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Dissertations / Theses on the topic 'Sociology of race'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Daniels, Darryl. "Race Without Race: A Contemporary Analysis of Race and Diversity in Children’s Television." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613742316721412.

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2

Lloyd, Liz. "Marketing race equality : a study of race equality policies and community care implementation in the 1990s." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243675.

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3

Pickett, Robert Louis. "Race, Region, and Rurality: Implications for Educational Attainment." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04162004-194223/.

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The purpose of this research has been to improve the understanding of the social factors influencing educational attainment. Specifically, this research looks at the combined affects of race, region, and type of residence on educational attainment. Past research has shown that African Americans have consistently had very low levels of educational attainment. Other bodies of educational research have shown that residents of the South have had persistently lower levels of educational attainment than any other major region of the country. Furthermore, similar research has revealed that residents of rural areas also tend to have lower educational attainment than other residential areas. As it turns out, the highest concentration of African Americans and the highest concentration of rural Americans, reside in the South. It is this intersection, as it relates to educational attainment, that is the focus of this research. Data was obtained from the 2000 General Social Survey (GSS) and is analyzed using ordinary-least-squares regression.

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4

Bates, Julia C. "The Occlusion of Empire in the Reification of Race: A Postcolonial Critique of the American Sociology of Race." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108103.

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Thesis advisor: Zine Magubane
Thesis advisor: Stephen Pfohl
In a series of case studies, I problematize the reification of race in the American Sociology of race from a postcolonial perspective. I argue prominent theories within the American sociology of race tend to essentialize race as a cause of racial inequality in the United States. These theories assume the existence of racial categories and then discuss how other entities become racialized into racialized social systems (Bonilla-Silva 1997), or racial projects (Omi & Winant 1994). These theories emphasize national structures, but occlude empire. I argue the occlusion of empire in the American sociology of race, particularly in theorization of racial categorization, is problematic. Empire is the structure that links race to class inequality, and produces race as a social category of exclusion. Therefore, a sociological theory of American racial inequality, which does not analyze imperialism as a structure that produces race, and rather focuses solely on national-structures, or a definition of capitalism severed from imperialism, cannot provide a thoroughly structural explanation for the persistence of racial inequality in the United States
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology

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5

Adams, Gloria. "Rural Whiteness, Realizing Race: White Race Identity in Rural Northwestern Pennsylvania: A Critical Review." Oberlin College Honors Theses / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1314103162.

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6

Mhlanga, Bonny Manuel. "Race and juvenile criminal justice : a multivariate analysis." Thesis, University of Surrey, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334337.

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7

McDonald, J. J. "Race relations in Austin, Texas, c. 1917-1929." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238829.

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8

Brown, Darryl K. "Racism and Race Relations in the University." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539624383.

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9

Hwang, Jackelyn. "Gentrification, Race, and Immigration in the Changing American City." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845428.

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This dissertation examines how gentrification—a class transformation—unfolds along racial and ethnic lines. Using a new conceptual framework, considering the city-level context of immigration and residential segregation, examining the pace and place of gentrification, and employing a new method, I conduct three sets of empirical analyses. I argue that racial and ethnic neighborhood characteristics, including changes brought by the growth of Asians and Latinos following immigration policy reforms in 1965, play an important role in how gentrification unfolds in neighborhoods in US cities. Nonetheless, these processes are conditional on the histories of immigration and the racial structures of each city. The first empirical analysis uses Census and American Community Survey data over 24 years and field surveys of gentrification in low-income neighborhoods across 23 US cities to show that the presence of Asians and, in some conditions, Hispanics, following the passage of the 1965 Hart-Celler Act, contributed to early waves of gentrification. The second empirical analysis introduces a method of systematic social observation using Google Street View to detect visible cues of neighborhood change and integrates census data, police records, prior street-level observations, community surveys, proximity to amenities, foreclosure risk data, and city budget data on capital investments. The analysis demonstrates that minority composition, collective perceptions of disorder, and subprime lending rates attenuate the evolution of gentrification across time and space in Chicago. The third analysis uses similar data in Seattle, where segregation levels are low and minority neighborhoods are rare, and shows that a racial hierarchy in gentrification is evident that runs counter to the traditional racial order that marks US society, suggesting changing racial preferences or new housing market mechanisms as Seattle diversifies. By deepening our understanding of the role of race in gentrification, this dissertation sheds light on how neighborhood inequality by race remains so persistent despite widespread neighborhood change.
Social Policy

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10

Mbhele, Albert Zibuse. "Race, class and spatial polarisation in the greater Cape Town." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8953.

