Mining the mind: emotional extraction,productivity, and predictability in the twenty-first century

Surveying recent developments in management and work culture, computing and social media, and science and psychology, this article speculates on the concept of emotional extraction. Emotional extraction is defined in two ways. One iteration involves the transfer of emotional resources from one individual or group to another, such as that which occurs in the work of caring for others, but which also increasingly occurs in the work of producing new technology, such as emotionally aware computers. A second instance of emotional extraction entails the use of emotion knowledge – or theories about emotions, such as emotional intelligence – to generate conclusions or predictions about human behaviour. Emotional extraction in service work, management, marketing, social media, artificial intelligence, and neuroscience are discussed. ‘Mining the mind’ focuses in particular on emotional extraction that enhances both productivity and predictability, in turn tracing how emotionally extractive sites are implicated within the production and hierarchical valuation of difference – especially racial and gendered, but also neural difference – in everyday life. The article aims to offer scholars in cultural studies, as well as critical race theory, feminist theory, and critical disability studies, ways to think about this newly intensifying resource extraction and the intersections of culture, capital, and human experience that such extraction indexes and makes possible.     

Racialized im/migration and autonomy of migration perspectives: New directions and opportunities

Given the surge of nativist politics in the United States today, scholars are increasingly recognizing the importance of the intersections of race and im/migration. Moving beyond the colorblind assimilation and neo‐assimilation theories that dominated the social sciences, critical sociologists have opened up new lines of inquiry that highlight the underlying racialized power and inequalities that structure im/migration incorporation. This article provides an overview of the growing body of literature on racialized im/migration and explores the importance of understanding the racial order through relational racialization and racialized illegality. The article then introduces newly developed autonomy of migration (AoM) theories and their contributions to the materialist study of im/migration and racialized subordination. The article concludes by suggesting that future research attempt to bridge racialized im/migration and autonomy of migration perspectives.     

Critical Race Theories,Colorism, and the Decade's Research on Families of Color

In the millennium's inaugural decade, 2 interrelated trends influenced research on America's families of color: the need for new knowledge about America's growing ethnic/racial minority and immigrant populations and conceptual advances in critical race theories and perspectives on colorism. Three substantive areas reflecting researchers' interests in these trends emerged as the most frequently studied topics about families of color: inequality and socioeconomic mobility within and across families, interracial romantic pairings, and the racial socialization of children. In this review, we synthesize and critique the decade's scholarly literature on these topics. We devote special attention to advances in knowledge made by family‐relevant research that incorporated ways of thinking from critical race theories and the conceptual discourse on colorism.     

Opportunities to Play the Game: The Effect of Individual and School Attributes on Participation in Sports

Historically, African Americans and white girls have not had the same access to playing sports as white boys have had. Changes in laws led to racial integration of sports teams and equal athletic opportunities for girls. Yet, racial and gender gaps in playing sports persist, and intersections between race and gender, as well as different contexts of participation, may contribute to the gaps. This article uses structural resource and racial competition theories to examine the interactions among race, gender, and school environment to determine whether racial gaps persist for boys and girls and whether individual and school-level factors account for gender-specific racial gaps in sports participation. We combine data on every ninth-grade student in North Carolina public schools with data from school yearbooks and find that racial gaps in playing sports differ by gender, and that school factors—including opportunities schools provide to play sports—have unique influences on racial gaps for boys and girls.     

And Neither Are We Saved: Asian Americans' Elusive Quest for Racial Justice

Derrick Bell, Civil Rights activist, legal scholar, and a founder of critical race theory, dedicated much of his life and scholarship to the pursuit of racial justice. Twenty‐six years ago, in his work And We Are Not Saved, he recognized that racial progress has been stalled and racial equality would not be a reality in his lifetime. Bell passed away in October 2011, and we are reminded that there is still much work to do. He presented a conundrum that race scholars have said all there is to say about racial problems in the United States; yet, he encouraged scholars to keep moving the work forward. At the time And We Are Not Saved was written, much of the racial scholarship was centered on the Black–White paradigm. In the 26 years since Bell wrote it, there has been a growth of Asian American research. This essay surveys some critical racial analysis of Asian Americans. There have been major contributions to the literature extending racial scholarship beyond the Black–White paradigm. Additionally, intersectional scholarship extends the discussion into other systems of oppression, highlighting how racism can be veiled in different systems. Critical race scholarship is imperative to keep Bell's dream of racial equality alive.     

The American Civil Rights Movement Reconsidered: Teaching the Role of Women

Abstract

This article examines coverage in social studies curriculum and U.S. history textbooks, specifically, of women in the American Civil Rights Movement (CRM) and considers how social studies teachers can broaden the narrative they teach to include more gender-related issues and the work of women activists. The author found that despite a rich body of scholarship focused on women in the CRM, textbooks, which still serve as the central curriculum documents in most secondary social studies classrooms, provide a relatively cursory treatment of women’s roles in the movement. The context of women’s activism and the intersections of race and gender, particularly around sexual violence and sexism within the movement, are rarely examined. To address this problem, the author provides examples of critical issues confronted by African American women in the era of the CRM as well as examples of activists that teachers could incorporate into their CRM units. In addition, the author argues that an inclusive study of the American CRM provides an excellent opportunity for students to develop an understanding of the many ways in which women and girls—often in the face of great personal danger—acted with courage and skill in the fight for racial justice.     

