Journal articles: 'Sociology of race'

1

Meer, Nasar, and Anoop Nayak. "Race Ends Where? Race, Racism and Contemporary Sociology." Sociology 49, no. 6 (November 15, 2013): NP3—NP20. http://dx.doi.org/10.1177/0038038513501943.

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Hermanowicz, Joseph C., and Kristen A. Clayton. "Race and Publishing in Sociology." American Sociologist 51, no. 2 (March 5, 2020): 197–214. http://dx.doi.org/10.1007/s12108-020-09436-2.

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Mangcu, Xolela. "DECOLONIZING SOUTH AFRICAN SOCIOLOGY." Du Bois Review: Social Science Research on Race 13, no. 1 (2016): 45–59. http://dx.doi.org/10.1017/s1742058x16000072.

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AbstractOn 14 June 2014 the Council of the University of Cape Town (UCT) voted to change race-based affirmative action in student admissions. The Council was ratifying an earlier decision by the predominantly White University Senate. According to the new policy race would be considered as only one among several factors, with the greater emphasis now being economic disadvantage. This paper argues that the new emphasis on economic disadvantage is a reflection of a long-standing tendency among left-liberal White academics to downplay race and privilege economic factors in their analysis of disadvantage in South Africa. The arguments behind the decision were that (1) race is an unscientific concept that takes South Africa back to apartheid-era thinking, and (2) that race should be replaced by class or economic disadvantage. These arguments are based on the assumption that race is a recent product of eighteenth century racism, and therefore an immoral and illegitimate social concept.Drawing on the non-biologistic approaches to race adopted by W. E. B. Du Bois, Tiyo Soga, Pixley ka Seme, S. E. K. Mqhayi, and Steve Biko, this paper argues that awareness of Black perspectives on race as a historical and cultural concept should have led to an appreciation of race as an integral part of people’s identities, particularly those of the Black students on campus. Instead of engaging with these Black intellectual traditions, White academics railroaded their decisions through the governing structures. This decision played a part in the emergence of the #RhodesMustFall movement at UCT.This paper argues that South African sociology must place Black perspectives on race at the center of its curriculum. These perspectives have been expressed by Black writers since the emergence of a Black literary culture in the middle of the nineteenth century. These perspectives constitute what Henry Louis Gates, Jr. calls a shared “text of Blackness” (Gates 2014, p. 140). This would provide a practical example of the decolonization of the curriculum demanded by students throughout the university system.

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Go, Julian. "Postcolonial Possibilities for the Sociology of Race." Sociology of Race and Ethnicity 4, no. 4 (September 11, 2018): 439–51. http://dx.doi.org/10.1177/2332649218793982.

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The author considers what postcolonial theory has to contribute to the sociology of race. Although there are overlaps, postcolonial theory and the sociology of race are not reducible to each other. Postcolonial theory emphasizes the global, historical, and therefore colonial dimensions of race relations, including how imperialism has generated racial thought and racial stratification. A postcolonial sociology of race, therefore, would (1) analytically recover empire and colonialism and their legacies, (2) excavate colonial racialization and trace its continuities into the present, (3) reveal the reciprocal constitution of racialized identities that began under empire, and (4) critique the imperial standpoint and seek out the subjugated epistemologies of racialized subjects. Although such a postcolonial sociology of race is a project that has yet to be fully realized, there are a number of existing sociological works that begin the journey and point us in the right direction.

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Fritschner, Linda Marie. "Lessons about Race in Introductory Sociology." Teaching Sociology 29, no. 1 (January 2001): 110. http://dx.doi.org/10.2307/1318788.

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Kasinitz, Philip. "Robin Williams, Race, and American Sociology." Sociological Forum 23, no. 2 (June 2008): 373–78. http://dx.doi.org/10.1111/j.1573-7861.2008.00067.x.

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7

Winter, N. J. G. "SOCIOLOGY: Fishing Rights and Race Relations." Science 312, no. 5782 (June 30, 2006): 1877–78. http://dx.doi.org/10.1126/science.1129404.

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8

Go, Julian. "Race, Empire, and Epistemic Exclusion: Or the Structures of Sociological Thought." Sociological Theory 38, no. 2 (June 2020): 79–100. http://dx.doi.org/10.1177/0735275120926213.

