GOT IMPACT? Opportunities for Racial Equity Transformations in Curriculum, Race, Gender, Class Data & State Funding Nancy López, Ph.D. [email protected]
Director, Institute for the Study of “Race” & Social Justice Co-chair, Diversity Council Associate Professor, Sociology The University of New Mexico Virginia Tech, Linking the Silos of Racial Equity Work, April 21, 2016 Arlington, VA 1
Invitation to a dialogue… • How can we build strategic partnerships & assess the impact of our work? • How can we advance opportunities for racial justice research, policy and practice? • How can we engage in productive dialogues about ethical equity-focused data collection, analysis, reporting and praxis (action and reflection) in policy areas (e.g., health, education, criminal justice, employment, housing)? 3 *INVITATION TO SELF-REFLEXIVITY *
• Research/Policy/Praxis for whom and for what? • Who benefits? • What would research/policy anchored in ethical self-reflectivity (action and reflection) on race, racism and social justice for other marginalized groups look like? • What are some promising practices for getting there? • Where can you work the cracks? OPPORTUNITIES FOR EQUITY-BASED TRANSFORMATIONS… • How can we work together to establish a community of practice around ethical equity- based data collection and praxis? • If the purpose of race, ethnicity, gender, sexual orientation and other axes of inequality, how can we work toward ethical data collection that builds on the insight that race is not analytically equivalent with ethnicity and that take intersectionality seriously? • Data and Laws are a first step, but not enough. • How can we sustain this work? RADICAL CONTEXTUALIZATION (Chapman and Berggren, 2005) • Holistic approach • provid[ing] greater detail on the populations studied, including their heterogeneity and origins • identifying the social and economic processes that perpetuate inequalities • Speaking truth to power RADICAL CONTEXTUALIZATION
• movement away from a focus on poverty and impoverished people, to analysis of relationships of inequality and systems of power, to the examination of the impact of relative inequality on health and well-being across an entire society BENIGN NEGLECT? DE FACTO SPATIAL SEGREGATION REDLINING OF RESOURCES FOR URBAN COMMUNITIES WHY CONTEXTUALIZATION? (Chapman and Berggren, 2015:154) • racialization, as a social process, is not inseparable from skin color (p. 154) • toward ethical deliberation in ways that facilitate moral action. • engagement with racial [and] ethnic health disparities as moral processes, but not without serious implications. REFRAMING THE IMPORTANT QUESTIONS … • asking why some people are poor, we would ask why other people are so affluent?’ (Nader, 1972: 289). Holistic ethnographic methods – mapping the context • methods that focus ‘up’ lead to investigations of systems of power. This shift, in turn, necessitates shifting from studying the poor, whose ‘embodiment of inequality’ follows the fault line of the uneven distribution of power found • in every society, to studying the production and perpetuation of those inequities. 155 11 GOT INFLUENCE? “WORKING THE CRACKS” BY LINKING SILOS ACROSS DOMAINS OF POWER
LOCAL LEVEL: University of New Mexico (Diversity Council, Institute for Study of “Race” & Social Justice, NM Statewide Race, Gender, Class Data Policy Consortium)
STATE-LEVEL: New Mexico; Department of Health; Department of Education; Vital Records; ELAC
NATIONAL LEVEL: Racial Equity Advocacy Groups; AfroLatino Forum; Imagining America – Community Engaged Census and Office of Management and Budget (OMB); National Academy of Sciences; National Institutes of Health; Scholarly Associations (ASA, AERA, etc.) INSTITUTE FOR THE STUDY OF “RACE” & SOCIAL JUSTICE MISSION, UNM
• Co-founded with Dr. Laura Gómez (now at UCLA) in 2009 with seed funding from RWJF Center for Health Policy – promote the establishment of empirical, theoretical and methodological clarity about “race” that draws on cutting-edge thinking from multiple disciplines and diverse empirical traditions – develop ways of empirically measuring “race” and assessing racialization processes in order to develop strategies for ameliorating race-based inequality – Partner with communities and policy makers
13 Is research/policy based on myth of race as biology ethical? CURRICULUM: Examine the textbooks