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Includes bibliographical references (p. 72-84).
This paper investigates evidence of a possible spatial mismatch in the Cape Town metropolitan labour market that could contribute towards explaining why low-skilled workers' unemployment rates are significantly higher in the south-east townships. Pre- 1994 apartheid laws had a marked impact on urban land use patterns in South Africa. A new government came into power in 1994 and the Group Areas Act had been abolished. Recent reports demonstrate that there is an aggressive spatial distribution of private sector investment directed to the north, south and western affluent suburbs while the south-east townships, where the vast majority of poor low-skilled Africans and coloured workers live, remain largely sidestepped. In the USA, the spatial mismatch hypothesis suggests that the movement of firms and jobs from central cities to suburbs negatively affects blacks' employment both absolutely and relative to whites. This paper gives a qualitative analysis of whether the movement of firms to the decentralized locations of the southern and northern suburbs do cause a spatial challenge for low-skilled workers from the south-east townships. The paper concludes by arguing that the poor public transport system (to a lesser extent) and the manner in which vacancies are communicated by employers (to a larger extent) are the main elements that create a barrier to employment for low-skilled workers from the south-east townships than spatial mismatch. The implications for policy implications and recommendation are highlighted.

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11

Baker, Joseph O., David Cañarte, and L. Edward Day. "Race, Xenophobia, and Punitiveness Among the American Public." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5574.

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We outline four connections between xenophobia and punitiveness toward criminals in a national sample of Americans. First, among self-identified whites xenophobia is more predictive of punitiveness than specific forms of racial animus. Second, xenophobia and punitiveness are strongly connected among whites, but are only moderately and weakly related among black and Hispanic Americans, respectively. Third, among whites substantial proportions of the variance between sociodemographic, political, and religious predictors of punitiveness are mediated by levels of xenophobia. Finally, xenophobia is the strongest overall predictor of punitiveness among whites. Overall, xenophobia is an essential aspect of understanding public punitiveness, particularly among whites.

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12

Burgos, Giovani. "Race, ethnicity, and adolescent depression in multi-level context." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215214.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1540. Advisers: Jane D. McLeod; Bernice A. Pescosolido. "Title from dissertation home page (viewed June 19, 2007)."

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13

Ferguson, Roderick A. "Specters of the sexual : race, sociology, and the conflict over African-American culture /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9987541.

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14

Downey, Liam Christopher Francis. "Environmental inequality: Race, income, and industrial pollution in Detroit." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284144.

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Over the last ten to fifteen years, an expanding body of research has sought to ascertain whether environmental hazards are distributed equitably according to race and income. While much attention has been paid to the relative ability of each of these variables to predict increased hazard levels, little attention has been paid to the forces giving rise to environmental inequality. This dissertation fills this gap by examining the forces giving rise to the current distribution of industrial pollution in the Detroit metropolitan area. The dissertation addresses three basic questions. First, is there a positive association between manufacturing facility presence and race in the Detroit area? In other words, are blacks more likely than whites to live near potentially hazardous manufacturing facilities? Second, has the distribution of whites and blacks around regional manufacturing facilities changed over time? Third, since it turns out that there is a positive association between facility presence and race in Detroit, why is this the case? Is the racially inequitable distribution of manufacturing facilities in Detroit due to (a) differences in black/white income levels, (b) racist siting practices, or (c) the biased operation of institutional arenas such as the housing market? It turns out that the racially inequitable distribution of manufacturing facilities in the Detroit metropolitan area is not the result of black/white income inequality or racist siting practices. Instead, the distribution of blacks and whites around the region's manufacturing facilities is shaped by residential segregation. Thus, racial status and racism are important determinants of environmental stratification in the Detroit metropolitan area.

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15

Braggs-Brown, Angela. "Effect of Race on Organ Recovery and Transplantation." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397733817.

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16

Moyo, Rufaro. "A resurgence of eugenics? The role of race in egg donation." Master's thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31837.

