Racial battle fatigue and activist burnout in racial justice activists of color at predominately White colleges and universities

Activist burnout scholarship has inadequately considered challenges marginalized-identity activists, such as racial justice activists of color, experience in the course of their activism – challenges from which privileged identity activists, such as white racial justice activists, are protected. This article attempts to address this gap through a phenomenological study examining activist burnout in racial justice activists of color whose primary sites of activism are predominantly white colleges and universities in the United States at which they work. In order to stretch activist burnout theory to differentiate unique marginalized-identity activists’ burnout causes from general causes that do not consider specific activist identities, the lens of racial battle fatigue is employed. Findings show that, although participants shared many causes of burnout that are consistent with general non-identity-specific causes described in existing literature, racial battle fatigue hastened their burnout while their activist commitments elevated their battle fatigue.     

Understanding racial literacy through acts of (un)masking: Latinx teachers in a new Latinx diaspora community

As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals the tensions that arise when Latinx teachers attempt to define their identity in social spaces where their languages, bodies, and names, among other markers, are racialized when read by others. Implications for teacher education include a call to include storytelling as a pedagogical tool to develop Latinx teachers’ racial literacy skills. By experiencing storytelling in their own schooling, Latinx teachers are more likely to model such racial literacy skills in their schooling communities; thereby, empowering a generation of students to enact more humanizing behaviors.     

从2010年美国人口普查数据看当前美国种族关系现状

进入21世纪后,美国人口结构发生了巨大的变化,2010年人口普查数据显示出美国正处在人口发展的历史转折点,少数族裔人口增加,拉美裔成为美国第一大少数族裔。与此同时,白人不仅人口数量增长缓慢,而且老龄化严重。这种人口结构的变化将对美国政治、社会、文化等方面产生巨大的影响。年轻人是国家的未来,少数族裔年轻人(18岁以下),尤其是拉美裔青年人数的增加,将给美国的教育和经济发展等带来新的问题和挑战,而且他们的投票取向也将直接影响到政治版图的变化,这种影响将随着他们的成长和进入社会,逐步显现出来。     

托妮·莫里森早期文本中的食物意境

在托妮.莫里森早期创作的文本中有大量的食物描写,形成了浓郁的食物情结,这不仅构成了莫里森的写作风格,而且成为一种隐语,由此可以解读出黑人历史的沧桑及其生存状况的沉重。从莫里森早期文本中的食物入手,揭密黑人身体和精神的双重饥渴,以把握小说的内在主题。     

南非种族冲突的化解与现代化之路

南非种族隔离制度未能消弭种族间的尖锐矛盾,反而引发激烈的种族冲突。在镇压无法奏效的情况下,南非政府开始了民主改革的进程,历经沃斯特的政策调整、博塔的改革总战略和德克勒克的改革三个阶段,较成功地用民主改革的方式化解了南非的种族冲突,极大地推动了南非的现代化。南非民主改革和现代化进程表明:各种族间的宽容和解精神是南非民主改革取得成功的关键;种族关系应当建立在平等的基础之上;领袖人物的个人作用在此过程中相当突出和关键;民主与法制是现代化的根本保证;各种族文化应当兼容并蓄,全盘照搬和彻底排斥都是不可取的。     

巴黎和会日本“种族平等”提案与日裔美国移民问题探析

巴黎和会上,日本代表团提出将＂种族平等＂作为一重要原则写入国联盟约,试图从根本上解决长期悬而未决的日裔移民遭受排斥的问题。该提议由于触及了美国及英联邦国家的利益而被和会否决。＂种族平等＂的提出,主要是由于日方认为移民问题已严重伤害了日本的民族情感,并对其业已取得的大国地位产生了不利的影响。而日本在种族方面的努力,却在客观上加剧了美国社会对日裔群体的排斥,在一定程度上造成了二战期间日裔移民遭受集体监禁的悲剧。     

《野草在歌唱》中的空间观

本文探索小说从弱势群体的生仔空间为视角反映殖民和父权制对非洲大陆的影响。     

Racial/ethnic and socio‐economic biases in child maltreatment severity assessment in Spanish child protection services caseworkers

Evidence from several countries has shown the over‐representation of racial/ethnic minority groups in child protection services (CPS). The objective of the present study was to explore whether racial/ethnic and socio‐economic biases influence Spanish CPS caseworkers' judgements of the severity of child maltreatment. Moreover, the study attempted to explore the influence on these judgements of the use of structured instruments and professional experience. Two case vignettes of child maltreatment were presented to 405 CPS caseworkers and 169 students of social work and psychology. Family ethnic origin and income were manipulated in the vignettes. The findings showed no statistical evidence of biases related to family ethnic origin or socio‐economic status (SES) in Spanish CPS caseworkers' judgements of maltreatment severity. Biases related to family SES were found for students for the vignettes of physical abuse. CPS caseworkers and students who did not use a structured instrument to assess maltreatment severity tended to underestimate the severity for the vignettes of parental incapacity to control child/adolescent behaviour and to overestimate it for the vignettes of physical abuse. CPS caseworkers who used a structured instrument showed higher percentages of accuracy and inter‐rater agreement, supporting the relevance of structured tools in reducing potential caseworkers' biases.     

Racial/Ethnic Minority Vocational Research Trends: An 11‐Year Update

This study extends Flores et al.'s ( 2006 ) 36‐year analysis of racial/ethnic minority (REM) career research to identify recent trends in choice of topics and leading individual and institutional contributors. The authors identified 166 articles on REM career research published from 2005 to 2015 in the Journal of Vocational Behavior, The Career Development Quarterly, the Journal of Career Assessment, and the Journal of Career Development. Of these studies, 92% were empirical, with more than three quarters of these using quantitative rather than qualitative methodology. Most frequently, the empirical studies (n = 153) were based on samples of high school (30.7%) or undergraduate (34.6%) students. The authors discuss the implications of their findings and suggest ways to expand REM career research in the future.