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1 – 10 of 141Natalie A. Mitchell, Tony Stovall and David Avalos
This paper aims to assess the representation of women of color (WOC) in the top 3 fashion magazines and explore the implications of underrepresentation within marketing…
Abstract
Purpose
This paper aims to assess the representation of women of color (WOC) in the top 3 fashion magazines and explore the implications of underrepresentation within marketing communications. The authors draw from diffusion theory and marketplace omission and commission to situate the research focus and highlight its application to the study findings.
Design/methodology/approach
A content analysis was conducted on 481 cover models on the top three fashion magazines of 2018 – Vogue, Cosmopolitan and Vanity Fair during 2006–2018.
Findings
The findings indicate WOC are underrepresented despite the strides of inclusion in the marketplace in America during a postracial period. Representation is as follows: white – 412 (86%); black – 41 (9%); Latina – 19 (3.9%); biracial 7 (1.5%); Asian – 1 (0.2%); and Native American – 1 (0.2%). Latina models had the lowest representation. Native and Asian women were completely excluded. When they do appear, black and Latina cover models are more likely than white models to be shown wearing sexually suggestive attire.
Practical implications
This study makes four recommendations to promote antiracism in marketing: diversify staff hiring and editorial decision-makers for public-facing talent; solicit counsel from multicultural marketing agencies; create antiracist marketing curriculum; and cultivate a pipeline of diverse talent for future hiring.
Originality/value
The originality of this paper centers its contribution to the dearth research investigating representation implications within the fashion marketing industry during an alleged post-racial period, and a longer time span. It also presents structured antiracist marketing solutions to mitigate underrepresentation.
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Popularly viewed as a humanitarian issue that transcends not only geopolitical boundaries of nationality but also sociopolitical borders of race, the ways in which transnational…
Abstract
Purpose
Popularly viewed as a humanitarian issue that transcends not only geopolitical boundaries of nationality but also sociopolitical borders of race, the ways in which transnational adoption reflects the racialization of children are often ignored. Because adoption is not a random process of family building but rather a purposive endeavor that involves the multiple dynamics of race, class, gender, sexual orientation and disability, it is important to recognize how trends in transnational adoption intersect with shifting racial structure. This paper aims to examine visas issued to orphans entering the USA from 1990‐2005, international programs offered by US adoption agencies, and juxtaposes these with policies governing adoption in sending countries to illustrate how transnational adoption mirrors these emerging racial categories.
Design/methodology/approach
Using the tripartite racial framework argued to characterize the shifting US racial structure, the author located adoptions in the top 20 sending countries to the USA for the past 16 years within this framework to assess how patterns of transnational adoption reflect the shifting US racial structure. To try to assess the extent to which adoptive parent “demand” intersects with agency programs and the policies of other countries, the author also performed a content analysis of an online adoption directory with 236 private adoption agencies (120 of which maintained (international adoption programs) and US Department of State data on adoption policies of the top 20 sending countries.
Findings
Transnational adoption patterns for the past 16 years lend support to the argument of a shifting racial structure and mirror the tripartite system described by Bonilla‐Silva. For the past 16 years the majority of adoptions have been either from the White or Honorary White categories whereas 20 per cent of adoptions have been from the Collective Black category. While policies of sending countries no doubt factor into which programs are offered by US private agencies, Department of State information suggests that the restrictiveness of countries’ adoption policies cannot by itself explain which countries are in the top 20. A significant part of this reciprocal process must include a focus on “demand” to explain who gets adopted. Data on transnational patterns of adoption illustrate all too clearly which children are preferred, aligning with the emerging Latin American‐like racial hierarchy in the USA.
Originality/value
To the author's knowledge, this application has not been attempted nor has anyone considered adoption (domestic or transnational) as another social indicator of intimacy (albeit for a relatively small segment of the population).
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Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in…
Abstract
Purpose
Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in English education. In an effort to explore what curricular inclusion can (not) accomplish – especially what and how current struggles over inclusion, censorship, illegalization and ultimately representation in English education might (not) contribute to queer and trans liberation – the purpose of this article is to feature the experiences of queer and trans youth as knowers in classroom lessons with LGBTQ+-inclusive curriculum.