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Despite the Human Genome Project in 2000 discovering that there is no hereditary distinction between races, the naturalized bio-centric conception of race continues to pervade our society (Roberts, 2011). One such area where this happens is during the egg donation process. Egg donation is a part of the growing industry of Assisted Reproductive Technologies (ARTs), which clinics employ in the treatment of infertility. Donor agents and clinics often classify their donors using racial categories. This research project sought to discover what role race played in the egg donation process, using racial matching and neo-eugenics as its theoretical frameworks. Ten semi-structured open ended interviews were conducted with nine participants, all of whom work in the field of fertility. The study discovered that the role race plays in the egg donation process is central. Both recipients and donor agents employ racial categories in order to find an egg donor that racially matches the patient, which is the phenomenon of racial-matching. This phenomenon of race-matching is a process of neo-eugenics. Whilst many think of ‘better birth’ at the mention of the term eugenics, this study makes the argument that racial matching mimics eugenic practices of maintaining the myth of racial purity. Donor agents speak of an ‘obviousness’ of the use of racial categories, naturalizing race as biological and seemingly legitimizing hegemonic notions of the family. Yet despite the prevalent use of race, donor agents display discomfort in discussing race and employ emotional narratives that speak to the fairy tale of a supposedly racially homogeneous and heterosexual family being made as a means of deflecting possible problematic views of egg donation. The study acknowledges the socio-political issues that often underpin ARTs, which is carefully concealed by narratives of family creation and the search for wellness. The study concludes by reiterating these arguments and making mention of the need for these power dynamics surrounding race to be dismantled to achieve social justice for all.

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17

Graham, Joseph. "Race, resegregation and the school to prison pipleline in Mecklenburg County." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10239026.

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This thesis explores the relationship between out of school suspensions and court-involvement for youth in Mecklenburg County. Critical Race Theory (CRT) and the concept of implicit bias serve to inform this examination, interpretation, and analysis of the school to prison pipeline. The research study includes the Charlotte Mecklenburg Schools’ suspension records from 2006-2013 for 21,690 youth and Mecklenburg County Sheriff’s Office data from those same years and same youth plus for 7,349/21,690 youth, their delinquency records. This sample was thus, divided into two groups: Non-Court-Involved (14,341) and Court Involved (n=7,349). Descriptive statistics indicate that African-American students are 3-8 times more likely to be disciplined by the use of out of school suspensions than their fellow White students. The results show that African-Americans miss 11 days more of school because of OSS than their White counterpart. In addition, the results indicate that approximately every 25 days of out of school suspensions accumulates to 1 arrest. The African-Americans in the Court-Involved group average 22 days of suspension. One specific contribution of this study is the unique collaboration and data sharing between the schools and sheriff’s office to examine and address this issue. The study results are consistent with similar research about school discipline and juvenile justice. Moreover, these findings can be used to increase awareness of the racial and ethnic disparities in educational disciplinary practices and policies in the Charlotte Mecklenburg School System and potentially, beyond.

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18

Price, Caitlin M. "Boston Marathon Bombing and Experiences of Solidarity: The Race to Understanding." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3849.

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Near the Boston Marathon’s finish line on April 15, 2013, an innocent looking backpack disguising a pressure-cooker bomb full of shrapnel detonated. Seconds later, another explosion happened amidst crowds of marathon spectators. Despite being one of the worst attacks on United States soil, an outpouring of positive and pro-social behavior occurred. Communities come together after disasters. Solidarity was felt between victims, first responders, and the community but with varying experiences. Through a content analysis of 12 oral histories collected by the WBUR Our Marathon Collection, three distinct kinds of solidarity experiences were uncovered: visceral, care-work, and virtual. This case study of the Boston Marathon Bombing discusses the experiences of solidarity and implications for future research.

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19

Wyse, Jennifer L. "Making Power Visible: Racialized Epistemologies, Knowledge (Re) Production and American Sociology." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/70972.

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This dissertation methodologically analyzes triangulated qualitative data from a critical race and feminist standpoint theoretical approach in order to explore American Sociology's contemporary process of institutionalized knowledge reproduction, as well as how race structures that process. American Sociology is institutionalized knowledge that is structured into academic departments or an "institutional-structure"(Wallerstein 2007). Prestige structures the discipline, where the top-20 departments enact social closure through hiring practices and as such represent an element of elite power within the institutional-structure (Burris 2004; Lenski 1966). To be sure, institutional-structures are sites of collective memory, knowledge reproduction, professionalization and cognitive socialization processes. Therefore this dissertation data includes PhD-level required theory course syllabi, interviews with faculty that study race, Ph.D. candidates that study sociology, and defended dissertations from the year 2011, from the top-20 U.S. sociology departments that read as cultural representations of how race structures the reproduction of American Sociology's institutionalized knowledge. This study has implications for the teaching, learning, and practice of American Sociology, as well as future scholarly research on the reproduction of knowledge and the sociology of sociology.
Ph. D.

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20

Overdyke, Renee M. "Critical mass on campus| An analysis of race/ethnicity and organizational outcomes." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558349.