Priming Implicit Racism in Television News: Visual and Verbal Limitations on Diversity

We highlight an understudied aspect of racism in television news, implicit racial cues found in the contradictions between visual and verbal messages. We compare three television news broadcasts from the first week after Hurricane Katrina to reexamine race and representation during the disaster. Drawing together insights from interdisciplinary studies of cognition and sociological theories of race and racism, we examine how different combinations of the race of reporters and news sources relate to the priming of implicit racism. We find racial cues that are consistent with stereotypes and myths about African Americans—even in broadcasts featuring black reporters—but which appear only in the context of color‐blind verbal narration. We conclude by drawing attention to the unexpected and seemingly unintended reproduction of racial ideology.     

The (Un)Happy Objects of Affective Community

Affect permeates understandings of racial and cultural mixture as well as racial democracy in Brazil. Sentiments of interconnectedness, harmony and conviviality shape the ways in which Brazilians of diverse races/colours feel identity and belonging. These sentiments also drive hopeful attachments to possibilities for moving beyond race, influencing how people encounter and relate to racism and inequality. However, studies of race in Brazil tend to either take the affective for granted as positive unifying force or ignore its role in shaping the appeal of dominant racial discourses on identity, nation and belonging. Through an examination of the different ways people feel, experience and live orientations towards mixture and racial democracy as the dominant affective community, this paper analyzes the role the affective plays in constituting racial ideologies and shaping anti-racist action. I explore the ways histories of race, racism, privilege and disadvantage generate unequal attachments to and experiences of mixture and racial democracy as what Sara Ahmed calls ‘happy objects’, those objects towards which good feeling are directed, that provide a shared horizon of experience, and that shape an affective community with which all are assumed to be aligned. Not everyone attaches themselves to the same objects in the same way and for the same reasons – the affective community involves positive, hopeful attachments for some and an unhappy, alienating and unequally shared burden for others. These affective states demonstrate that histories of race and racism cannot be wished away through commonly asserted attachments to abstract ideals of shared belonging. At the same time, examining these affective states provides deeper understanding of the ways unequal attachments move people towards action or inaction in relation to race, racism and discrimination.     

Black Ethnographic Activists: Exploring Robert Park,Scientific Racism,The Chicago School,and FBI Files Through the Black Sociological Experience of Charles S. Johnson and E. Franklin Frazier

Charles S. Johnson and E. Franklin Frazier were successful Black sociologists from the 1920s to 1960s, working in an age of scientific racism and eugenics, who battled racial oppression, racist discrimination, and surveillance under the Federal Bureau of Investigation. Both struggled within and against the assimilationist paradigm, yet their ethnographic and critical insights speak out today with continuing relevance in the fight against practical and institutional racial injustice. This study selectively examines Johnson and Frazier's academic careers as forgotten ethnographer activists who have been largely excluded from the dominant narrative of the Chicago School of Sociology. This article argues Robert Park offered opportunities to these Black scholars although the white university system exclusively directed their work towards race studies. Furthermore, the white discipline of sociology failed to recognize Johnson and Frazier's critical ethnographic studies as part of interactionism.     

The body as experienced: an embodied approach to the packaging of the Dai river bathing custom in Xishuang Banna,China

This article looks at the filming of the Dai river bathing custom by the media professionals for tourism promotion in Xishuang Banna, China. It speaks to the previous scholarships that have studied the Otherness of ethnic minorities in China's mainstream and popular representations. Yet this case contextualizes this issue in the era of China's domestic tourism, when ethnic cultures and bodies are increasingly put on display, experienced, and (re-)produced through individualized, immediate, embodied encounters in tourist zones. By taking embodied experiences to the center, this article studies the touristic representation of ethnic minorities as China's national Others from an angle of embodiment. It inquires how the embodied experiences of both media professionals and Dai bathers at the filming constitute the very process during which Otherness, difference, and selfness are perceived, actualized, and (re-)produced in localized reality and at the grassroots level.     

A Review of the Racial Biases of Social Welfare Policies

Social welfare policies are crucial in advancing the well-being of individuals, yet they recreate the social disadvantage they attempt to ameliorate. Notably, these policies have perpetuated racial inequality in our society by implicitly or explicitly disadvantaging certain groups. This paper presents a review of the biases of social welfare policies. Using components of social construction and critical race theories, this paper highlights the ways the design and implementation of policies are racially bias. Among the policies it examines are mothers' pension, Social Security Act, and the Personal Responsibility and Work Opportunity Reconciliation Act.     

