Search

“Prologue” and “Addendum: A Martinez-Inspired Counterstory about the German Hamilton” from Lin-Manuel Miranda’s Hamilton: Silenced Women’s Voices and Founding Mothers of Color: A Critical Race Theory Counterstory.© 2023 Peter Lang GmbH. Used by permission of Peter Lang GmbH. All Rights Reserved.

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines. [ABSTRACT FROM AUTHOR]

Using an approach based on intersectionality theory, this Note tests whether a difference in asylum recognition rates exists in Australia and New Zealand at the firstappeals level. Through compiling an original dataset of judicial decisions and performing logistic regression analysis, this Note finds no difference in asylum recognition rates between queer men and queer women in Australia. In New Zealand, however, queer men were significantly more likely to win their cases than were queer women. This Note then qualitatively analyzes why recognition rates between queer men and women were similar in Australia but different in New Zealand. Examining a subset of judicial opinions, this Note argues that one explanation for the quantitative results can be found in the role of credibility. In Australia, judges set questionably high thresholds for establishing that male applicants were credibly gay and female applicants were credibly lesbian. In New Zealand, judges set similarly high thresholds for establishing that female applicants were lesbian, but lower thresholds for establishing whether men were gay. In both countries, the judicial opinions demonstrated a lack of understanding of challenges specific to queer women, as intersectionality theory suggests. This Note is important for several reasons. First, there is minimal research on the experiences of queer female asylum seekers, and almost no research on asylum adjudication in New Zealand. Second, from a practical standpoint, this Note empirically demonstrates that queer women are potentially being forced back into persecution because judges do not have a proper understanding of queer female sexuality. [ABSTRACT FROM AUTHOR]

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls' STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls' pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where "Girls hold all the power in the world". [ABSTRACT FROM AUTHOR]

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines.

This Article is the first to apply a critical race feminism (CRF) critique to the current immigration law in the United States, Immigration and Nationality Act (INA) § 212(a)(2)(D)(i), which excludes immigrants for engaging in sex work.1 This Article will use critical historical methodology to center the role of women of color as the primary targets of not only the first federal law to criminalize sex workers, but also the first explicitly racist immigration law in United States history. The Article will also employ theories of anti-essentialism and intersectionality to show how INA § 212(a)(2)(D)(i) both silences the voices and experiences of women of color sex workers and refuses to recognize the impacts of multiple intersecting systems of oppression. Finally, the Article will connect the critique of INA § 212(a)(2)(D)(i) to the anti-carceral feminist movement to decriminalize sex work in order to move from theory to praxis, and to inspire advocacy strategies and law reform efforts that point to a broader project of transformation. The ultimate goal of this Article is to strengthen links between critical race and immigration law scholarship so that scholars can continue to use CRF as an exploratory analytical tool to examine the intersections of race, class, and gender within immigration law. [ABSTRACT FROM AUTHOR]

Restorative practices (RP) in K-12 schools in the United States have grown exponentially since the early 1990s. Developing against a backdrop of systemic racism, RP has become embedded in education practice and policy to counteract the harmful and persistent patterns of disparities in school discipline experienced by students of color. Within this legal, social, and political context, the empirical evidence that has been gathered on school-based restorative justice has framed and named RP as a behavioral intervention aimed at reducing discipline incidents—that is, an “alternative” to punitive and exclusionary practices. While this view of RP is central to dismantling discriminatory systems, we argue it reflects an unnecessarily limited understanding of its potential and has generated unintended consequences in the field of RP research. First, the reactive RP model of analysis focuses more exclusively on behavioral change, rather than systemic improvement, to address discipline disparities. Second, RP research has insufficiently examined the potential role of RP in achieving health justice. Third, RP research too rarely engages in intersectional analyses that critically examine gendered racism. This study is intended as a course correction. Building on the work of legal scholars, public health researchers, sociologists, restorative justice practitioners, and our own prior work, this original study is the first to examine non-disciplinary RP through a critical race feminist lens, and—just as importantly—a public health praxis. Our findings reveal that the interplay between RP and adolescent health, race, and gender can no longer be overlooked. Proactive non-disciplinary RP was found to promote supportive school environments that enhance five key protective health factors for Black and Latina girls. Additionally, results indicate that RP improved the mental health and wellbeing of Black and Latina girls, building fundamental resilience skills that can help overcome the complex array of social structures that serve to disempower and disenfranchise girls and harm their educational and health outcome. [ABSTRACT FROM AUTHOR]

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls’ pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where “Girls hold all the power in the world”.