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The United States is an increasingly diverse society. The recent Supreme Court hearings on Affirmative Action have reiterated the need to study the impacts of changing demographics on organizations. Race-based policymaking fundamentally rests on a "diversity is good for the organization" ideology, yet there is relatively little research that directly measures the institutional effects of racial/ethnic diversity. Diversity within organizations (also known as structural diversity or organizational heterogeneity) is overdue for a broader range of scholarly attention. Building on an organizational demography framework, this study investigates whether or not there are relationships between diversity and outcomes at higher education institutions (HEIs) nationwide. It adopts a new theoretical approach, the “Critical Mass in Context” perspective, which includes not only demographic factors, but culturally-related, or contextual factors in estimating the effects of diversity on two organizational outcomes: student retention and the diversity of degree completers. The results of these comparative tests are mixed, and show that the effects of demographic diversity may be either positive or negative (or have no effect), and that these results are highly context dependent. In other words, diversity did not have wholly negative nor positive effects on the outcomes included in this study, and the type of institution played a role in determining these how these results varied. For instance, although student gender and racial/ethnic diversity had negative effects in models that measured student retention rates, faculty gender contributed positively to predicting this outcome. Contextual factors, such as the MSDI 4 (or very high diversity elements in an HEI’s mission statement) and an HEI’s urban index (or suburban locale) contributed positively. In models that used the racial/ethnic diversity of degree completers as the tested outcome, the race/ethnicity of overall students was the most important (indeed, nearly the only) predictor. So, not only do the research results depend on what types of organizational outcomes are considered, but also in what context and how they are measured. This study therefore adds new levels of understanding to what effects diversity may have on institutions and the importance that culturally related factors may have on these effects.

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Ali, Suki. "Forming gendered 'mixed race' identities in educational and familial contexts." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10007483/.

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This thesis explores the meanings of 'race' and racism in the identity work of young, 'mixed-race' children aged between 8 and 11 years old. Using feminist ethnographic methods, it interrogates the ways in which children in three schools are negotiating discourses of 'race', nation, family and home in order to form multiply positioned flexible identifications. The children, parents and teachers interviewed all show the failings of existing theories of 'race' and ethnicity for understanding what it means to occupy multi-locational positionalities. In addition, it reveals the gap between current academic discourses and everyday use of language in contemporary contexts. Terms such as 'ethnicity' and 'culture' are not replacing 'race'; multiculturalism is often seen as issues of representation; and 'racism' in its crudest form is commonplace to the children in this study. In order to operationalise spaces for themselves in their daily cultural practices, children are using readings of popular culture and discourses of family to insert themselves into more ambiguous and flexible matrices of identity. Collective use of popular culture and narratives of self and home are deployed in creative and unique ways by the heterogenous groups of children who took part in the project. The findings show that the children of this age are becoming aware of a politics of 'race' being one of 'singularity', and are happy to subvert it. It also reveals that one of the most important factors to negotiating a politics of 'race' and culture, is 'class'. The ways in which ethnicity interacts with classed positions forms the basis for the interrogation into the production of the normative sexualised gender identifications of the children in the study.

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22

Lambert-Swain, Ainsley E. "Race in (Inter)Action: Identity Work and Interracial Couples' Navigation of Race in Everyday Life." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535372161977696.

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23

Herd, Pamela. "Crediting care, citizenship or marriage? Gender, race, class, and Social Security reform." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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24

Teeger, Chana Tova. "Teaching Transformations: History Education and Race Relations in Post-Apartheid South Africa." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10986.

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How do nations deal with their difficult, shameful, and traumatic past? I tackle this question by examining how the history of apartheid is taught to--and understood by--South African high school students. I further examine the consequences of these understandings for contemporary race relations. To address these questions around the production, reception, and consequences of history education in schools, the study draws on data collected during 18 months of fieldwork in two racially and socioeconomically diverse public high schools in Johannesburg, South Africa. The data collection involved a multi-method research design that included: 1) five months of daily observations in 17 distinct classrooms; 2) content analysis of official curricular documents and materials used in classes; 3) interviews with teachers (N=10); and 4) interviews with two samples of students: one prior to, and one following, exposure to apartheid history education (total N=160). I find that teachers present the country’s racially divisive past in ways that limit its salience for understanding contemporary social issues. I show that this is driven both by broad national imperatives concerning racial reconciliation and by more local imperatives related to minimizing race-based conflict in the classroom. Drawing on ethnographic and interview data, I demonstrate that the narratives presented in class leave students without the cultural tools they need to understand, identify, and respond both to contemporary racism and to the structural legacies of apartheid which they encounter on a daily basis. Theoretically, the study contributes to literature that focuses on schools as sites where racial inequalities are reproduced by highlighting the importance of attending to messages transmitted through the formal curriculum. In so doing, it identifies both institutionalized representations and micro-level understandings of racially divisive pasts as important loci for examining contemporary race and ethnic relations.
Sociology

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25

Sandhu, Angie. "Texts and contexts : contemporary feminist negotiations of class, race and gender." Thesis, Loughborough University, 1994. https://dspace.lboro.ac.uk/2134/27256.