"Ethnicity is that portion of a person's cultural background that relates to a national or religious heritage. A person's race is her or her biological heritage-for example, Caucasian or Asian. To be an effective speaker, adapt to differences in culture, race and ethnicity (Beebe & Beebe (2009:46).” --S.A. Beebe, National Communication Association, Pres. Elect 2013 Morning, The Nature of Race: How Scientist Think and Teach about Human Difference DIVERSITY COUNCIL, CURRICULUM SUBCOMMITTEE, UNM For more information: diverse.unm.edu AERA 2016 NAVIGATING RESISTANCE TO ANTI-RACIST & ANTI-OPPRESSIVE CURRICULUM AT A PUBLIC UNIVERSITY IN THE SOUTHWEST IN U.S. Nancy López, PhD, Sociology, Institute for Study of “Race” & Social Justice, UNM Norma Valenzuela, PhD, Spanish, Kansas State U Kiran Katira, PhD, Peace Studies, Community Engagement Center, UNM Glenabah Martinez, PhD, Lang. Lit. Sociocultural Studies, UNM Jozi DeLeon, PhD, Special Educ., VP for Equity & Inclusion, UNM
*MORE INFORMATION VISIT* diverse.unm.edu or race.unm.edu National Institutes of Health (NIH) Workshop, April 29-30, 2011 Institute for the Study of “Race” & Social Justice, RWJF Center for Health Policy, UNM
18 Institutional Transformation@ UNM?
“U.S. & Global Diversity & Inclusion” undergrad requirement & diversity subcommittee of faculty senate curriculum committee (passed Spring 2014); Preferred Criteria on all Faculty & Job ads: “demonstrated commitment to equity, inclusion and student success and working with broadly diversity Communities” Dialogues on Equity Liaison on all Job Searches (in-progress, UC-Berkeley) Dialogues on Community Liaison and Equity Liaison on Faculty Senate Disentangling Race from Class in State Funding formula 2014); Graduate Advisors Council Partners (in-progress) Graduate Certificate Resolution: Transparency and Equity-Based Accountability of Student Funding via Lottery and Success Scholarships (in progress); Student Community Social Movement Fall 2014 Resolution: Partnership with Albuquerque Police Department (in progress) “Race & Social Justice Interdisciplinary Graduate Certificate” 15-credit interdisciplinary, transcripted certificate through the Institute for the Study of “Race” & Social Justice More info: race.unm.edu
20 (slides 1-2 for presentation, slides 4-12 additional information) Institutional Transformation@ UNM?
“U.S. & Global Diversity & Inclusion” undergrad requirement & diversity subcommittee of faculty senate curriculum committee (passed Spring 2014); Preferred Criteria on all Faculty & Job ads: “demonstrated commitment to equity, inclusion and student success and working with broadly diversity Communities” Equity Liaison on all Job Searches (in-progress, UC-Berkeley) Equity Liaison on Faculty Senate Operations Committee (in-progress) Disentangling Race from Class in State Funding formula 2014); Graduate Advisors Council Partners (in-progress) Graduate Certificate Resolution: Transparency and Equity-Based Accountability of Student Funding via Lottery and Success Scholarships (in progress); Student Community Social Movement Fall 2014 Resolution: Partnership with Albuquerque Police Department (in progress) College for Social Transformation Working Group (2012-2014) Making the Invisible Visible: Examining Race-Gender-Class Gaps in Six-Year Graduation and Remedial Class Placement at Southwest Public University 1980- 2015
AMERICAN EDUCATIONAL RESEARCHERS ASSOCIATION, 4/10/16 Dr. Nancy López, Sociology Dr. Melissa Binder, Economics Christopher Erwin, PhD Candidate Economics Mario JAVIER Chavez, Sociology, UNM Health Policy Doctoral Fellow University of New Mexico
For more information visit INSTITUTE FOR THE STUDY OF “RACE” & SOCIAL JUSTICE: RACE.unm.edu Intersectional Radical Contextualization of Educational Opportunity Structure & Mechanisms
P-12 SEDIMENTATION OF EDUCATIONAL OPPORTUNITY LOGIC MODEL STRUCTURAL STRUCTURE HIGHER RACE-GENDER-CLASS • Curriculum EDUCATION GAPS Tracking OUTCOMES (Intraschool De IN facto • Remedial Courses Segregation: AP, INTERGENERATIONAL Honors, Gifted) • 6-year Graduation LIFE CHANCES • School Resources • Education (Private/Public/C • Employment harter; Concentrated • Wages Disadvantage/D • Wealth e facto School- Level • Law Enforcement Segregation) • Health HYPOTHESES
1. We expect that while White and Asian students are more likely to receive a degree in 6 years when compared to Black, Native American and Hispanic students, race-class gaps will remain.
