The Quality of Data on “Race” and “Ethnicity”: Implications for Health Researchers,Policy Makers,and Practitioners

Implicit assumptions about the quality of data on “race” and “ethnicity” underlie the design of much of today’s research on health disparities. Health researchers, policy makers, and practitioners tend to take it for granted that racial/ethnic categories are clearly and consistently defined; that individual race/ethnicity can be easily, validly, and reliably determined; and that categories capture population groups that are so inherently different from each other that any reported racial/ethnic difference can automatically be generalized to the US population as a whole. This article outlines a series of issues that challenge these assumptions about the quality of race/ethnicity data. While race/ethnicity classifications can approximate socially constructed identities for some groups of people under some circumstances, these classifications are inherently too imprecise to allow meaningful statements to be made about underlying biological or genetic differences between groups. Findings of racial/ethnic differences should be reported with appropriate caveats and interpreted with caution. Particular caution should be exercised in hypothesizing genetic differences between groups in the absence of convincing genetic evidence.     

Low Social Status Markers: Do They Predict Depressive Symptoms in Adolescence?

Some markers of social disadvantage are associated robustly with depressive symptoms among adolescents: female gender and lower socioeconomic status (SES), respectively. Others are associated equivocally, notably black v. white race/ethnicity. Few studies examine whether markers of social disadvantage by gender, SES, and race/ethnicity jointly predict self-reported depressive symptoms during adolescence; this was our goal. Secondary analyses were conducted on data from a socioeconomically diverse community-based cohort study of non-Hispanic black and white adolescents (N = 1,263, 50.4% female). Multivariable general linear models tested whether female gender, black race/ethnicity, and lower SES (assessed by parent education and household income) and their interactions predicted greater depressive symptoms reported on the Center for Epidemiological Studies Depression Scale. Models adjusted for age and pubertal status. Univariate analyses revealed more depressive symptoms in females, blacks, and participants with lower SES. Multivariable models showed females across both racial/ethnic groups reported greater depressive symptoms; blacks demonstrated more depressive symptoms than did whites, but when SES was included this association disappeared. Exploratory analyses suggested blacks gained less mental health benefit from increased SES. However, there were no statistically significant interactions among gender, race/ethnicity, or SES. Taken together, we conclude that complex patterning among low social status domains within gender, race/ethnicity, and SES predicts depressive symptoms among adolescents.     

Race and Unemployment Amidst the New Diversity: More Evidence of a Black/Non-Black Divide

The fact that the United States is more racially and ethnically diverse now than in the past has led scholars to dismiss dichotomous—black/white—conceptions of race as antiquated. However, some others have noted the emergence of a black/non-black divide that is manifest in patterns of residential segregation and intermarriage. This study attempts to determine whether such a dichotomous conception is sufficient to capture the effects of race and ethnicity on unemployment patterns among entry-level workers in the United States. Findings suggest that more than 80% of the effects of race and ethnicity on unemployment can be captured simply by knowing who is black and who is not. The most elaborate conception tested here acknowledges 20 different racial and ethnic groups; it adds significantly but not commensurately to the explanatory power of the models. Despite the increasingly diverse racial and ethnic composition of entry-level labor markets in the United States, it is black exclusion that seems to drive the effects of race and ethnicity on unemployment.     

‘I’m a different kind of biracial’: how black/white biracial Americans with immigrant parents negotiate race

Increasingly, multiracial families have garnered scholarly attention. However, the roles of ethnicity and immigrant ties are largely absent in bi/multiracial studies. Drawing on 17 in-depth interviews with black/white biracial Americans with at least one immigrant parent, this study analyzes the dynamic interplay of race, ethnicity, and immigrant roots in the bi/multiracial community. Our findings show that participants struggle to articulate the meaning of race, and they assert specific racial/ethnic identities to circumvent stereotypical connotations of whiteness and blackness. We highlight how biracial Americans with immigrant ties – those who we might assume would have a limited understanding of race – voice clear understandings of racial superiority and inferiority, racial relations, and racial stereotypes. Emphasizing their ethnic roots is not only an attempt to accurately describe their ancestry; it also allows them to avoid the social consequences (i.e. stereotypes, discrimination, etc.) of being (half) white or (half) black.     