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The original aim of this thesis was to investigate the relationship between feminist writing and the publishing industry. I was particularly interested in exploring the differences between 'successful' feminist wri ting and feminist wri ting which has either remained unpublished or has experienced difficulty in obtaining publication. I intended to foreground considerations of race, class and differences of sexual orientation between women and to explore the extent to which these factors were informing the publication of contemporary feminist writing.

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Pittman, Cassi. "Race, Social Context, and Consumption: How Race Structures the Consumption Preferences and Practices of Middle and Working-Class Blacks." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10648.

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The contemporary experience of race in America demands that blacks become astute observers of their surroundings, required to read subtle social, interactional and environmental cues to determine how to appropriately engage others in order to gain respect and social acceptance. Consumption objects, whether physical or material goods or services and experiences, are symbolic tools that blacks mobilize in order to define and assert themselves wherever they may be. Market research reveals that divergent patterns of consumption exist along racial lines. Blacks outspend whites in three central categories: apparel, personal care, and electronics and technology. Sociological research on consumption, however, has inadequately addressed how race influences blacks' consumption. Claims that blacks are conspicuous consumers are pervasive in both popular and academic works, and research indicates that blacks' consumption is, at least partially explained by status considerations, yet no comprehensive, empirically grounded theory exists to account for the contextually determined, symbolic and strategic use of goods by middle and working-class blacks. In my dissertation entitled “Race, Social Context, and Consumption: How Race Structures the Consumption Preferences and Practices of Middle and Working-class Blacks,” I offer an account of blacks' consumption that addresses this gap in the literature. I analyze qualitative interview data collected from 55 blacks residing in the New York City area, focusing on blacks' consumption preferences and practices in three social arenas: where they live, where they work, and where they play. Through examining middle and working-class blacks' consumption I show the ways that race remains salient in blacks' everyday lives; affecting their routine practices and marketplace interactions. Blacks differ as consumers as a consequence of a history of racial alienation, segregation, and discrimination in public settings, which has resulted in their use of goods to mitigate racial stigma, but distinct patterns of consumption emerge as blacks mobilize consumption objects to express and affirm their racial identities. This dissertation demonstrates that whether consumption goods are used to contest racial stigma or to express feelings of racial affinity, in both instances blacks' consumption preferences and practices reflect their reactions to the settings in which their consumption is enacted.

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Jiang, Xin. "EXTRACURRICULAR ACTIVITIES AND YOUTHFUL VIOLENCE: DIFFERENCES BY RACE/ETHNIC GROUP AND IMMIGRANT GENERATION." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338315641.

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Ortiz, Susan Y. "Women's Experience of Discrimination at Work: Intersections of Race and Class with Gender." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396454658.

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Staight, Amanda. "Location isn't Everything: Race and Gentrification in Chicago, 1980 to 2000." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277125658.

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WEHRMAN, MICHAEL M. "RACE, GENDER, AND RECIDIVISM: WHAT MATTERS?" University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1114701592.

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31

Apparicio, Alexis Jada. "How Race Dictates Space." Ohio University Art and Sciences Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1495191082397281.

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James, Tierra Akilah. "Adolescent Social Bonds, Race, and Adult Marijuana Use." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent155655244796172.

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Frennborn, Lena C. "Race and Birthweight: The Influence of Socio-Economic Status and Utilization of Prenatal Care." VCU Scholars Compass, 1997. http://scholarscompass.vcu.edu/etd/4546.

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The purpose of this research was to determine how much of the variance in birthweight can be explained by socio-economic status and utilization of prenatal care in Blacks and Whites. Rather than defining race in genetic terms, race was understood here as a social construction. The methodological approach was an analysis of the National Survey of Family Growth Cycle IV, 1988. The first, singleton, live birth for each interviewed woman was included, resulting in a sample of 911 women, of whom 313 were Black women and 598 White women. Consistent with previous research, Black mothers were twice as likely to have a low birthweight infant (11.8%) compared to White women (6%). In the total sample race, marital status, and income were correlated with birthweight. Multiple regression analysis was used to examine how much of the variance in birthweight is explained by socioeconomic factors and utilization of prenatal care. The model explained 5% of the variance in birthweight. Race and education were the only two factors that significantly explained variance in birthweight in this model. The findings failed to support the hypothesis that socioeconomic status and utilization of prenatal care would explain a significant amount of the variance in birthweight. The variables included in the model did not explain variance in birthweight for either Black women, or White women.

