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HERNÁNDEZ, FRANCISCO. "Mexican Gender Studies and the American University." American Behavioral Scientist 40, no. 7 (June 1997): 968–74. http://dx.doi.org/10.1177/0002764297040007012.
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Tao, Yu. "Earnings of Academic Scientists and Engineers: Intersectionality of Gender and Race/Ethnicity Effects." American Behavioral Scientist 62, no. 5 (May 2018): 625–44. http://dx.doi.org/10.1177/0002764218768870.
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While research increasingly examines the intersection of gender and race/ethnicity in science and engineering, not much is known regarding how they work together to affect career outcomes. This article examines gender earnings gaps among academic scientists and engineers by race/ethnicity. Using data from National Science Foundation’s Survey of Doctorate Recipients (2003, 2006, 2008, 2010, and 2013), I find that White women earned less than their male counterparts in 2003 and 2006, but the earnings gap closed over time. African American women did not earn less than their male counterparts in any year. Asian American women earned less only in 2013 (due to the high income of Asian American men), and Hispanic women earned less only in 2010 (due to their low income relative to other groups). The findings of relative improvement in gender earnings equality are analyzed in the context of disadvantages women face in other aspects of their careers.
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Margolis, Eric. "Representations of Race, Gender and Ability in School Photography." education policy analysis archives 8 (July 4, 2000): 31. http://dx.doi.org/10.14507/epaa.v8n31.2000.
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This article examines photographs taken of American public school classes between the 1880's and the 1940's. Most of the images were found in two virtual archives: The American Memory site at the Library of Congress and The National Archives and Record Center. These very large photograph collections were searched for representations of race, gender, and physical ability. The photographs were compared and contrasted and analyzed for elements of hidden curricula using techniques drawn from the social sciences and humanities. It was found that these large photo collections have significant gaps and historical amnesias. Collections made under conditions of racial segregation are themselves segregated and continue to reproduce images of hierarchy and dominance. To the extent these sites function as important resources for teachers and students searching for primary source documents for history and social studies projects, the archives convey significantly biased views of the history of education and minority groups in America.
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Simon, Cassandra E., Dorcas D. Bowles, Shirley W. King, and Lucinda L. Roff. "Mentoring in the Careers of African American Women in Social Work Education." Affilia 19, no. 2 (May 2004): 134–45. http://dx.doi.org/10.1177/0886109903262765.
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Lunn, Stephanie, Leila Zahedi, Monique Ross, and Matthew Ohland. "Exploration of Intersectionality and Computer Science Demographics." ACM Transactions on Computing Education 21, no. 2 (June 2021): 1–30. http://dx.doi.org/10.1145/3445985.
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Although computing occupations have some of the greatest projected growth rates, there remains a deficit of graduates in these fields. The struggle to engage enough students to meet demands is particularly pronounced for groups already underrepresented in computing, specifically, individuals that self-identify as a woman, or as Black, Hispanic/Latinx, or Native American. Prior studies have begun to examine issues surrounding engagement and retention, but more understanding is needed to close the gap, and to broaden participation. In this research, we provide quantitative evidence from the Multiple-Institution Database for Investigating Engineering Longitudinal Development—a longitudinal, multi-institutional database to describe participation trends of marginalized groups in computer science. Using descriptive statistics, we present the enrollment and graduation rates for those situated at the intersection of race/ethnicity and gender between 1987 and 2018. In this work, we observed periods of significant flux for Black men and women, and White women in particular, and consistently low participation of Hispanic/Latinx and Native American men and women, and Asian women. To provide framing for the evident peaks and valleys in participation, we applied historical context analysis to describe the political, economic, and social factors and events that may have impacted each group. These results put a spotlight on populations largely overlooked in statistical work and have the potential to inform educators, administrators, and researchers about how enrollments and graduation rates have changed over time in computing fields. In addition, they offer insight into potential causes for the vicissitudes, to encourage more equal access for all students going forward.
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Voth Schrag, Rachel J. "Campus Based Sexual Assault and Dating Violence." Affilia 32, no. 1 (July 27, 2016): 67–80. http://dx.doi.org/10.1177/0886109916644644.
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Colleges are working to study and address sexual assault (SA) and dating violence (DV) on campus. This quantitative systematic review assessed 196 studies of SA and DV to evaluate if the literature fully reflects the demographics of American higher education. Results show disproportionate representation in the populations and settings in which research is occurring. No studies occurred at associates/2-year institutions, and participants are substantially younger and whiter than American college students overall. Education and prevention efforts that do not take into account the bias in these studies may exacerbate intersectional barriers for students.
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Pickett, Moneque Walker, Marvin P. Dawkins, and Jomills Henry Braddock. "Race and Gender Equity in Sports." American Behavioral Scientist 56, no. 11 (October 10, 2012): 1581–603. http://dx.doi.org/10.1177/0002764212458282.
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Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.
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Jaffe, Janice. "Hispanic American women writers’ novel recipes and Laura Esquivel'sComo agua para chocolate (like water for chocolate)." Women's Studies 22, no. 2 (January 1993): 217–30. http://dx.doi.org/10.1080/00497878.1993.9978977.
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Carlton-LaNey, Iris, and Annie McCullough Chavis. "Annie Mae Kenion (1912–2009)." Affilia 26, no. 4 (November 2011): 431–39. http://dx.doi.org/10.1177/0886109911428209.
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This article examines the career of Annie Mae Kenion who worked as a Jeanes teacher and supervisor of African American schools for more than 40 years. Strict racial segregation and disenfranchisement was the order of the day throughout most of her career, forcing her to negotiate the system gingerly in order to serve children. Kenion’s professional life illustrates an unyielding love of learning and the stark connection between education and the African American struggle against oppression.
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Harris, Keshia L. "Biracial American Colorism: Passing for White." American Behavioral Scientist 62, no. 14 (December 2018): 2072–86. http://dx.doi.org/10.1177/0002764218810747.
