Pub Date : 2024-09-14DOI: 10.1177/23326492241285381
Francisco David Gonzalez Camelo
{"title":"Aníbal Quijano: “Rejecting the Shackles of the Eurocentric Worldview”","authors":"Francisco David Gonzalez Camelo","doi":"10.1177/23326492241285381","DOIUrl":"https://doi.org/10.1177/23326492241285381","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142268610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/23326492241274734
Daniel Rose
Winston-Salem, North Carolina, has a rich history of Civil Rights struggles and its people continue to resist racial oppression in systems of housing, labor, education, policing, transportation, and others. Dating to 1892, Winston-Salem State University (WSSU), a historically Black college/university (HBCU), has attracted students who have become organizers and activists in the fight for social justice in the local community. These include Theodosia Simpson, a leader of the radical Black women-led tobacco workers union; Carl Matthews, who started the first victorious lunch counter sit-in in North Carolina; and Dr. Larry Little, who co-founded the first official Black Panther Party chapter in the South. In that tradition, I have developed a “People’s History Tour of Winston-Salem” that takes current WSSU students outside the classroom to learn about the Civil Rights struggle at a variety of important sites. This critical pedagogy has students apply key sociological concepts that bolster their understanding of racial stratification and efforts to eradicate it. The goals of this assignment are for students to explore classroom curriculum about White supremacy, racial capitalism, and social movements at relevant historical and contemporary sites in Winston-Salem. By doing so, I aim for students to have transformative experiences that tie their readings and classroom discussions to the community spaces where that material comes alive.
北卡罗来纳州的温斯顿-塞勒姆有着丰富的民权斗争历史，这里的人们继续在住房、劳动、教育、治安、交通等系统中抵制种族压迫。温斯顿-塞勒姆州立大学（WSSU）是一所历史悠久的黑人学院/大学（HBCU），其历史可追溯到 1892 年，吸引了许多学生成为当地社区争取社会正义的组织者和活动家。其中包括西奥多西娅-辛普森（Theodosia Simpson），她是激进的黑人妇女领导的烟草工人工会的领导人；卡尔-马修斯（Carl Matthews），他在北卡罗来纳州发起了第一次胜利的午餐柜台静坐示威活动；拉里-利特尔博士（Dr. Larry Little），他与他人共同创建了黑豹党在南方的第一个正式分部。秉承这一传统，我开发了 "温斯顿-塞勒姆人民历史之旅"，带领西悉尼大学的在校学生走出课堂，在各种重要场所了解民权斗争。这种批判性教学法让学生运用关键的社会学概念，加强他们对种族分层和消除种族分层努力的理解。这项任务的目标是让学生在温斯顿-塞勒姆的相关历史和当代遗址中探索有关白人至上主义、种族资本主义和社会运动的课堂课程。通过这样做，我希望学生们能够获得变革性的体验，将他们的阅读和课堂讨论与社区空间结合起来，让这些材料变得生动活泼。
{"title":"The “People’s Tour” as Conflict Pedagogy: Using Site Visits to Engage Students with the Struggle for Civil Rights","authors":"Daniel Rose","doi":"10.1177/23326492241274734","DOIUrl":"https://doi.org/10.1177/23326492241274734","url":null,"abstract":"Winston-Salem, North Carolina, has a rich history of Civil Rights struggles and its people continue to resist racial oppression in systems of housing, labor, education, policing, transportation, and others. Dating to 1892, Winston-Salem State University (WSSU), a historically Black college/university (HBCU), has attracted students who have become organizers and activists in the fight for social justice in the local community. These include Theodosia Simpson, a leader of the radical Black women-led tobacco workers union; Carl Matthews, who started the first victorious lunch counter sit-in in North Carolina; and Dr. Larry Little, who co-founded the first official Black Panther Party chapter in the South. In that tradition, I have developed a “People’s History Tour of Winston-Salem” that takes current WSSU students outside the classroom to learn about the Civil Rights struggle at a variety of important sites. This critical pedagogy has students apply key sociological concepts that bolster their understanding of racial stratification and efforts to eradicate it. The goals of this assignment are for students to explore classroom curriculum about White supremacy, racial capitalism, and social movements at relevant historical and contemporary sites in Winston-Salem. By doing so, I aim for students to have transformative experiences that tie their readings and classroom discussions to the community spaces where that material comes alive.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142268614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-11DOI: 10.1177/23326492241279408
Leonard Nevarez
{"title":"Sixty Miles Upriver: Gentrification and Race in a Small American City","authors":"Leonard Nevarez","doi":"10.1177/23326492241279408","DOIUrl":"https://doi.org/10.1177/23326492241279408","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"30 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/23326492241274733
Jessennya Hernandez
