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Author: Joel Perlmann Publisher: Russell Sage Foundation ISBN: 1610444477 Category : Social Science Languages : en Pages : 413
Book Description
The change in the way the federal government asked for information about race in the 2000 census marked an important turning point in the way Americans measure race. By allowing respondents to choose more than one racial category for the first time, the Census Bureau challenged strongly held beliefs about the nature and definition of race in our society. The New Race Question is a wide-ranging examination of what we know about racial enumeration, the likely effects of the census change, and possible policy implications for the future. The growing incidence of interracial marriage and childrearing led to the change in the census race question. Yet this reality conflicts with the need for clear racial categories required by anti-discrimination and voting rights laws and affirmative action policies. How will racial combinations be aggregated under the Census's new race question? Who will decide how a respondent who lists more than one race will be counted? How will the change affect established policies for documenting and redressing discrimination? The New Race Question opens with an exploration of what the attempt to count multiracials has shown in previous censuses and other large surveys. Contributor Reynolds Farley reviews the way in which the census has traditionally measured race, and shows that although the numbers of people choosing more than one race are not high at the national level, they can make a real difference in population totals at the county level. The book then takes up the debate over how the change in measurement will affect national policy in areas that rely on race counts, especially in civil rights law, but also in health, education, and income reporting. How do we relate data on poverty, graduation rates, and disease collected in 2000 to the rates calculated under the old race question? A technical appendix provides a useful manual for bridging old census data to new. The book concludes with a discussion of the politics of racial enumeration. Hugh Davis Graham examines recent history to ask why some groups were determined to be worthy of special government protections and programs, while others were not. Posing the volume's ultimate question, Jennifer Hochschild asks whether the official recognition of multiracials marks the beginning of the end of federal use of race data, and whether that is a good or a bad thing for society? The New Race Question brings to light the many ways in which a seemingly small change in surveying and categorizing race can have far reaching effects and expose deep fissures in our society. A Volume in the Russell Sage Foundation Census Series Copublished with the Levy Economics Institute of Bard College
Author: Joel Perlmann Publisher: Russell Sage Foundation ISBN: 1610444477 Category : Social Science Languages : en Pages : 413
Book Description
The change in the way the federal government asked for information about race in the 2000 census marked an important turning point in the way Americans measure race. By allowing respondents to choose more than one racial category for the first time, the Census Bureau challenged strongly held beliefs about the nature and definition of race in our society. The New Race Question is a wide-ranging examination of what we know about racial enumeration, the likely effects of the census change, and possible policy implications for the future. The growing incidence of interracial marriage and childrearing led to the change in the census race question. Yet this reality conflicts with the need for clear racial categories required by anti-discrimination and voting rights laws and affirmative action policies. How will racial combinations be aggregated under the Census's new race question? Who will decide how a respondent who lists more than one race will be counted? How will the change affect established policies for documenting and redressing discrimination? The New Race Question opens with an exploration of what the attempt to count multiracials has shown in previous censuses and other large surveys. Contributor Reynolds Farley reviews the way in which the census has traditionally measured race, and shows that although the numbers of people choosing more than one race are not high at the national level, they can make a real difference in population totals at the county level. The book then takes up the debate over how the change in measurement will affect national policy in areas that rely on race counts, especially in civil rights law, but also in health, education, and income reporting. How do we relate data on poverty, graduation rates, and disease collected in 2000 to the rates calculated under the old race question? A technical appendix provides a useful manual for bridging old census data to new. The book concludes with a discussion of the politics of racial enumeration. Hugh Davis Graham examines recent history to ask why some groups were determined to be worthy of special government protections and programs, while others were not. Posing the volume's ultimate question, Jennifer Hochschild asks whether the official recognition of multiracials marks the beginning of the end of federal use of race data, and whether that is a good or a bad thing for society? The New Race Question brings to light the many ways in which a seemingly small change in surveying and categorizing race can have far reaching effects and expose deep fissures in our society. A Volume in the Russell Sage Foundation Census Series Copublished with the Levy Economics Institute of Bard College
Author: Alicia C. Dowd Publisher: Teachers College Press ISBN: 0807773468 Category : Education Languages : en Pages : 241
Book Description