Race and Gender Concordance: Strategy to Reduce Healthcare Disparities or Red Herring? Evidence from a Qualitative Study

Healthcare treatment differences persist for African Americans even after controlling for socioeconomic status (van Ryn and Burke 2000). Although blacks represent a sizable percentage of the middle class, most disparities research does not address class heterogeneity. Furthermore, research indicates patient–provider race concordance may mitigate racial disparities in health care (Laveist and Neru-jeter in J Health Soc Behav 43(3):296–306, 2002; IOM in Unequal treatment: confronting racial and ethnic disparities in health care. National Academies Press, Washington, 2002). This study explores race and gender preference for black middle-class women in healthcare settings. The study uses in-depth interviews and focus groups to explore the experiences of thirty African American women between 38 and 67 in a large urban area. The majority of respondents expressed a strong preference for a female OB/GYN (of any race) while 9 preferred a female primary care provider (of any race). Although the women did not express an explicit race preference, they had a strong affinity for black female providers. Importantly, respondents complicated the idea of provider-level race preference by noting that other site-level factors like wait times and the site’s racial composition affected their racial preferences. Although increasing racial diversity among providers is generally positive, respondents suggest that alone will not ameliorate racial disparities. The complexities of the healthcare encounter, including time pressure, clinical uncertainty, and the patient’s desire for expertise regardless of race or gender, all impinge on respondents’ race preferences. Lastly, women noted that site-level factors may be conflated with the race of provider such that having a black provider does not necessarily lead to better care or protect women from discrimination or bias.     

Racial witnessing and the formation of los conscientes – race critical preservice teachers

This article introduces the concept of racial witnessing – i.e. defining moments where an individual experiences a strong event in which they (or someone they care deeply about) were racialized, Othered, and/or treated differently (usually negatively) because of their racial group, racial affiliation, etc. It is these moments of racial witnessing that are pivotal in the development of los conscientes. These were the more critical-minded preservice teachers who demonstrated a greater understanding regarding race and racism and the impacts it has on the educational system and human lives. This article argues that it is not a specific variable and/or experience (such as those gained in field experiences) that creates race consciousness among preservice teachers. It is the accumulation of racial witnessing events that allow for a deeper understanding of how race dictates lives.     

20世纪90年代西北城市社区民族通婚调查研究--以西宁市城中区为例

城市社区民族通婚现象调查研究是当今民族社会学研究的一个重要内容。笔者对西宁市城中区20世纪90年代近8年的民族通婚变动状况进行了调查研究,试图以小见大,揭示在经济发展、社会转型的新形式下,城市社区民族通婚有关发展演变规律。并借此间接地或直接地了解在城市这个大环境中各民族的生活状况、价值观念以及民族关系的发展状态与演变情况,从而为民族工作者提供一些有益的借鉴。     

Measurement of Race and Ethnicity in a Changing, Multicultural America

It is well accepted that concepts of race, ethnicity, and ancestry are changing constructs that reflect the social, economic, and political climate of the times. Studying the history of the collection of data on race, place of birth, Hispanic origin, and ancestry in US decennial censuses provides a better understanding of the race and ethnic concepts currently in use for official federal statistics. This history can help guide the evolution of these concepts for research on alternative measurement approaches, future censuses, and future statistics. The purpose of this paper is threefold. The first objective is to provide a historical overview of race and ethnic measurement in US decennial censuses. The second and third objectives are to present Census Bureau plans to experiment with alternative approaches to measuring race and ethnicity in the 2010 Census and to discuss race and ethnic measurement issues for future decennial censuses.     

Multiracial matters – disrupting and reinforcing the racial rubric in educational discourse

When studying matters of race and education, there seems to be an assumption that the inclusion of all monoracial populations equates to a comprehensive look at all students, particularly students of color. But what about students who identify with more than one race? How do Multiracial students identify and how are they included/excluded with respect to educational curricula, policies and climates? This growing group presents an immediate opportunity and challenge to the educational community, because while educational researchers appropriately and vigorously pay attention to matters of traditionally under-represented monoracial groups of color, it has yet to be seen where Multiracial students fall into this discourse. Based on a qualitative study of 25 Multiracially identified college students, I explore the ways in which the notion of Multiraciality muddies traditional conversations about race and education in an effort to better understand the potential impact of this ‘new’ demographic within an educational context.     

一个特殊回族群体的人类学调查--以卡力岗两个回族村为个案

本文是笔者对卡力岗地区民族志调查系列报告之一,即卡力岗回族村的田野调查报告.报告以卡力岗地区面积最大、人口最多的德恒隆乡两个分别操藏语、操汉语的回族村为个案,首次全面展示了卡力岗回族村的民族构成、语言使用、居住规律与宗教信仰状况等;辨析了卡力岗人的概念,诠释了卡力岗人这个特殊回族群体的民族认同观.卡力岗回族村的人类学调查,反映了我国回族形成与族源的多元性,印证了回回民族宗教信仰与民族文化特质紧密结合的整体特征.     

Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society

Abstract

Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to ‘see’ race insinuate that recognizing race is problematic; therefore, scholars have identified and critiqued color-blindness ideology. In this paper, we first examine Gotanda’s (1991) identification and critique of color-blind racial ideology, as it was crucial in troubling white supremacy. We then explore literature in both legal studies and education to determine how scholars have built upon Gotanda’s intellectual theoretical foundations. Finally, using a Dis/ability Critical Race Theory (DisCrit) framework, we end by expanding to a racial ideology of color-evasiveness in education and society, as we believe that conceptualizing the refusal to recognize race as ‘color-blindness’ limits the ways this ideology can be dismantled.     

Belief in Race as Biological: Early Life Influences,Intergroup Outcomes,and the Process of “Unlearning”

This paper reports on three studies examining people’s belief about race as biological. Study 1 (N = 155) found that the relationship between early exposure to diversity as a child and belief in race as biological was moderated by socioeconomic status. Study 2 (N = 210) found that belief in race as biological was related to greater social distance toward out-group members, and this relationship was mediated by out-group discomfort. Study 3 found that participants (N = 31) had significant decreases in belief in race as biological immediately following a daylong race relations workshop and in a 6-week follow-up, and this “unlearning” trajectory was particularly prominent among students who experienced greater social distance from out-groups. Results are interpreted and discussed in relation to reconceptualizing beliefs about race as rationalizing rather than proactive ideologies and for promoting positive race relations through education aimed at deessentializing race.     

Shopping for identity: articulations of gender,race and class by critical consumers

This article discusses a study which explored shopping as a process of incidental adult learning about consumption, globalization and citizenship among self-identified critical shoppers in Vancouver, Canada. The author focuses on participants' comments about social identity, especially in terms of gender, race and class. Reflecting current concerns, many participants noted that the environment and (un)fair trade influenced their shopping practices, and helped them understand themselves in the context of a ‘multicultural’ society and a ‘globalized’ world. This article borrows from the jargon of municipal recycling programs, part of a critical consumption discourse, in outlining how participants' comments seem to ‘reduce,’ ‘reuse,’ and/or ‘recycle’ hegemonic notions of gender, race and class. Working from a neo-Gramscian perspective, the author uses this metaphor to explore both the tendency to reiterate an understanding of gender, race and class as essentialized characteristics and attempt to resist that simplistic understanding.     

Race, Genetic Ancestry, and Health

Knowledge from human genetic research continuously challenges the notion that race and biology are inextricably linked, with implications across biomedical and public health disciplines. However, biomedical research continues to explore health and disease under a racial framework ignoring and at times confounding the identification of true biological and/or environmental risk factors. Within this article, we present a brief overview of the use of race in biomedical research and studies of human genome variation and how genetic ancestry may help us understand health disparities. We believe that the casual use of “race” to define groups in biomedical research has contributed to our limited understanding of complex disease etiology and risk factors driving health disparities.     

西部多元民族文化与教育发展

中华民族的文化是多元一体的文化,西部多元民族文化的传承和发展对于整个中华民族文化的发展具有重要意义。西部教育的改革和发展必须适应西部多元民族文化的特点,西部多元民族文化的传承和发展也要依赖于教育。处于教育与文化互动状态中的西部教育必须按照现代民族文化的生成条件和方式去配备相应的教育教学设备,选择和运用适应民族文化传播的教育教学手段、方式、运行机制和实施方法,从而根本上保证现代民族文化的有效传播和教育自身的健康发展。     

‘Are you gonna show this to white people?’: Chicana/o and Latina/o students’ counter-narratives on race,place, and representation

This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of counter-storytelling from critical race theory, the article highlights how these sixth-grade students articulated counter-narratives about who they were and what their community was like – often in direct opposition to what they perceived as white people’s stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of representation.     