While university institutions have been legally codified as sites of free expression and academic autonomy, university administrations consistently repress student-led campus rebellion and activism against racism. With the resurgence of intersectional and transnational anti-racist and anti-war student activism across college campuses, how can sociology educators pedagogically invest in students’ desires to build anti-racist praxes within and beyond the university? Informed by experiences with mutually constructive grassroots spaces and undergraduate courses, I argue that educators of race, including but not limited to sociologists, must engage with grassroots and community organizers (especially organizers who are racially minoritized and queer, femme, and/or gender non-normative) and incorporate their learning tools for popular and political education. First, I use the example of “community agreements” to show how educators can incorporate political and popular education tools into their race courses to help their students build their anti-racist toolkits. Second, I discuss two examples of how educators can collaborate directly with working class and racially minoritized grassroots organizers and invite them into the classroom. I end with a call to support community-centered learning spaces beyond the university classroom, as it can strengthen anti-racist pedagogy. Despite academic and state repression, I highlight the long-held tradition and responsibility of educators to support their students’ anti-racist critiques and action. Continuing June Jordan’s anti-racist pedagogical legacy (along with others alike), the university can only survive through co-learning and co-building with students and grassroots organizers, especially racially minoritized ones.
{"title":"Students Want to Build Anti-racist Praxis: How to Support Them in the Classroom with Grassroots Organizers","authors":"Jessennya Hernandez","doi":"10.1177/23326492241274733","DOIUrl":"https://doi.org/10.1177/23326492241274733","url":null,"abstract":"While university institutions have been legally codified as sites of free expression and academic autonomy, university administrations consistently repress student-led campus rebellion and activism against racism. With the resurgence of intersectional and transnational anti-racist and anti-war student activism across college campuses, how can sociology educators pedagogically invest in students’ desires to build anti-racist praxes within and beyond the university? Informed by experiences with mutually constructive grassroots spaces and undergraduate courses, I argue that educators of race, including but not limited to sociologists, must engage with grassroots and community organizers (especially organizers who are racially minoritized and queer, femme, and/or gender non-normative) and incorporate their learning tools for popular and political education. First, I use the example of “community agreements” to show how educators can incorporate political and popular education tools into their race courses to help their students build their anti-racist toolkits. Second, I discuss two examples of how educators can collaborate directly with working class and racially minoritized grassroots organizers and invite them into the classroom. I end with a call to support community-centered learning spaces beyond the university classroom, as it can strengthen anti-racist pedagogy. Despite academic and state repression, I highlight the long-held tradition and responsibility of educators to support their students’ anti-racist critiques and action. Continuing June Jordan’s anti-racist pedagogical legacy (along with others alike), the university can only survive through co-learning and co-building with students and grassroots organizers, especially racially minoritized ones.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"99 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/23326492241271212
Joseph Jakubek
{"title":"Food Power Politics: The Food Story of the Mississippi Civil Rights Movement","authors":"Joseph Jakubek","doi":"10.1177/23326492241271212","DOIUrl":"https://doi.org/10.1177/23326492241271212","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"28 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/23326492241271325
Deborwah Faulk
The sociocultural norms of White spaces place Black individuals at greater risk of anti-Black racism, racial discrimination, exclusion, and violence. This reality requires that Black people develop sociocultural toolkits with strategies, behaviors, and knowledge to navigate and advance within society. Black parents play a critical role in readying their children for such survival and achievement in an unequal world. Existing scholarship on socialization focuses on Black parents raising preadolescent children, limiting our understanding of how Black parenting continues throughout emerging adulthood. Through the lens of college decision-making and the case of historically black colleges and universities (HBCUs), the author uses interviews with Black advantaged parents of college-bound children to explore understandings of the worlds children will enter as adults. Findings show that parents are aware of the burdens of Whiteness in its many forms in the environments where their children will enter and recognize that their children require sociocultural tools to succeed and thrive. These perspectives are made clear by parents’ discussions of the benefits and limitations of HBCU attendance. This article raises implications for understanding Black parenting, socialization, higher education, and transitions to adulthood and work.
