A New Paper on Poverty and Race
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Mental Disorders and Thwarted Belongingness, Perceived Burdensomeness, and Acquired Capability for Suicide
Psychiatry Research 226 (2015) 316–327 Contents lists available at ScienceDirect Psychiatry Research journal homepage: www.elsevier.com/locate/psychres Mental disorders and thwarted belongingness, perceived burdensomeness, and acquired capability for suicide Caroline Silva n, Jessica D. Ribeiro, Thomas E. Joiner Florida State University, USA article info abstract Article history: Nearly all mental disorders increase suicide risk; however, some better predict ideation versus attempts. Received 18 March 2014 The interpersonal theory of suicide provides a framework to understand these relationships, via the Received in revised form constructs of thwarted belongingness, perceived burdensomeness, and acquired capability. The current 6 January 2015 study examined the relationships between various mental disorders and theory constructs among 997 Accepted 10 January 2015 adult outpatients, controlling for sex and age. Disorders generally symptomatically associated with social Available online 15 January 2015 withdrawal or potential liability to others (i.e., depressive and bipolar disorders, social phobia, borderline Keywords: personality disorder, schizophrenia and other psychotic disorders, certain drug dependence) were Suicide uniquely positively associated with thwarted belongingness and perceived burdensomeness. Disorders Suicide risk assessment associated with potential exposure to painful and provocative events (i.e., posttraumatic stress disorder, Interpersonal theory of suicide schizophrenia and other psychotic disorders, certain drug -
ABSTRACT Arab American Racialization and Its Effect
ABSTRACT Arab American Racialization and its Effect oniAmerican Islamophobiaa in the United States Catherine Haseman Director: Dr. Lisa Lacy, Ph.D. Over the past few years, anti-Muslim and anti-Arab rhetoric and discrimination has surged. Prejudice against Arabs and Muslims has moved from the fringes of American society to the mainstream. The American Islamophobic discourse is so deeply rooted in U.S. history, culture, and society that we often misunderstand its origins as well as its manifestations. This paper proposes a critical dialogue about how to understand one contested concept (Islamophobia) by using another contested one (racialization). This paper seeks to understand if--and if so, to what extent--racialization is central to understanding America’s pernicious brand of Islamophobia. In addition to reviewing the historical connection between racialization and Islamophobia, this paper analyzes the results of a survey of Texans’ views of Islam and Muslims. The survey results are used to understand how racialized conceptions of Arab Muslims correspond with Islamophobic tropes. APPROVED BY DIRECTOR OF HONORS THESIS: ____________________________________________ Dr. Lisa Lacy, Department of History APPROVED BY THE HONORS PROGRAM: __________________________________________________ Dr. Elizabeth Corey, Director DATE: _________________________________ ARAB AMERICAN RACIALIZATION AND ITS EFFECTS ON AMERICAN ISLAMOPHOBIA A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program -
Place Attachment, Feeling of Belonging and Collective Identity in Socio-Ecological Systems: Study Case of Pegalajar (Andalusia-Spain)
sustainability Article Place Attachment, Feeling of Belonging and Collective Identity in Socio-Ecological Systems: Study Case of Pegalajar (Andalusia-Spain) Javier Escalera-Reyes Department of Social Anthropology, Psychology and Public Health, Universidad Pablo de Olavide, 41013 Sevilla, Spain; [email protected] Received: 10 March 2020; Accepted: 18 April 2020; Published: 21 April 2020 Abstract: Shared feelings of belonging and attachment held by people in relation to the place they live, and the development of collective identities that such feelings can promote, should be taken into account when seeking to understand the configuration and operation of socio-ecological systems (SES), in general, and the impact these factors have on SES adaptability, transformability and resilience, in particular. However, these topics have not been examined in enough depth in prior research. To address the effects of people’s feelings of place attachment and belonging in specific SES and the impacts they have on the aforementioned properties, in addition to theoretical instruments appropriate to the emotional and cognitive nature of this kind of phenomena, in-depth empirical qualitative studies are required to enhance understanding of the cultural and symbolic dimensions of the SES of which they are part. In this regard, the analysis of people–place connections, feelings of belonging and territorial identifications (territoriality) is strategic to understanding how the biophysical and the socio-cultural are interconnected and structured within SES. This article is based on a case study implemented through long-standing ethnographic research conducted in Pegalajar (Andalusia-Spain), which examined the struggle of the local population to recover the water system on which the landscape, as well as the ways of life that sustain their identity as a town, has been built. -
CYBERBULLYING Bullying Is Aggressive Behavior That Is Intentional and Involves an Imbalance of Power Or Strength
