Deepening and widening the gap: The impacts of the COVID-19 pandemic on gender and racial inequalities in Brazil

Shaped by inconsistent policy decisions, the COVID-19 pandemic in Brazil has made structural gender and racial inequalities more acute. Black and low-income women are overburdened with unpaid domestic work, increased domestic violence, and more vulnerable due to informal and exploitative working regimes. These structural aspects are intensifying, since the pandemic has broadened inequalities at the intersection of gender, race, labor market, and social class. We examine pre- and during pandemic inequalities on three dimensions: (a) unpaid domestic and care work, (b) women's labor market participation, and (c) domestic violence. We link the care diamond model and racial stratification forwarding a feminist perspective by examining how the interlocking of race and gender in Brazil renders different socioeconomic dynamics to the detriment of Black and low-income women. Based on this evidence, we stress that a more equal future requires a better social protection and policies targeting the articulation of gender, race, and class.     

In remembrance of Professor Joan Acker: A legendary figure in the field of Gender,Work and Organization

This article celebrates Joan Acker's academic life and her enormous contribution to the field of gender, work and organization. It acknowledges not just what she contributed to gender studies and politics but how she combined her analysis and her activism with a concern for equality more generally, especially in relation to social class and race.     

Nobody’s business? White male privilege in media coverage of intimate partner violence

ABSTRACT

Portrayals of celebrities perpetrating Intimate Partner Violence (IPV) are ideal for understanding the association between gender and racial privilege in representations of social problems. Unlike prior scholarship on framing of IPV, with celebrity perpetrators, race can be analyzed as an important aspect. Using 330 news articles about 66 celebrities, I find patterns of reporting consistent with male privilege that sanctions men’s violence against women, whereas the differential treatment of Black men fosters a racialized interpretation that pathologizes Black men. Black men's IPV is more often criminalized, with criminal imagery included 3 times more often in articles about Black celebrities than White celebrities. By presenting violence as an escalation of mutual conflict and excusing it due to mitigating circumstances, such as inebriation, White men's violence is justified 2½ times more often than Black men's IPV. These findings contribute to sociological understandings of racial privilege in the social construction of IPV.     

Black Women's experiences of sexual assault and disclosure: Insights from the margins

Black women experience higher rates of sexual assault or rape than their White counterparts and the U.S. Department of Justice finds only one Black woman out of 15 will report her rape. This article reviews the literature on the ways in which Black women's sexual assault disclosure experiences are framed by their unique social space at the margins of society due to systemic oppression based on race, gender, and class (Settles, Pratt‐Hyatt, and Buchanan). We situate this review around three major areas of marginalization: (a) the delegitimization of Black women as victims of rape, (b) the social construction of Black women as inordinately strong, and (c) the sanctioning of intraracial sexual assault disclosure. Despite a call for action by Angela Davis in 1985, Black women's unique and varied intersectional experiences around sexual assault and disclosure are understudied. We implore scholars to continue this important research and conclude this article with insights on future research and activism.     

Reframing Black Social Work Students' Experiences of Teaching and Learning

This article draws on critical race theory (CRT) to foreground the role of race and racism in the ways in which Black students experience social work teaching and learning. It reviews some of the available literature on Black social work students' experiences of teaching and learning. The article reframes understandings of the perceived failures of this group of students to adapt to the world of higher education. It is argued that race and racism are salient determining factors in the experiences of Black students within social work education. Emphasis is placed on understanding the specificity of this group of students taking into cognisance the social, cultural, economic, and political contexts within which they are located. The article uses CRT as critical lens to reflect on peer support groups as potential counter spaces that can disrupt the negative experiences of black social work students.     