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This essay analyzes racialized exclusions in sociology through a focus on sociology’s deep epistemic structures. These structures dictate what counts as social scientific knowledge and who can produce it. A historical analysis of their emergence and persistence reveals their connections to empire. Due to sociology’s initial emergence within the culture of American imperialism, early sociological thought embedded the culture of empire’s exclusionary logics. Sociology’s epistemic structures were inextricably racialized, contributing to exclusionary modes of thought and practice along the lines of race, ethnicity, and social geography that persist into the present. Overcoming this racialized inequality requires problematizing and unsettling these epistemic structures by (1) provincializing the canon to create a transformative epistemic pluralism and (2) reconsidering common conceptions of what counts as “theory” in the first place.

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Murji, Karim, and Giovanni Picker. "Race and place." International Journal of Sociology and Social Policy 39, no. 11/12 (October 14, 2019): 913–22. http://dx.doi.org/10.1108/ijssp-10-2019-0203.

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Purpose The purpose of this paper is to introduce the special issue on race and place. Design/methodology/approach The approach used by the authors is to combine an overview of sociological debates on place within a framework that makes the case for a relational approach to race, space and place. Findings The overview provides an account of place in sociology, of the relationality of race and place, and the making of race and place in sociological work. Originality/value The Introduction sets the papers in context, providing a short account of each of them; it also aims to present an argument for attention to race and place in sociology in a setting characterized by racism and reaction.

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Lemelle, Anthony J. "2001 Race Odyssey: African Americans and Sociology." Contemporary Sociology: A Journal of Reviews 34, no. 4 (July 2005): 424–25. http://dx.doi.org/10.1177/009430610503400455.

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11

Brunsma, David L., David G. Embrick, and Megan Nanney. "Toward a Sociology of Race and Ethnicity." Sociology of Race and Ethnicity 1, no. 1 (January 2015): 1–9. http://dx.doi.org/10.1177/2332649214562028.

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12

Seguin, Charles, Annette Nierobisz, and Karen Phelan Kozlowski. "Seeing Race." Teaching Sociology 45, no. 2 (December 20, 2016): 142–51. http://dx.doi.org/10.1177/0092055x16682303.

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Students commonly hold erroneous notions of a “post-racial” world and individualistic worldviews that discount the role of structure in social outcomes. Jointly, these two preconceived beliefs can be powerful barriers to effective teaching of racial segregation: Students may be skeptical that racial segregation continues to exist, and abstract statistical representations or other sociological research may not be sufficiently vivid or compelling to dissuade students from their prior beliefs. In this article, we present an exercise that uses an interactive map of racial residence patterns to help students see evidence of racial segregation for themselves. Qualitative and quantitative findings, from testing this exercise in Introduction to Sociology courses at two distinct schools by separate instructors, suggest that this exercise is effective at helping college students grasp the extent of racial segregation in America.

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13

Winant, Howard. "Race and Race Theory." Annual Review of Sociology 26, no. 1 (August 2000): 169–85. http://dx.doi.org/10.1146/annurev.soc.26.1.169.

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14

Romero, Mary, and Eric Margolis. "Integrating sociology: Observations on race and gender relations in sociology graduate programs." Race and Society 2, no. 1 (January 1999): 1–24. http://dx.doi.org/10.1016/s1090-9524(00)00002-4.

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15

Jarvie, G., and I. Reid. "Race relations, sociology of sport and the new politics of race and racism." Leisure Studies 16, no. 4 (January 1997): 211–19. http://dx.doi.org/10.1080/026143697375296.

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16

Rodríguez-Muñiz, Michael. "Bridgework: STS, Sociology, and the “Dark Matters” of Race." Engaging Science, Technology, and Society 2 (July 1, 2016): 214. http://dx.doi.org/10.17351/ests2016.74.

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This short essay reflects on intellectual bridges that scholars have built, are building, and could build to connect critical sociologies of race and STS. Whereas much work in these respective fields have rarely intersected, greater exchange could help scholars better account for ways in which race shapes and stratifies contemporary societies. To this end, the essay begins with a recent example of bridgework—research on race and genetics. Next, I use my own research on ethnoracial statistics to describe how bridgework happening elsewhere can indirectly create openings for connections across the divide. Finally, I propose that research on the broader sociotechnical materiality of race and racial domination represents an important site for further bridgework.

