Pub Date : 2023-07-07DOI: 10.1177/23326492231182597
G. Marquez-Velarde, R. Grashow, Christy Glass, Anne M. Blaschke, G. Gillette, Herman A. Taylor, Alicia J. Whittington
As highly visible organizations, professional sports teams provide a context to examine the reproduction of racial hierarchies over time. This study analyzes racial segregation/integration in the NFL between 1960 and 2020. Using data from 20,357 players, we examine the racial composition of positions in the field and how these patterns influence career length. Our analysis reveals three distinct patterns of segregation/integration over time: cumulative hyper-segregation in high-risk positions, durable segregation in high-prestige positions, and integration in hybrid positions. We consider the implications of these findings for theory and research on racialized organizations as well as for the lives of players.
{"title":"The Paradox of Integration: Racial Composition of NFL Positions from 1960 to 2020","authors":"G. Marquez-Velarde, R. Grashow, Christy Glass, Anne M. Blaschke, G. Gillette, Herman A. Taylor, Alicia J. Whittington","doi":"10.1177/23326492231182597","DOIUrl":"https://doi.org/10.1177/23326492231182597","url":null,"abstract":"As highly visible organizations, professional sports teams provide a context to examine the reproduction of racial hierarchies over time. This study analyzes racial segregation/integration in the NFL between 1960 and 2020. Using data from 20,357 players, we examine the racial composition of positions in the field and how these patterns influence career length. Our analysis reveals three distinct patterns of segregation/integration over time: cumulative hyper-segregation in high-risk positions, durable segregation in high-prestige positions, and integration in hybrid positions. We consider the implications of these findings for theory and research on racialized organizations as well as for the lives of players.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199087","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 : 2023-07-01DOI: 10.1177/23326492231174509
J. Itzigsohn, Vilna I. Bashi, F. Oeur, Mora Torres
{"title":"Is Sociology Worth Saving? A Conversation with José Itzigsohn and Vilna Bashi","authors":"J. Itzigsohn, Vilna I. Bashi, F. Oeur, Mora Torres","doi":"10.1177/23326492231174509","DOIUrl":"https://doi.org/10.1177/23326492231174509","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"9 1","pages":"422 - 430"},"PeriodicalIF":3.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41747446","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 : 2023-07-01DOI: 10.1177/23326492221141913
Chinyere Odim
organizing, it took years of participating in organizing within education-based and violence prevention spaces for me to unlearn individualized pathological narratives while learning how unequal intersecting social structures produce specific life opportunities, or lack thereof, for us. Any sociological research and story of Chicagoans thus must include the resistance and strategic maneuvering of the conditions that racially minoritized and marginalized people experience in the neighborhood spaces where they come to live. Vargas referenced various forms of “strategic intelligence” (p. 11) that the navigation of hostile barriers toward health care coverage produces for uninsured Latinx people. Gonzales referred to “strategic collective mistrust” (p. 28) as an organizing tool. In this sense, any study and re-narration of Chicago must include how the two powerful tools of strategy and ingenuity explored in both books are deployed by individual actors within a historical timeframe. This showcases how racialized communities in the struggle become or are sustained sites of ongoing strategic mobilization, despite the intersecting social structures that hinder the possibility for life-affirming conditions and neighborhood areas in a city-space like Chicago.