RACE,GENDER, AND STATUS: A CONTENT ANALYSIS OF PRINT ADVERTISEMENTS IN FOUR POPULAR MAGAZINES

In this article, we consider the continuation of race gender stereotypes in advertising images by way of the product's suggestive messages, specifically, connotations of higher or lower social status and promises of intangible social rewards (e.g., friendship, appearance, romance). We examined 1, 709 advertisements in magazines whose primary reading audiences differ by race and/or gender: Life, Cosmopolitan, Ebony, and Essence (1988-1990). For the analysis, we created and then compared three dimensions of status (affluent, trendy, and everyday) and five product promises (celebrity identification, sex romance, appearance, marriage family, and good times) as they are modeled by and presented to male, female, Black, and White readers in the magazines examined. We hypothesized that these status-image portrayals differ by race and gender. We found that most ads make use of positive (i.e., high-status) images of Blacks and Whites and women and men and that differences between magazines are more pronounced than differences between models. Some patterns in the use of status and product promises may be suggestive of continued, though subtle, stereotyping.     

Race,Class, and Support for the Welfare State*

Two competing approaches to the study of African Americans—the race and class perspectives—have dominated attempts to explain their views on contemporary issues. To examine the race versus class debate, this study uses African Americans' views on government spending for five social welfare concerns: (1) improving and protecting the nation's health, (2) solving the problems of big cities, (3) halting rising crime rates, (4) dealing with drug addiction, and (5) improving the nation's education system. Data from the 1972–1990 General Social Surveys are used to compare middle-class blacks with both working-class blacks and whites and middle-class whites in terms of their support for government spending for those five social welfare issues. Examining group means, we found no significant difference between the two black classes but a significant difference between the black middle class and the white middle class on support for government spending in all areas except halting the rising crime rates (where there were no significant differences among the four groups). Similarly, using logistic regression analysis we found that race continued to have a significant effect on support for spending even after controlling for class, year, age, gender, education, income, and occupational prestige. In respect to social welfare spending, the results indicate support for the race, as opposed to the class, perspective; that is, race is better than class for predicting African American attitudes on government spending.     

Community Organizing with Women of Color:

The problems of women of color are related to gender, ethnic, and class inequality, yet little attention has been paid to methods for changing these structural conditions; most social work literature on gender and ethnicity has focused on individual models for change. Recent research on feminist organizing has identified ways in which community organization methods can be made more effective for use with groups of women. The implementation of these methods with women of color, however, will require addressing deficiencies of feminist theory in analyzing women's experience. This article presents one approach to organizing with women of color that suggests how race and gender issues can be worked on simultaneously. The issues and practice principles are relevant for both women of color and European American women organizing in communities of color.     

Hope Floats: African American Women's Survival Experiences after Katrina

This article describes how 15 African American women 18 to 55 years of age coped with traumatic life events during and in the aftermath of Hurricane Katrina. The study's main question is how did African American women cope with traumatic events during and following Hurricane Katrina? Second, we explore how the intersection of race, gender, and social class influenced their experiences. An exploratory design of primary and secondary data using grounded theory methods generates a mid-level theory about resilience, spirituality and coping among Black women in the aftermath of the storm.     

Beyond the cool pose: Black men and emotion management strategies

This review presents an overview of research on qualitative work that has documented emotion management strategies among Black men. I emphasize qualitative work here as it gives us insight into the processes that account for particular strategies. Research on Black men and emotions has focused on their class‐based experiences, as either lower SES working‐class or poor Black men in settings concentrated by people of color or higher SES middle‐class Black men in White‐dominated spaces. Within these two class positions, Black men adopt emotion management strategies for both the frontstage and backstage meant to best navigate their surroundings. This research emphasizes that Black men's emotional strategies are often a reaction to larger systems that oppress and discriminate against their race and gender status.     

“SUPPORTING OUR BLACK MEN”: REPRODUCING MALE PRIVILEGE IN A BLACK STUDENT POLITICAL ORGANIZATION

Data collected from participant observation and interviews show how a predominately female Black student political organization privileged male members to increase the group's prestige and ensure turnout at public events. The group accepted the men immediately, forgave their failures, and assigned them high profile tasks. While the women worked behind the scenes, they often chose men to represent the public face of the organization. These seemingly minor privileges allowed the men to outpace the women in accruing cultural and social capital. This analysis relies on Patricia Hill Collins' intersectional view of race and gender to identify conditions that encourage male privilege in oppressed groups and inhibit gender solidarity across racial lines.     