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17

Isenberg, Bo. "A modern calamity – Robert Musil on stupidity." Journal of Classical Sociology 18, no. 1 (June 29, 2017): 55–75. http://dx.doi.org/10.1177/1468795x17715786.

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The writings of the Austrian novelist and essayist Robert Musil provide sociology with vital problems and reflections. Indeed, Musil introduces discussions that extend conventional understanding of modernity – sociology’s general object of analysis. The article focuses on two major sets of questions in Musil’s work: the shapelessness of man and the relation between reason and sentiments. Both problems are essential in that genuine twentieth-century experience which Musil calls functional stupidity: the functionalisation of the mind to collective demands of the party, the race and the nation. The article discusses Musil’s arguments by relating them to central propositions in classical sociology (Simmel, Weber, Kracauer, Tönnies, Park). Classical sociology, in turn, is defined as a sub-discourse of classical modern reflection.

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18

Roberts, Dorothy E., and Oliver Rollins. "Why Sociology Matters to Race and Biosocial Science." Annual Review of Sociology 46, no. 1 (July 30, 2020): 195–214. http://dx.doi.org/10.1146/annurev-soc-121919-054903.

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Recent developments in genetics and neuroscience have led to increasing interest in biosocial approaches to social life. While today's biosocial paradigms seek to examine more fully the inextricable relationships between the biological and the social, they have also renewed concerns about the scientific study of race. Our review describes the innovative ways sociologists have designed biosocial models to capture embodied impacts of racism, but also analyzes the potential for these models normatively to reinforce existing racial inequities. First, we examine how concepts and measurements of difference in the postgenomic era have affected scientific knowledges and social practices of racial identity. Next, we assess sociological investigations of racial inequality in the biosocial era, including the implications of the biological disciplines’ move to embrace the social. We conclude with a discussion of the growing interest in social algorithms and their potential to embed past racial injustices in their predictions of the future.

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19

Bhambra, Gurminder K. "A sociological dilemma: Race, segregation and US sociology." Current Sociology 62, no. 4 (March 19, 2014): 472–92. http://dx.doi.org/10.1177/0011392114524506.

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20

Butler, Robert. "America’s Experts: Race and the Fictions of Sociology." African American Review 44, no. 3 (2011): 534–35. http://dx.doi.org/10.1353/afa.2010.0035.

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21

Moore, Robert. "Forty Four Years of Debate: The Impact of Race, Community and Conflict." Sociological Research Online 16, no. 3 (August 2011): 194–201. http://dx.doi.org/10.5153/sro.2328.

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Race, Community and Conflict by John Rex and Robert Moore was published in 1967 and had a considerable public impact through press and TV. Forty four years later it is still widely cited in research on British urban society and ‘race relations’. It is used in teaching research methods, theory, urban sociology and ‘race relations’ to undergraduates. This article describes and explains the immediate impact of the book and its more lasting contribution to sociology. Race, Community and Conflict immediately addressed contemporary public issues around immigration and race relations and was the first book systematically to explore the responses of one city administration to the arrival of new migrants drawn in by the local demand for labour. The longer term impact of the book, it is argued, derives from its attempt to create a theoretical framework deriving from both the work of the Chicago School of Sociology and the adoption of a Weberian approach to social class and urban conflict. The combination of theorised structural analysis with detailed local ethnographic approaches to research probably accounts for the book's continued contribution to the teaching of sociology.

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22

Ray, Victor Erik, Antonia Randolph, Megan Underhill, and David Luke. "Critical Race Theory, Afro-Pessimism, and Racial Progress Narratives." Sociology of Race and Ethnicity 3, no. 2 (February 12, 2017): 147–58. http://dx.doi.org/10.1177/2332649217692557.

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Much work in the sociology of race and ethnicity centers on an underlying narrative of racial progress. Progress narratives are typically conceptualized as a linear process of slow, yet inevitable, improvement. Drawing on Critical Race Theory and Afro-Pessimism, theoretical perspectives that emerged outside of the discipline of sociology, this paper urges a rethinking of linear progress narratives. First we elucidate the central tenets of these theoretical paradigms. We then apply them to diversity and labor market research, providing suggestions for how sociology can incorporate these perspectives.

