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Social and Behavioral Sciences Commons

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Full-Text Articles in Social and Behavioral Sciences

Understanding Student Evaluations : A Black Faculty Perspective., Armon R. Perry, Sherri L. Wallace, Sharon E. Moore, Gwendolyn D. Perry-Burney Nov 2016

Understanding Student Evaluations : A Black Faculty Perspective., Armon R. Perry, Sherri L. Wallace, Sharon E. Moore, Gwendolyn D. Perry-Burney

Sharon E. Moore

Student evaluations of faculty teaching are critical components to the evaluation of faculty performance. These evaluations are used to determine teaching effectiveness and they influence tenure and promotion decisions. Although they are designed as objective assessments of teaching performance, extraneous factors, including the instructors’ race, can affect the composition and educational atmosphere at colleges and universities. In this reflection, we briefly review some literature on the use and utility of student evaluations and present narratives from social work faculty in which students’ evaluation contained perceived racial bias.


Understanding Student Evaluations : A Black Faculty Perspective., Armon R. Perry, Sherri L. Wallace, Sharon E. Moore, Gwendolyn D. Perry-Burney Nov 2016

Understanding Student Evaluations : A Black Faculty Perspective., Armon R. Perry, Sherri L. Wallace, Sharon E. Moore, Gwendolyn D. Perry-Burney

Sherri L. Wallace

Student evaluations of faculty teaching are critical components to the evaluation of faculty performance. These evaluations are used to determine teaching effectiveness and they influence tenure and promotion decisions. Although they are designed as objective assessments of teaching performance, extraneous factors, including the instructors’ race, can affect the composition and educational atmosphere at colleges and universities. In this reflection, we briefly review some literature on the use and utility of student evaluations and present narratives from social work faculty in which students’ evaluation contained perceived racial bias.


Gender, Race, And Intersectionality On The Federal Appellate Bench., Todd Collins, Laura Moyer Sep 2016

Gender, Race, And Intersectionality On The Federal Appellate Bench., Todd Collins, Laura Moyer

Laura Moyer

While theoretical justifications predict that a judge’s gender and race may influence judicial decisions, empirical support for these arguments has been mixed. However, recent increases in judicial diversity necessitate a reexamination of these earlier studies. Rather than examining individual judges on a single characteristic, such as gender or race alone, this research note argues that the intersection of individual characteristics may provide an alternative approach for evaluating the effects of diversity on the federal appellate bench. The results of cohort models examining the joint effects of race and gender suggest that minority female judges are more likely to support criminal …


Black And Blue: Exploring Racial Bias And Law Enforcement In The Killings Of Unarmed Black Male Civilians, Alison V. Hall, Erika V. Hall, Jamie Perry Jul 2016

Black And Blue: Exploring Racial Bias And Law Enforcement In The Killings Of Unarmed Black Male Civilians, Alison V. Hall, Erika V. Hall, Jamie Perry

Jamie Perry

In late 2014, a series of highly publicized police killings of unarmed Black male civilians in the United States prompted large-scale social turmoil. In the current review, we dissect the psychological antecedents of these killings and explain how the nature of police work may attract officers with distinct characteristics that may make them especially well-primed for negative interactions with Black male civilians. We use media reports to contextualize the precipitating events of the social unrest as we ground our explanations in theory and empirical research from social psychology and industrial and organizational (I/O) psychology. To isolate some of the key …


Racemaking In New Orleans: Racial Boundary Construction Among Ideologically Diverse College Students, Natalie Young, Lourdes Gutierrez Najera Mar 2016

Racemaking In New Orleans: Racial Boundary Construction Among Ideologically Diverse College Students, Natalie Young, Lourdes Gutierrez Najera

Natalie A.E. Young

We explore how an ideologically diverse group of white students at Tulane University respond to evidence of racial inequality in post-Katrina New Orleans.  In line with prior research, we find commonalities in racialized attitudes and behaviors between students whose racial ideologies otherwise differ.  Drawing from anthropological theories of boundary construction and sociological work on color-blind racism, we argue that the Otherization of non-whites is part of the everyday worldviews and social practices of white Americans. We draw on fieldwork in New Orleans to demonstrate that racist stereotypes and beliefs in racial difference continue to be transmitted within white social spaces.  …


Racial Emotions And The Feeling Of Equality, Janine Young Kim Dec 2015

Racial Emotions And The Feeling Of Equality, Janine Young Kim

Janine Kim

This Article examines two distinct but related questions regarding race and emotions. The first raises the possibility that there are certain emotions that are so closely tied to racial experiences that they can be said to demonstrate and typify an emotional dimension to the construct of race. The second asks how such quintessentially racial emotions can be analyzed and evaluated, employing three theories of emotion that have developed in various disciplines within the humanities and social sciences. These theories reveal that racial emotions are not idiosyncratic and elusive, but instead relate to reason and values, to social membership and hierarchy, …


"Urban" Schooling And "Urban" Families: The Role Of Context And Place, Vivian L. Gadsden, Ezekiel J. Dixon-Román Dec 2015

"Urban" Schooling And "Urban" Families: The Role Of Context And Place, Vivian L. Gadsden, Ezekiel J. Dixon-Román

Ezekiel J Dixon-Román

Conceptualizations of urban context and place in research, practice, and policy are relational, ranging from spatial dimensions to cultural practices of children, families, and communities in metropolitan areas. In this article, we focus on the inherent complexity of these conceptualizations and long-standing debates in education and social science research that label urban as a point of both identity and designation. We position urban context itself as a genre of thinking and imagining; challenges complicated in research, scholarship, and policy; practice and pedagogy; and public will and political rhetoric, influencing educational options and spanning issues from poverty to schooling.