{"title":"COMPUGIRLS: How Girls of Color Find and Define Themselves in the Digital Age","authors":"Chinyere Odim","doi":"10.1177/23326492221141913","DOIUrl":"https://doi.org/10.1177/23326492221141913","url":null,"abstract":"organizing, it took years of participating in organizing within education-based and violence prevention spaces for me to unlearn individualized pathological narratives while learning how unequal intersecting social structures produce specific life opportunities, or lack thereof, for us. Any sociological research and story of Chicagoans thus must include the resistance and strategic maneuvering of the conditions that racially minoritized and marginalized people experience in the neighborhood spaces where they come to live. Vargas referenced various forms of “strategic intelligence” (p. 11) that the navigation of hostile barriers toward health care coverage produces for uninsured Latinx people. Gonzales referred to “strategic collective mistrust” (p. 28) as an organizing tool. In this sense, any study and re-narration of Chicago must include how the two powerful tools of strategy and ingenuity explored in both books are deployed by individual actors within a historical timeframe. This showcases how racialized communities in the struggle become or are sustained sites of ongoing strategic mobilization, despite the intersecting social structures that hinder the possibility for life-affirming conditions and neighborhood areas in a city-space like Chicago.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"32 1","pages":"411 - 412"},"PeriodicalIF":3.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139365650","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 : 2023-06-22DOI: 10.1177/23326492231182596
Samuel L. Perry
Within America’s racialized social system, White people can generally navigate life as “unmarked,” oblivious to race. But for White parents of Black adopted children, everyday public interactions provide occasion to directly and vicariously experience a form of “racial gaze,” specifically via scrutiny directed toward them as parents and the bodies of their Black children. Drawing on 46 in-depth interviews with White adoptive parents of Black children, and incorporating insights from whiteness theory and research, I analyze how White parents perceive and respond to racial scrutiny. Parents describe how their ability to raise Black children feels challenged through unsolicited advice about haircare, negative comments, and perceived disapproving looks from Black strangers. These interactions provoke parents’ insecurity and anxiety such that they become more aware of their own whiteness and thus less “colorblind” than they might have been otherwise, while also resenting Black strangers for implicitly challenging their parenting abilities or the appropriateness of their parenting Black children. Findings provide novel insight into ways White Americans respond to the subjective experience of racial gaze. Given expectations of universal white innocence, competence, and colorblindness, they react with increased anxiety, hyper-vigilance, and greater guardedness around Black Americans in public to the point of resentment.
{"title":"How White Americans Experience Racial Gaze: Public Interactions and White Parents of Black Adopted Children","authors":"Samuel L. Perry","doi":"10.1177/23326492231182596","DOIUrl":"https://doi.org/10.1177/23326492231182596","url":null,"abstract":"Within America’s racialized social system, White people can generally navigate life as “unmarked,” oblivious to race. But for White parents of Black adopted children, everyday public interactions provide occasion to directly and vicariously experience a form of “racial gaze,” specifically via scrutiny directed toward them as parents and the bodies of their Black children. Drawing on 46 in-depth interviews with White adoptive parents of Black children, and incorporating insights from whiteness theory and research, I analyze how White parents perceive and respond to racial scrutiny. Parents describe how their ability to raise Black children feels challenged through unsolicited advice about haircare, negative comments, and perceived disapproving looks from Black strangers. These interactions provoke parents’ insecurity and anxiety such that they become more aware of their own whiteness and thus less “colorblind” than they might have been otherwise, while also resenting Black strangers for implicitly challenging their parenting abilities or the appropriateness of their parenting Black children. Findings provide novel insight into ways White Americans respond to the subjective experience of racial gaze. Given expectations of universal white innocence, competence, and colorblindness, they react with increased anxiety, hyper-vigilance, and greater guardedness around Black Americans in public to the point of resentment.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49532427","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 : 2023-06-15DOI: 10.1177/23326492231174508