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23

Suzuki, Kazuko. "A Critical Assessment of Comparative Sociology of Race and Ethnicity." Sociology of Race and Ethnicity 3, no. 3 (June 8, 2017): 287–300. http://dx.doi.org/10.1177/2332649217708580.

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This article provides a critical assessment of comparative sociology of race and ethnicity (CSRE). It underscores leading themes and conceptual paradigms that shape current studies in cross-cultural, cross-national, cross-regional, and transnational perspectives on race. It highlights cutting-edge work in the field by examining some cardinal concerns in studies by region, and it points to lacunae that must be addressed by future research. I argue that studies of race in sociology have been anchored in concepts, theories, and paradigms that are heavily derived from U.S.-based experiences and models for too long. I urge for more studies of race and ethnicity that are not limited by this dominance of U.S.-based perspectives or by those that privilege Western contexts such as Europe. This is because there is no cogent reason to assume that race and its intertwined concept of ethnicity are primarily or originally U.S.- or Western-grounded phenomena. The article concludes by pointing to some conceptual and methodological notions that ought to guide future research in the area.

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24

Jr., Adalberto Aguirre, Steven Gregory, and Roger Sanjek. "Race." Contemporary Sociology 25, no. 1 (January 1996): 33. http://dx.doi.org/10.2307/2076944.

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Hirsch, Arnold R. "The Race Space Race." Journal of Urban History 26, no. 4 (May 2000): 519–29. http://dx.doi.org/10.1177/009614420002600407.

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26

Khoo, Su-ming. "Reflections on Randall Collins’s sociology of credentialism." Thesis Eleven 154, no. 1 (September 11, 2019): 52–65. http://dx.doi.org/10.1177/0725513619874935.

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This article reflects on Collins’s classic work, The Credential Society (1979), situating his critique of educational credentialism within broader ‘conflict sociology’. The discussion reappraises Collins’s work in the context of the ‘new credentialism’, ‘new learning’ and the race, gender and class concerns raised in current debates on higher education. The article characterizes contemporary higher education as being trapped in a Procrustean dynamic: techno-utopianism with job displacement and expansionism with declining public support. Collins attempts to escape the legacy of structural-functionalism through conflict sociology or predictions of systemic crisis. This is contrasted with his contemporary, Herbert Gintis’s eclectic attempt to construct a transdisciplinary social science. The key problem of marketized inequality is linked to the sociology of absences in conflict sociology, and it is argued that inequalities of class, race, gender and coloniality in higher education and credentialism can no longer be ignored.

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27

Hochman, Adam. "IS “RACE” MODERN?" Du Bois Review: Social Science Research on Race 16, no. 2 (2019): 647–65. http://dx.doi.org/10.1017/s1742058x19000286.

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AbstractRace theorists have been unable to reach a consensus regarding the basic historical question, “is ‘race’ modern?” I argue that this is partly because the question itself is ambiguous. There is not really one question that race scholars are answering, but at least six. First, is the concept of race modern? Second, is there a modern concept of race that is distinct from earlier race concepts? Third, are “races” themselves modern? Fourth, are racialized groups modern? Fifth, are the means and methods associated with racialization modern? And sixth, are the meanings attached to racialized traits modern? Because these questions have different answers, the debate about the historical origins of “race” cannot be resolved unless they are distinguished. I will explain the ways in which “race” is and is not modern by answering these questions, thereby offering a resolution to a seemingly intractable problem.

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28

Williams, Vernon J., and Chris Smaje. "Natural Hierarchies: The Historical Sociology of Race and Caste." Contemporary Sociology 30, no. 6 (November 2001): 573. http://dx.doi.org/10.2307/3088990.

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TARUMOTO, Hideki. "A Preface on The Transnational Sociology of "Race Riots"." Contemporary Sociological Studies 15 (2002): 83–96. http://dx.doi.org/10.7129/jject.15.83.

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30

Kasinitz, Philip. "The Sociology of Race in the Age of Obama." Sociological Forum 25, no. 1 (March 2010): 167–68. http://dx.doi.org/10.1111/j.1573-7861.2009.01164.x.

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31

Sanchez, Gabriella, and Mary Romero. "Critical Race Theory in the US Sociology of Immigration." Sociology Compass 4, no. 9 (September 2010): 779–88. http://dx.doi.org/10.1111/j.1751-9020.2010.00303.x.