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Bozin, Marie A. "Delinquency, Foster Care Placement, Attachment, and Race." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1208802867.

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35

Day, Jacob C. "Race, Social Networks, and the Coaching Carousel: The Interactive Effects of Race and Social Networks on College Football Coaches? Occupational Mobility and Status." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-10112007-143128/.

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Racial disparity among college football coaches has been well documented. Anecdotal and mass media accounts suggest that social networks are responsible for differences in occupational outcomes for black and white coaches. The relatively small amount of academic research on the issue relies upon additive assumptions regarding the relationship between race and social networks. As a result, this research assumes that similar network structures and resources lead to similar occupational outcomes for black and white coaches (see Sagas and Cunningham 2005). The purpose of this research is to build upon previous work by testing these additive assumptions by examining the interactive effects of race and social networks on college football coaches? careers. Using Sagas and Cunningham?s (2005) data on 328 assistant football coaches at the Division I-A level, OLS regression and race by network interaction terms are used to examine their interactive effects on occupational status and mobility. The results show that the proportion of same race ties, higher status ties, and strong ties have different effects on occupational mobility for white and black coaches.

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Camacho, Felicia Maria. "The "inter" land mixing autobiography and sociology for a better understanding of twenty-first century mixed-race /." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1691859961&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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McGovern, Jennifer. "SANCTUARY, SOCIAL POWER, & SILENCE: UNDERSTANDING BASEBALL AS A SITE OF CONTESTED ETHNIC AND RACIAL TERRAIN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216598.

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Sociology
Ph.D.
This research examines connections between race, ethnicity, and professional baseball. I use a multi-method approach looking at secondary source data on player positions and contemporary stacking, media analysis, fan narratives and sport blogs in the two contexts of Philadelphia and Los Angeles. I find that minorities are well represented in leadership positions and portrayed positively by the media, but that some racial inequality still exists. Whites and light-skinned Latinos are more likely to hold leadership roles than blacks and dark-skinned Latinos. In addition, media narratives reinforce the mind/body dualism by emphasizing the character make up of white players while highlighting the physicality of darker skinned players. Despite this evidence, fans from all ethnic and racial groups spoke highly of sport as a space that represented racial progress and a place where they felt comfortable are interacting with others who were different from themselves. These narratives were closely connected to fans' desires to maintain positive emotions within the leisure context of sport. Ultimately, I argue that baseball can serve as a site of racial progress and change but that it does so partially within a narrow cultural context. Baseball thus alters symbolic meanings of race but simultaneously misses important opportunities to make deeper social change at the material level.
Temple University--Theses

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Hilling, Alexis Paige. "Racism and the "Least Racist [Leader]:" An Exploration of Donald J. Trump’s Racial Dialect." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626520502963276.

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39

Pinkston, Kevin Damone. "The role of social capital in racial differences in lawyer success." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2609.

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The problem of the black-white gross earnings gap is near its largest amongst lawyers; blacks earn a significantly lower income than whites (Dinovitzer et al. 2004; Grodsky and Pager 2001). There is also a white advantage in overall job satisfaction amongst lawyers (Payne-Pikus et al. 2010; Dau-Schmidt and Mukhopadhaya 1999). This study examines how social capital contributes to racial differences in these two aspects of overall job success. Social capital theories hypothesize that more social capital leads to increased job status attainment (Lin et al. 1981; Lin 2001). Blacks receive fewer and lower paying jobs than whites, perhaps in part because of a lack of social capital in their lower status and segregated social networks (Braddock and McPartland 1987; Elliot 1999; although see Mouw (2003) for a challenge which showed little to no effect of the use of contacts on earnings). Similarly, Ducharme and Martin (2000) found that social relationships with co-workers increase overall job satisfaction. This project specifically examines social capital in the attorney job market, because this is a specific job market in which there are strong theoretical reasons to expect social capital to affect wages and job satisfaction. Using Portes' (1998) definition of social capital, the ability to secure benefits from one's social networks, I distinguish between three major social networks (professional, non-professional, and kinship), and then derive hypotheses about their effect on earnings and job satisfaction. The main hypothesis is that black and white differences in professional and non-professional networks account for part of the earnings and job satisfaction inequality between blacks and whites. The study also develops competing hypotheses to test the effect of kinship networks on job satisfaction. This study takes a mixed methods approach. Nationally representative longitudinal data from the After the Juris Doctorate Survey (AJD) test the hypotheses to see if there is an effect of social capital on earnings and satisfaction. Qualitative interviews seek to further investigate these relationships and look for emerging themes for racial differences in earnings and job satisfaction. The interviews take place with nine black and white lawyers in Chicago. The survey results reveal the significance of professional social capital networks in obtaining a higher salary among private firm attorneys. The effects of social capital do not vary across race. However, there are some black-white differences in the types of social capital used. The interview results reveal the significance of social capital in acquiring clients in small private firms, and of mentor-protégé relationships. Concluding remarks discuss the significance of professional and non-professional social capital in and beyond the legal profession, explanations for the higher levels of social capital in whites, and suggestions for ways to decrease these racial social capital disparities.