Design/methodology/approach
Drawing from a yearlong literacy ethnography at a Midwestern high school in which the author explored youth and adults reading, writing and talking about sexual and gender diversity, in this article the author focuses on one literacy learning context at the high school, a co-taught sophomore humanities that combined English language arts and social studies.
Findings
Engaging theories of epistemic (in) justice, the findings of this article highlight the experiences of queer and trans youth – especially two queer youth of Color, Camden and Imani – as knowers in the context of an LGBTQ+-inclusive classroom curriculum. The author describes epistemic harms with respect to distortions of credibility and homonormative assimilationist requirements and reflects on alternative possibilities that youth gestured toward through their small resistances.
Originality/value
By centering the experiences of LGBTQ+ youth, this article contributes to research about LGBTQ+-inclusive curriculum in English teaching. Previous research, when empirical rather than conceptual, has tended to focus on the perspectives of teachers.
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Ashley Wilkinson, Khater Muhajir, Patricia Bailey-Brown, Alana Jones and Rebecca Schiff
Due to ongoing inequities in the social determinants of health and systemic barriers, homelessness continues to be a significant concern that disproportionately impacts racialized…
Abstract
Purpose
Due to ongoing inequities in the social determinants of health and systemic barriers, homelessness continues to be a significant concern that disproportionately impacts racialized communities. Despite constituting a small proportion of the population, Black individuals are over-represented among people experiencing homelessness in many Canadian cities. However, although Black homelessness in Canada is a pressing issue, it has received limited attention in the academic literature. The purpose of this paper is to examine the reported prevalence of Black homelessness across Canada.
Design/methodology/approach
By consulting enumerations from 61 designated communities that participated in the 2018 Nationally Coordinated Point-in-Time Count and two regional repositories – one for homeless counts supported by the government of British Columbia and another from the Rural Development Network – this paper reports on the scale and scope of Black homelessness across Canada.
Findings
Significantly, these reports demonstrate that Black people are over-represented among those experiencing homelessness compared to local and national populations. These enumerations also demonstrate significant gaps in the reporting of Black homelessness and inadequate nuance in data collection methods, which limit the ability of respondents to describe their identity beyond “Black.”
Originality/value
This research provides an unprecedented examination of Black homelessness across Canada and concludes with recommendations to expand knowledge on this important and under-researched issue, provide suggestions for future iterations of homeless enumerations and facilitate the development of inclusive housing policy.
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This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education.
Abstract
Purpose
This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education.
Design/methodology/approach
Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data.
Findings
Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science.
Originality/value
Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.
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This paper aims to examine preservice teachers' understanding of culturally responsive teaching and the use of technology to deliver pedagogical information and facilitate inquiry.
Abstract
Purpose
This paper aims to examine preservice teachers' understanding of culturally responsive teaching and the use of technology to deliver pedagogical information and facilitate inquiry.
Design/methodology/approach
The study in this paper blended qualitative methods, specifically grounded theory within a framework of narrative inquiry. The study is situated within a theoretical framework related to the use of storytelling for teaching and research and of the use of web‐based technologies to deliver instruction and conduct research. An online fictional story was used to initiate dialogue about culturally responsive teaching, provide a framework for organizing ideas and reflecting, and encourage participants to tell their own stories.
Findings
Findings indicate that the use of online fiction effectively facilitated participants' reflection and communication of their thoughts and levels of awareness and understanding, thereby facilitating data collection.
Research limitations/implications
Limitations include possible researcher bias, participant honesty, short duration of the study, and the scope of the study.
Practical implications
This paper demonstrates the practical value of combining technology and fictional storytelling to promote and examine awareness of culturally responsive teaching in pre‐service teachers.
Social implications
The findings of this paper are significant in their relevance to preparing future teachers for diverse classrooms, a critical factor in eliminating inequities, cultural misunderstanding, and prejudice in society.