Angela Fillingim, Victoria Reyes, Zawadi Rucks-Ahidiana
University and organizational diversity statements suggest that diversifying the academy is a shared goal (e.g., American Sociological Association N.d.). However, women of color are often penalized for doing the very “diversity” work that is extolled as valuable (Ahmed 2012; García Peña 2022; Niemann, Gutiérrez y Muhs, and González 2020). These tensions allow the university to operate exactly as it is supposed to: maintaining generations of the dominant status quo and making the academy an untenable place for many women of color. Our discipline is no different; it is based on what Zakiya Luna and Whitney Pirtle (2021) call a “white masculinist sociology,” a sociology that “uphold[s] and maintain[s] white supremacy, imperialism, sexism and racism” (hooks 1994:29). How, then, can we move forward in ways that value transformative work? This is a particularly pressing question for sociology, which explicitly documents how systems of race, class, gender, and sexuality impact our life chances yet also routinely enacts violence by marginalizing and pushing out women of color. We argue that to address these underlying contradictions and enact and sustain substantive change, we need to transgress the academy. Here, we draw on bell hooks, who defines transgressing as the “movement against and beyond boundaries . . . [a] movement which makes education the practice of freedom” (hooks 1994:12). She calls on us to “share in the intellectual and spiritual growth of our students [and] . . . in a manner that respects and cares for the souls of our students” (hooks 1994:13). We extend her work beyond teaching to also address research and service and call upon our fellow academics to take on this mantle of transgression based on three foundational principles: care, humility, and dignity. In calling for scholars to transgress the academy, this essay joins long-standing calls for centering the research and theorization by and for scholars of color and people from marginalized communities (e.g., Ferguson 2004; Fillingim and Rucks-Ahidiana 2021; Hoang 2022; Itzigsohn and Brown 2020; Jacob 2018; Luna and Pirtle 2021; Morris 2015; Reyes and Johnson 2020), one that queers sociology by foregrounding relations of power and decentering Euro-American research by relying on multiple intellectual genealogies, including Black feminist thought, indigenous feminist thought, women of color feminisms, and queer of color critique (e.g., Moussawi and Vidal-Ortiz 2020; Shotton et al. 2018). We extend these calls by recognizing that transgressing the academy demands praxis across our personal and professional commitments. Institutions cannot change on their own, nor can we trust them too; we must demand change by making it together, not only through our labor but also through rest and divestment from our jobs (e.g., Hersey 2022). Transgressing the academy requires a commitment to abolition: the tearing down of standard practices of value and worth in the academy and the purposeful creat
大学和组织的多样性声明表明，使学院多样化是一个共同的目标(例如，美国社会学协会N.d)。然而，有色人种女性往往因为从事“多元化”工作而受到惩罚，而这些工作被称赞为有价值的(Ahmed 2012;García Peña 2022;Niemann, gutisamrerez y Muhs和González 2020)。这些紧张关系使大学得以按照它应有的方式运作:维持几代人的主导现状，使学院成为许多有色人种女性无法立足的地方。我们的纪律也不例外;它是基于Zakiya Luna和Whitney Pirtle(2021)所说的“白人男性主义社会学”，一种“维护和维持白人至上主义、帝国主义、性别歧视和种族主义”的社会学(hooks 1994:29)。那么，我们如何才能以重视变革工作的方式向前发展呢?对于社会学来说，这是一个特别紧迫的问题，它明确地记录了种族、阶级、性别和性取向的制度是如何影响我们的生活机会的，同时也通过边缘化和排斥有色人种女性而习惯性地实施暴力。我们认为，要解决这些潜在的矛盾，制定并维持实质性的变化，我们需要超越学术界。在这里，我们引用了贝尔·胡克斯，他将越界定义为“反对和超越界限的运动……”使教育成为自由实践的运动”(hooks 1994:12)。她呼吁我们“分享学生的智力和精神成长[和]……以一种尊重和关心学生灵魂的方式”(hooks 1994:13)。我们将她的工作扩展到教学之外，还涉及研究和服务，并呼吁我们的学者同行在三个基本原则的基础上承担起这种越界的责任:关心、谦卑和尊严。在呼吁学者超越学术的同时，这篇文章加入了长期以来的呼吁，即有色人种学者和边缘化群体的研究和理论化(例如，Ferguson 2004;Fillingim和Rucks-Ahidiana 2021;黄平君2022;Itzigsohn and Brown 2020;雅各2018;Luna和Pirtle 2021;莫里斯2015;雷耶斯和约翰逊2020)，其中酷儿社会学通过强调权力关系，并通过依赖多种知识谱系来分散欧美研究，包括黑人女权主义思想，土著女权主义思想，有色人种女性主义和有色人种酷儿批判(例如，Moussawi和Vidal-Ortiz 2020;Shotton et al. 2018)。我们通过认识到违反学院要求我们在个人和职业承诺方面进行实践来扩展这些呼吁。制度不能自行改变，我们也不能信任它们;我们必须通过共同努力来要求改变，不仅通过我们的劳动，还通过休息和从我们的工作中撤资(例如，Hersey 2022)。违反学院要求承诺废除:拆除学院中价值和价值的标准实践，并有目的地创造以快乐，爱和关怀为中心的新选择(例如，hooks 1999;Luna和Pirtle 2021;雷耶斯2022)。我们写下这些文字，是因为我们的先辈和1174508 srexxx10 .1177/23326492231174508种族与民族社会学(sociology of Race and ethingim et al. research-article2023)
