Search results

Social scientists often speculate that both acculturation and socioeconomic status are factors that may explain differences in the body weight between Mexican Americans and whites and between Mexican Americans and Mexican immigrants, yet prior research has not explicitly theorized and tested the pathways that lead both of these upstream factors to contribute to ethnic/nativity disparities in weight. We make this contribution to the literature by developing a conceptual model drawing from Glass and McAtee’s (2006) risk regulation framework. We test this model by analyzing data from the 1999–2012 National Health and Nutrition Examination Survey (NHANES). Our conceptual model treats acculturation and socioeconomic status as risk regulators, or social factors that place individuals in positions where they are at risk for health risk behaviors that negatively influence health outcomes. We specifically argue that acculturation and low socioeconomic status contribute to less healthy diets, lower physical activity, and chronic stress, which then increases the risk of weight gain. We further contend that pathways from ethnicity/nativity and through acculturation and socioeconomic status likely explain disparities in weight gain between Mexican Americans and whites and between Mexican immigrants and whites. Study results largely support our conceptual model and have implications for thinking about solutions for reducing ethnic/nativity disparities in weight.

When leaders critically examine their social identity, privilege, and positionality, they become clear about when to engage in self-promotion and when to use their power to lift up and liberate the skills and talents of others. This style of liberatory leadership invites leaders into humbled, courageous excellence that inspires greater equity and justice in organizations, systems, and society as a whole. This chapter highlights the author’s experiences grappling with both her gender and her race and how it has shaped her understanding of humility within personal relationships and organizations. It invites the reader to reflect on his/her/their own social identity and how it impacts their approach to leading and leadership with courageous yet humbled excellence.

The purpose of this paper is to present a composite framework for critical policy analysis drawing from discourse analysis and post-structuralist analysis. Drawing on an interpretive paradigm (Yanow, 2014), this paper provides a thick description (Geertz, 1973) of the processes involved in the application of these tools in a critical policy analysis project, focusing on disability policy within the Irish context. Methodologically, this is a resourceful cross-fertilization of analytical tools to interrogate policy, highlighting its potential within critical disability policy analysis and beyond.

Merging a critical discourse analysis framework and a policy problematization approach, the combination of tools presented here, along with their associated processes, is referred to as the critical discourse problematization framework.

Potentially, the framework can also be employed across a number of cognate social policy fields including education, welfare and social justice.

The value of this paper lies in its potential to be used within analytical practice in the field of critical (disability) policy work by offering an evaluation of the analytical tools and theoretical framework deployed and modeled across an entire research process.

The framework has the potential and has been used successfully as a tool for disability activism to influence policy development.

The analytical framework presented here is a methodically innovative approach to the study of policy analysis, marrying two distinct analytical tools to form a composite framework for the study of policy text.

Since 1986, when the immigration Reform and Control Act was passed, migration to the United States has grown steadily. This includes immigrants, nonimmigrants, undocumented immigrants, and border crossers. Immigration averaged nearly one million annually from 1990 to 2002, with family unification accounting for over 70 percent of the new immigrants. The number of nonimmigrants topped 30 million by 2002, most of whom were tourists. Estimates for undocumented aliens topped 400,000 by the turn of the 21st century, in spite of large increases in funding from the Immigration and Naturalization Service and substantial new positions along the Mexican-United States border. The exact number of border crossers is not known, but the federal government has noted that well over 200 million crossings (mostly along the Mexican border) are recorded each year. In response to tighter controls on migrants after 9/11 the numbers coming to the United States dropped in 2003. However, they increased again in 2004. It appears that the figures will increase in the future.

Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.

This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.

The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.

Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.

This article is one result of an extensive tour Jennifer Tanburn recently undertook to study a wide range of retail outlets around the world. During this tour she visited New York, Chicago, Milwaukee, Houston and Los Angeles in the United States; and Stockholm, Copenhagen, Paris, Marseilles, Munich, Milan, Rotterdam and many other cities in Western Europe. Of the many exciting retail developments she saw, three examples of mass merchandising especially engaged her attention: the IKEA home furnishings groups in Sweden, the OBI do‐it‐yourself franchise operation in Germany and the American ‘Children's Bargain Town’. All three are examined in this special feature.