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32

Carrington, Ben. "Assessing the sociology of sport: On race and diaspora." International Review for the Sociology of Sport 50, no. 4-5 (May 8, 2015): 391–96. http://dx.doi.org/10.1177/1012690214559857.

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33

Moussawi, Ghassan, and Salvador Vidal‐Ortiz. "A Queer Sociology: On Power, Race, and Decentering Whiteness." Sociological Forum 35, no. 4 (September 14, 2020): 1272–89. http://dx.doi.org/10.1111/socf.12647.

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34

Adam, Heribert, and Jay A. Sigler. "International Handbook on Race and Race Relations." Contemporary Sociology 18, no. 1 (January 1989): 28. http://dx.doi.org/10.2307/2071911.

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35

Simon, Bryant. "RACE DOESN'T MATTER, RACE MATTERS." Du Bois Review: Social Science Research on Race 7, no. 2 (2010): 271–92. http://dx.doi.org/10.1017/s1742058x10000263.

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AbstractThis enthographically-based essay uses the case of Starbucks and the company's diversity policies and relationship with Magic Johnson to explore the desire for postracialism in post Civil Rights—post Martin Luther King, Jr. and post protest—mainstream America. Where did this desire come from and how did corporate America package this desire? What is the relationship between the selling of postracialism and voting for Barack Obama? What are the implications of these marketing moves? What do they tell us about business and about ourselves?

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36

Frank, Reanne. "Back to the Future? The Emergence of a Geneticized Conceptualization of Race in Sociology." ANNALS of the American Academy of Political and Social Science 661, no. 1 (August 10, 2015): 51–64. http://dx.doi.org/10.1177/0002716215590775.

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Discoveries in human molecular genetics have reanimated unresolved debates over the nature of human difference. In this context, the idea that race has a discrete and measurable genetic basis is currently enjoying a resurgence. The return of a biologized construction of race is somewhat surprising because one of the primary pronouncements to come out of the Human Genome Project was one of human genetic similarity (i.e., humans are over 99.9 percent similar at the molecular level). Perhaps even more surprising is that genetically based notions of race have not been restricted to the biomedical sciences but have recently emerged within the social sciences, specifically sociology, to explicitly challenge a socially constructed understanding of race. Drawing on existing critiques, this article describes problems in recent sociological scholarship and the potential role of social scientists in future work occurring at the intersection of race and genetics. I argue that recent scholarly work meant to challenge the notion of race as a social construction actually makes a powerful case for its continued utility.

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Morris, Patricia, Aya Kimura Ida, Todd Migliaccio, Yusuke Tsukada, and Dylan Baker. "Collaborative Learning in Sociology Research Methods Courses: Does Race Matter?" Teaching Sociology 48, no. 4 (September 23, 2020): 300–312. http://dx.doi.org/10.1177/0092055x20953876.

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Students often identify research methods classes as one of the most difficult and intimidating classes of their academic career. The objectives of this study were twofold. The first was to ascertain whether the use of group-centered, collaborative learning would improve student mastery of material compared to traditional, lecture-based classes. The second objective was to examine a possible differential impact of collaborative learning by race. The study measured students’ mastery of basic concepts in research methods as well as their application of the material to novel situations by comparing their competence at the beginning to their performance on the same measures at the midterm and final exams. Findings highlight the importance of examining race as a factor in the study of the effectiveness of collaborative learning and, more specifically, point to a need to further test the hypothesis that collaborative learning pedagogy techniques can ameliorate race-based achievement gaps in student performance.

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38

Ferguson, Roderick A., and Hazel V. Carby. "Race Men." Contemporary Sociology 30, no. 5 (September 2001): 494. http://dx.doi.org/10.2307/3089343.

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39

Quijano, Aníbal. "Questioning “Race”∗." Socialism and Democracy 21, no. 1 (March 2007): 45–53. http://dx.doi.org/10.1080/08854300601116704.

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40

Byng, Michelle D. "RACE KNOWLEDGE." Du Bois Review: Social Science Research on Race 14, no. 1 (2017): 273–93. http://dx.doi.org/10.1017/s1742058x17000042.