From the Stop Bullying Now Website http://www.stopbullyingnow.hrsa.gov/adults/cyber-bullying.aspx CYBERBULLYING Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. Usually, it is repeated over time. Traditionally, bullying has involved actions such as: hitting or punching (physical bullying), teasing or name-calling (verbal bullying), or intimidation through gestures or social exclusion. In recent years, technology has given children and youth a new means of bullying each other. Cyberbullying, which is sometimes referred to as online social cruelty or electronic bullying, has been defined as "an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself" (Smith et al., 2008, p. 376). Cyberbullying can involve: • Sending mean, vulgar, or threatening messages or images • Posting sensitive, private information and/or lies about another person • Pretending to be someone else in order to make that person look bad • Intentionally excluding someone from an online group (Willard, 2005) Children and youth can cyberbully each other through: • Emails • Instant messaging • Text or digital imaging messages sent on cell phones • Social networking sites • Web pages • Blogs • Chat rooms or discussion groups • Other cyber technologies Bullying via instant messaging appears to be particularly prevalent (Dehue et al., 2008; Kowalski et al., 2008). How Common Is Cyberbullying? Research studies have produced different answers to this question. Rates of cyberbullying vary depending on the definition of cyberbullying that is used, the ages and characteristics of children surveyed, and the time frame involved (Kowalski & Limber, under review). -
Intersectional Invisibility (2008).Pdf
Sex Roles DOI 10.1007/s11199-008-9424-4 ORIGINAL ARTICLE Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities Valerie Purdie-Vaughns & Richard P. Eibach # Springer Science + Business Media, LLC 2008 Abstract The hypothesis that possessing multiple subordi- Without in any way underplaying the enormous nate-group identities renders a person “invisible” relative to problems that poor African American women face, I those with a single subordinate-group identity is developed. want to suggest that the burdens of African American We propose that androcentric, ethnocentric, and heterocentric men have always been oppressive, dispiriting, demor- ideologies will cause people who have multiple subordinate- alizing, and soul-killing, whereas those of women group identities to be defined as non-prototypical members of have always been at least partly generative, empower- their respective identity groups. Because people with multiple ing, and humanizing. (Patterson 1995 pp. 62–3) subordinate-group identities (e.g., ethnic minority woman) do not fit the prototypes of their respective identity groups (e.g., ethnic minorities, women), they will experience what we have Introduction termed “intersectional invisibility.” In this article, our model of intersectional invisibility is developed and evidence from The politics of research on the intersection of social historical narratives, cultural representations, interest-group identities based on race, gender, class, and sexuality can politics, and anti-discrimination legal frameworks is used to at times resemble a score-keeping contest between battle- illustrate its utility. Implications for social psychological weary warriors. The warriors display ever deeper and more theory and research are discussed. gruesome battle scars in a game of one-upmanship, with each trying to prove that he or she has suffered more than Keywords Intersectionality. -
Jim Crow Racism and the Mexican Americans of San Antonio, Texas
ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, FL May 2018 Copyright by Rebecca Dominguez-Karimi, 2017 ii ORAL HISTORY AS A MEANS OF MORAL REPAIR: JIM CROW RACISM AND THE MEXICAN AMERICANS OF SAN ANTONIO, TEXAS by Rebecca Dominguez-Karimi This dissertation was prepared under the direction of the candidate's dissertation advisor, Dr. Sandra Norman, Comparative Studies Program, and has been approved by the members of her supervisory committee. It was submitted to the faculty of the Dorothy F. Schmidt College of Arts and Letters and was accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. SUPERVISORY COMMnTEE: ~~o..... .:i N1~"" Sandra Norman, Ph.D. ~~Susan Love Brown, Ph. 'S:"..,;ae~.~~o~ JosephinBeoku-Betts, Ph.D. Directo , mparative St ilies Pro? MiC11aeliOfSWclD.~-# Dean, Dorothy F. Schmidt College of Arts andn:ers . 5"", "Zo/g "~~2.~~ ' iii ACKNOWLEDGMENTS The author offers her sincerest thanks and gratitude to members of her committee (past and present-Dr. Robin Fiore, Dr. Marta Cruz-Janzen, Dr. Sandra Norman, Dr. Susan Love Brown, and Dr. Josephine Beoku-Betts) for their guidance, input, and support in bringing this manuscript to fruition. She wishes to especially thank her dissertation advisor, Dr. Sandra Norman, for her patience, advice, and inspiration during the composition of this manuscript. -
Studies on Peer Victimization and Social Exclusion from A