Effect of School Racial Composition on Trajectories of Depressive Symptoms from Adolescence Through Early Adulthood

We investigate the effect of high school racial composition, measured as percent of non-Hispanic white students, on trajectories of depressive symptoms from adolescence to early adulthood. We also explore whether the effect of school racial composition varies by respondent race/ethnicity and whether adult socioeconomic status mediates this relationship. We analyzed four waves of data from the National Longitudinal Study of Adolescent Health using 3-level linear growth models. We restricted our sample to respondents enrolled in grades 9–12 in 1994/5 who were interviewed at a minimum in Waves I and IV. This resulted in 10,350 respondents enrolled in 80 high schools in 1994/5 (5,561 whites, 2,030 blacks, 1,834 Hispanics, 738 Asians, and 187 of other race). As the percentage of white students increased at the high school respondents attended in 1994/5, blacks reported more depressive symptoms. This effect did not vary by age. In comparison, Asian and Hispanic respondents who attended predominantly white high schools had lower levels of depressive symptoms than their counterparts who attended predominantly minority schools, but they also experienced a slower decline in depressive symptoms through early adulthood. Adult SES mediated the relationship between high school racial composition and depressive symptoms for black, but not for Asian or Hispanic respondents. Our results suggest that high school racial composition is associated with trajectories of depressive symptoms through early adulthood, but the effect differs by respondents’ race/ethnicity. Racial/ethnic disparities in depressive symptoms during early adulthood may have their origins in adolescence.     

Inspecting the inspectors: race equality and quality in initial teacher education

Equalities legislation in Britain has in recent years shifted towards requiring public bodies to proactively promote equality rather than simply prevent discrimination. This paper reports on a study of how this requirement, with specific reference to race equality, is enacted in the regulation and inspection of initial teacher education (ITE) in England. The study included a review of statutory guidance and inspection frameworks and quantitative analysis of how overall inspection outcomes reflect the quality of ITE providers’ engagement with race equality issues. The study also included case studies of ITE programmes judged by their students to be either particularly good or particularly weak at preparing them to address race equality issues in their teaching.

The study concludes that there is a significant gap between government rhetoric on race equality and the policy enactment of agencies involved in ITE. It argues that in the context of the high stakes accountability systems in place throughout all aspects of educational provision, this means that race equality issues are marginalised within institutional policies that focus on procedural compliance rather than substantive challenge to practices that normalise and so perpetuate structural inequality.     

British Critical Theorists: The Production of the Conceptual Invisibility of the Irish Diaspora

There is a long historical narrative of the relations between Britain and Ireland in which images of the Irish have been mobilised as major changing representational resources for the making of the British nation, identity and culture. Presently, the Irish diaspora in Britain is a major racialised ethnic group. However, it is absent from contemporary British theorists' representations of race and ethnicity. The paper critically explores the dominant racial regime of representation and this accompanying conceptual absence, as illustrated in anti-racist and new cultural theory texts. There is a need to rethink the histories and geographies of social closure and cultural exclusion as defining elements of the politics of race and nation. The paper argues the need to move beyond the Americanisation of British race-relations - the colour paradigm - to a critical engagement with European explanations, focusing on questions of nation, nationalism and migration. This is not an argument for the inclusion of the Irish in the current model of British race relations, but rather seeks to investigate the denial of difference with reference to Irish ethnic minority status and the specificity of anti-Irish racism. I conclude by looking at the question of self-representation in relation to Irish cultural formation and subjectivity, suggesting that in terms of a traditional racial dichotomy of domination/dominated, the Irish are not either/or but both/and.     

Did the Difference Between Black and White Americans in Anger-Out Decrease During the First Decade of the Twenty-First Century?

Studies have found blacks in the USA report lower levels of anger-out and higher levels of anger-in than whites. However, most of the research on anger expression has been based on data from limited samples. The current study investigates the black–white difference in anger-in and anger-out in a sample representative of Americans aged 40 and older. Data are from the two most recent waves of the Americans’ Changing Lives (ACL) surveys. In 2001, the ACL assessed both outcomes, with anger-out re-assessed in 2011. Thus, individual-level change in anger-out can be investigated. Drawing on literature on “anger privilege,” civility, the politicization of anger, and related topics, we develop and evaluate hypotheses about: (1) the race difference in anger-out over time, (2) race as a moderator of the gender difference in both forms of anger expression, and (3) the impact of controlling for perceived discrimination on anger expression. We find blacks to report greater expressive reticence with regard to their anger (i.e., anger-in) than whites in 2001. That race difference became nonsignificant when discrimination was controlled. The race difference in anger-out was of borderline significance in 2001 and became significant after discrimination was controlled. Longitudinal analyses show that the race difference in anger-out decreased over time. The rate that anger-out decreased by did not significantly differ by race. We discuss processes that that could contribute to our results. We also speculate about how current trends in political anger expression might be related to the patterns we observe.