Race, Gender, and the Black Women's Standpoint

Hill Collins (1997, 1998, 2000) argues that because of their position within the intersecting hierarchies of race, gender, and class, black women as a group possess a “unique angle of vision” on the social world. Rooted in the everyday experiences of black women, the “black women’s standpoint” is marked by an intersectional understanding of oppression and a “legacy of struggle” against such oppression. In this article, I employ quantitative analyses of data from the National Survey of Black Americans (1992) and the National Black Feminist Study (2004–2005) to investigate the black women’s standpoint. I ask: “Do black women as a group tend toward the black women’s standpoint that Hill Collins describes?” and “Do black women embrace this perspective more than black men?” Results from numerous χ² and logistic regression analyses suggest that, within the black community, gender is not a significant predictor of the standpoint that Hill Collins describes, with black men and black women being equally likely to embrace many of the core ideas associated with the black women’s standpoint. I conclude by discussing the implications of this finding for gender and race‐based standpoint theory.     

The Bible Tells Me So: Depictions of Race,Gender, and Authority in Children's Videos

The study of what children learn from media has more recently included measures of diversity in children's programming. This article looks to what Veggie Tales, a popular children's video series, presents in terms of race, gender, and authority. The study finds that nonracialized, normative, predominantly male characters occupy positions of authority and are presented as those from which one can learn key lessons. The series also presents the main characters, those with which the child is intended to identify, as lacking in racially based signifiers, thus permitting them to occupy the position of norm. Using not only theories of children's social learning and prior research of representation in children's media, but also theory of how whiteness is defined through the identification of other and neo-Marxist deviance theory, the study connects these issues to problematize the subtle lesson that difference is suspect.     

Intersectionality and Black Women’s Health: Making Room for Rurality

Black women have poorer health compared to their White counterparts in a range of health outcomes, including breast cancer, diabetes, HIV/AIDS, and heart disease. The health disparities literature has largely treated women as a monolithic group, assuming that health practices and treatments are equally applicable and effective for all women. This approach, which places too much emphasis on gender, risks masking the unique experiences of various women based on other social categories. This article argues that in order to advance Black women’s health, an intersectionality approach should be incorporated into health research and practice. This approach, however, should go beyond the usual intersection of race and gender to include rurality. The article builds this argument on the fact that Black women living in rural areas have unique experiences that intersect with their gender, race, and class status. Benefits for embracing the intersectionality approach are discussed.     

W.E.B. DU BOIS,THE BLACK CHURCH,AND THE SOCIOLOGICAL STUDY OF RELIGION

During his early sociological period (1896–1914), Du Bois published several empirically-based studies on the Black Church. Many topics were addressed that are relevant to the contemporary study of the Black Church and the sociology of religion. Du Bois utilized methodological triangulation to empirically ground his studies of the Black Church. Census, survey, and ethnographic data were integrated to provide a comprehensive picture of the role of the Black Church in the African American community. He addressed the social construction of African American religious identity and provided an early functional analysis of the Black Church. The association between religion and social class was recognized, and Du Bois was a pioneer in the area of congregational studies addressing such issues as church expenditures and membership patterns and generating surveys of children's religious beliefs and ministerial effectiveness. Extensive data were collected on Black Church membership in large cities and small communities. These data make it possible to reconstruct the Black Church religious economy in these areas. Du Bois' sociological work on religion provides a link to the discipline's past and a bridge to its future.     