Patrik Söderberg Not Only Bad Luck Studies on Peer Victimization and Social Exclusion from a Multilevel Perspective Adolescent victimization and social exclusion are universal phenomena with long-term negative Patrik Söderberg mental health consequences. Meanwhile, studies on the effectiveness of anti-bullying programs have yielded mixed result. Patrik Söderberg | Not Only Bad Luck | 2018 Söderberg | Not Only Bad Luck Patrik Not Only Bad Luck This thesis adopts a multilevel approach to explore the bi-directional relationships between psycho- Studies on Peer Victimization and Social Exclusion social maladjustment and peer victimization, in settings that participants have little to no choice from a Multilevel Perspective but to belong to, such as nomadic forager band societies, modern high-school classrooms, and the family environment. Based on the results, the thesis suggests that whole-school programs should continue to pro- mote inclusiveness and diversity, but should also acknowledge the impact of individual characteris- tics and family adversities on peer victimization. 9 789521 237393 ISBN 978-952-12-3739-3 Patrik Söderberg Born 1980 in Vasa, Finland Studies, exams, and present occupation: Master’s degree in Developmental Psychology at Åbo Akademi University in 2010 Bachelor’s degree in Political Science at Åbo Akademi University in 2009 Patrik Söderberg is currently working as a university teacher in Developmental Psychology within the Faculty of Education and Welfare Studies at Åbo Akademi University in Vasa, Finland. His research and teaching interests include peer victimization, social inclusion, gene- environment interaction, and youth political participation. Portrait photo: Raija Skyttälä, Foto Airaksinen Cover photo: User PublicDomainPictures on Pixabay, released under Creative Commons CC0 Åbo Akademi University Press Tavastgatan 13, FI-20500 Åbo, Finland Tel. -
How Does Individualism-Collectivism Relate to Bullying Victimisation?
International Journal of Bullying Prevention https://doi.org/10.1007/s42380-018-0005-y ORIGINAL ARTICLE How Does Individualism-Collectivism Relate to Bullying Victimisation? Peter K. Smith 1 & Susanne Robinson1 # The Author(s) 2019 Abstract Large-scale surveys have pointed to considerable country variations in the prevalence and nature of bullying victimisation. In seeking to explain these, one possible explanatory factor has been the cultural values of a country, such as expounded by (Hofstede 1980; Hofstede et al. 2010). Of his six dimensions of cultural values, the most investigated in relation to aggression and bullying has been that of individualism-collectivism (IDV). The theoretical background and several empirical studies have suggested more aggression in individualist societies, but the evidence has been mixed and often based on small samples. Here, we investigate how the prevalence of victimisation in different countries relates to IDV. We also examine predictions about the proportion of bullying which is relational and the ratio of bullies to victims. We primarily used the Health Behaviour in School- aged Children surveys, available at 3 age groups and over six time points. We also use data from 4 other surveys where appropriate. The overall findings are for less victimisation in individualist societies, but only in more recent years; some support for a greater proportion of relational victimisation in individualist societies and a higher ratio of bullies to victims in collectivist societies. The findings are discussed in relation to other factors, and a hypothesis is advanced that regulatory frameworks and resources have reduced victimisation primarily in more individualist societies in the last two decades. -
C96e3b9693564ffee85f3615c77
SEFARAD, vol. 72:2, julio-diciembre 2012, págs. 325-350 ISSN: 0037-0894, doi: 10.3989/sefarad.012.010 Construcción y deconstrucción del converso a través de los memoriales de limpieza de sangre durante el reinado de Felipe III ∗ Juan Hernández Franco, Antonio Irigoyen López ** Universidad de Murcia En este artículo ponemos de relieve cómo el gran momento de la reforma de los esta- tutos de limpieza de sangre, que tendrá lugar en la segunda década del siglo XVII, tiene un destacado e intenso prolegómeno, que se fecha a partir del último tercio del Quinientos. En un ambiente mayoritariamente partidario de la ideología de los cristianos viejos y su propósito de excluir a los conversos de los honores sociales, tímidamente tanto Felipe II, en sus últimos años de vida, como Felipe III, la Inquisición y en concreto inquisidores generales como Quiroga, Niño de Guevara y Rojas, o bien sobresalientes religiosos como Rivadeneira, de las Casas y Montemayor, van a dar su apoyo en unos casos y a revisar en otros la conducta con la que se asocia al converso. Los últimos harán hincapié en su condi- ción de cristianos auténticos y las ventajas que reportaban sus conocimientos y formación para la sociedad y sus instituciones. PALABRAS CLAVE: Estatutos de limpieza de sangre; exclusión social; intolerancia; cris- tianos viejos; conversos; identidad socio-religiosa. * Este trabajo forma parte del proyecto de investigación 15300/PHCS/10 Nobilitas. Estudios y base documental de la nobleza del Reino de Murcia, siglos XV-XIX. Segun- da fase: análisis comparativos, financiado por la Fundación Séneca: Agencia regional de Ciencia y Tecnología de la Región de Murcia; del proyecto de investigación 11863/ PHCS/09: El legado de los sacerdotes. -
Talking Race” in University Classes: a Discourse Analytical Approach