2. We expect that while White and Asian students are less likely to be placed in English and Math remedial courses when compared to Black, Native American and Hispanic students, race-class gaps will remain. Key Finding: RACE-CLASS GAPS
Class is not a proxy for the familiar racial (and gender) achievement gap in six-year college graduation or remedial class placement
Intersectionality in quantitative methods matters: several race-gender- income student groups are associated with higher odds of being placed in remedial courses, attributing to their lower odds of obtaining a degree in 6 years
NATIONAL: 2011 Symposium – Racial & Ethnic Measurements for 2020 Census Do all of these subgroups have similar health physical & mental statues, obesity, life expectancy, experience with law enforcement, when looking for an apartment, interacting with health professionals in ER, in schools vis-à-vis tracking/discipline, airport, immigration officials, etc.?
Hispanic Origin in U.S. White (53%*) Some Other Race Black (* National Average (37%*) (3%*) 2010 Census)
Mexican, Mex. Am., 53% 40% 1% Chicano
Puerto Rican 53% 28% 9%
Cuban 85% 6% 5%
Dominican 30% 46% 13%
South American 66% 25% 1%
29 Colorblind Racial Project at Census? Value added by separate questions on race and ethnicity • HEALTH: • CRIMINAL JUSTICE – LaVeist-Ramos et al., (2012) – Steffensmeier & Demuth (2000) – Gravlee et al., (2005) – Jones et al., (2008)
• HOUSING: • EDUCATION & EMPLOYMENT: – Logan (2003) – Rodriguez et al., (2011) – Turner et al., (2013) – Telles & Murgia (1996) – Massey & Denton (1994) – Lopez (2003) Killing Two Birds With One Stone? (López, 2013) Hispanic/Latin@s Within the Same Biological Families May Occupy VERY Different Racial Master Statuses/Street Race
31 REFRAMING THE QUESTION …
• What part of the social • Are these data used to examine race-gender gaps construction of race, and race-class gaps in ethnicity or gender are social outcomes? you investigating? • Important to distinguish • What dimension or between work on level? How are they decontextualized “identities,” “racial and linked? ethnic ideologies” and those – Individual/Micro that are linked to the – Institutional/Meso interrogation of social outcomes at all levels of – State, National, Global society Levels/Macro See Bonilla-Silva & Glover (2002) Latinamericanization Thesis Mapping & Linking Micro, Meso, Micro Stratification… Pathways to Social Outcomes 2013 Rutgers University Press
Reviewed in Provides an arsenal of American Journal multidisciplinary, of Sociology conceptual, and Jan. 2015 methodological tools for studying “race” Described as: specifically within the “fantastic” context of health inequalities and beyond. “masterful” Ch 12: Contextualizing “necessary Lived Race-Gender and reading” the Racialized Gendered Social Determinants of “beautiful Health (López, 2013) ambition”
33 Multi-dimensional Racial “Race” Self-Identity (López, 2013)
Political Status/Triba l Status “RACE” Ascribed Racial Status
Lived Race- Gender & Life Course Embodiment Multidimensional indicators of Ethnicity
(López, 2013) Ethnic identity/nationa l origin/ancestry Generational Cultural Status Practices, Food, ETHNICITY Legal Beliefs, Religion Status/Citize nship
Primary Language & Heritage Language Macro-Level