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Biracial Americans constitute a larger portion of the U.S. population than is often acknowledged. According to the U.S. Census, 8.4 million people or 2.6% of the population identified with two or more racial origins in 2016. Arguably, these numbers are misleading considering extensive occurrences of interracial pairings between Whites and minority racial groups throughout U.S. history. Many theorists posit that the hypodescent principle of colorism, colloquially known as “the one drop rule,” has influenced American racial socialization in such a way that numerous individuals primarily identify with one racial group despite having parents from two different racial backgrounds. While much of social science literature examines the racial identification processes of biracial Americans who identify with their minority heritage, this article focuses on contextual factors such as family income, neighborhood, religion, and gender that influence the decision for otherwise African/Asian/Latino/Native Americans to identify as White.
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Boyer, Cherrie B., Lauren Greenberg, James Korelitz, Gary W. Harper, Rachel Stewart-Campbell, Diane Straub, Renata Sanders, et al. "Sexual Partner Characteristics, Relationship Type, and HIV Risk Among a Community Venue–Based Sample of Urban Adolescent and Young Adult Men Who Have Sex With Men." Youth & Society 51, no. 2 (September 20, 2016): 219–46. http://dx.doi.org/10.1177/0044118x16669259.
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Few studies have examined sexual partnerships and HIV risk in diverse samples of African American/Black and Hispanic/Latino adolescent and young adult men who have sex with men (YMSM), a group that have a high burden of HIV in the United States. A community–venue recruitment approach was used, which identified significant differences in HIV risk by sexual partner type among 1,215 YMSM. Those with casual partners had a higher number of sexual partners, had more sexually transmitted infections (STIs), were more likely to engage in transactional sex, and to use alcohol, marijuana, or other substances compared with those with main partners only. Among those with female sexual partners, many used condoms “every time” when engaging in vaginal sex with casual partners, but a sizable proportion “never/rarely” used condoms with their main partners. Our findings demonstrate a need for tailored HIV prevention education and counseling with necessary skills regarding consistent and correct condom use with all sexual partnerships.
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Owen, Jesse, L. Kevin Chapman, Kelley Quirk, Leslie J. Inch, Tiffany France, and Carrie Bergen. "Processes of Change in Relationship Education for Lower-Income African American Couples." Journal of Couple & Relationship Therapy 11, no. 1 (January 2012): 51–68. http://dx.doi.org/10.1080/15332691.2012.639704.
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Lasala-Blanco, Narayani, Laura Morales, and Carles Pamies. "Forging Political Identities and Becoming Citizens: The Political Preferences and Engagement of South American Immigrants in the United States and Spain." American Behavioral Scientist 65, no. 9 (March 3, 2021): 1265–82. http://dx.doi.org/10.1177/0002764221996752.
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Research in the United States has emphasized the importance of anti-immigrant and anti-Hispanic hostility to galvanize shared identities and a sense of linked fate that is electorally mobilized around the pan-ethnic Latino identity. With survey data on the electoral behavior of South American immigrants in the United States and Spain spanning a decade (2006-2018), this article gauges how critical hostility is for electoral mobilization. The findings suggest that—despite very different institutional settings, hostility levels, elite strategies, and political mobilization patterns—South American immigrants are forging remarkably similar patterns of political preferences and engagement across both sides of the Atlantic. The overtime and comparative perspective calls into question that hostility is the main driving force behind Latino electoral participation and block voting in the United States and prompts greater attention to the socioeconomic status of Latinos and mobilization by political parties.
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Mitchell, Felicia M. "Engaging in Indigenous CBPR Within Academia." Affilia 33, no. 3 (March 25, 2018): 379–94. http://dx.doi.org/10.1177/0886109918762570.
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Historical accounts of research conducted in American Indian (AI) communities have shown that research activities have not always been in the best interest of tribes. In some instances, research conducted with tribes has been harmful and resulted in unnecessary trauma and distress. In response to past wrongdoings, many researchers now seek to engage tribal communities in research that is collaborative, respectful, and reciprocal. Community-based participatory research (CBPR) is one such “epistemological orientation” that has the potential to address the “oppressive, exploitive legacy of research done on Indigenous people.” This article details the author’s experience of engaging in CBPR during their dissertation study of the significance of water and its relationship to AI health and well-being. The author reflects on their firsthand account of developing and implementing the study in partnership with a local tribe. Particular attention is given to the processes of CBPR through an illustrative case example that took place on an AI reservation located in the Midwestern United States. The case example is informed by “counter storytelling” and is critically reviewed using the principle tenants of CBPR. The article concludes with implications for doctoral education and research with AI communities.
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Esposito, John L., and Imtiyaz Yusu. "Editorial." American Journal of Islam and Society 28, no. 3 (July 1, 2011): i—xii. http://dx.doi.org/10.35632/ajis.v28i3.1239.
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This special issue of the American Journal of Islamic Social Sciences onIsmail al Faruqi is prepared to honor the memory and contribution of ProfessorIsmail al Faruqi to the academia, the history of Islamic thought,and the development of the Muslim community (Ummah). Providing aperspective twenty-five years after Professor al Faruqi’s death, it providesthought-provoking papers relating of the person, mission, and intellectualjihad initiated by Professor al Faruqi.Ismail Raji al Faruqi (1921–1986) was a great scholar of Islam in moderntimes. His scholarship covered a broad spectrum of Islamic studies: thestudy of religion, Islamic thought, approaches to knowledge, history, culture,education, interfaith dialogue, aesthetics, ethics, politics, economics,science, and gender issues. He had indeed an encyclopedic knowledge, arare person among contemporary Muslim scholars.Ismail al-Faruqi laid the foundation for a new interpretation and analysisof the quintessence of tawhid and its relevance in various dimensionsof human life and thought. He also made unique contributions to the studyof Islam and its relevance to the contemporary age. In fact, many of hisunique contributions to Islamic scholarship remain especially relevant todayand have been carried on and extended by many of his former.Professor al Faruqi was a founder of “the school of Islamization ofknowledge,” which has been incorporated at several international Islamicuniversities. His school of thought, academic approach, and practice is alsobeing applied by hundreds of his students who are teaching and doing researchat different universities in all continents.This special issue of the American Journal of Islamic Social Sciences,revisits the intellectual legacy and continuing influence of Professor Ismailal Faruqi since his death ...
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Bayly, Benjamin L., and Sara A. Vasilenko. "An ecological latent class model of adolescent risk and protective factors: Implications for substance use and depression prevention." International Journal of Behavioral Development 45, no. 4 (April 15, 2021): 355–67. http://dx.doi.org/10.1177/01650254211005567.