Originality/value
The unique use of technology and narrative in this paper is significant to teacher educators who seek ways to engage preservice teachers in sensitive topics and to facilitate research on their understanding. The use of narrative is unique in this paper because it is initiated with a fictional story which is then revised to include participants as characters in the final chapter.
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This article illustrates the transformational nature of servant leadership and its capacity to empower and develop others. In it, I recount my close relationship with a high…
Abstract
Purpose
This article illustrates the transformational nature of servant leadership and its capacity to empower and develop others. In it, I recount my close relationship with a high school mentor who embodied the key tenants of Greenleaf’s (1970) servant leadership philosophy. I also advocate for others to provide mentorship and support in a similar fashion.
Design/methodology/approach
This Origins contribution was constructed as a reflective narrative in response to a mentorship experience earlier in my life.
Findings
A mentorship experience from my youth profoundly shaped my approach to leadership and teamwork that I still embrace to this day. Readers are asked to consider the power of servant leadership in their own lives.
Originality/value
Students of leadership can utilize this reflective essay as a touchstone for further classroom discussion.
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Chadrhyn A.A. Pedraza and Rene O. Guillaume
The purpose of this study was to gain insight into Asian Americans’ experiences with racism during elementary, middle and high school and how those experiences shape the ways they…
Abstract
Purpose
The purpose of this study was to gain insight into Asian Americans’ experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity.
Design/methodology/approach
This study used a qualitative research design and narrative inquiry strategy. The authors used Chang’s (1993) Asian Critical Race Theory framework to examine participant’s descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity.
Findings
Participants’ narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an “other” and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype.
Originality/value
This study contributes to the literature on Asian Americans by examining how experiences as a child shape how they have come to perceive their racial identity in relation to their overall self-concept. The authors argue that Asian American experiences have been excluded from discourse on race in education as the model minority and perpetual foreigner stereotypes have allowed for this marginalization.
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Mario I. Suárez, Guadalupe Marquez-Velarde, Christy Glass and Gabe H. Miller
This study aims to examine how gender variation in trans identities shape exposure to bias and discrimination. The authors then examine how trans identities intersect with…
Abstract
Purpose
This study aims to examine how gender variation in trans identities shape exposure to bias and discrimination. The authors then examine how trans identities intersect with race/ethnicity, education and social class to shape exposure risk to bias, discrimination and harassment in the workplace.
Design/methodology/approach
The authors use data from the 2015 U.S. Transgender Survey with 24,391 trans-identified respondents. To account for the nested nature of trans people in state contexts, the authors use two-level logistic multilevel models. The authors are guided by Puwar’s bodies out of place as the theoretical grounding for this study.
Findings
The authors find significant differences in how trans women and men experience discrimination. The authors also find differences in race, education and social class. Finally, the presence of anti-discrimination policies presents mixed results.
Originality/value
The authors’ analysis reveals important differences in trans workers’ exposure to discrimination based on gender identity, social class, race/ethnicity and policy context, and draws upon a rich and large data set.
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The purpose of this paper is to explore the range of benchmark applications associated with the historical event of Barack Obama being elected as the 44th US president.
Abstract
Purpose
The purpose of this paper is to explore the range of benchmark applications associated with the historical event of Barack Obama being elected as the 44th US president.
Design/methodology/approach
Collection and critical analysis of secondary data from relevant publications analyzing the results of the 2008 presidential elections. Analysis of organizational behavior theories have been utilized in order to benchmark leadership attributes.
Findings
The paper concludes that Obama's presidential victory is influenced by several factors which included leadership traits, leader‐follower identification, and postmodernism.
Research limitations/implications
The paper examines benchmarking applications that are exclusively relevant in a public sector environment.
Practical implications
There are several implications for researchers and practitioners related to how future political strategies for US presidential elections might be planned.
Originality/value
This paper is significant because it presents a theoretical framework for interpreting the 2008 presidential election and setting the benchmark for the application of future presidential elections.
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