Language Research Bulletin, 23 , ICU, Tokyo “Talking Race” in University Classes: A Discourse Analytical Approach James W. Tollefson Mai Yamagami Many university classes introduce issues of race and racism – topics that are difficult for some people to discuss openly. The ICU ELP Program, for example, includes challenging readings on race and racism as a focus for class discussion and writing assignments. In this article, we discuss an approach to the analysis of race and racism that can help students apply their critical thinking skills to this important topic. We argue that focusing on the discourse of race offers rich opportunities for class discussion and student writing. Specifically, we summarize critical discourse analysis, particularly its understanding of the concept of “racism,” and we provide suggestions and examples for its use in class. University classes at ICU and elsewhere address profound social, political, cultural and economic issues of race and racism. The ICU English Language Program (ELP), for example, includes six thematic units that form the basis for lessons in reading and writing. The six units are: educational values and critical thinking; reading literature; culture, perception and communication; issues of race; bioethics; and visions of the future. The ELP Reader (ICU English Language Program, 2007) includes core readings for each of these topics. Lessons for the readings focus on content as well as a wide range of reading and writing skills. In this article, we discuss the thematic unit “issues of race” in order to identify some of the challenges facing classes in which race is a major topic. We distinguish explicit (“old”) and implicit (“new”) forms of racism, arguing that implicit forms of racism require a discourse analytical approach to analyzing race. -
Social Exclusion Topic Guide
TOPIC GUIDE ON SOCIAL EXCLUSION Seema Khan About this guide This GSDRC resource guide aims to introduce some of the best literature on the definitions, understandings, causes, and impact of social exclusion, as well as the ways in which exclusion can be measured and addressed by governments, civil society actors and international organisations. It also highlights the major debates taking place on the issue within the international development and academic communities. It is intended primarily as a reference guide for policymakers. New publications and emerging issues will be incorporated on a quarterly basis. The guide was written by Seema Khan (GSDRC), in close collaboration with Professor Frances Stewart (Centre for Research on Inequality, Human Security and Ethnicity), Dr Rosalind Eyben (Institute of Development Studies) and Professor Bina Agarwal (University of Delhi). The GSDRC also appreciates the contributions made by Dr Rosamund Ebdon (DFID). The guide was last updated by Erika McAslan Fraser. Comments, questions or documents can be sent to [email protected]. About the GSDRC The Governance and Social Development Resource Centre (GSDRC) provides cutting-edge knowledge services on demand and online. It aims to help reduce poverty by informing policy and practice in relation to governance, conflict and social development. The GSDRC receives core funding from the UK Department for International Development (DFID) and the Australian Agency for International Development (AusAID). www.gsdrc.org First published December 2009 This revised edition published February 2012 © International Development Department, University of Birmingham Contents Introduction ..................................................................................................................... 4 Definitions and different understandings of social exclusion ............................................. 5 What are the socially excluded excluded from? ........................................................................ -
Performative Allyship
Let’s Talk: How to be Actively Anti-Racist Session Overview • Explore key terms and definitions related to Anti-Racism work. • Explore the contemporary significance of racism within a Canadian context and explore how we as individuals can commit to anti- racism work. • Conversation: Questions and Answers. 2 Guidelines for Anti-Racism Conversations 1. Acknowledge and accept the fact that racism exists. 2. Take risks and lean into discomfort 3. Avoid making assumptions and generalizations about other people or groups of people. 4. Take accountability for your behaviour and be open to critical self-reflection. 5. Give Yourself Permission to make mistakes. 3 “Many of [us] are trapped in a history which [we] do not understand and “ until [we] understand it, [we] cannot be released by it. “ James Baldwin 4 Common Terms and Concepts Colonization Definition: “Colonization is a process of establishing foreign control over target territories of people by creating colonies and possibly by settling them.” 6 Settler Colonialism Definition: “Settler Colonialism is a form of colonization that seeks to replace the original population of the colonized territory with a new society of settlers. As with all forms of colonialism, it is based on exogenous domination, typically organized by an imperial authority.” 7 Key Features 1. Settler colonizers come to stay. 2. It is a structural system, not an event in history. 3. It denies the existence of indigenous people and the legitimacy to claims to land. 4. It claims to vanish indigenous peoples and replace them with settlers. 8 Key Features 5. Its logic of elimination requires the removal of indigenous peoples of a territory, child abduction, religious conversion, reprogramming (via missions or boarding schools; and myriad forms of assimilation.