

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The most direct of the so-called “Dark Lady” sonnets, (127), (130), (131), and (132), contain such a powerful indictment of racism and sexism that they transcend their age and continue to retain their anti-racist, anti-sexist, impact and relevance until today. Shakespeare’s strong feminine figures of Rosalind, Portia, Cleopatra and Juliet, to name the most prominent, as well as his positive, sympathetic portrayal of the "weaker" feminine characters of Ophelia, Cordelia, and Desdemona, for example, should clear him of any charges of misogyny. The choice of the pair of lovers, whose seeming incompatibility enables them to overcome social and cultural prejudices, which establishes the framework for so many of Shakespeare’s plays, most prominently Romeo and Juliet, Antony and Cleopatra, Much Ado about Nothing, and The Taming of the Shrew, clearly also determines the poet’s relationship with the “Dark Lady” in The Sonnets.The group of sonnets, (25), (29), and (30), that achieve their strongest poetic impact in sonnet (29) (“When in disgrace with Fortune and men’s eyes”), and the group of sonnets, (55), (64), (65), and (66), that reach the height of their poetic force in sonnet (66) (“Tired with all these for restful death I cry”), express a dissatisfaction with the human condition and a rejection of contemporary society that are central to our understanding of Shakespeare. Significantly, what seems to begin as an expression of the poet’s personal grievance and as a case of individual protest against life’s unfairness, and what seems to be a succession of poetic attempts at explaining the common theme of universal mortality and the inevitable effects of time, become a distinct and powerful expression of political protest and a deep rejection of the society of his time..

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39

Agozino, Biko. "Race-Class-Gender Articulation and the Fifth International." Journal of World-Systems Research 25, no. 2 (September 3, 2019): 280–88. http://dx.doi.org/10.5195/jwsr.2019.959.

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Agozino supports Amin’s call for a Fifth International, but offers suggestions to make it more inclusive. He argues “It is not enough for the Fifth International to call on Workers of the World to Unite without questioning the extent to which racism, imperialism and patriarchy divide the working class and weaken the struggle to end exploitation.” Although the First International addressed class exploitation in articulation with the struggles against the oppression of nationalities and racial groups and against gender oppression, “[t]he departure from the race-class-gender articulation or intersectionality model that Marx envisaged by the organizers of subsequent internationals may be part of the reasons why the organizational aim was not sustained.” Agozino calls for more intentionality in constructing the leadership of the Fifth International than is in Amir’s proposal. While Amir was attentive to the inclusion of African leadership, he paid less attention to the inclusion of women or indigenous peoples. And while Amin seemed concerned with creating a manageable process through the delegation of a small number of leaders, Agozino says it is “better to allow a million leaders to emerge from local to the global levels.”

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40

McCarthy, Cameron. "Racial Inequality in Education: Race, Gender and Class." Education and Society 14, no. 1 (January 1, 1996): 3–23. http://dx.doi.org/10.7459/es/14.1.02.

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41

Obidah, Jennifer E., Cecile Wright, Debbie Weekes, and Alex McGlaughlin. ""Race," Class and Gender in Exclusion from School." Journal of Negro Education 70, no. 3 (2001): 234. http://dx.doi.org/10.2307/3211215.

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42

Dressel, Paula, Meredith Minkler, and Irene Yen. "Gender, Race, Class, and Aging: Advances and Opportunities." International Journal of Health Services 27, no. 4 (October 1997): 579–600. http://dx.doi.org/10.2190/7xay-pybn-aa5l-3drc.

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Key debates in social science and health research have centered on how to increase the inclusiveness of such research and hence its relevance for understanding the intersections of race, class, gender, and aging. This article uses gerontology as a case in point, examining the challenges of inclusivity and interlocking oppressions/intersectionality for better apprehending how broad structural factors shape and determine the experience of aging and growing old. The authors discuss alternative hypotheses being used to explore inequalities in the aging experience and the limitations of current concepts and methods. Promising new developments in sociology, epidemiology, and other fields are described in terms of their relevance for better understanding the dynamic interplay of race, class, gender, and aging.

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43

Zeytinoglu, Isik Urla, and Jacinta Khasiala Muteshi. "Gender, Race and Class Dimensions of Nonstandard Work." Articles 55, no. 1 (April 12, 2005): 133–67. http://dx.doi.org/10.7202/051294ar.

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This review article critically analyzes and synthesizes the academic literature on nonstandard work and its gender, race and class dimensions. We argue that it is important and crucial to understand these dimensions of nonstandard work in order to develop appropriate labour policies. We present our discussion in a conceptual framework of duality within which nonstandard workforms are located. We discuss the role the unions could play in achieving equity in labour markets and conclude the paper with recommended labour policy changes to respond to the needs of women, particularly those racial minority and low economic class women employed in nonstandard jobs.

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44

Heyck, Denis L., and Myriam Jehenson. "Latin-American Women Writers: Class, Race, and Gender." Hispania 79, no. 4 (December 1996): 808. http://dx.doi.org/10.2307/345350.

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45

Santiago, Anna M., Teresa Cordova, Norma Cantu, Gilberto Cardenas, Juan Garcia, and Christine M. Sierra. "Chicana Voices: Intersections of Class, Race and Gender." Contemporary Sociology 22, no. 3 (May 1993): 380. http://dx.doi.org/10.2307/2074509.

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46

Jorgensen, Beth E., and Myriam Yvonne Jehenson. "Latin-American Women Writers: Class, Race, and Gender." Hispanic Review 65, no. 1 (1997): 130. http://dx.doi.org/10.2307/474847.

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47

Hanson, Cindy, and Amber Fletcher. "Beyond the Trinity of Gender, Race and Class." European Journal for Research on the Education and Learning of Adults 12, no. 2 (May 31, 2021): 135–48. http://dx.doi.org/10.3384//rela.2000-7426.3360.

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Research exploring the gendered dimensions of adult learning has blossomed in the past two decades. Despite this trend, intersectional approaches in adult learning, research, and teaching remain limited primarily to the three categories of gender, race, and class. Intersectionality theory is more diverse than this and includes discussions of social structures, geographies, and histories that serve to build richer, more nuanced descriptions of how privilege and oppression are experienced. Because the purpose of intersectionality is to understand how social identities are constructed and to challenge the structures of power that oppress particular social groups, this approach is important for feminist and social justice educators. The Canadian authors of this manuscript posit that adult learning should move beyond intersectionality that focuses only on the trinity of gender + race + class in order to consider the nuances of inequality and the true complexities of representation and collective identities. By exploring literature in feminism, adult education, and intersectionality, they illustrate a gap at the core of adult education for social justice. Finally, they use two examples to illustrate how intersectionality works in practice.

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48

Hunter, Margaret, and Paula Rothenberg. "Race, Class, and Gender in the United States." Teaching Sociology 29, no. 3 (July 2001): 378. http://dx.doi.org/10.2307/1319202.

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49

Ortiz, Michael. "Race, Class, and Gender in the Pedagogical Matrix." Theory in Action 8, no. 1 (January 31, 2015): 60–78. http://dx.doi.org/10.3798/tia.1937-0237.15004.

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50

Calas, Marta B., and Linda Smircich. "Thematic Editorial on Gender, Race, Class and Organization." Organization 3, no. 4 (November 1996): 459–60. http://dx.doi.org/10.1177/135050849634001.

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Journal articles on the topic 'Race, class, gender'

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