This autoethnographic study demonstrates my experiences of teaching social justice issues as a female teacher of color at a university in the Southwest. Based on Critical Race Feminism (CRF) and intersectionality, I explore the intricate layers of my social identities and positionality in relation to my teaching practices. The first finding highlights my sense of self-doubt and shame as an "Other" teacher. Next, I analyze whiteness and how it operated discursively and performatively in my classroom. I also discuss how I made sense of and dealt with whiteness particularly in the discussion of race. The third finding demonstrates resilience as a necessary process of becoming a CRF teacher. The conclusion addresses a few suggestions to translate the complex groundwork of CRF into classroom and community-based action as a way to disrupt oppressive norms. These suggestions include questioning the notion of safe classrooms, carefully examining the academic and pedagogical endeavors under the banner of diversity, and creating academic spaces for critical reflexivity on racial relations and theorization starting from the experiences of women of color. [ABSTRACT FROM AUTHOR]

The article discusses role of critical race feminism and Intersectionality of black females in organizational leadership and buinsesswomen.

The article focuses on the symposium titled "Reframing the Welfare Queen: Feminist and Critical Race Theory Alternatives to Existing Poverty Discourse" with the anti-poverty conversations forward by reframing the welfare queen. Topics discussed include state norms for citizenship, scholarship that reframes figure, identifying contemporary iterations of the welfare queen construct and charting their effects and welfare queen's feminization of poverty.

The subject of race entails learning 'difficult knowledge', namely knowledge that students find emotionally charged and controversial, or where students are resistant to learning because the knowledge challenges the status quo. Through the lens of critical race theory and critical race feminism we examine the role of faculty of colour in teaching difficult topics about race, racism, anti-racism at a university. We contend that because faculty of colour are often left the task of disrupting dominant racial ideologies and hegemonies, and are engaged and surveilled by students in the classroom, there are multiple roles and boundaries inhabited by nonwhite faculty who teach about race and racism. Drawing from interviews with students, collective interviews amongst us as women of colour academics, and as part of a larger study on teaching and learning about race and racism, we identify five distinctive instructional roles designated to faculty of colour. These five roles--curator and choreographer of emotions; tour-guide; puzzler; instructor as 'book'; and s**t disturber and catalyst--are framed as metaphoric representations to make explicit assumptions and expectations about faculty who teach difficult knowledge. This research indicates that nonwhite faculty teach in the context of invisibilized norms and expectations that are weighty, confining and, although unspoken, omnipresent. We conclude that naming these issues of power is a means of politicizing and contextualizing our work, developing critical pedagogical practices, and identifying institutional changes that may mitigate the additional labour that nonwhite faculty undertake in teaching difficult topics of race. [ABSTRACT FROM AUTHOR]

Anti-oppression emerged in the 1990s as a perspective for challenging inequalities and accommodating diversity within the field of social work, including child welfare in Canada. Using the concepts of white supremacy, anti-Black, and anti-Native racism in conjunction with the notion of the exalted national subject (Thobani, 2007), we contend that any understanding of the overrepresentation of Aboriginal and Black children in the care of child welfare services must be located within the wider narrative of white supremacy that has underpinned the formation of the post-war welfare state. This overrepresentation highlights the need to shift from anti-oppression to critical race feminism and anti-colonialism perspectives in order to address more effectively anti-Black and anti-Native racism and the economy of child welfare.

The author, who is an African-American female teacher, discusses her re-imagination of the curriculum through the lives of third grade students and colleagues to work against internalized notions of curriculum as standards. Topics covered include rationales for moving curriculum from internalized to connected, collective and introspective, the use of critical race feminism (CRF) as the framework for the move, and the connections between curriculum, CRF and autoethnography.

Copyright of Atlantis: Critical Studies in Gender, Culture & Social Justice / Études Critiques sur le Genre, la Culture, et la Justice is the property of Mount Saint Vincent University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work examines my journey, as a descendant of the Creoles of Freetown, Sierra Leone, on my father's side, and former enslaved Africans of rural Texas on my mother's side, to construct and develop the Transdisciplinary Applied Social Justice (TASJ©) model. The TASJ model is an Afrocentric, praxis-oriented, theoretical, and methodological approach for addressing the marginalization, exclusion, and disenfranchisement of people of color, and women of color, in particular. This article documents the development of the TASJ model using personal narrative and demonstrates its connections to Black Feminism and Critical Race Feminism. In addition, the model's contribution to Africana Studies is examined. Key contributions include its transdisciplinary focus; its recognition of the importance of intertwined identities, including race and gender; and its commitment to social justice activism and social movements. [ABSTRACT FROM AUTHOR]

This article explores the development of service-learning from a critical race feminist perspective. Critical race feminism seeks to understand how society organizes itself along intersections of race, gender, class, and other forms of social hierarchies. It utilizes counter-storytelling as methodology and legitimizes the voices of women of colour in speaking about social oppression. Though counter-storytelling, women of colour students, non-academic staff, faculty, and non-university community members relayed their experiences at The University of British Columbia, Vancouver, Canada, which formed the basis for a transformative vision of service-learning engagement. This vision calls for institutional accountability, requiring a critical examination and transformation of hegemonic structures and practices from within before any genuine, respectful, and mutually beneficial relationships with communities of colour can be developed. Such partnerships would enable the university to create outstanding partnerships to address and solve local, national, and global injustices. [ABSTRACT FROM AUTHOR]