Critical Thinking and Creativity in a Social Work Diversity Course: Challenging Students to “Think Outside the Box”

The Council on Social Work Education (CSWE) mandates that all accredited social work programs teach critical thinking skills. Doing so can be a daunting task because asking thoughtful questions and challenging the status quo are actions not often affirmed or rewarded. This article describes a human behavior social work diversity course that fulfills the CSWE's requirement by challenging students to think critically, engage in self-reflection, and utilize creativity while interacting with issues of race and ethnicity, gender, disability, and sexual orientation. The overall goal of the course is to teach students to “think outside the box.”     

She persisted: the pursuit,persistence, & power of African American women in social work graduate programs at Historically Black Institutions (HBI)

Social work graduate programs have long grappled with ways to attract and retain students at the intersection of race and gender. The central structure of this analysis is a hermeneutic phenomenological qualitative study on the pursuit and persistence of African-American women in graduate Social Work programs at a Historically Black Institution (HBI). The data in this article were derived from the responses of 13 participants written in their own words. The themes that emerged around the pursuit of a social work degree were (a) service to Black communities, (b) resistance to misrecognition, and (c) a seat at the table. After sharing the salient characteristics of the findings, the article opens a discussion around the significance of HBIs in educating social workers to work in urban communities and the implications for policy and practice.     

Performances of social class,race and gender through youth subculture: putting structure back in to youth subcultural studies

This paper aims to advance debates in youth studies about the contemporary relevance of social structures of class, race and gender to the formation of youth subcultures. I demonstrate how drawing on a cultural class analysis and education literature on learner identities and performativity can be productive in theorising the continued significance of class, and indeed also race and gender in young people's lives. In examining school-based friendships and (sub)cultural forms through empirical research in urban schools, I argue that not only are young people's subcultural groups structured by class, race and gender but also they are integral to the production of these identities. By examining the discursive productions of two school-based subcultures as examples: the ‘Smokers’ and the ‘Football’ crowd, I further argue that these identity positions embody resources or capitals which have differing value in the context of the urban school and thus demonstrate how race, class and gender privilege are maintained and reproduced through youth subculture.     

READING PIERRE BOURDIEU'S MASCULINE DOMINATION : NOTES TOWARDS AN INTERSECTIONAL ANALYSIS OF GENDER,CULTURE AND CLASS

This article analyses Bourdieu's late work on masculine domination, in the context of his wider theory of practice. It assesses the logic of his argument and focuses particularly on the wide-ranging case he makes for women's complicity with such gender domination, alongside their opposition to it. The question of whether Bourdieu's sociology is unacceptably pessimistic about the possibilities for social transformation is then considered, taking up certain key contemporary debates about his work. The final section draws on Bourdieu's rudimentary sketches from various sources for an intersectionalist study of gender and class, deriving ultimately from the uncompromising exposure of economic and social interests in Distinction. Using independent evidence, it traces some of the less-remarked consequences of women's entry into well-paid employment on the labour market: not least, the impact of their work on the class structure and the recomposition of domestic labour on a class basis.     

(Re)Seeing Black girls: intersections of liberalism,difference, and the hidden curriculum

This article analyses the race and gender norms embedded in the verbal and visual discourse at an internationally acclaimed secondary magnet school in Philadelphia. While scholars have documented the visual learning of adolescents and elementary school-aged youth of colour extensively, few have focused exclusively on the nature of visual learning for young Black women in and around urban schools. The nature of looking and the visual is a highly contested and political process in the twenty-first century urban context. Images saturate the cityscape; these images teach. Thus this article examines the specific lessons related to race, gender, and place young Black women learn from the school adults who shape the visual culture of their school environment. Based on an ethnographic, photographic and discourse analysis study, this article argues that even in the context of an award-winning, progressive, liberal-minded school culture, young working class Black women are often softly encouraged to change and or are re-programmed into more palatable, commodifiable versions of themselves that both sustain and advance the school’s identity as different. This ‘re-programming’ often requires young Black women to alter their dress, speech, and physical demeanour in order to find belonging in a larger school culture dominated by a discourse of inclusivity and diversity.