{"title":"Transgressing the Academy","authors":"Angela Fillingim, Victoria Reyes, Zawadi Rucks-Ahidiana","doi":"10.1177/23326492231174508","DOIUrl":"https://doi.org/10.1177/23326492231174508","url":null,"abstract":"University and organizational diversity statements suggest that diversifying the academy is a shared goal (e.g., American Sociological Association N.d.). However, women of color are often penalized for doing the very “diversity” work that is extolled as valuable (Ahmed 2012; García Peña 2022; Niemann, Gutiérrez y Muhs, and González 2020). These tensions allow the university to operate exactly as it is supposed to: maintaining generations of the dominant status quo and making the academy an untenable place for many women of color. Our discipline is no different; it is based on what Zakiya Luna and Whitney Pirtle (2021) call a “white masculinist sociology,” a sociology that “uphold[s] and maintain[s] white supremacy, imperialism, sexism and racism” (hooks 1994:29). How, then, can we move forward in ways that value transformative work? This is a particularly pressing question for sociology, which explicitly documents how systems of race, class, gender, and sexuality impact our life chances yet also routinely enacts violence by marginalizing and pushing out women of color. We argue that to address these underlying contradictions and enact and sustain substantive change, we need to transgress the academy. Here, we draw on bell hooks, who defines transgressing as the “movement against and beyond boundaries . . . [a] movement which makes education the practice of freedom” (hooks 1994:12). She calls on us to “share in the intellectual and spiritual growth of our students [and] . . . in a manner that respects and cares for the souls of our students” (hooks 1994:13). We extend her work beyond teaching to also address research and service and call upon our fellow academics to take on this mantle of transgression based on three foundational principles: care, humility, and dignity. In calling for scholars to transgress the academy, this essay joins long-standing calls for centering the research and theorization by and for scholars of color and people from marginalized communities (e.g., Ferguson 2004; Fillingim and Rucks-Ahidiana 2021; Hoang 2022; Itzigsohn and Brown 2020; Jacob 2018; Luna and Pirtle 2021; Morris 2015; Reyes and Johnson 2020), one that queers sociology by foregrounding relations of power and decentering Euro-American research by relying on multiple intellectual genealogies, including Black feminist thought, indigenous feminist thought, women of color feminisms, and queer of color critique (e.g., Moussawi and Vidal-Ortiz 2020; Shotton et al. 2018). We extend these calls by recognizing that transgressing the academy demands praxis across our personal and professional commitments. Institutions cannot change on their own, nor can we trust them too; we must demand change by making it together, not only through our labor but also through rest and divestment from our jobs (e.g., Hersey 2022). Transgressing the academy requires a commitment to abolition: the tearing down of standard practices of value and worth in the academy and the purposeful creat","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"9 1","pages":"271 - 278"},"PeriodicalIF":3.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43292411","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 : 2023-05-18DOI: 10.1177/23326492231169250
Beka Guluma
Sociological research on immigration and Blackness has often focused on how immigrants from majority-Black sending countries negotiate between their racial and ethno-national identities. But as the Black immigrant population continues to grow, so too does the salience of subnational ethnic diversity. This begs the question: how do immigrants negotiate between their various racial and ethnic identity options as they integrate into American society? To tackle this question, I draw on 30 in-depth, semi-structured interviews with first- and second-generation Oromo immigrants to see how they situate their ethnic and racial identities in the context of integration into American society and continued homeland ethnic conflict. Two themes emerge in how my respondents articulate their ethnic and racial identities. First, respondents draw a sharp distinction between Oromo and Ethiopian as both separate national and ethnic identities. Second, respondents embrace their Black identity in part by relying on narratives of Blackness rooted in a shared history of anti-Black oppression that draw on the language of linked fate. Together, these findings demonstrate how Black immigrants’ identity can inform and be informed by notions of Blackness in both the United States and homeland contexts, and the importance of attending to subnational ethnic diversity in studies of immigration.
