Pub Date : 2022-10-01DOI: 10.1177/00219347221103604
Kamau Rashid
The African combat arts have been central to the struggle of African people for self-determination. They have been critical as vehicles of resistance, while also serving a number of important social roles such as being a basis for group cohesion, expressing the kinesthetics of African culture, functioning as a venue for various African musical traditions, and—most notably—providing a means for self-protection. One additional and significant role that these arts have taken on is as a means for cultural reclamation for African people and also as healing modalities. This essay explores the latter theme, examining how such healing is enacted through the learning and practice of Capoeira.
{"title":"“You’ve Got to Be the Medicine to Heal the Community”: Capoeira and the Art of Healing Mind, Body, and Spirit","authors":"Kamau Rashid","doi":"10.1177/00219347221103604","DOIUrl":"https://doi.org/10.1177/00219347221103604","url":null,"abstract":"The African combat arts have been central to the struggle of African people for self-determination. They have been critical as vehicles of resistance, while also serving a number of important social roles such as being a basis for group cohesion, expressing the kinesthetics of African culture, functioning as a venue for various African musical traditions, and—most notably—providing a means for self-protection. One additional and significant role that these arts have taken on is as a means for cultural reclamation for African people and also as healing modalities. This essay explores the latter theme, examining how such healing is enacted through the learning and practice of Capoeira.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01Epub Date: 2022-05-25DOI: 10.1177/00219347221087453
Dawn Godbolt, Ijeoma Opara, Ndidiamaka Amutah-Onukagha
This qualitative study examines how the "Strong Black Woman" (SBW) label can have potentially negative health effects for African American/Black women that contribute to eating disorders. This study addresses the gap in literature on racial disparities that are present in understanding eating disorders that contribute to obesity and obesityrelated issues. Through semi-structured individual interviews conducted with (N = 11) Black female higher education students, participants were able to discuss how disorganized overeating patterns were associated with the emotional stress of being labeled a Strong Black Woman. Findings provide implications to clinicians, educators, and researchers by identifying stress inducing factors heightened by racist and sexist microaggressions that contribute to the mental and physical health of Black women. This study also adds to the limited literature on the intersection of racism and sexism that contribute to poor health outcomes in Black women.
{"title":"Strong Black Women: Linking Stereotypes, Stress, and Overeating Among a Sample of Black Female College Students.","authors":"Dawn Godbolt, Ijeoma Opara, Ndidiamaka Amutah-Onukagha","doi":"10.1177/00219347221087453","DOIUrl":"10.1177/00219347221087453","url":null,"abstract":"<p><p>This qualitative study examines how the \"Strong Black Woman\" (SBW) label can have potentially negative health effects for African American/Black women that contribute to eating disorders. This study addresses the gap in literature on racial disparities that are present in understanding eating disorders that contribute to obesity and obesityrelated issues. Through semi-structured individual interviews conducted with (<i>N</i> = 11) Black female higher education students, participants were able to discuss how disorganized overeating patterns were associated with the emotional stress of being labeled a Strong Black Woman. Findings provide implications to clinicians, educators, and researchers by identifying stress inducing factors heightened by racist and sexist microaggressions that contribute to the mental and physical health of Black women. This study also adds to the limited literature on the intersection of racism and sexism that contribute to poor health outcomes in Black women.</p>","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9881457/pdf/nihms-1822392.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10236910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1177/00219347221120283
Marie Charles, B. Boyle
The current international decolonizing debate is floundering. Despite well intentioned optimism that the debate would lead to an interrogation of the current schooling system and deepen the taught curriculum beyond “Black history month” and the slave trade, this is not happening. “They (power structure/policy makers) don’t want you to study ancient history because they want you to study slavery and colonialism to lock down your first frequency. The deeper they dig the blacker the planet.”. The two focal points of this paper to address this theme are inter-related and analyze interpretations of the phrase “decolonizing the curriculum.” They are, firstly, the European (white1) socially engineered paradigm which still dominates global education conceptualization, curriculum content, and teaching and learning models, and secondly, evidence of the natural migrations of Melanated populations out of Africa into Europe, including the United Kingdom. The paper draws upon the author’s research of ancient material culture to provide the primordial evidence of advanced geometry in the British Isles, supported by Mazama’s concept of a paradigm, its function, and change in worldview.