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To provide a comprehensive view of the unique contexts shaping adolescent development in the U.S., we utilized latent class analysis (LCA) with indicators of risk and protection across multiple domains (family, peers, school, neighborhood) and examined how latent class membership predicted heavy episodic drinking, illicit substance use, and depression in adolescence and 6 years later when participants were young adults. Data came from Wave 1 (W1) and Wave 3 (W3) of the nationally representative U.S.-based Add Health study ( N = 6,649; M age W1 = 14.06; M age W3 = 20.38; 53.8% female; 56.1% White/European American, 22.8% Black/African American, 9.5% Hispanic, 6.7% Biracial, Asian or Pacific Islander 4.2%, American Indian/Native American 0.7%). A six-class solution was selected with classes named: Two Parent: Low Risk, Two Parent: Relationship Risks, Two Parent: Neighborhood Risks, Single Parent: Low Risk, Single Parent: Relationship Risks, and Single Parent: Multidimensional Risk. Subsequent analyses suggested that adolescent social relationships are particularly important for prevention interventions as the classes marked by substance using peers and a lack of closeness to parents and teachers in adolescence (Two Parent: Relationship Risks and Single Parent: Relationship Risks) had consistently poorer outcomes in adolescence and young adulthood.
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Pullés, Stephanie A., and Susan K. Brown. "Gendered Consequences: Multigenerational Schooling Effects of IRCA." American Behavioral Scientist 61, no. 10 (September 2017): 1134–52. http://dx.doi.org/10.1177/0002764217732107.
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Prior research has examined the incorporation outcomes among unauthorized migrants after implementation of the 1986 Immigration Reform and Control Act (IRCA). However, few studies have evaluated how legalization opportunities produce gendered outcomes among the second-generation children of unauthorized immigrants. We examine the association of legalization opportunities provided through IRCA with the years of schooling attained by the sons and daughters of Mexican American immigrants. By distinguishing likely eligibility for one of two programs implemented under IRCA—the Legally Authorized Workers and Special Agricultural Workers programs—we consider whether type of legalization program matters by assessing gender differences in schooling among children of Mexican immigrants. Although legalization provides a substantial educational premium for the children of Mexican immigrants regardless of gender, the size of the legalization premium is smaller, on average, for sons than daughters. The advantage to daughters is especially notable among those with parents eligible for the Special Agricultural Workers program. We consider these findings in the context of theories of immigrant incorporation and intergenerational mobility.
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Osili, Una O., Chelsea J. Clark, and Xiao Han. "Heterogeneity and Giving: Evidence From U.S. Households Before and After the Great Recession of 2008." American Behavioral Scientist 63, no. 14 (May 28, 2019): 1841–62. http://dx.doi.org/10.1177/0002764219850859.
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Before the Great Recession of 2008, a stable two-thirds of the U.S. population donated to charitable causes in any given year. However, the fraction of American donors has declined by 11% since the Great Recession. In this article, we investigate pre- and postrecession charitable giving between 2000 to 2014. By examining household dynamics including race and ethnicity, age, gender, and educational attainment, this article uncovers changes in giving behaviors and provides new insights into how the Great Recession of 2008 affected both giving rates and amounts. It also discusses the implications for civil society and the need to build resilience for responding to future economic shocks.
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Rogers, Julia, Tracy Gladstone, Benjamin Van Voorhees, and Eduardo L. Bunge. "The Role of Human Support on Engagement in an Online Depression Prevention Program for Youth." Social Sciences 10, no. 8 (July 27, 2021): 285. http://dx.doi.org/10.3390/socsci10080285.
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Background: Depression is a significant public health problem for adolescents. The goal of this study was to evaluate the moderating role of human support in an online depression prevention program on both depression outcomes and overall engagement with the intervention. CATCH-IT is an Internet-based depression prevention program that has been shown to reduce symptoms for adolescents who report elevated depression symptom scores, compared to a health education (HE) control group. Participants in the CATCH-IT arm received human support (e.g., motivational interviewing, completed contacts). This study analyzes the moderating role of human support on depressive outcomes and engagement, and examines if engagement predicts depression outcomes. Methods: This secondary analysis consists of a randomized controlled trial for adolescents assigned to the CATCH-IT group. Mixed effects modeling, general linear models, and an exploratory multiple linear regression were used to explore the moderating relationship of human support between intervention and overall engagement. Study variables included depression outcomes (e.g., Center for Epidemiological Studies Depression Scale (CESD)), engagement components (e.g., modules completed, time on the site, and characters typed) and human support (e.g., motivational interviews and completed contacts.) Results: Results showed no significant relationship between contacts, motivational interviews, and depression scores. However, motivational interviews increased engagement with the intervention, such that those who received more motivational interviews completed significantly more modules, spent more time on the site, and typed more characters (p < 0.05). The number of contacts increased engagement with the intervention, and those who received more contacts spent more time on the site and typed more characters (p < 0.05). Exploratory multiple linear regression modeling demonstrated that male, African American/Black, and Hispanic/Latinx users were less engaged compared to other users. Lastly, engagement was not a significant predictor of depression outcomes (p > 0.05). Conclusions: The efficacy of CATCH-IT is not better explained by the degree to which participants received doses of human support from providers during the use of this online intervention. This may reveal the high potential of effective online interventions without the blended integration of human support for adolescents. To increase engagement of adolescents with an online depression prevention program, human support may be more efficient when utilizing MI rather than technical support.
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Black, Helen K. "A Sense of the Sacred." Narrative Inquiry 9, no. 2 (December 31, 1999): 327–45. http://dx.doi.org/10.1075/ni.9.2.07bla.
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Fifty white and 12 African-American elderly, middle class women were interviewed regarding their life history, self-concept and financial circumstances. The middle class women were a contrast group to women living in poverty. The latter was the focus group for the research project, "Chronic Poverty and the Self in Later Life." Using two case studies (1 from each middle class group), the women's spirituality was explored through their narratives. The study shows that aspiration to middle class norms, such as financial security and acquiring the accouterments of success, holds a complex relationship to a spiritual worldview. Spirituality meshed with the family, work and volunteer oriented lives of the women. Themes of gender were complexly interwoven into women's spirituality. Material acquisitions and financial success remained important to the women interviewed. Age did not lessen a need for, or enjoyment of "things" in the women's lives. (Ethnographic narration, Older women's identity, "Middle-class" spirituality)
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Rodriguez, Julia. "A Complex Fabric: Intersecting Histories of Race, Gender, and Science in Latin America." Hispanic American Historical Review 91, no. 3 (August 1, 2011): 409–29. http://dx.doi.org/10.1215/00182168-1300137.
