Teaching Up: The Intersection of Impression Management and Controlling Images for Black,Cisgender, Women Faculty

This is a qualitative study of Black cisgender women's faculty experiences using an interactionist framework. Relying on in-depth interviews, we explore the experiences of eight Black, cisgender, women, sociology faculty across the United States in various tenure and non-tenure roles at different institutions (community college, teaching college, and research universities). Participants engaged in a variety of impression management techniques to overcome implicit biases and controlling images that shaped their students', and their colleagues', perceptions. While women in our study had agency, they were limited in the ways they could present themselves, a phenomenon Deil-Amen and Tevis describe as circumscribed agency. Once women in our study had achieved seniority they were able to express themselves in culturally authentic ways. Theoretically, this study shows how interpretive sociology can overcome its theoretical limitations in dealing with race, and shows that the interactionist perspective is actually well suited towards discussing this matters in a meaningful way. We conclude by advocating for greater awareness surrounding the lived experience of Black, women faculty, especially by those who mentor and evaluate them.     

影像代偿:好莱坞电影中“精英黑人”的影像表征

影像转向的语境下，影像开始替代口头语言和文字成为受众认知世界的主要媒介。但即便是影像，也并非一定是对现实的客观再现。作为“造梦”装置的电影，以影像作为主要的表现手段，极具逼真效果，极易被误认为“现实”。在部分好莱坞电影中，黑人形象已经摆脱了早期的缺位状态或者刻板形象，更多以“精英黑人”的形象出现。但这种精英化的影像表征不一定是真实的。事实上，电影通过指涉现实等方式，消解了虚拟影像与现实之间的边界，使“精英黑人”的电影形象变得逼真和普遍，掩盖了黑人群体在现实中的真实社会地位。进而，电影作为一种影像层面的代偿，通过涵化观众的认知，在一定程度上戏剧性地消解了现实中的社会和阶级矛盾。     

Black adolescents’ support to the family and educational outcomes: Differences by household income

Using a strengths-based approach, this study investigated whether Black adolescents’ provision of different types of support to family (chores, childcare, emotional, financial support) was associated with their educational outcomes (school engagement, grades, suspensions), and whether these associations differed by household income levels. The study used the nationally representative National Survey of American Life Adolescent Supplement data (N = 1170, 52% Female, ages of 13–17). Supporting the family was associated with both educational success and risk, depending on the type of support and household socioeconomic resource levels. Across income groups, providing emotional support was associated with greater school engagement. Among low-income youth only, completei chores was associated with higher school engagement and grades, whereas providing childcare was associated with lower grades.     

Preparing Black and Latinx children for police encounters: Caregiver response profiles and child self-regulation

We hypothesized that the goodness-of-fit between profiles of observed, caregiver-provided ethnic–racial socialization (ERS), and child self-regulation (i.e., inhibitory control) would differentially associate with child behavioral outcomes. Conversations between 80 caregivers (45% Latinx; 55% Black) and their children (M _age  = 11.09; 46% female) were rated for ERS. Measures included an inhibitory control composite (ages 2.5–3.5) and the Child Behavior Checklist (CBCL; age 12). Three profiles were determined: Comprehensive (n  = 34), Reactive (n  = 8), and Pragmatic (n  = 38). Only youth with low inhibitory control in preschool appeared to benefit from Pragmatic ERS, whereas youth with normative or high inhibitory control in early childhood displayed lower internalizing and externalizing behaviors when they had Comprehensive or Reactive rather than Pragmatic caregivers.