{"title":"I’m Not Habesha, I’m Oromo: Immigration, Ethnic Identity, and the Transnationality of Blackness","authors":"Beka Guluma","doi":"10.1177/23326492231169250","DOIUrl":"https://doi.org/10.1177/23326492231169250","url":null,"abstract":"Sociological research on immigration and Blackness has often focused on how immigrants from majority-Black sending countries negotiate between their racial and ethno-national identities. But as the Black immigrant population continues to grow, so too does the salience of subnational ethnic diversity. This begs the question: how do immigrants negotiate between their various racial and ethnic identity options as they integrate into American society? To tackle this question, I draw on 30 in-depth, semi-structured interviews with first- and second-generation Oromo immigrants to see how they situate their ethnic and racial identities in the context of integration into American society and continued homeland ethnic conflict. Two themes emerge in how my respondents articulate their ethnic and racial identities. First, respondents draw a sharp distinction between Oromo and Ethiopian as both separate national and ethnic identities. Second, respondents embrace their Black identity in part by relying on narratives of Blackness rooted in a shared history of anti-Black oppression that draw on the language of linked fate. Together, these findings demonstrate how Black immigrants’ identity can inform and be informed by notions of Blackness in both the United States and homeland contexts, and the importance of attending to subnational ethnic diversity in studies of immigration.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44782575","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 : 2023-05-11DOI: 10.1177/23326492231174507
Prabhdeep Singh Kehal
Sociologists of race who study the U.S. society after the social movements of the 1960s and 1970s have typically considered how racism persists in a society touted for its commitment to equal opportunity. For studies of U.S. colleges and universities, this question animates inquiries into the higher education context that ask why long-standing marginalization persists among students and faculty despite expanded access to these institutions. Although researchers continue to advocate for including students and faculty from historically excluded backgrounds, sociologists have increasingly turned to historical and structural analyses to explain how access and inclusion alone are not enough to promote student or faculty success (Okechukwu 2019; Wooten 2016). The goal is not nebulous cultural change, which ignores how organizations were formed in relation to racism, but transformative change. With transformative change, structural racism is challenged in its various forms, and individuals create a collective, antiracist orientation to build something new (Chang 2002). From this lens, sociologists have studied how colleges and universities changed their norms of exclusion, particularly from the post-Civil War period onwards. Focusing on how cultural norms changed in different eras of student and faculty relations, scholars traced why college officials pragmatically removed restrictive norms that explicitly privileged White, male, and Protestant students from the colonial social elite (Karabel 2005; Synnott 2010; Wechsler 2014; WilliamsonLott 2018; Wooten 2016). For instance, colleges were the province of the social and economic White elite between the late-1800s and the mid1900s (Brubacher and Rudy 1968), but this changed after World War II when the federal government invested in enrolling students into an expanded, stratified system of advanced education. In the postwar period, advanced training was more accessible because colleges and universities were progressively integrating their White campuses. Although some cautioned that the expansion of access into a stratified system would produce a further stratified society based on credentials, others argued that broadened access represented a necessary move to actualize the United States as a multiracial and multicultural democracy (Collins 2019; Ris 2021). From within this intellectual history enter three new texts on higher education: Doing the Right Thing: How Colleges and Universities Can Undo Systemic Racism in Faculty Hiring by Marybeth 1174507 SREXXX10.1177/23326492231174507Sociology of Race and EthnicityBook Reviews research-article2023
{"title":"Thematic Book Review: Labor and Elite Domination in the Color Line of U.S. Higher Education","authors":"Prabhdeep Singh Kehal","doi":"10.1177/23326492231174507","DOIUrl":"https://doi.org/10.1177/23326492231174507","url":null,"abstract":"Sociologists of race who study the U.S. society after the social movements of the 1960s and 1970s have typically considered how racism persists in a society touted for its commitment to equal opportunity. For studies of U.S. colleges and universities, this question animates inquiries into the higher education context that ask why long-standing marginalization persists among students and faculty despite expanded access to these institutions. Although researchers continue to advocate for including students and faculty from historically excluded backgrounds, sociologists have increasingly turned to historical and structural analyses to explain how access and inclusion alone are not enough to promote student or faculty success (Okechukwu 2019; Wooten 2016). The goal is not nebulous cultural change, which ignores how organizations were formed in relation to racism, but transformative change. With transformative change, structural racism is challenged in its various forms, and individuals create a collective, antiracist orientation