{"title":"Decolonizing the Curriculum: Who Were the Ancient Europeans?","authors":"Marie Charles, B. Boyle","doi":"10.1177/00219347221120283","DOIUrl":"https://doi.org/10.1177/00219347221120283","url":null,"abstract":"The current international decolonizing debate is floundering. Despite well intentioned optimism that the debate would lead to an interrogation of the current schooling system and deepen the taught curriculum beyond “Black history month” and the slave trade, this is not happening. “They (power structure/policy makers) don’t want you to study ancient history because they want you to study slavery and colonialism to lock down your first frequency. The deeper they dig the blacker the planet.”. The two focal points of this paper to address this theme are inter-related and analyze interpretations of the phrase “decolonizing the curriculum.” They are, firstly, the European (white1) socially engineered paradigm which still dominates global education conceptualization, curriculum content, and teaching and learning models, and secondly, evidence of the natural migrations of Melanated populations out of Africa into Europe, including the United Kingdom. The paper draws upon the author’s research of ancient material culture to provide the primordial evidence of advanced geometry in the British Isles, supported by Mazama’s concept of a paradigm, its function, and change in worldview.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42389400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1177/00219347221115034
M. Tillotson
The disciplinary credo for Africana Studies is Academic Excellence and Social Responsibility. Africana Studies as an academic discipline is charged with the responsibility to operate from this position, not in the abstract, but as an actionable modality that manifests itself in the nature of the work being done by African-centered scholars. Clearly, the 21st century beckons the emergence of a theoretical construct, that advances the recognition and illumination of systems of thought which are antithetical to the well-being of people of African descent. This work introduces the theoretical construct Agency Reduction Formation (ARF) as a practical theory to guide Applied Africana Studies practitioners in their respective work and to re-energize the necessity of collective efficacy for people of African descent.
{"title":"Agency Reduction Formation: The Origin and Development of a Practical Theory","authors":"M. Tillotson","doi":"10.1177/00219347221115034","DOIUrl":"https://doi.org/10.1177/00219347221115034","url":null,"abstract":"The disciplinary credo for Africana Studies is Academic Excellence and Social Responsibility. Africana Studies as an academic discipline is charged with the responsibility to operate from this position, not in the abstract, but as an actionable modality that manifests itself in the nature of the work being done by African-centered scholars. Clearly, the 21st century beckons the emergence of a theoretical construct, that advances the recognition and illumination of systems of thought which are antithetical to the well-being of people of African descent. This work introduces the theoretical construct Agency Reduction Formation (ARF) as a practical theory to guide Applied Africana Studies practitioners in their respective work and to re-energize the necessity of collective efficacy for people of African descent.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47575945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1177/00219347221115035
Karl O. Lyn
The dominant privilege that is ascribed to Standard American English within American classrooms presents socio-cultural challenges for many Black students who speak African American Vernacular English (AAVE). This study will examine the ways in which race, language, and power intersect in the classroom to shape Black students’ academic performance and self-concept. Grounded in critical race theory, this study includes qualitative interviews with Black students at two urban high schools in south Los Angeles. A thematic analysis of these interviews will reveal how the stigmatization of AAVE in urban schools compels Black students to adopt dominant ideologies and practices that isolate them from their cultural subjectivities. Findings from this study call educators to develop a culturally relevant pedagogy that empowers Black students to utilize and access their socio-cultural capital in and out of the classroom.
{"title":"Negotiating African American Language, Identity, and Culture in the Urban Classroom","authors":"Karl O. Lyn","doi":"10.1177/00219347221115035","DOIUrl":"https://doi.org/10.1177/00219347221115035","url":null,"abstract":"The dominant privilege that is ascribed to Standard American English within American classrooms presents socio-cultural challenges for many Black students who speak African American Vernacular English (AAVE). This study will examine the ways in which race, language, and power intersect in the classroom to shape Black students’ academic performance and self-concept. Grounded in critical race theory, this study includes qualitative interviews with Black students at two urban high schools in south Los Angeles. A thematic analysis of these interviews will reveal how the stigmatization of AAVE in urban schools compels Black students to adopt dominant ideologies and practices that isolate them from their cultural subjectivities. Findings from this study call educators to develop a culturally relevant pedagogy that empowers Black students to utilize and access their socio-cultural capital in and out of the classroom.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-02DOI: 10.1177/00219347221097721
Keshia J. Green
This case study uses a conceptual framework that pieces together Critical Race Theory, Intersectionality, and Black Feminist Theory to elevate the voices of Black elementary school teachers allowing for their lived experiences to be seen through a portraiture perspective. The words of the participants have been woven together to create art/poetry that depicts what it means to be a Black educator presented through their individual perspectives. Eight themes were uncovered that act as unifying ties connecting the lived truths of each educator to one another. Through sharing the lived stories of these individuals this study aims to shine light on what it means to be a Black educator moving through a predominantly White working environment. This study stands as a platform to assist with uplifting the voices of the participants and vitalizing the voices of Black female educators giving them a seat at the table so they can be heard.
