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Articles 1 - 5 of 5
Full-Text Articles in Education
When Personal Raises Political: Experience Of Racial Discrimination And Distrust Of Authorities Among Children Of Immigrants, Luis Fernandez-Barutell
When Personal Raises Political: Experience Of Racial Discrimination And Distrust Of Authorities Among Children Of Immigrants, Luis Fernandez-Barutell
The Journal of Sociology & Social Welfare
Substantial research has addressed the association between welcoming or hostile contexts and sociopolitical behavior among second generation immigrants. Previous analyses have conceptualized positive elements (e.g., group solidarity) and negative factors (e.g., anti-immigration bias) related to specific outcomes, such as voting or activism. This study examined factors associated with distrust of authorities and, in particular, whether experiencing personal discrimination based on race/ethnicity is related to distrust of government and police among second generation Latinos in the United States. Our results confirmed that experiencing discrimination in two contexts (school and police) is indeed related to distrust of authorities. Recommendations for practice and …
Experiences And Responses To Microaggressions On Historically White Campuses: A Qualitative Interpretive Meta-Synthesis, Y. Kafi Moragne-Patterson, Tracey M. Barnett
Experiences And Responses To Microaggressions On Historically White Campuses: A Qualitative Interpretive Meta-Synthesis, Y. Kafi Moragne-Patterson, Tracey M. Barnett
The Journal of Sociology & Social Welfare
According to the U.S. Department of Education (2011), only 59% of students who sought bachelors’ degrees from four-year postsecondary institutions in 2006 completed the degree within six years, and among African American/Black students, only 40% finished college within six years. Despite efforts to quantify factors that contribute to low retention rates among African American students, less is known about the qualitative experiences of students who remain on campuses across the United States. This qualitative interpretive meta-synthesis examines the microaggressive encounters experienced by African American undergraduate college students (ages 17-22) at historically White, fouryear colleges and universities to better understand how …
Greek-Letter Membership And College Graduation: Does Race Matter?, Ronald E. Severtis Jr., C. Andre Christie-Mizell
Greek-Letter Membership And College Graduation: Does Race Matter?, Ronald E. Severtis Jr., C. Andre Christie-Mizell
The Journal of Sociology & Social Welfare
Research, utilizing a nationally representative sample of 3,712 Americans, revealed that Greek-letter membership increases the probability of college graduation more for African Americans than for European Americans. Conversely, father's education is a more robust predictor of educational outcomes for European Americans compared to their African American counterparts
Outsiders-Within: Critical Race Theory, Graduate Education And Barriers To Professionalization, Carolann Daniel
Outsiders-Within: Critical Race Theory, Graduate Education And Barriers To Professionalization, Carolann Daniel
The Journal of Sociology & Social Welfare
This article uses the lens of critical race theory to examine the experiences of minority students in and outside of the social work education classroom. Research has not critically analyzed the structures, policies and practices of graduate education programs and how they influence the socialization experiences of students. Qualitative interviews with 15 African American and Latino students reveal that their experiences are often characterized by marginalization and conflict. They suggest that certain aspects of the professionalization process create and support forces that reproduce stratified social relations. These problematic relations have a negative impact on minority students threatening their persistence and …
Toward A Sociocultural Context For Understanding Violence And Disruption In Black Urban Schools And Communities, Linwood H. Cousins
Toward A Sociocultural Context For Understanding Violence And Disruption In Black Urban Schools And Communities, Linwood H. Cousins
The Journal of Sociology & Social Welfare
This article examines violence and disruption in a Black urban school and community. The author argues that an unempowering framework of culture has restricted our understanding of violence and other social issues affecting Black schools and communities. From such a backdrop, a sociocultural framework is presented that captures the strain, solidarity, and contemporary emergences that area part of school, American and Black culture, and a part of the context in which violence occurs in Black schools and communities. Broad implications are posited for human service policy, research, and direct practice.