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Abstract This essay describes historians’ recent and growing awareness of the significance of science in modern Latin America. It focuses first on the work and influence of the historian Nancy Leys Stepan, who in the past 30 years pioneered the joining of methods in the history of science — in particular, the tendency to see science in its specific social context — with some of the most central concerns of Latin Americanists. For example, a key contribution of Stepan’s work is her analysis of scientific representations of human difference that shaped the creation and legitimating of racist and sexist ideas across Latin American societies. Moreover, her work was part of an early wave that brought the application of feminist and critical race theory to the field, with valuable outcomes. Her work has been a springboard for continuing investigations of the interplay between scientific ideas and practices and larger social forces. After an overview of Stepan’s approach and findings, the essay discusses two major trends in the literature that emerge from and build on Stepan’s work: the incorporation of sexuality along with race, gender, and class in studies of science and medicine in Latin American history; and further developments in the history of transatlantic science in the modern period.
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MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.
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A Review of:
Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178
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Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population.
Design – Cross-sectional.
Setting – 7 library schools in North America.
Subjects – 3,191 students and their 4,380 associated degrees.
Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds.
Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates.
Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.
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Dawson, Emily. "Who’s Asking? Native Science, Western Science, and Science Education." Journal of Science Communication 13, no. 03 (September 22, 2014): R02. http://dx.doi.org/10.22323/2.13030702.
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‘Who’s Asking: Native Science, Western Science, and Science Education’ explores two key questions for science education, communication and engagement; first, what is science and second, what do different ways of understanding science mean for science and for science engagement practices? Medin and Bang have combined perspectives from the social studies of science, philosophy of science and science education to argue that science could be more inclusive if reframed as a diverse endeavour. Medin and Bang provide a useful, extensive and wide-ranging discussion of how science works, the nature of science, the role of culture, gender and ethnicity in science, biases and norms, as well as how people engage with science and the world around them. They draw on their collaborative research developing science education programmes with Native American communities to illustrate the benefits of reconstructing science by drawing on more than ‘Western’ science in education practices. The book argues that reconceptualising science in science education is crucial for developing a more diverse, equitable and inclusive scientific community and scientific practices, as well as improving educational opportunities and outcomes for youth from diverse and non-dominant backgrounds.
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Ahmad, Waqar. "Islam in a Changing Europe." American Journal of Islam and Society 10, no. 2 (July 1, 1993): 275–77. http://dx.doi.org/10.35632/ajis.v10i2.2517.
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The conference Islam in a Changing Europe was held amid growingconcern about the future of Islamic and other minority conununities inEurope. The organizers, Hafiz Mirza and David Weir (both at the ManagementCentre), Waqar Ahmad, Charles Husband, and Reg Walker (Departmentof Social and Economic Studies), regarded it as opportune forseveral reasons. First, the Gulf War, the tragic situation in Bosnia, and thecontinuing crises throughout Europe and the Middle East are grim buttimely reminders of the tensions pervading European and Islamic relations,despite strong political, social, and economic ties of mutual interest.The impact on European Muslims is of particular concern, as they are thelarge t minority in Europe and thus primary targets of the "new" racism.Second, this precarious position is further affected by the EuropeanCommunity's pursuit of a Single European Market and, ultimately, a unifiedpolity. The large Islamic communities in the EC, the geographicalproximity of the Islamic world, and the "demonization" of Islam in thewe tern media and political imagination rai e the specter of "Europeanness"being defined in contradistinction to "Islam." Rising fasci t attackson minority conununities throughout Europe are the harbinger of dimgersthat must be understood and addressed now. Moreover, these attacks aremerely the overt manifestations of underlying social change in Europe.The implications for Muslims in Europe need to be examined, as they arcpotentially more invidious because of their subtle and subliminal impact.Finally, and symbolically, in marked contrast to the triumphalist celebrationsin Spain and elsewhere, and a a warning that today's racist andfascist attacks on "non-Europeans" have deep-rooted historical antecedents,it is worth recalling that 1992 is also the five-hundredth anniversaryof the European invasion of the Americas, the expulsion of theJews from Spain, and the extinction of the Muslim kingdom of Granada.In sum, the organizers opined that the position of all minorities willbe thrown into harp relief by the European quest for identity as the majoritycultures of the EC (and further afield) seek to integrate. Islamwould perforce act as the "Other" for a variety of reasons. The focus onIslam was not intended to suggest that the consequences of ongoing276 The American Journal of Islamic Social Sciences 102events in Europe for other minorities were insignificant, but that Islambeingon the front line, as it were-could be treated as a metaphor for theserious predicament of all minorities in a changing Europe. With the helpof a contribution of six thousand pounds sterling from CCETSW (theCentral Council for Education and Training in Social Work), the conferencewas convened to examine the many issues relating to "Islam in aChanging Europe" at both the conceptual and the concrete levels.The conference took place over three days. The fitst day looked atbroader conceptual and historical issues, including "The Other as Islam,""Muslim Communities of Europe," and "citizenship and Participation."FolIowing an initial address by Cllr. Mohammed Ajeeb (Deputy Leaderof Bradford Council), the discussion was initiated by five papers: YasminAlibhai-Brown, "Islam in a Changing Europe: Issues of Citizenship andParticipation"; Noshaba Hussain, "Islam in a Changing Europe: An AlternativePerspective"; Hafiz Mim, "Some Reflections on the EuropeanPerimeter"; Haleh Afshar, "Identity Ascribed and Adopted: The Dilemmaof Muslim Women in Europe"; and Ali Hussein, "Culture, Faith and PoliticalIdeology: Islam in an International Context."The second day was devoted to more concrete case studies: education(initiated by Moeen Yaseen's "Islam and the Educational Systems ofEurope," with David Weir acting as discussant); immigration (PaulGordon, "Islam as Europe's Other: Restrictive Immigration Policy as aResponse to the Muslim Presence," with S. I. Ananthakrishan as the discussant);gender and social policy (Sitara Khan, "Muslim Women inBritain: The Lessons of Experience"); and social welfare (Charles Husbandand Waqar Ahmad, "Religious Identity, Welfare and Citizenship:The Case of Muslims in Britain," with David Divine as the discussant).The final day examined practical strategies relating to specific areasof concern via a series of workshops, including ones on education (convener:Abdul Mabud); women (Noshaba Hussain); and participation(Mansur Ansari). In addition, to round off the conference, two views onMuslim futures were presented by Ishtiaq Ahmad and Zaki Badawi.The whole conference was characterized by a forthright openness.Participants disagreed explicitly and at length, and the invited speakerspresented analyses that were partisan and undiluted by euphemism. Yetwhile the discussions were robust and many different positions werevigorously asserted and defended, there was an exceptional lack of personalanimosity. There was a very real sense of dialogue between the participantsand a commitment to sharing both analyses and experience.The mixture of Islamic scholars, community activists, academics, andother interested individuals, as well as of Muslims and non-Muslims,proved to be an important ingredient in facilitating the successful exchangeof perspectives. What may be incapable of retrieval in the bookthat is planned to follow up the conference will be the atmosphere of ...
