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1 – 10 of over 5000Ashley Macrander and Rachelle Winkle-Wagner
Amidst changing national racial demographics, multiracial college students have begun reframing how postsecondary institutions define diverse campus environments. Interest in how…
Abstract
Amidst changing national racial demographics, multiracial college students have begun reframing how postsecondary institutions define diverse campus environments. Interest in how multiracial students self-identify has grown; yet, their identity development remains a complex and largely undefined process. This chapter examines how multiracial students navigated their identity development at a predominantly White institution (PWI). In particular, we connect Renn’s (2004) multiracial identity patterns with the philosophical idea of recognition desires. Findings indicated that White peers’ recognition (or misrecognition) of racial categories moderated multiracial students’ situational identities, particularly their agency with respect to self-identifying their race.
For nearly two decades, researchers across the disciplines of social science and medicine have grappled with how to conceptualize and measure race to better explain racial…
Abstract
For nearly two decades, researchers across the disciplines of social science and medicine have grappled with how to conceptualize and measure race to better explain racial inequality. Improvements have been made, but most scholars continue to assume that a “correct” measure of race exists or that different estimates between measures are essentially quantitative errors. However, obtaining different estimates from different measures of race might instead suggest that there are substantively different explanations for the disparities. I explore this possibility by revisiting conventional findings about racial differences in reported health screenings using data from the 1988 National Survey of Family Growth, which includes both the respondent's self-identification and how she was classified by the survey interviewer. Regression results indicate that differences in interviewer-classified race are more closely related to disparities in health screenings than self-identification; these findings complement recent research on the role of racial discrimination and implicit prejudice in clinical encounters and highlight the importance of using multiple measures of race in health care research.
The purpose of this paper is to examine differences in latent structures/dimensions in public perceptions of the police by race/ethnicity and level of identification with a given…
Abstract
Purpose
The purpose of this paper is to examine differences in latent structures/dimensions in public perceptions of the police by race/ethnicity and level of identification with a given race/ethnic group.
Design/methodology/approach
To identify differences in dimensions of juveniles’ perceptions of the police by the sub-samples, factor analyses were conducted utilizing data from the Gang Resistance Education and Training program evaluation.
Findings
The results show that minority juveniles have a relatively fragmented dimensional structure for the construct of perceptions of the police, while white juveniles have a unidimensional structure. Furthermore, moderate within-group differences in structures were found among African–American juveniles.
Research limitations/implications
The results of the current study call for further examination of racial invariant assumptions in criminology. Since individual dimensions constituting perceptions of the police vary by race/ethnicity, those dimensions may potentially have unique associations with endogenous variables (e.g. criminality and cooperation with the police) according to individuals’ racial/ethnic membership.
Practical implications
Police should clearly understand individuals’ dimensions constituting perceptions of the police and should identify dimensions that greatly impact precursors to compliance and cooperation with police such as perceived police legitimacy or perceived risk of sanction.
Originality/value
Individuals’ dimensions constituting perceptions of the police have significant implications on the construction of measures and their associations with other variables; however, racial differences in these dimensions have not been explored since Sullivan et al.’s (1987) research about three decades ago. In addition, the current study examined within-race differences in the dimensions constituting perceptions of the police.
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Dara Shifrer, Chandra Muller and Rebecca Callahan
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent…
Abstract
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. In addition to inconsistent definitions of and criteria for diagnosing students with learning disabilities that may result in misdiagnoses, it is feared that discrimination also plays a role. We use the Education Longitudinal Study (ELS) of 2002 to describe national patterns in learning disability identification by individual- and school-level characteristics. Our results indicate that sociodemographic characteristics are predictive of being identified with a learning disability. Whereas some conventional areas of disproportionality are confirmed (males and language minorities are more likely to be identified), differences in social class entirely account for black and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses reaffirms the importance of employing sophisticated methodology in explorations of disproportionality.
