We investigated the relations between gendered racial microaggressions (i.e., subtle gendered racism), gendered racial socialization, and traumatic stress symptoms among Black women. We hypothesized ...that gendered racial microaggressions would be significantly associated with traumatic stress symptoms and that gendered racial socialization would moderate the relations between gendered racial microaggressions and traumatic stress symptoms. Participants were 226 Black women from across the United States who completed an online survey. Results from a hierarchical multiple regression analysis indicated that a greater frequency of gendered racial microaggressions was significantly associated with greater traumatic stress symptoms; internalized gendered racial oppression moderated the relations between gendered racial microaggressions and traumatic stress symptoms. The results of this study can inform future research on Black women’s experiences of gendered racism and the role of gendered racial socialization in their lives. Online slides for instructors who want to use this article for teaching are available on PWQ’s website at http://journals.sagepub.com/page/pwq/suppl/index
Pour Michel Villac, la fécondité n’est pas un objectif majeur de la politique menée en France aujourd’hui. Celle-ci combine des aides financières en fonction de la taille de la famille et de son ...niveau de revenu, et des prestations de service pour l’accueil des jeunes enfants, visant en effet à la fois à favoriser l’emploi féminin et l’égalité entre femmes et hommes, et le développement et la socialisation des enfants. La politique familiale est néanmoins aujourd’hui le parent pauvre des politiques sociales. Elle sert ainsi plus souvent de caisse de réserve pour abonder les autres régimes sociaux en difficulté financière (maladie, retraites) que de levier pour améliorer la réponse aux besoins sociaux des familles. De ce point de vue, la lutte contre la pauvreté des enfants devrait ainsi devenir un enjeu prioritaire.
Il reste alors a se demander quel programme permettrait de rendre les femmes citoyennes : une formation qui respecterait leur difference, notamment leur expertise concernant le maintien du foyer et ...des communautes, ou une formation qui effacerait cette difference pour les rendre plus semblables aux hommes et done plus susceptibles de correspondre a 1'ideal du «Citoyen republicain »? Cela dit, pour que ce projet mene a 1'egalite des sexes, il faudrait que la synthese de vies individuelles vertueuses suffise a creer une societe juste - espoir mis a mal des que 1'on envisage que les caracteristiques individuelles sont generees par la structure sociale plutot qu'elles ne la constituent. En effet, parce qu'elle eloigne les femmes de leur subjectivite authentique (Beauvoir 1949; Belotti 1981) et qu'elle reproduit les inegalites de classe et de genre (pour la sociologie de la reproduction), 1'education est desormais suspecte, tout comme, d'ailleurs, le prejet de l'atteinte de 1'egalite avec les hommes. Cette description de «l'aporie de 1'institution » est particulierement interessante d'un point de vue de chercheuse et d'enseignante en philosophic feministe, qui risque aussi de se trouver aux prises avec ces contradictions en ayant a cceur d'adapter sa pratique a des principes emancipateurs. On doute alors de la pertinence du partage de la parole dans un groupe aux relations d'autorite complexes (ni la personne enseignante ni ses etudiantes ou etudiants ne seront uniquement domines ou dominants) ou de la possibilite de decouvrir une «subjectivite authentique» sans essentialiser les personnes opprimees ou sans morceler leurs groupes a une echelle contreproductive pour Faction politique.
A substantial literature has focused on how ethnic‐racial socialization from parents shapes youths' racial identities and the meanings they attach to their own and others' racial group membership. We ...argue that a critically important source of information to youth about the meaning and significance of race, and therefore a key source of ethnic‐racial socialization, resides in youths' exposure to repeated patterns in the relative social experiences, opportunities, roles, and outcomes experienced by two or more racial groups across levels of the ecological environment. Drawing on Seidman's concept of a “social regularity” we propose the concept of a “racial regularity” to name, describe and define pervasive and repeated intergroup patterns that youth observe through their daily transactions across settings. Additionally, drawing from the socio‐cognitive developmental literature, we consider why and how racial regularities may inform youths' racial knowledge. Finally, we illustrate our perspective using existing ethnographies of racial dynamics in schools and neighborhoods vis‐à‐vis youths' racial knowledge.
Highlights
Children and adolescents learn about the meaning of race from their everyday experiences in settings.
The experiences of and roles occupied by racial groups in a setting relative to each other are key.
We need studies in which settings are the unit of measurement and analysis for fuller understanding.
Experiences of racial and ethnic discrimination pose significant threats to the development and well‐being of racial and ethnic minority children. Fortunately, not all youth who experience ...discrimination are susceptible to its harmful effects. Growing evidence points to several racial and ethnic factors that promote positive youth development and protect against the potentially damaging effects of racial and ethnic adversity. This article summarizes emerging research trends and conclusions regarding the “promotive” and “protective” effects of racial and ethnic identity, ethnic‐racial socialization, and cultural orientation, as well as some of the mechanisms that may account for their salutary properties. The article concludes with a brief discussion of important considerations and directions for the future study of racial and ethnic resilience processes in ethnic minority youth.
Parents are the earliest transmitters of ethnic‐racial socialization (ERS), but transmitters within the school context become more important as youth move into adolescence. Yet, the current ...literature has limited frameworks to describe the transmission of ERS in schools. We propose a conceptual model that outlines the transmitters, methods, and content of school ERS as well as how school ERS can influence adolescent outcomes. Although scholars have begun to understand dimensions of school ERS, no frameworks have outlined the process, content, and effects of school ERS. This paper builds upon the burgeoning literature to unpack this process at institutional and individual levels. The paper includes discussion of research and practice implications for utilizing school ERS to address racial disparities and increase healthy school racial climates in K‐12 schools.
This book completes Margaret Archer's trilogy investigating the role of reflexivity in mediating between structure and agency. What do young people want from life? Using analysis of family ...experiences and life histories, her argument respects the properties and powers of both structures and agents and presents the 'internal conversation' as the site of their interplay. In unpacking what 'social conditioning' means, Archer demonstrates the usefulness of 'relational realism'. She advances a new theory of relational socialisation, appropriate to the 'mixed messages' conveyed in families that are rarely normatively consensual and thus cannot provide clear guidelines for action. Life-histories are analysed to explain the making and breaking of the various modes of reflexivity. Different modalities have been dominant from early societies to the present and the author argues that modernity is slowly ceding place to a 'morphogenetic society' as meta-reflexivity now begins to predominate, at least amongst educated young people.