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Vaccaro, Joan A., Kelitha Anderson, and Fatma G. Huffman. "Diabetes Self-Management Behaviors, Medical Care, Glycemic Control, and Self-Rated Health in U.S. Men by Race/Ethnicity." American Journal of Men's Health 10, no. 6 (July 8, 2016): NP99—NP108. http://dx.doi.org/10.1177/1557988315585590.
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Men, particularly minorities, have higher rates of diabetes as compared with their counterparts. Ongoing diabetes self-management education and support by specialists are essential components to prevent the risk of complications such as kidney disease, cardiovascular diseases, and neurological impairments. Diabetes self-management behaviors, in particular, as diet and physical activity, have been associated with glycemic control in the literature. Recommended medical care for diabetes may differ by race/ethnicity. This study examined data from the National Health and Nutrition Examination Surveys, 2007 to 2010 for men with diabetes ( N = 646) from four racial/ethnic groups: Mexican Americans, other Hispanics, non-Hispanic Blacks, and non-Hispanic Whites. Men with adequate dietary fiber intake had higher odds of glycemic control (odds ratio = 4.31, confidence interval [1.82, 10.20]), independent of race/ethnicity. There were racial/ethnic differences in reporting seeing a diabetes specialist. Non-Hispanic Blacks had the highest odds of reporting ever seeing a diabetes specialist (84.9%) followed by White non-Hispanics (74.7%), whereas Hispanics reported the lowest proportions (55.2% Mexican Americans and 62.1% other Hispanics). Men seeing a diabetes specialist had the lowest odds of glycemic control (odds ratio = 0.54, confidence interval [0.30, 0.96]). The results of this study suggest that diabetes education counseling may be selectively given to patients who are not in glycemic control. These findings indicate the need for examining referral systems and quality of diabetes care. Future studies should assess the effectiveness of patient-centered medical care provided by a diabetes specialist with consideration of sociodemographics, in particular, race/ethnicity and gender.
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García, Ofelia, Isabel Evangelista, Mabel Martínez, Carmen Disla, and Bonifacio Paulino. "Spanish language use and attitudes: A study of two New York City communities." Language in Society 17, no. 4 (December 1988): 475–511. http://dx.doi.org/10.1017/s0047404500013063.
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ABSTRACTThis article presents the results of a comparative study of two Hispanic communities in New York City: Washington Heights and Elmhurst/Corona. Our data on language proficiency, language use, and attitudes were gathered using a sociolinguistic questionnaire. However, the study benefited from the interactive process established between the researchers and the communities which they studied and in which they live and work.Our data are analyzed along three dimensions. First, we compare data for the two Spanish-speaking communities. We discuss how the social status and the ethnic configuration of the community affect linguistic and attitudinal behaviors. Then, we analyze the data according to national origin. We discuss how the five nationality groups included in our study – Central Americans, Cubans, Dominicans, Puerto Ricans, and South Americans – differ in language proficiency, language use, and language attitudes. Finally, we compare the data for Dominicans in Washington Heights to that of Dominicans in Elmhurst/Corona. We examine how national origin and the language surround of the ethnic community interact in order to determine language use and attitudes. Some of the findings here differ from what may be supposed of such cases.We suggest socioeducational and language policies for Hispanics in the United States based on the results of this study. (Sociology of language, sociolinguistics, language planning, ethnic studies, sociology, education of language minorities, language education, Central American, Cuban, Dominican, Puerto Rican, South American Spanish in New York City)
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Mims-Word, Marsha. "The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 271. http://dx.doi.org/10.19030/cier.v5i4.7271.
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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.
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Lummis, A. T. "American Muslim Women: Negotiating Race, Class, and Gender within the Ummah." Sociology of Religion 71, no. 4 (June 10, 2010): 488–90. http://dx.doi.org/10.1093/socrel/srq060.
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Verbos, Amy Klemm, Deanna M. Kennedy, Joseph S. Gladstone, and Carolyn Birmingham. "Native American cultural influences on career self-schemas and MBA fit." Equality, Diversity and Inclusion: An International Journal 34, no. 3 (March 20, 2015): 201–13. http://dx.doi.org/10.1108/edi-05-2014-0044.
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Purpose – The purpose of this paper is to develop two new constructs (career self-schemas and career locus) and present a conceptual model of the influence of Native American culture on MBA fit. Design/methodology/approach – Using a social cognitive lens on career theory, the authors examine the possible effects of cultural influences on the fit between Native Americans’ career goals and an MBA. Specifically, the authors propose that cultural factors contribute to career self-schemas inconsistent with Native American perceptions of business graduate education. Career self-schemas are an individual’s cognitive map of the self in his or her career. Findings – The conceptual model proposes that aspects of career self-schemas may explain lagging Native Americans’ MBA fit: the MBA is culturally inconsistent, and a community career locus. Research limitations/implications – The model needs to be tested empirically. This research has implications that extend beyond Native Americans to help explain the career aspirations of other diverse groups. Social implications – Native Americans are, in recent years, engaging in economic development that would benefit from Native Americans with MBAs. The authors make recommendations for increasing Native American interest in MBA programs. Originality/value – This paper introduces the constructs of career self-schemas and career locus to explain lagging MBA fit for Native Americans. The constructs may also be applied in other cultures and with other ethnic groups to explain differences in career choice. It may be particularly helpful in an international context.