{"title":"Painting the Experience of Black Elementary School Teachers: A Portraiture Perspective Case Study","authors":"Keshia J. Green","doi":"10.1177/00219347221097721","DOIUrl":"https://doi.org/10.1177/00219347221097721","url":null,"abstract":"This case study uses a conceptual framework that pieces together Critical Race Theory, Intersectionality, and Black Feminist Theory to elevate the voices of Black elementary school teachers allowing for their lived experiences to be seen through a portraiture perspective. The words of the participants have been woven together to create art/poetry that depicts what it means to be a Black educator presented through their individual perspectives. Eight themes were uncovered that act as unifying ties connecting the lived truths of each educator to one another. Through sharing the lived stories of these individuals this study aims to shine light on what it means to be a Black educator moving through a predominantly White working environment. This study stands as a platform to assist with uplifting the voices of the participants and vitalizing the voices of Black female educators giving them a seat at the table so they can be heard.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.1177/00219347221095187
Chanda Elbert, F. Boadu
This article discusses the potential contributions of African American migrants to the economic and cultural development of destination countries in Africa. The study explores the contributions of migrants to the gross domestic product (GDP), labor market, and fiscal impact—measures used by the International Labor Organization (ILO) to assess the impacts of migrants on the economy of a destination country. Migrants may share their own life experiences in community citizenship with traditional authorities when dealing with community issues. For example, land use-planning, allocation of urban-rural land, siting of sanitation facilities, health and safety of community, and community economic planning are within the competence of migrants given their education backgrounds and their decision to follow a traditional style of governance. African-American migrants present an opportunity to form backward linkages to sources of finance and investment capital in the country of origin. Our study found no existing institutional mechanism to grow these backward linkages, and there is no recognized privateprivate partnership between migrants and U.S. financial sources. The study recommends increased theoretical and empirical studies in support of the economic and cultural contributions of African American migrants in Africa.
{"title":"Potential Contribution of African-American Migrants to Economic and Cultural Development in Africa","authors":"Chanda Elbert, F. Boadu","doi":"10.1177/00219347221095187","DOIUrl":"https://doi.org/10.1177/00219347221095187","url":null,"abstract":"This article discusses the potential contributions of African American migrants to the economic and cultural development of destination countries in Africa. The study explores the contributions of migrants to the gross domestic product (GDP), labor market, and fiscal impact—measures used by the International Labor Organization (ILO) to assess the impacts of migrants on the economy of a destination country. Migrants may share their own life experiences in community citizenship with traditional authorities when dealing with community issues. For example, land use-planning, allocation of urban-rural land, siting of sanitation facilities, health and safety of community, and community economic planning are within the competence of migrants given their education backgrounds and their decision to follow a traditional style of governance. African-American migrants present an opportunity to form backward linkages to sources of finance and investment capital in the country of origin. Our study found no existing institutional mechanism to grow these backward linkages, and there is no recognized privateprivate partnership between migrants and U.S. financial sources. The study recommends increased theoretical and empirical studies in support of the economic and cultural contributions of African American migrants in Africa.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1177/00219347221090196
Kimoni Yaw Ajani (formerly Wilbert St. Hilaire)
leader brought them together to defeat attacks maintain Quilombos dos Palmares standing for over ninety years with over 30,000 Quilombolas Prevents global networking, widespread solidarity, sharing of resources and ideas, and the emergence of a united voice. This set of conditions has ultimately led to individual and collective vulnerability and discouragement. This realization led Molefi Kete Asante and Ama Mazama to create Afrocentricity International, Inc. The organization was incorporated in the United States in January 2011 in the state of Pennsylvania (Mazama, 2015, p. 2).
这位领导人将他们团结在一起，击败了袭击，使Quilombos dos Palmares与30000多名Quilombolas保持了90多年的地位。阻止了全球网络化、广泛团结、资源和思想共享以及统一声音的出现。这种情况最终导致了个人和集体的脆弱性和气馁。这一认识促使Molefi Kete Asante和Ama Mazama创建了非洲中心国际股份有限公司。该组织于2011年1月在美国宾夕法尼亚州成立（Mazama，2015，第2页）。
{"title":"The Converging Streams of Afrikan War and Resistance in the Afrikan World","authors":"Kimoni Yaw Ajani (formerly Wilbert St. Hilaire)","doi":"10.1177/00219347221090196","DOIUrl":"https://doi.org/10.1177/00219347221090196","url":null,"abstract":"leader brought them together to defeat attacks maintain Quilombos dos Palmares standing for over ninety years with over 30,000 Quilombolas Prevents global networking, widespread solidarity, sharing of resources and ideas, and the emergence of a united voice. This set of conditions has ultimately led to individual and collective vulnerability and discouragement. This realization led Molefi Kete Asante and Ama Mazama to create Afrocentricity International, Inc. The organization was incorporated in the United States in January 2011 in the state of Pennsylvania (Mazama, 2015, p. 2).","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45161793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1177/00219347221086312
Victor Chukwugekwu Ebonine
Over these last few years, the Northern region of Nigeria has been ignited with spates of students’ abductions and ransom demands which throw parents, security agents, and government (both federal and states) into confusion. In fact, it has become an existential threat such that national dailies break even with captivating, yet regrettably stylistic reportage of this ugly menace. The popular discourse for this threat is rooted in the motive for financial gains. In contrast, this paper situates it within the context of education eradication and Islamization project. In this light, the paper aims to pigeonhole the interface between the rising menace of banditry in the Northern Nigeria and the mission of annihilating western education which would further set the region on the track of socio-economic backwardness and form the catalyst for Islamization. The current form of banditry has a close relationship with known terrorist groups in the Nigerian state (Boko Haram, ISWAP, and Ansaru) and therefore, has common ideology of eradicating education in the region and setting the center stage for Islamization. Abduction of students and ransom collections are just logic in furtherance of the ideology. The paper does not involve field work; hence it adopts a qualitative approach that draws data from scholarly works, newspapers, and publications from international bodies. It recommends therefore, that government adopt a stick and carrot approach; provide more security around schools and prosecute identified sponsors and apprehended bandits.