Multi‐sited ethnography: Opportunities for the study of race

Multi‐sited ethnography (MSE) is an underutilized research method that presents particular challenges and unique possibilities for generative research that can build upon existing theories of race and ethnicity. This review discusses the theoretical and methodological components of MSE and provides examples of both transnational and translocal ethnographic studies. These examples illustrate how MSE as a method can enrich analyses of race and ethnicity by enabling ethnographers to identify site‐specific phenomena as well as social processes that transcend a single locale. MSE, when intentionally paired with methodological framings in line with research priorities, can enable scholars to produce rigorous sociological analysis and theory building. Multi‐sited ethnographies of race can provide a set of analyses that complement a range of other sociological research tools, including single‐sited ethnography and quantitative studies, to deepen our understandings about the production and maintenance of racial and ethnic categories in the United States and transnationally.     

When the Methodological Shoe is on the Other Foot: African American Interviewer and White Interviewees

Some scholars engaging in the insider/outsider debate have argued that the pairing of researcher and subjects based on racial similarity—i.e., “race matching”—is the most effective means for conducting qualitative research. Although insider/outsider status has been discussed with respect to white researchers' studies of African Americans, I explore the heretofore rarely discussed situation in which an African American is the researcher and whites are the subjects. I argue that insider status with respect to race continues to be based on a presumed connectedness linked to phenotypical characteristics—like skin color or hair texture. Yet, rather than experiencing a solely insider or outsider status, researchers and subjects experience what I call “insider moments” wherein their interests converge and they are able to share in the kinds of interactions that yield important insights. I conclude by evaluating the utility of insider/outsider status in qualitative research.     

Analyzing ethnoracial mobilization

This article examines scholarship about ethnoracial mobilization written by sociologists within the subfields of social movements and race and racism. We situate our synthesis within critiques put forward by other scholars about the treatment of ethnoracial movements within the social movement subfield. Using these critiques as launching points, we find two broad patterns in the literature: (a) a focus on ethnoracial social movements that decenters race, at times treating it as an independent variable and (b) a focus on mobilizations for racial equity that treats race as a dynamic and constructed process. Within the latter focus, we note research that investigates ethnoracial mobilization at the macro‐, meso‐, and micro‐levels. We call for more research on movements that specifically consider the mobilization and construction of ethnoracial identities. In doing so, we provide a conceptual map of the field and make suggestions for how social movement scholars employing distinct theoretical foci can engage in ethnoracial analysis. Finally, we hypothesize why there might be a dearth of research within the social movement subfield that engages in critical analysis of ethnoracial dynamics of social movements.     

An African-American woman with disabilities: the intersection of gender, race and disability

This qualitative study explores the educational experiences of an African‐American adult woman with disabilities. The intersections of gender, race and disability are theorized through the lenses of disability, feminist and critical theory. Specifically, I address the following three questions. What are the experiences of an African‐American woman with disabilities in schools? How might these experiences be theorized? Do these experiences offer new ways of understanding oppression that may contribute to empowering individuals labeled with multiple, intersecting identities?     

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

A Conscious and Inclusive Family Studies

I argue that family scholars must take bolder steps to engage the tensions between our heritage of positivist science and its postmodern challenges. I also argue that constructing theories, utilizing research methods, and examining substantive issues should be relevant to the diversity of the families we study and to ourselves as members of families. I offer examples of developing an informed reflexive consciousness to broaden the rationalist foundation that dominates family scholarship. For a more inclusive, balanced, and invigorated family studies, our subjective experiences and commitments as researchers should be acknowledged, confronted, and integrated. A family studies that is responsible to our readers, students, selves, and the people whose lives we study requires that we engage the critical intersections of race, class, gender, sexual orientation, and age as they define family diversity.     

Grow Old With Me! Future Directions of Race,Age, and Place Scholarship

This article reviews current theories of age and place to demonstrate a more inclusive perspective in sociology that considers race, age, and place. Scholars who study age have advanced our knowledge about what place means to old people or how environment operates in an oppressive way to aged bodies. Likewise, race scholars have advanced our knowledge about the ways oppression and White supremacy are rooted in place. Yet the two bodies of literature do not inform one another, and there are potentially dangerous gaps in our knowledge that contribute to oppression. The result is age scholarship about environment that lacks a critical race perspective and race scholarship on place that ignores the oppressive conditions of age. By reviewing these pieces, I argue that scholars must inform themselves of the ways in which we overlook important analyses and may potentially contribute to our own ageism.     

Curating Inequality: The Link between Cultural Reproduction and Race in the Visual Arts

Although the U.S. population is becoming more racially and ethnically diverse, research indicates that minority participation in the arts continues to decline. This article addresses the racial disparity of public art museum attendance by examining the role of the art museum curator and the process by which concepts of race are reproduced within the space of the public art museum. Utilizing Bourdieu's theories of cultural reproduction, social space, and symbolic power as a preliminary framework of inquiry, we examine the concept of whiteness as privileged social construct. Through face‐to‐face in‐depth interviews with museum curators, we investigate the means by which the dominant cultural narrative of whiteness is maintained through the preferences, decisions, and social interactions of curators. We draw upon critical white studies, a part of critical race theory, to underline the manner in which whiteness presents itself as a position of dominance. Our findings show that whiteness is maintained through the process of exclusion by presenting the white cultural narrative as both ordinary and invisible.     

Needed Changes in the Course in World History

Using Lani Guinier's notion of “racial literacy” and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggestions on how social education might assist K-12 students and later preservice teacher candidates develop critical racial literacy.