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Pazyura, Natalia. "Important Questions Of Comparative Studies In Asian Countries." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 7–12. http://dx.doi.org/10.1515/rpp-2015-0033.
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AbstractThe issue of the “identity” of comparative education as a field of study or a discipline has been discussed for decades. Yet a kind of systematic structure that provides the basic principles for a coherent exposition of the field remains open. “Comparative education” is no longer conceived as an imaginary field’s coherence but, rather in terms of distinct branches of comparative and international studies in education and their underlying issues. Such an understanding is fostered through a deepened awareness of the basic problems, and successive solutions, constitutive of the emergence and further conformations of the comparative approach in education and the social sciences. Thus, academic journal publications of the past decade to shape education policy research within an Asia-Pacific context have been analyzed. Facts of increasing research collaboration, growing policy evaluation research, and growing attention to higher education have been presented. Significant difference in research impact and diffusion between Asia-Pacific and American education policy studies has been shown. Perspectives for future research directions in education policy research in an Asia-Pacific context have been suggested.
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Mayers, Raymond Sanchez. "Use of Folk Medicine by Elderly Mexican-American Women." Journal of Drug Issues 19, no. 2 (April 1989): 283–95. http://dx.doi.org/10.1177/002204268901900207.
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There is a vast anthropological/sociological literature on the use of folk healers in Hispanic (Mexican - American) communities. While the use of folk healers has decreased with urbanization, acculturation, and increased education, recent studies done in Dallas, Texas, show that elderly Hispanic women are familiar with, and use a variety of informal healing methods and substances for a variety of illnesses, both physical and mental. The folk-healing system is used to supplement the formal scientific one, rather than replace it. Informants seemed to have a clear idea about the point at which one or the other should be consulted. There are a variety of herbs readily available for use and sold in boticas or botanicas.
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Watson-Singleton, Natalie N., Ivonne Andrea Florez, Amber M. Clunie, Andrew L. Silverman, Sarah E. Dunn, and Nadine J. Kaslow. "Psychosocial Mediators Between Intimate Partner Violence and Alcohol Abuse in Low-Income African American Women." Violence Against Women 26, no. 9 (June 10, 2019): 915–34. http://dx.doi.org/10.1177/1077801219850331.
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Intimate partner violence (IPV) exposure can increase alcohol use. Although African Americans use less alcohol compared with European Americans, African American women experience disparate rates of IPV, potentially intensifying their alcohol abuse. We used data from 171 African American women to test if IPV was related to alcohol abuse and if psychosocial factors—loneliness, embarrassment, fear of harm, hope, social support, childcare needs, and finances—mediated this link. IPV and alcohol abuse were related, and several factors were related to either IPV or alcohol abuse. Social support was related to both, and it mediated the IPV–alcohol abuse link, explaining women’s alcohol abuse relating to IPV.
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Hubbs, Jolene. "Transnational American Studies’ Female Trouble." Women's Studies 47, no. 1 (January 2, 2018): 1–20. http://dx.doi.org/10.1080/00497878.2017.1406356.
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Harding, Sandra. "Two Influential Theories of Ignorance and Philosophy's Interests in Ignoring Them." Hypatia 21, no. 3 (2006): 20–36. http://dx.doi.org/10.1111/j.1527-2001.2006.tb01111.x.
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Karl Marx and Sigmund Freud provided powerful accounts of systematic interested ignorance. Fifty years ago, Anglo-American philosophies of science stigmatized Marx's and Freud's analyses as models of irrationality. They remain disvalued today, at a time when virtually all other humanities and social science disciplines have returned to extract valuable insights from them. Here the argument is that there are reasons distinctive to philosophy why such theories were especially disvalued then and why they remain so today. However, there are even better reasons today for philosophy to break from this history and find more fruitful ways to engage with systematic interested ignorance.
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Fullerton, Andrew S., and Michael J. Stern. "Racial Differences in the Gender Gap in Political Participation in the American South, 1952–2004." Social Science History 37, no. 2 (2013): 145–76. http://dx.doi.org/10.1017/s0145553200010622.
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The integration of women and African Americans into the politically active southern electorate in the 1960s and the 1970s was a turning point in the rise of the “New South” and essential to the establishment of a democratic political process in the region. Whereas there are numerous studies of the reenfranchisement of African Americans in the South in the literature, temporal changes in the gender gap in southern political participation have received less attention. Gender inequality in voting has historically been greatest in the South and was more resistant to change over time. This study is the first to examine the intersection of gender and racial inequality in political participation in the South over a period spanning several decades. Building on previous theories of political participation, including the civic voluntarism model and the strategic mobilization perspective, we develop and test a conceptual model based on the interplay between individual characteristics and the broader institutional context. Using data from the American National Election Studies, we examine racial differences in the gender gap in southern political participation over time using hierarchical age-period-cohort analysis. We conclude with a discussion of the theoretical implications for the study of gender and racial inequality in political participation.
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Wyche, Karen Fraser. "Teaching the Psychology of Women Courses in Another Discipline." Psychology of Women Quarterly 22, no. 1 (March 1998): 69–76. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00142.x.
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A survey of course titles in African American Studies departments and programs was conducted to examine the course offerings on the psychology of women, the psychology of African American women, and other areas of psychology as well as courses on gender from other disciplines. A total of 82 programs or departments of African American Studies and 182 courses were listed. The course discipline was stated in the majority of courses, with psychology having the most courses. Only a small percentage of the psychology courses listed gender in addition to race in the title. Of those courses listed in psychology, the majority were in social, developmental, or clinical psychology. The disciplines of English, sociology, history, and political science had listings of courses with both gender and race titles. This small survey indicates that the psychology of women has not had much influence on the curriculum of African American Studies. Possible reasons for this are discussed, as are solutions to this problem.