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Obinna, Denise. "Reaching For The American Dream: Are Black immigrants more vulnerable to academic decline than other immigrants?" The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1318891560.

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Estes, Davis A. "Race & Non-Racial Characteristics in Sentencing Length and Sentencing Type Disparity." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3848.

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Utilizing data from the United States Department of Justice Bureau of Justice Statistics Survey of Inmates in State and Federal Correctional Facilities (SISCF) 2004, this research investigates the possibility that African American drug offenders receive lengthier prison sentences and are imposed more range of time or indeterminate sentences as opposed to flat sentences based on race and/or non-racial characteristics; specifically parole status prior to sentencing, plea agreement status, prior criminal history, education status prior to arrest, employment status prior to arrest, and parental incarceration. While regression analysis revealed racial sentencing disparity for length of sentence and type of sentence (p< .05 and p< .001 respectively), among non-racial characteristics, only education status prior to arrest proved a significant predictor for length of sentence (p≤ .001). African American drug offenders were more likely sentenced to indeterminate sentences as opposed to flat sentences and were less likely to receive short sentences of 0 to 4 years or medium sentences of 4 to 10 years as compared to long sentences of 10 or more years. Potential research implications include the necessity for additional research regarding racial sentencing disparity as length or type of sentences as opposed to disparity as a numerical or a percentage difference between racial groups as well as the utilizing of inmate data that encompasses recent changes in drug sentencing laws, e.g. crack cocaine versus powder cocaine. Future research might also consider the evolution of marijuana laws in the United States and the potential impact on racial sentencing disparity.

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Strommer, Bernice Helen. "Status attainment processes in the United States : analyses by gender, race, and public/private employment /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158414.

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de, Novais Janine. "Brave Community: Teaching and Learning Race in College in the 21st Century." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052859.

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Sociological evidence consistently demonstrates that racial progress coexists with persistent racial inequality in American society. Recently, increased evidence of police brutality against black citizens, as well as the 2016 presidential election, clearly confirms that, even in the wake of the Obama era, racial conflict plagues American democracy. There is a widely held consensus that college is an optimal time to engage American undergraduates with the challenges and possibilities of the country’s racial diversity. With that in mind, I explored whether college classrooms, in particular, might be optimal spaces for this engagement. I investigated the experience of undergraduates at a private, selective university, to ask how classroom experiences in courses on race might influence students’ understanding of race, if at all. I found that, drawing from the academic grounding that the classroom provided, students displayed increased capacity to engage with one another in intellectually courageous and empathetic ways. Further, I found that students’ understandings of race became more complex and more self-authored. I call this process—linking classroom dynamics to learning about race—brave community.

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Farrar, Brandy Deneen. "Race, Gender, and Bullying Behavior: The role of perceived stereotypes." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-08082006-143628/.

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In recent years, bullying among middle-school youth and adolescents has become a serious problem in American schools (Nansel et al. 2001). Researchers from a variety of different disciplines attempt to identify factors associated with bullying in order to develop effective intervention programs. However, many findings in relation to race, gender, and bullying are largely inconclusive. The present study employs a social constructionist framework to understand race and gender differences in adolescent bullying. Specifically, I explore how the meanings associated with race and gender in the form of popular stereotypes influence bullying behavior. The findings reported here are from the Gender and Middle School study conducted among 535 adolescents attending middle school in the southeast. The results of the analyses show significant relationships between race, gender, and bullying. Black students (compared to white and other minority) and male students (compared to female) reported higher frequencies of bullying. Further, perceiving that others stereotype you increases the frequency of participating in bullying behavior and explains the relationship between race and bullying. Lastly, the stereotype influence is greater for black males in the study than the effect for white males. These findings have implications for education officials as well as theory on the influence of stereotypes on adolescent behavior.

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Martinez, Karen M. "USING THE RACE CARD: CONSTRUCTING REVERSE-RACISM WITHIN THE ANTI-IMMIGRATION DEBATE." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1501488212368347.

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46

Liinpää, Minna. "Nationalism from above and below : interrogating 'race', 'ethnicity' and belonging in post-devolutionary Scotland." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30906/.