John F. Dovidio, Samuel L. Gaertner, Adam R. Pearson and Blake M. Riek
In this chapter, we consider the fundamental importance of social identity both in terms of how people think about others and for personal well-being. The chapter reviews how…
Abstract
In this chapter, we consider the fundamental importance of social identity both in terms of how people think about others and for personal well-being. The chapter reviews how social categorization and social identity impact people's responses to others and, drawing on our own work on the Common Ingroup Identity Model, examines how identity processes can be shaped to improve intergroup relations. This model describes how factors that alter the perceptions of the memberships of separate groups to conceive of themselves as members of a single, more inclusive, superordinate group can reduce intergroup bias. The present chapter focuses on four developments in the model: (1) recognizing that multiple social identities can be activated simultaneously (e.g., a dual identity); (2) acknowledging that the meaning of different identities varies for different groups (e.g., racial or ethnic groups); (3) describing how the impact of different social identities can vary as a function of social context and social and personal values; and (4) outlining how these processes can influence not only intergroup attitudes but also personal well-being, interms of both mental and physical health.
Donna Y. Ford, Gilman W. Whiting and Ramon B. Goings
As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial and/or…
Abstract
As the United States continues to see an increase in biracial and multiracial citizens, there has been limited scholarship on gifted students who identify as biracial and/or multiracial. Thus, this chapter seeks to fill this void in the literature. We discuss demographics for self-identified biracial/multiracial persons, share two biracial or multiracial identity development models, and describe the characteristics of gifted biracial/multiracial students. We conclude this chapter with recommendations for education professionals and families to support this unique group of students.
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This study aimed to investigate whether a diagnostic testing condition leads to stereotype threat effects for African American and Latina/o children (N = 81) when tested together…
Abstract
Purpose
This study aimed to investigate whether a diagnostic testing condition leads to stereotype threat effects for African American and Latina/o children (N = 81) when tested together at an urban elementary school in Miami, Florida.
Design/methodology/approach
To analyze the effect of stereotype threat on participants’ reading test performance, a 2 (race/ethnicity) × 2 (test condition) ANOVA was conducted.
Findings
Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children but not of Latina/o children.
Practical Implications
A relationship to Latina/o racial identity is explored as well as suggestions for developing interventions capable of attenuating stereotype threat effects for African American children.
Originality/value
In past research, Latina/o children have been demonstrated to be negatively affected by stereotype threat when tested alone or in the presence of a White comparison group (McKown and Weinstein, 2003; Nader and Clark, 2011). However, the Latina/o participants in this study, tested with an African American comparison group, were unaffected by stereotype threat trending toward experiencing stereotype lift. The present findings posit questioning as to whether Latina/o racial identity moderates stereotype threat effects and how it plays out in elementary schools.
The purpose of this paper is to situate the idea that the City of Toronto is a leader on addressing issues of diversity, racism and democracy within the context of diversity…
Abstract
Purpose
The purpose of this paper is to situate the idea that the City of Toronto is a leader on addressing issues of diversity, racism and democracy within the context of diversity discourse and the racial norms that are incited by it.
Design/methodology/approach
A genealogy and critical discourse analysis of City of Toronto documents from 1975 to 2017 involving consultations with racial Others on issues of diversity, race and/or racism was conducted.
Findings
The author shows how the specific racial norms that continue to make up diversity discourse as “truth” in the City of Toronto are reproduced through the commodification of racial Others and the re-framing of their racial claims, to re-generate the narrative of the diverse City of Toronto where all are welcome to participate and belong.
Practical implications
Implications for senses of place are discussed.
Originality/value
This paper adds critical depth to understanding increased participation of racialised communities as a mechanism for achieving socio-political change in government and non-government institutions. Initiated in a local context, the findings of this paper are intended to contribute to a global reservoir of critical knowledge on diversity, race, democracy, political participation and power.
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Ayana Kee Campoli and Dyanis Conrad-Popova
The shortage of teachers of color, specifically Black female teachers, is a problem that detrimentally impacts students in US public schools. The high turnover of Black teachers…
Abstract
The shortage of teachers of color, specifically Black female teachers, is a problem that detrimentally impacts students in US public schools. The high turnover of Black teachers may be caused by the poor working conditions they experience in their schools. However, the literature lacks a broad overview that gives a national perspective on how working conditions in general, and interpersonal relationships in particular, affect the retention of Black female teachers. For this study, we analyzed data from a nationally representative sample of over 1,000 Black female teachers who participated in the 2007–2008 Schools and Staffing Survey (SASS). We addressed two main research questions. First, how do the working conditions in schools where Black female teachers are employed relate to their retention? Second, does the quality of the interpersonal relationships between Black female teachers and others at their schools predict career decisions? Our findings have implications for policymakers and school leaders who seek to improve teacher retention in US public schools.
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