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Bartkowski, John P., Moshe Hartman, and Harriet Hartman. "Gender Equality and American Jews." Sociology of Religion 58, no. 4 (1997): 391. http://dx.doi.org/10.2307/3711923.
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Riley, Krista. "American Muslim Women, Religious Authority, and Activism." American Journal of Islam and Society 31, no. 1 (January 1, 2014): 100–104. http://dx.doi.org/10.35632/ajis.v31i1.1022.
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In American Muslim Women, Religious Authority, and Activism: More Than aPrayer, Juliane Hammer traces recent conversations around gender and religionwithin American Muslim communities. Taking as a starting point the mixedgenderFriday prayer led by Amina Wadud in 2005, the author examines howquestions of gendered religious authority have been negotiated through interpretationsof scripture and religious laws, challenges to constructions of traditionand community, contestations surrounding prayer spaces, and representationsof Muslim women in the media and autobiographical narratives.100 The American Journal of Islamic Social Sciences 31:1The result is a valuable and insightful mapping of some of the majorscholars, activists, and public figures engaged in work related to women, gender,and Islam in North America. Based on an analysis of texts produced byfemale American Muslim scholars and writers since the 1980s and especiallywithin the past decade, the book highlights women’s contributions to debatesaround women-led prayer, Qur’anic interpretations, women’s spaces inmosques, and women’s leadership within Muslim communities, among otherissues. Hammer acknowledges that of many of the texts she studies have a“progressive” leaning, but frames this as itself a research finding that reflectsthe perspectives and voices most likely to be published or otherwise highlightedwithin an American context ...
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Crawford, Jennifer N., Kari A. Leiting, Elizabeth A. Yeater, Steven P. Verney, and Kathryn L. Lenberg. "Ethnicity and Sexual Attitudes Affect Women’s Judgments of Sexual Victimization Risk." Violence Against Women 23, no. 2 (July 9, 2016): 163–77. http://dx.doi.org/10.1177/1077801216640382.
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This study evaluated the effects of ethnicity, sexual attitudes, and sexual victimization history on women’s judgments of sexual victimization risk in a set of dating and social scenarios. An ethnically diverse sample of undergraduate women ( n = 408) were asked to rate how risky the situations were in terms of having an unwanted sexual experience. American Indian women rated the situations as more risky than did non-Hispanic White or Hispanic women. In addition, participants with more positive attitudes toward a range of sexual experiences rated the situations as less risky than did women with less positive attitudes. Possible implications are discussed.
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Baker, Claire E. "Parenting and Cultural Socialization as Predictors of African American Children’s Science and Social Studies Achievement." Journal of African American Studies 18, no. 1 (May 29, 2013): 92–107. http://dx.doi.org/10.1007/s12111-013-9257-2.
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Bronheim, Suzanne M., Elif Can, and Bruno J. Anthony. "Improving care coordination for African American and Hispanic children with special healthcare needs." Journal of Children’s Services 10, no. 1 (March 16, 2015): 45–56. http://dx.doi.org/10.1108/jcs-04-2014-0023.
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Purpose – The purpose of this paper is to explore perceptions of family-to-family (F2F) information centres by health care providers serving Hispanic and African American families of children with special healthcare needs (CSHCN) and how that information can be used to enhance effective collaboration to address disparities in access to services. Design/methodology/approach – In this second phase of a formative, qualitative multi-phase, collaborative study by a university centre and three F2Fs to develop strategies to increase the use of their centres by Hispanic and African American populations, the authors report the results of key informant interviews with healthcare providers serving the African American and Hispanic families who participated in focus groups at the three centres. Findings – Healthcare providers reported that F2Fs play a unique role in providing families support and skills to advocate within systems. However, barriers to healthcare providers recommending F2Fs to families include a lack of knowledge about the specific services provided, the need for face-to-face contact to feel comfortable making a referral and a lack of a formalised referral and feedback process that is in line with their experiences in the medical services system. Practical implications – F2Fs can increase use of their centres by African American and Hispanic families through provider referrals by: promoting specific services and supports they offer families, rather than describing their programmes; promoting how they can help providers with the care coordination functions that are time consuming; offering providers training opportunities; and developing processes for referrals that include feedback to providers. Originality/value – There are no studies that currently address strengthening the collaboration between medical homes and F2F centres to improve care coordination, access to information and receiving needed services for Hispanic and African American CSHCN and their families. Understanding how healthcare providers serving Hispanic and African American CSHCN perceive F2Fs and currently work with them will enhance this collaboration.
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Farrell, Susan A., William D'Antonio, James D. Davidson, Dean R. Hoge, and Katherine Meyer. "American Catholics: Gender, Generation, and Commitment." Sociology of Religion 64, no. 4 (2003): 527. http://dx.doi.org/10.2307/3712341.
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Sproule, J. Michael. "Propaganda studies in American social science: The rise and fall of the critical paradigm." Quarterly Journal of Speech 73, no. 1 (February 1987): 60–78. http://dx.doi.org/10.1080/00335638709383794.
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Azhar, Sameena, Antonia R. G. Alvarez, Anne S. J. Farina, and Susan Klumpner. "“You’re So Exotic Looking”: An Intersectional Analysis of Asian American and Pacific Islander Stereotypes." Affilia 36, no. 3 (March 15, 2021): 282–301. http://dx.doi.org/10.1177/08861099211001460.
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We applied critical race theory’s concept of intersectionality to analyze the experiences of discrimination among Asian Americans and Pacific Islanders (APIs) in the United States, across race, gender, and sexuality. We collected tweets from October 2016 through December 2017 using the hashtag #thisis2016 on the social media platform, Twitter. Data were scoped down to 3,156 tweets and were coded by four members of our research team—all of whom identify as Asian American female social workers. Only intersectional themes related to the convergence of race, gender, and sexuality among APIs are reported in this article. These six themes include the following: (1) API women are perceived to be exotic and are overtly sexualized, (2) API women are expected to be passive, (3) API men are perceived to be weak and asexual, (4) Both API men and women are the objects of racialized violence and sexual harassment, (5) Queer APIs have unique experiences of sexualized harassment and violence, and (6) APIs are the subjects of neocolonialist attitudes. Taken together, these themes portray an intersectional understanding of the Asian American experience that counteracts stereotypes of Asians as the “model minority,” who do not experience racialized, sexualized, and gendered microaggressions.