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2014 was a politically interesting and eventful year in Scotland due to an independence referendum taking place. The referendum also provided a sociologically interesting moment: as the ‘Scottish nation’ was widely debated and reflected upon both prior and after the referendum, this political context provided an opportune moment to consider how nationalist narratives are constructed, expressed and experienced both from above and below. Thus, drawing on data collected before and after the referendum, this thesis seeks to make an original contribution to the broad field of nationalism studies. Specifically, it focuses on the relationship between nationalist narratives and ‘ethnicity’, ‘race’, and belonging in Scotland. The fieldwork took place between May 2014 and September 2015, and this thesis draws on data gathered using a number of qualitative methods: interviews, observation and content analysis. Though the findings emerge within the political context of the referendum, this thesis seeks to situate them in a historically informed, post-devolutionary framework. This thesis has two broad aims: on the one hand it seeks to interrogate the post-devolutionary relationship between nationalism and minority communities within Scotland. In relation to this, it seeks to uncover the ways in which nationalist narratives are constructed and publicly expressed from above by the SNP, and how individuals from different ethnic minority backgrounds interpret, make sense of and potentially challenge nationalist narratives in and through their daily lives and experiences. On the other hand, this thesis aims to understand and investigate the legislative, institutional and structural contexts for the management and creation of ‘the nation’ and who belongs to it, as well as the individual, subjective understandings and negotiations of ‘the nation’ and how one’s place within it is understood. Contrary to much existing scholarship, this thesis argues that the SNP’s nationalism does not take a wholly civic form (and indeed that the civic/ethnic dichotomy is analytically unhelpful). Further, it underlines the importance of ‘values’ and emotions to nationalist narratives, and the centrality of England as Scotland’s ‘national other’. Finally, the findings shed light on ethnic minorities’ complex and often contradictory experiences of nationalist narratives — the findings support Smith’s (2016) argument that the capacity to experience the everyday as unreflective is a privilege. Ethnic minorities encounter continuous implicit and explicit challenges to their sense of belonging —consequently, in a ‘hyper-nationalist’ context the nation merely becomes louder.

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Smith, Marcus L. "Effects of Race, Class, and Social Capital on the Formation of Aspirations among High School Students." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307322265.

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48

Armendariz, Robert Ernesto. "What are the Benefits of Supervisor Support? Are they affected by an Employee’s Race?" The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336963052.

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49

Reid, Lori Lynn. "Race, gender, and the labor market: Black and white women's employment." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282540.

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Historically, black women's employment levels have exceeded those for white women. However, looking only at young cohorts of women, the employment levels of black and white women were equal by 1969, and by 1991 white women's employment greatly exceeded black women's employment. If this continues to be true for successive new cohorts, it suggests that, overall, white women will soon be working at significantly higher rates than black women for the first time in history. Identifying the determinants of women's employment today becomes an important issue not only for explaining the factors that affect labor market outcomes but also for explaining the prospects for black and white women in the labor market. Utilizing the National Longitudinal Survey of Youth, I use event history methods to analyze the determinants of black and white women's employment in the contemporary U.S., and explain any race gaps in employment that emerge. My findings suggest that a race gap in the hazard of part-time employment exists among women in which the rate of part-time employment is lower for black than white women. This gap is explained by race differences in human capital and past welfare receipt. A race gap in the hazard of full-time employment exists among unmarried women in which the rate of full-time employment is lower for black than white women. This gap is explained by race differences in age, human capital, and past welfare receipt. I find that opportunities and constraints provided by the local economic environment, human capital, family structure, and past welfare receipt are an important influence on black and white women's employment.

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Harewood, Anne Veronica. "Race, imprisonment, and reintegration: Reflections of Black male ex-prisoners." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27369.

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This thesis is intended to further the critical race theory goal of documenting the narratives of racially subjugated populations, particularly Blacks. It presents and critically engages with the subject of race and its relationship to imprisonment and reintegration by putting forward the stories of Black male ex-prisoners who have experienced a term of incarceration in a Canadian federal penitentiary. The author uses a critical race lens in order to examine the role of race in the lives of Black ex-prisoners. In addition, she puts forward a plea for academic and institutional discourses to place the experiential knowledge of these individuals at the forefront of criminological research. Critical criminology theories that emphasize the importance of ethnographic data and epistemological assumptions that have challenged Eurocentric scholarship, which overlooks the consequences of racial inequality, guide the author's findings. As such, the primary goal of this research is to provide an arena for Black male ex-prisoners to express their realities as a racialized group who have historically been excluded from Canadian academe.

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