STRUCTURAL ARRANGEMENTS/POWER/PRACTICES: Laws, Popular Culture & Representation, Environmental Policies, State & National Policy (Health, Housing, Education) Meso-Level INSTITUTIONAL POWER/PRACTICES: Social Institutions, Neighborhoods, Community Context
Micro-Level RACIALIZED-GENDERED SOCIAL DETERMINANTS OF HEALTH Liv Contexualizing Lived Race- Gender as a Social Status, Embodiment NEED MULTIDIMENSIONAL DATA Sex=/=Gender=/=Sexual Orientation
SEX ASSIGNED AT BIRTH *Self-identifed *Bodily Status GENDER * Self-Identified *Ascribed/Street Gender *Performance SEXUAL ORIENTATION *Behavior * Self-Identified *Ascribed/Street Gender *Performance *Behavior PRELIMINARY FINDINGS Street Race & Street Race-Gender Matters: Self-Reported Physical Health, Mental Health & Discrimination Among Latinas and Latinos Nancy López, PhD, Sociology, UNM Edward D. Vargas, PhD, Postdoc, U of WI Lisa Cacari-Stone, PhD Melina Juarez, RWJF Fellow Alma Hernandez, RWJF Fellow Sonia Bettez, PhD RWJF Postdoctoral Fellow
Funded by RWJF Center For Health Policy, University of New Mexico National Latino Health & Immigration Survey (2015) STREET RACE QUESTION (N=1,493): If you were walking down the street, what race do you think other Americans who do not know you personally would assume you were based on what you look like? • White (N=287)…………….1 • Black (N=52)……………..2 • Asian American (N=29)…………3 • Native American/American Indian (N=27)………….4 • Hispanic or Latino (N=597)……………..5 • Mexican (N=317) …………..6 • Middle Eastern/Arab (N=51)………..7 • Some other race (record what they say) (N=60)…….8 • Don’t know...... 88 • Refused...... 99 *WEBCAST CONFERENCE ON ETHICAL DATA COLLECTION* “Making Latino/Hispanic Health Count: Advancing a Public Health Ethics Framework on Data Collection for Social Justice”
2016 Public Health Ethics Forum April 22, 2016, from 8:30 a.m. to 3:30 p.m. at the Tom Harkin Global Communications Center, CDC – Atlanta
Attend in person or participate via your computer, tablet or smartphone Public Art in Albuquerque, NM: “A good and healthy life” QUESTIONS FOR SOCIAL JUSTICE TRANSFORMATION:
What policy and legislative changes would transform the sedimentation of intersecting wealth inequalities?
Whose political and economic interests concentrate environmental toxins in particular neighborhoods?
What forms of structural violence trap individuals and communities in environments that predispose them to preventable intersecting inequalities in education, wealth and health?
How can we do somehing different? WORKING THE CRACKS…
• Collecting Parental Educ attainment in Higher Education (Fall 2015) • Collecting LGBTQ Data in Higher Education (in progress) • Standards for inclusion • Institute Ethnic Studies in K-12 (Dee, 2016) • Pay Equity – City of ABQ - Universities- PED • Housing, Mortgage Discrimination
!Gracias! Thank You! Special Thanks …
• Institute for the Study of “Race” & Social Justice Advisory Board, UNM • Office of Institutional Analytics and VP for Student Enrollment at Southwest Public University • Robert Wood Johnson Foundation, Center for Health Policy at UNM • NM Statewide Race, Gender, Class Data Policy Consortium • For more visit information: race.unm.edu • Email Dr. Nancy López: [email protected]