WHO CAN SPEAK TO RACE AND NATION?

This article examines the production and publication of the Parekh Report (2000) by drawing upon two related current debates – the decline of the public intellectual and the necessity for a public sociology. It argues that both of these debates have failed to engage with concrete examples of public intellectual labour, with the complexities of public communication sociologically and have been reticent as to which particular intellectual voices are able to enter the public sphere. The article argues that the intellectually orientated, multiculturally constituted Future of Multi-Ethnic Britain Commission which authored the report and the report's moment of publication both offer sites in which these critiques can be developed. The article foregrounds the question as to who is entitled to inaugurate, participate in and shape public debates on race, nation, and national identity and evidences the difficulties of attempting to do so in a ‘race volatile’, anti-intellectual and heavily mediated political milieu.     

Asset-Building Policies and Safety for Women

Abstract

While the importance of equitable income distribution is well-documented in the literature, this author considers the additional role assets might play in assisting women with achieving long-term economic security, as well as increasing their level of safety. Integrating feminist and exchange theories with asset-building theory provides a more inclusive model for conceptualizing the interrelatedness of economic resources, race/ethnicity, and woman abuse. This model allows us to stretch current ways of thinking about these issues in order to create and evaluate public policies that might play an important role in redressing the economic inequities abused women frequently experience.     

Applying critical race theory in social work education in Britain: pedagogical reflections

ABSTRACT

This paper draws on personal experiences of teaching white British and Black African students on a social work Master’s course in England. In this paper, I critically discuss the fire at Grenfell Tower in London (14 June 2017) and how it served as a pedagogical tool to open up critical discussions among students about racial in/justice, intersectionality and neoliberal racism. I also explore how Black students were enabled to share their experiences of immigration, racism, and racial inequality in Britain as part of these discussions. Inviting personal experiences of race in the classroom can be highly emotive; but, as this paper shows, these voices can also highlight institutionalized racism and provide a way for Black and ethnic minorities’ histories to be told and learned. These histories matter and can develop student consciousness about racial inequality for pursuing a social agenda. They also challenge claims that Britain is now a ‘post-racial’ society. Using Critical Race Theory (CRT) provided a way to counter such claims and critique my ‘whiteness’ and socio-economic class in my teaching, as well as challenge the neoliberal ideologies and structures that reproduce and mask ‘white privilege’ and racial injustice in Britain today.     

Mentoring,Sexual Harassment,and Black Women Academics

ABSTRACT

The #MeToo Movement both within academia and popular culture has largely been seen as an issue for white women (and men). While the phrase Me Too was originally coined by Tarana Burke in 2006 to raise public awareness of sexual harassment, violence and assault experienced by women of color, the Movement has largely been whitewashed by primarily depicting victims and survivors as white women. Black women academics, like myself, also experience sexual harassment. By highlighting the ways that race-based sexual harassment further marginalizes already underrepresented groups in political science, I use my personal story to elucidate how a gender-only lens misses the complexities of Black women’s experiences with power inequities in academia. Throughout this narrative I underscore the importance of mentorship, professional networks, and the ability to harness scholarship as a vehicle to combat the pervasiveness of sexual harassment, violence, and assault for Black women in political science.     

Race and the beauty premium: Mechanical Turk workers’ evaluations of Twitter accounts

ABSTRACT

Race, gender, and physical attractiveness strongly affect perceptions of trustworthiness and subsequent face-to-face interactions. This study examines how social media users’ perceived gender, race, and physical attractiveness can impact their standing online. We test these broad hypotheses by having Amazon Mechanical Turk (MTurk) workers evaluate a sample of 816 Twitter accounts. Our results show a ‘beauty premium,’ where MTurk workers say they are more likely to follow Twitter accounts with attractive pro?le photos, and attractive photos are positively associated with evaluations of trust. However, very attractive Black male and female Twitter accounts are associated with lower evaluations of trust compared to their White counterparts. These findings suggest that social media users’ social characteristics, perceived from their username or profile image, can replicate offline inequality online.     

The people or the place? An analysis of the protective factors of hate crime in multiethnic neighbourhoods in Australia

Hate crime creates significant problems for individual victims and the social fabric of a community more broadly. Victimisation is most likely to occur around the victim's own neighbourhood, yet few studies examine how the neighbourhood context influences hate crime. This study uses data from the Australian Community Capacity Study involving 4,400 participants in 148 neighbourhoods in Brisbane. It examines whether it is characteristics of place (such as attitudes toward diversity, place attachment and social cohesion) that reduce hate crime, or whether it is interactions with fellow residents (such as frequency of neighbourly exchanges, number of friends, and number of acquaintances in the neighbourhood) that shelter residents from hate crime. Results demonstrate that characteristics of a place provide important protective factors against hate crime in the neighbourhood, rather than the number of social‐interactions between residents.     

Critical Literacy as a Lens for Students’ Evaluation of Sources in an AP World History Class

Abstract

Critical literacy is an appropriate learning outcome for social studies courses because it has the potential to teach students how to critically evaluate sources of information relevant to historical texts and current news media. The purpose of this qualitative case study is to examine the process through which students learned to apply critical literacy strategies while completing an end-of-unit research project in tenth grade AP world history. This study looks as student and teacher interviews to examine how students use critical literacy approaches and perspectives to analyze texts. As a result of this study it was determined that: (1) students at the elite private school had limited experience with source evaluation and critical literacy prior to this research project, (2) critical literacy served as an effective evaluation tool for reliability and bias for some students, (3) certain students experienced challenges in using critical literacy as an evaluation tool, and (4) students believed that critical literacy would benefit them personally and academically. Results include implications for instructors who wish to teach critical literacy and source evaluation in this information age.     

The Influence of Parent Expectations and Parent-Child Relationships on Mental Health in Asian American and White American Families

Previous studies have suggested that Asian parents’ high academic expectations can lead to negative mental health outcomes among Asian American youth. We explore this hypothesis by analyzing data collected in an affluent, suburban high school with a large Asian American population. We examine the relationships between parent expectations, students’ relationships with their parents, and mental health outcomes among Asian American (predominantly Indian American and Chinese American) and white youth. We find that the quality of parent-child relationships is associated with mental health outcomes and that the association between parent expectations and mental health outcomes is insignificant after controlling for these relationships. We discuss significant differences by race and gender. The findings presented expand our understanding of the influence of Asian parents. They suggest that focusing on improving parent-child relationships, as opposed to altering parents’ expectations, might lead to improved mental health outcomes for Asian American youth, particularly for those in affluent communities.