{"title":"Success and Survival: Black Advantaged Parents’ Views of Race, White Space, and HBCU Attendance","authors":"Deborwah Faulk","doi":"10.1177/23326492241271325","DOIUrl":"https://doi.org/10.1177/23326492241271325","url":null,"abstract":"The sociocultural norms of White spaces place Black individuals at greater risk of anti-Black racism, racial discrimination, exclusion, and violence. This reality requires that Black people develop sociocultural toolkits with strategies, behaviors, and knowledge to navigate and advance within society. Black parents play a critical role in readying their children for such survival and achievement in an unequal world. Existing scholarship on socialization focuses on Black parents raising preadolescent children, limiting our understanding of how Black parenting continues throughout emerging adulthood. Through the lens of college decision-making and the case of historically black colleges and universities (HBCUs), the author uses interviews with Black advantaged parents of college-bound children to explore understandings of the worlds children will enter as adults. Findings show that parents are aware of the burdens of Whiteness in its many forms in the environments where their children will enter and recognize that their children require sociocultural tools to succeed and thrive. These perspectives are made clear by parents’ discussions of the benefits and limitations of HBCU attendance. This article raises implications for understanding Black parenting, socialization, higher education, and transitions to adulthood and work.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/23326492241268743
Veda Hyunjin Kim
{"title":"Learning to Unlearn, Teaching to Unlearn: A Coming-of-Age Story with Aníbal Quijano","authors":"Veda Hyunjin Kim","doi":"10.1177/23326492241268743","DOIUrl":"https://doi.org/10.1177/23326492241268743","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1177/23326492241268762
Alke Jenss
{"title":"The Coloniality of Capitalism","authors":"Alke Jenss","doi":"10.1177/23326492241268762","DOIUrl":"https://doi.org/10.1177/23326492241268762","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"196 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-03DOI: 10.1177/23326492241267251
Lucy Prior, Clare Evans, Juan Merlo, George Leckie
Sociodemographic inequalities in student achievement are a persistent concern for education systems and are increasingly recognized to be intersectional. Intersectionality considers the multidimensional nature of disadvantage, appreciating the interlocking social determinants which shape individual experience. Intersectional multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) is a new approach developed in population health but new to educational research. In this study, we introduce and apply this approach to study sociodemographic inequalities in student achievement across two cohorts of students in London, England. We define 144 intersectional strata arising from combinations of student age, gender, free school meal status, special educational needs, and ethnicity. We find substantial stratum-level variation in achievement composed primarily by additive rather than interactive effects with results stubbornly consistent across the two cohorts. We conclude that policymakers should pay greater attention to multiply marginalized students and intersectional MAIHDA provides a useful approach to study their experiences.
{"title":"Sociodemographic Inequalities in Student Achievement: An Intersectional Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA)","authors":"Lucy Prior, Clare Evans, Juan Merlo, George Leckie","doi":"10.1177/23326492241267251","DOIUrl":"https://doi.org/10.1177/23326492241267251","url":null,"abstract":"Sociodemographic inequalities in student achievement are a persistent concern for education systems and are increasingly recognized to be intersectional. Intersectionality considers the multidimensional nature of disadvantage, appreciating the interlocking social determinants which shape individual experience. Intersectional multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) is a new approach developed in population health but new to educational research. In this study, we introduce and apply this approach to study sociodemographic inequalities in student achievement across two cohorts of students in London, England. We define 144 intersectional strata arising from combinations of student age, gender, free school meal status, special educational needs, and ethnicity. We find substantial stratum-level variation in achievement composed primarily by additive rather than interactive effects with results stubbornly consistent across the two cohorts. We conclude that policymakers should pay greater attention to multiply marginalized students and intersectional MAIHDA provides a useful approach to study their experiences.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"123 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-03DOI: 10.1177/23326492241268558
Nabila N. Islam
{"title":"Political and Vital: Reflections of a Graduate Student on Quijano","authors":"Nabila N. Islam","doi":"10.1177/23326492241268558","DOIUrl":"https://doi.org/10.1177/23326492241268558","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"79 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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