American Sociological Association

Search

Search

The search found 267 results in 0.022 seconds.

Search results

  1. Looking through the Shades: The Effect of Skin Color on Earnings by Region of Birth and Race for Immigrants to the United States

    The purpose of this study is to determine whether a labor market penalty exists for members of immigrant groups as a result of being phenotypically different from white Americans. Specifically, the authors examine the link between skin shade, perhaps the most noticeable phenotypical characteristic, and wages for immigrants from five regions: (1) Europe and Central Asia; (2) China, East Asia, South Asia, and the Pacific; (3) Latin America and the Caribbean; (4) Sub-Saharan Africa; and (5) the Middle East and North Africa.

  2. Race, Class, and Gender and the Impact of Racial Segregation on Black-White Income Inequality

    African Americans have yet to achieve parity with whites in terms of income. A growing number of studies have identified several factors that have influenced the size of the racial gap, which has been found to vary by social class status and gender as well as across space. While most research has examined these factors separately, they may interact with each other in shaping racial inequality. Using an intersectional approach with a multilevel model, this study focuses on the impact of residential segregation and social class on racial differences in earnings for men and women.

  3. Utilizing Multidimensional Measures of Race in Education Research: The Case of Teacher Perceptions

    Education scholarship on race using quantitative data analysis consists largely of studies on the black-white dichotomy and, more recently, on the experiences of students within conventional racial-ethnic categories (white, Hispanic/Latina/o, Asian, black). Despite substantial shifts in the racial and ethnic composition of American children, studies continue to overlook the diverse racialized experiences for students of Asian and Latina/o descent, the racialization of immigration status, and the educational experiences of Native American students.

  4. Studying Race and Religion: A Critical Assessment

    The authors provide an analytical review of the past 115 years of scholarship on race, ethnicity, and religion. Too often work in the study of race and ethnicity has not taken the influence of religion seriously enough, with the consequence being an incomplete understanding of racialization, racial and ethnic identity, and racial inequality. The authors examine key works in the field; conduct an assessment of articles published on race, ethnicity, and religion in six journals over a five-year period; and outline where scholarship should head in future years.

  5. "I Have More in Common with Americans Than I Do with Illegal Aliens": Culture, Perceived Threat, and Neighborhood Preferences

    In this article, I explore different forms of perceived threat posed by the presence of minority groups and how threat impacts residential segregation and neighborhood preferences. I extend previous research by exploring non-Hispanic white residents’ preferences regarding black and Latino neighbors using qualitative data from in-depth interviews with white adults conducted in multiple neighborhoods in Buffalo, New York, and Ogden, Utah. My findings suggest that white residents perceive threat differently for blacks and Latinos.

  6. Formula Narratives and the Making of Social Stratification and Inequality

    Sociological research on inequality has increasingly moved beyond the examination of inequalities as they presumably exist to explore the generic narrative processes that perpetuate that inequality. Unfortunately, however, this research remains concentrated on either individual or ideological grand narratives and ignores the fact that the work narratives do, including the production and structuring of inequality, occurs at multiple levels: cultural, structural, organizational, and personal, and never exclusively at just one of these.

  7. Memorializing Lynch Victims: Countering Colorblind Ideologies with Experiential Learning

    This article describes a class project designed to develop students’ abilities to use their sociological imagination to better understand the structural sources of racial inequality. The event consisted of a memorial reading of the names of more than 4,000 documented lynch victims in the United States. Authors conducted a pretest and posttest on racial attitudes in large Introduction to Sociology courses. Posttest responses evidenced less support for "colorblind" ideologies and greater support for structural sources of inequality.

  8. Whither the White Working Class? A Comment on Khanna and Harris, "Discovering Race in a 'Post-Racial' World: Teaching Race through Primetime Television"

    Even though I recognize the value of using the mass media to teach sociological concepts and reveal racial biases, I caution against the use of classroom exercises that are developed solely in the context of whiteness studies. Overarching statements of white privilege mask complex race-class interactions generally and the mass media’s stereotypical depictions of the white working class specifically. In this "conversation," I explain why the use of the concept white privilege in and of itself obfuscates more than it reveals complex race-class interactions today.

  9. A Rebuttal to Jack Niemonen's "Whither the White Working Class?"

    Prof. Niemonen claims that the concept of white privilege is "anti-sociological" and "mask[s] complex race–class interactions." He highlights the importance of including social class in discussions of white privilege but focuses exclusively on the white working class, neglecting how race and social class also intersect for people of color. Further, while different social identities mediate how whites experience race privilege, race remains a key factor in shaping life chances and opportunities.

  10. 2013 Presidential Address: Why Status Matters for Inequality

    To understand the mechanisms behind social inequality, this address argues that we need to more thoroughly incorporate the effects of status—inequality based on differences in esteem and respect—alongside those based on resources and power. As a micro motive for behavior, status is as significant as money and power. At a macro level, status stabilizes resource and power inequality by transforming it into cultural status beliefs about group differences regarding who is “better” (esteemed and competent).