{"title":"“Darkening the Dark”: Assessing the Impact of Banditry on Educational and Socio-Economic Development in Northern Nigeria","authors":"Victor Chukwugekwu Ebonine","doi":"10.1177/00219347221086312","DOIUrl":"https://doi.org/10.1177/00219347221086312","url":null,"abstract":"Over these last few years, the Northern region of Nigeria has been ignited with spates of students’ abductions and ransom demands which throw parents, security agents, and government (both federal and states) into confusion. In fact, it has become an existential threat such that national dailies break even with captivating, yet regrettably stylistic reportage of this ugly menace. The popular discourse for this threat is rooted in the motive for financial gains. In contrast, this paper situates it within the context of education eradication and Islamization project. In this light, the paper aims to pigeonhole the interface between the rising menace of banditry in the Northern Nigeria and the mission of annihilating western education which would further set the region on the track of socio-economic backwardness and form the catalyst for Islamization. The current form of banditry has a close relationship with known terrorist groups in the Nigerian state (Boko Haram, ISWAP, and Ansaru) and therefore, has common ideology of eradicating education in the region and setting the center stage for Islamization. Abduction of students and ransom collections are just logic in furtherance of the ideology. The paper does not involve field work; hence it adopts a qualitative approach that draws data from scholarly works, newspapers, and publications from international bodies. It recommends therefore, that government adopt a stick and carrot approach; provide more security around schools and prosecute identified sponsors and apprehended bandits.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45399578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1177/00219347221095167
R. Reece
As questions about racial reparations have entered public and political discourse again, research about the long-term impact of chattel slavery—so called “legacy of slavery” research—has taken on new significance. Over the past two decades researchers have identified direct quantitative links between slavery and a number of contemporary social and economic outcomes, including income, poverty, home ownership, school segregation, crime, educational inequality, and political polarization. Recently, however, researchers have begun to connect slavery to contemporary health outcomes, showing the legacy of slavery seems to stunt the health of black Americans while bolstering the health of white Americans. This manuscript builds on that recent research by examining the connection between subnational variation in the density of slavery and life expectancy in the American South. Using a variety of data sources, such as the US Census, American Community Survey (ACS), the United States Department of Agriculture Economic Research Service, and the Robert Wood Johnson Foundation County Health Rankings, and spatially robust OLS regression analysis, I find that in southern counties where slavery was denser black life expectancy remains proportionally lower and white life expectancy remains proportionally higher than in southern counties where slavery was less dense.
{"title":"Slave Past, Modern Lives: An Analysis of the Legacy of Slavery and Contemporary Life Expectancy in the American South","authors":"R. Reece","doi":"10.1177/00219347221095167","DOIUrl":"https://doi.org/10.1177/00219347221095167","url":null,"abstract":"As questions about racial reparations have entered public and political discourse again, research about the long-term impact of chattel slavery—so called “legacy of slavery” research—has taken on new significance. Over the past two decades researchers have identified direct quantitative links between slavery and a number of contemporary social and economic outcomes, including income, poverty, home ownership, school segregation, crime, educational inequality, and political polarization. Recently, however, researchers have begun to connect slavery to contemporary health outcomes, showing the legacy of slavery seems to stunt the health of black Americans while bolstering the health of white Americans. This manuscript builds on that recent research by examining the connection between subnational variation in the density of slavery and life expectancy in the American South. Using a variety of data sources, such as the US Census, American Community Survey (ACS), the United States Department of Agriculture Economic Research Service, and the Robert Wood Johnson Foundation County Health Rankings, and spatially robust OLS regression analysis, I find that in southern counties where slavery was denser black life expectancy remains proportionally lower and white life expectancy remains proportionally higher than in southern counties where slavery was less dense.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41711094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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