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Carter, Michele M., Tracy Sbrocco, Trinity Alexander, Dickson Tang, and Cherie G. Carter. "Implicit Association Task and Perception of Homosexuality: Differences between African American and Non-Hispanic Caucasian Homosexual Males." Journal of Homosexuality 67, no. 9 (March 25, 2019): 1238–60. http://dx.doi.org/10.1080/00918369.2019.1585728.
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Kalaf-Hughes, Nicole, and Debra Leiter. "That Woman from Michigan: How Gender Resentment Shapes the Efficacy of Stay-at-Home Policies." Politics & Gender 16, no. 4 (July 9, 2020): 983–90. http://dx.doi.org/10.1017/s1743923x20000392.
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AbstractThe United States has the highest number of COVID-19 cases, yet many Americans have responded indifferently toward policies designed to combat the spread of the virus. While nearly all 50 states have implemented some type of stay-at-home policy to encourage social distancing, there has been high variation in the degree of compliance. We argue that this variance is partly driven by gender resentment. Gender resentment reduces trust in female political leaders and thus decreases compliance with government policy and recommendations. Using data from SafeGraph and the 2016 American National Election Study, we demonstrate that the effect of stay-at-home policies on social distancing is reduced when gender resentment increases in states with female leaders. However, when gender resentment is low, there is no difference in the effect of policies on behavior. This research has important implications for understanding unseen barriers that can mediate the efficacy of female political leaders.
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Gillman, Laura. "Narrative as a Resource for Feminist Practices of Socially Engaged Inquiry: Mayra Montero's In the Palm of Darkness." Hypatia 28, no. 3 (2013): 646–62. http://dx.doi.org/10.1111/j.1527-2001.2012.01312.x.
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Against the view that the physical sciences should be the privileged source of reliable knowledge within the academy in general, and in philosophy in particular, this essay argues that an interdisciplinary approach to knowledge‐production, one that includes social and psychological assessment as well as narrative analysis, can better capture the diverse range of human epistemic activities as they occur in their natural settings. Postpositivist epistemologies, including Lorraine Code's social naturalism, Satya Mohanty's and Paula Moya's postpositivist literary and pedagogical projects, and Linda Alcoff's dialogical template for knowledge form the basis of a revised naturalized epistemology that is more accountable to a socially engaged inquiry. This revised naturalism shifts orientation from the idealized setting of the laboratory and its a priori conditions for knowledge to localized settings, where knowledge emerges out of diverse contextualized interpretations of the natural and social world that interlocutors produce as they dialogue with one another. Mayra Montero's neocolonial narrative thematizes the spatial shift of scientific activity, showing how epistemic authority, aligned with North American interests and regional identity, is established, withheld from others, and contested.
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kleinberg, S. J. "From the Corn Mothers to Starship Enterprise: Gender in American Studies." Journal of American Studies 28, no. 1 (April 1994): 91–102. http://dx.doi.org/10.1017/s0021875800026591.
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Rattan, Aneeta, Jennifer Steele, and Nalini Ambady. "Identical applicant but different outcomes: The impact of gender versus race salience in hiring." Group Processes & Intergroup Relations 22, no. 1 (August 17, 2017): 80–97. http://dx.doi.org/10.1177/1368430217722035.
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People belong to multiple social groups, which may have conflicting stereotypic associations. A manager evaluating an Asian woman for a computer programming job could be influenced by negative gender stereotypes or by positive racial stereotypes. We hypothesized that evaluations of job candidates can depend upon what social group is more salient, even when both are apparent. In three studies, using student (Study 1) and nonstudent (Studies 2 and 3) samples, we compared ratings of an Asian American female applicant after subtly making her race or gender salient in stereotypically male employment contexts. Consistent with our predictions, we found evidence that men rated her as more skilled (Studies 1 and 3), more hirable (Studies 1–3), and offered her more pay (Study 2) in science and technology-related positions when her race, rather than gender, was salient. The theoretical implications for person perception and practical implications in employment contexts are discussed.
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Beisenbayeva, Lyazzat, and Yücel Gelişli. "Comparison of social studies, Turkish Republic Revolution History and Kemalism, History of Kazakhstan and World History curricula in the secondary education in Turkey and the Republic of Kazakhstan." International Journal of Human Sciences 13, no. 1 (January 27, 2016): 532. http://dx.doi.org/10.14687/ijhs.v13i1.3571.
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The aim of this study is to make a comparison between history topics in Social Sciences course, Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and History of Kazakhstan and World History courses in secondary schools in Kazakhstan. This study that has adopted qualitative research methods is a comparative educational research. Data has been collected through data analysis method. In the study, the curriculum of Social Sciences course and Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and the curriculum of History of Kazakhstan and World History courses in secondary schools in Kazakhstan have been compared in terms of objectives, content and weekly course schedule.<br />Findings show that subject that is based on historical content take place as units in 5th, 6th and 7th grade Social Sciences course. Social Sciences course is three hours per week for 5th and 6th graders. History topics in Social Sciences course include first states in Anatolia, Huns that is the first Turkish state, Turkish states founded in Central Asia, Turks' migration to Anatolia, foundation and development of Ottoman states, science, art and economic structure. Additionally, the rise of Islam, states founded by Muslims, conversion of the Turks to Islam, development of science and art are among the history topics, as well. In 8th grade, for Ataturk's Principles and History of Turkish Revolution course, students attend two hours of lecture per week. This course covers foundation of the Republic of Turkey, Ataturk's life, Ataturk's Principles and political developments of the related period. In Turkish secondary schools, there is not a course on world history. On the other hand, in Kazakhstan, for the History of Kazakhstan, 5th grade students attend one hour of lecture while 6th, 7th and 8th grade students attend two hours of lecture per week. In the curriculum of the History of Kazakhstan, Turkish states founded in Kazakhstan starts with the Sakas and it covers Turkish states in history, their foundation, development and improvements in science, art and economy. Additionally, 6th, 7th and 8th grade students attend one hour of lecture for the World History course. This course includes topics such as states founded in Asia, Europe, America and Africa, foundation and development of Ottoman Empire and the Republic of Turkey that are among states founded by Turks in Anatolia and developments in science, art and economic structure of the related states.