to build something new (Chang 2002). From this lens, sociologists have studied how colleges and universities changed their norms of exclusion, particularly from the post-Civil War period onwards. Focusing on how cultural norms changed in different eras of student and faculty relations, scholars traced why college officials pragmatically removed restrictive norms that explicitly privileged White, male, and Protestant students from the colonial social elite (Karabel 2005; Synnott 2010; Wechsler 2014; WilliamsonLott 2018; Wooten 2016). For instance, colleges were the province of the social and economic White elite between the late-1800s and the mid1900s (Brubacher and Rudy 1968), but this changed after World War II when the federal government invested in enrolling students into an expanded, stratified system of advanced education. In the postwar period, advanced training was more accessible because colleges and universities were progressively integrating their White campuses. Although some cautioned that the expansion of access into a stratified system would produce a further stratified society based on credentials, others argued that broadened access represented a necessary move to actualize the United States as a multiracial and multicultural democracy (Collins 2019; Ris 2021). From within this intellectual history enter three new texts on higher education: Doing the Right Thing: How Colleges and Universities Can Undo Systemic Racism in Faculty Hiring by Marybeth 1174507 SREXXX10.1177/23326492231174507Sociology of Race and EthnicityBook Reviews research-article2023","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":"9 1","pages":"402 - 408"},"PeriodicalIF":3.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44442178","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 : 2023-05-11DOI: 10.1177/23326492231172746
Luis A. Romero, Amina Zarrugh
As a billion-dollar industry with millions of consumers, DNA-based ancestry testing has become a highly sought out tool for people seeking knowledge of their ancestry and, recently, their family health history. As sociologists have emphasized, however, these DNA-based technologies have also risked reinvigorating dubious connections between biology and race. In this article, we outline a class assignment utilizing YouTube videos that feature consumers narrating the results of their DNA-based ancestry testing. The assignment invites students to interrogate the claims of consumers, who often seamlessly connect their ancestry results to particular racial and ethnic identities. As a result, students are poised to better understand how race and ethnicity are social constructions rather than individual biological traits.
{"title":"Teaching Race after the Genome: An Approach to Challenging Biological Understandings of Race in the Classroom","authors":"Luis A. Romero, Amina Zarrugh","doi":"10.1177/23326492231172746","DOIUrl":"https://doi.org/10.1177/23326492231172746","url":null,"abstract":"As a billion-dollar industry with millions of consumers, DNA-based ancestry testing has become a highly sought out tool for people seeking knowledge of their ancestry and, recently, their family health history. As sociologists have emphasized, however, these DNA-based technologies have also risked reinvigorating dubious connections between biology and race. In this article, we outline a class assignment utilizing YouTube videos that feature consumers narrating the results of their DNA-based ancestry testing. The assignment invites students to interrogate the claims of consumers, who often seamlessly connect their ancestry results to particular racial and ethnic identities. As a result, students are poised to better understand how race and ethnicity are social constructions rather than individual biological traits.","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47447999","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 : 2023-05-02DOI: 10.1177/23326492231169248
Peggy Sue Carris
The U.S.–Mexico Border region is typified by enhanced immigration enforcement and legal violence, which are known to reduce the educational achievement of Latinx children and youth. Using data from the Stanford Education Data Archive, I compare math and reading test score disparities between White and Latinx students in public school districts in the four states along the U.S.–Mexico Border—California, Arizona, New Mexico, and Texas—with districts outside of the Border region. I find that reading and math test score disparities widen with proximity to the Border. Results indicate that educational and family-income differences between White and Latinx adults explain the disparity in math test scores. However, the reading test score disparity on the Border remains net of school and community factors, suggesting legal violence and immigration enforcement may be impacting Latinx youth and, therefore, increasing the size of the test score disparity. Finally, I find the test score disparities between the Border region and interior districts do not vary significantly in size across the four Border states.
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Pub Date : 2023-04-28DOI: 10.1177/23326492231168205
Ember McCoy
{"title":"Toxic Debt: An Environmental Justice History of Detroit and Tainted Tap: Flint’s Journey from Crisis to Recovery","authors":"Ember McCoy","doi":"10.1177/23326492231168205","DOIUrl":"https://doi.org/10.1177/23326492231168205","url":null,"abstract":"","PeriodicalId":46879,"journal":{"name":"Sociology of Race and Ethnicity","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47702708","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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