From Navigation to Negotiation: An Examination of the Lived Experiences of Black Gay Male Alumni of Historically Black Colleges and Universities

This research presents an examination of Black gay men and their lived experiences while undergraduates at historically Black colleges and universities (HBCUs). Based on 10 in-depth interviews with self-identified Black gay men, the author presents four emergent themes, which reveal the complex ways in which Black gay men navigate and negotiate the intersections of their multiple identities as related to race, sexual orientation, and gender at HBCUs. The findings of this research have implications for larger discussions of community, Black masculinity, and gay identity in predominantly Black and non-Black contexts.     

How student teachers (don’t) talk about race: An intersectional analysis

This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students’ identities.     

Social Background Differences in Early Family Behavior

Social background has historically been recognized as a major factor influencing family behavior, though recent work has largely emphasized racial/ethnic influences. Here we use 1994 – 1995 and 2001 – 2002 Add Health data to examine the cohabitation, first marriage, and first birth experience of young women. In a multistate life table context, hypothetical cohorts specified in terms of race and mother’s education are followed, from age 11 to age 24, as they move through 6 family‐related statuses. The results indicate that, for both Black and White women, a higher level of maternal education is generally associated with less cohabitation, less marriage, fewer first births, and a higher percentage of women who experience none of those transitions before age 24. Racial and social background differences are conceptually and empirically distinct. Because mother’s education is associated with substantially different trajectories of early family behavior for both Blacks and Whites, we argue that social background merits increased attention in research on contemporary American family patterns.     

Communicative Correlates of Satisfaction,Family Identity,and Group Salience in Multiracial/Ethnic Families

Guided by the Common Ingroup Identity Model ( S. L. Gaertner & J. F. Dovidio, 2000 ) and Communication Accommodation Theory ( C. Shepard, H. Giles, & B. A. LePoire, 2001 ), we examined the role of identity accommodation, supportive communication, and self‐disclosure in predicting relational satisfaction, shared family identity, and group salience in multiracial/ethnic families. Additionally, we analyzed the association between group salience and relational outcomes as well as the moderating roles of multiracial/ethnic identity and marital status. Individuals who have parents from different racial/ethnic groups were invited to complete questionnaires on their family experiences. Participants (N = 139) answered questions about relationships with mothers, fathers, and grandparents. The results of the multilevel modeling analyses are discussed in terms of implications for understanding multiracial/ethnic families and family functioning.     

Race and opportunity in a public alternative school

This qualitative case-study explores questions about the stratifying role of public alternative schools created for ‘at-risk’ youth by analyzing the school experience of students who attend a single continuation high school and the process of student enrollment and referral to that school. Drawing on the concept of whiteness as property, this article demonstrates how the continuation high school maintained and protected the property functions of whiteness through acts of symbolic violence and the systematic removal of non-white students from the school district’s mainstream high school. Instead, students were placed in a substandard alternative school lacking in material and intellectual resources. Furthermore, teachers, counselors, and administrative staff at the mainstream and continuation high schools alike drew upon the racial ideology of merit to rationalize the overrepresentation of non-white youths at the study school and to ‘deracialize’ the student referral process.     

W.E.B. Du Bois and Filipino/a American exposure programs to the Philippines: race class analysis in an epoch of ‘global apartheid’

The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois’s ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois’s conceptualization of a ‘guiding hundredth,’ which he forwarded as a corrective to his ideas of a ‘talented tenth.’ The article also offers a case study analysis of the film Sounds of a New Hope, which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois’s ‘guiding hundredth’ for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora.     

Daring to care: the role of culturally relevant care in mentoring Black and Latino male high school students

This study seeks to challenge the uni-dimensional way care in school is written about by highlighting an often overlooked aspect of care – the kind that students do for each other. Data is drawn from focus groups conducted with the youth participants and founder of Umoja Network for Young Men (UMOJA), an all-male, school-based mentoring program for over-aged and under-credited (OA/UC) high school students. The authors draw on theories of culturally relevant pedagogy, care, and critical pedagogy to present the findings and propose a form of culturally relevant care (CRC) that entails warm demanding and building mutual trust. This study highlights the humanizing experiences of the Black and Latino male transfer students and their mentor. This focus on the experiences of young Black and Latino male participants seeks to shift the discourse from one focused on deficits to one that recognizes their agency and capacities for social and academic success.     

苏联走上军备竞赛之路的原因与后果

苏联走上与资本主义国家进行军备竞赛之路,原因是多方面的,不仅仅是出于维护国家安全的需要。发展超出本国国防需要的军备,给苏联社会带来了多方面的消极影响,直接影响了社会主义优越性的发挥。     

《秀拉》:毁灭与创造并存的隐喻世界

托妮.莫里森的小说《秀拉》通过对女主人公秀拉和黑人社区“底层”的描写,探讨了关于黑人女性寻求自我和黑人群体重建种族文化的话题。这一主题的表达有赖于作品中众多象征性意象的运用,着重分析这些意象的隐喻意义,并发掘莫里森文本的民族寓言特质。     

Anthropological Theories of Low-Wage Work

This review assesses the use of anthropological theories in the examination of low-wage work. Due to the vast differences existing between different cultures in low-wage work, this review focuses on theories that have been applied in Western, and mainly American, contexts. There are primarily three fields from which this literature is drawn: economic anthropology, gender and race anthropology, and theories of power—the last integrates all these theories. Differences and controversies over the applicability of these theories are also highlighted. The review concludes with a conceptual map describing the interrelatedness of these theories and how they explain the realities of low-wage workers.