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AbstractThis analysis addresses race knowledge or the connection between race identity and the ability to designate what is socially legitimate. It problematizes race inequality in light of neoliberal, post-Civil Rights racial reforms. Using qualitative data from interviews with second-generation Muslim Americans, the analysis maps their understanding of the racialized social legitimacy of Brown, Black, and White identities. Findings address how racial hierarchy is organized by racial neoliberalism and the persistence of White supremacy. They show that White racial dominance continues in spite of claims of post-racialism. Moreover, second-generation Muslim Americans position their Brown and Black racial identity as subordinate to White racial identity, but Brown and Black races are different rather than hierarchically positioned in reference to one another. The respondents bring neoliberal globalism as well as U.S. racial dynamics to bear on their understandings of racial hierarchy and racialized social legitimacy.

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Charity Hudley, Anne H., Christine Mallinson, Mary Bucholtz, Nelson Flores, Nicole Holliday, Elaine Chun, and Arthur Spears. "Linguistics and race: An interdisciplinary approach towards an LSA statement on race." Proceedings of the Linguistic Society of America 3, no. 1 (March 3, 2018): 8. http://dx.doi.org/10.3765/plsa.v3i1.4303.

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In order to work towards greater racial justice within linguistics, the challenge remains for linguists to develop a cohesive theory of and approach to race and racial analysis in linguistics that is influenced by researchers of different methodological approaches and racial backgrounds. A formal LSA statement on race will provide linguistic researchers with a framework for studying race and will also serve as a method of intellectual and social inclusion in linguistics. We draw on interdisciplinary expertise in related fields, including psychology, sociology, anthropology, education, and ethnic studies, to examine how scholars from >neighboring disciplines have formally conceptualized and dealt with race and racial classification strategies. Points of convergence as well as divergence are articulated, drawing insights that may advance work related to race within and beyond linguistics.

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42

Anthias, Floya. "Race and Class Revisited – Conceptualising Race and Racisms." Sociological Review 38, no. 1 (February 1990): 19–42. http://dx.doi.org/10.1111/j.1467-954x.1990.tb00846.x.

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43

Gabard, Donald L., and Terry L. Cooper. "Race." Administration & Society 30, no. 4 (September 1998): 339–56. http://dx.doi.org/10.1177/0095399798304001.

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44

Ahluwalia, Pal. "Race." Theory, Culture & Society 23, no. 2-3 (May 2006): 538–45. http://dx.doi.org/10.1177/026327640602300298.

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The concept of race is traced to the quest for the origins of language and the manner in which that led to the idea that a separate language indicated a separate racial origin. The Orientalist desire to know and dominate the other and to regard him or her as sub-human necessitated the invention of race. The notion of race is further traced through the slave trade and its contemporary usage in ‘race studies’.

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45

Rex, John, James B. McKee, Robert Miles, and John H. Stanfield II. "Sociology and the Race Problem: The Failure of a Perspective." Contemporary Sociology 23, no. 5 (September 1994): 646. http://dx.doi.org/10.2307/2074259.

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46

Killian, Lewis M., and James B. Mckee. "Sociology and the Race Problem: The Failure of a Perspective." Social Forces 73, no. 3 (March 1995): 1128. http://dx.doi.org/10.2307/2580568.

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47

Hughey, Matthew. "Race and Racism: Perspectives from Bahá'í Theology and Critical Sociology." Journal of Bahá’í Studies =: La Revue des études baháʼíes 27, no. 3 (November 2017): 7–56. http://dx.doi.org/10.31581/jbs-27.3.1(2017).

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48

Downey, Dennis J., and Ramon S. Torrecilha. "Sociology of Race and Ethnicity: Strategies for Comparative Multicultural Courses." Teaching Sociology 22, no. 3 (July 1994): 237. http://dx.doi.org/10.2307/1319138.

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49

Staum, Martin. "Race and Gender in Non-Durkheimian French Sociology, 1893-1914." Canadian Journal of History 42, no. 2 (September 2007): 183–208. http://dx.doi.org/10.3138/cjh.42.2.183.

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50

Greene, Kyra R. "Why We Need More Marxism in the Sociology of Race." Souls 13, no. 2 (April 2011): 149–74. http://dx.doi.org/10.1080/10999949.2011.574570.

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Journal articles on the topic 'Sociology of race'

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