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Full-Text Articles in Sociology
“They Write Me Off And Don't Give Me A Chance To Learn Anything”: Positioning, Discipline, And Black Masculinities In School, Quaylan Allen
“They Write Me Off And Don't Give Me A Chance To Learn Anything”: Positioning, Discipline, And Black Masculinities In School, Quaylan Allen
Education Faculty Articles and Research
This study examines the schooling of black male students in a U.S. high school. Drawing upon positioning theory and student resistance literature, I describe how the students make meaning of the pathologizing positioning practices of the school, including how they resist and internalize dominant discourses about black masculinity and how their performances of particular masculinities within the school are met with surveillance, regulation, and discipline. I argue that schools are locations where dominant ideologies of black masculinities are imposed, contested, and sometimes reproduced.
My Crown And Glory: Community, Identity, Culture, And Black Women’S Concerns Of Hair Product-Related Breast Cancer Risk, Dede K. Teteh, Susanne B. Montgomery, Sabine Monice, Laura Stiel, Phyllis Y. Clark, Eudora Mitchell
My Crown And Glory: Community, Identity, Culture, And Black Women’S Concerns Of Hair Product-Related Breast Cancer Risk, Dede K. Teteh, Susanne B. Montgomery, Sabine Monice, Laura Stiel, Phyllis Y. Clark, Eudora Mitchell
Health Sciences and Kinesiology Faculty Articles
Breast cancer (BC) incidence rates for Black and non-Hispanic White women have recently converged; however, Black women continue to die at higher rates from the disease. Black women also use hair products containing hormonally active chemicals at higher rates than other races and ethnic groups. Studies now link chemical components in hair and personal care products to breast cancer risk. Using a community-based participatory research approach, this qualitative study explored community concerns about the role of hair products on breast cancer risk. Focus groups and key informant interviews using triangulation to assure relevant perspectives (women with and without breast cancer …
“That’S Why I Say Stay In School”: Black Mothers’ Parental Involvement, Cultural Wealth, And Exclusion In Their Son’S Schooling, Quaylan Allen, Kimberly A. White-Smith
“That’S Why I Say Stay In School”: Black Mothers’ Parental Involvement, Cultural Wealth, And Exclusion In Their Son’S Schooling, Quaylan Allen, Kimberly A. White-Smith
Education Faculty Articles and Research
This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers’ approaches to supporting their sons’ education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers’ involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.