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors of the Center for Urban Education (CUE) at the University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE’s Equity Scorecard, a comprehensive action research process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the “muddled conversation” that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice—justice as fairness, justice as care, and justice as transformation—the authors provide strategies for enacting equity in practice on college campuses. Engaging the “Race Question” illustrates how practitioner inquiry can be used to address the “race question” with wisdom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so. Book Features: Provides concrete examples of policy and practice for improving equity in postsecondary education. Examines the role of individuals and groups in the change process. Includes examples of action research tools from the Equity Scorecard. Offers strategies for professional development and organizational change. “Dowd and Bensimon have been at the forefront of racial equity research in higher education for nearly two decades, and their racial equity scorecard has changed the way higher education thinks about the issue.” —Patricia Gándara, co-director, The Civil Rights Project “Proven strategies that every educator in America can use to develop context-specific solutions for advancing equity while exploring the legacy of institutionalized racism that typically paralyzes reform and hinders change.” —Tia Brown McNair, senior director for student success, Association of American Colleges and Universities “A valuable step-by-step guide to making our colleges more academically inviting and egalitarian.” —Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education
Author: Lilia Moritz Schwarcz Publisher: Hill and Wang ISBN: 0809087898 Category : Social Science Languages : en Pages : 369
Book Description
Schwarcz illustrates how the work of these "men of science" was crucial to Brazil's modernization and to the development of its sense of national destiny."--BOOK JACKET.
Author: National Research Council Publisher: National Academies Press ISBN: 0309091268 Category : Social Science Languages : en Pages : 335
Book Description
Many racial and ethnic groups in the United States, including blacks, Hispanics, Asians, American Indians, and others, have historically faced severe discriminationâ€"pervasive and open denial of civil, social, political, educational, and economic opportunities. Today, large differences among racial and ethnic groups continue to exist in employment, income and wealth, housing, education, criminal justice, health, and other areas. While many factors may contribute to such differences, their size and extent suggest that various forms of discriminatory treatment persist in U.S. society and serve to undercut the achievement of equal opportunity. Measuring Racial Discrimination considers the definition of race and racial discrimination, reviews the existing techniques used to measure racial discrimination, and identifies new tools and areas for future research. The book conducts a thorough evaluation of current methodologies for a wide range of circumstances in which racial discrimination may occur, and makes recommendations on how to better assess the presence and effects of discrimination.
Author: Denise Kimber Buell Publisher: Columbia University Press ISBN: 0231133359 Category : Religion Languages : en Pages : 275
Book Description
Denise Kimber Buell radically rethinks the origins of Christian identity, arguing that race and ethnicity played a central role in early Christian theology. Focusing on texts written before the legalization of Christianity in 313 C.E., including Greek apologetic treatises, martyr narratives, and works by Clement of Alexandria, Origen, Justin Martyr, and Tertullian, Buell shows how philosophers and theologians defined Christians as a distinct group within the Roman world, characterizing Christianness as something both fixed in its essence and fluid in its acquisition through conversion. Buell demonstrates how this view allowed Christians to establish boundaries around the meaning of Christianness and to develop the kind of universalizing claims aimed at uniting all members of the faith. Her arguments challenge generations of scholars who have refused to acknowledge ethnic reasoning in early Christian discourses. They also provide crucial insight into the historical legacy of Christian anti-Semitism and contemporary issues of race.
Author: Ali Michael Publisher: Teachers College Press ISBN: 0807773417 Category : Education Languages : en Pages : 193
Book Description
Conversations about race can be confusing, contentious, and frightening, particularly for White people. Even just asking questions about race can be scary because we are afraid of what our questions might reveal about our ignorance or bias. Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to anti-racist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines. Book Features: Case studies of expert and experienced White teachers who still have questions about race. Approaches for talking about race in the K–12 classroom. Strategies for facilitating race conversations among adults. A variety of different resources useful in the teacher inquiry groups described in the book. Research with teachers, not on teachers, including written responses from each teacher whose classroom is featured in the book. “In Raising Race Questions Ali Michael is an excavator, determined to dig into every unexplored crevice of White teachers’ experiences with race in order to unearth the complex realities of racism and schooling, and a model of reflective inquiry, willing to lay herself and her assumptions bare in service to the reader's consciousness and her own. This book grew my consciousness in multiple ways, and that is the greatest gift an author can give me.” —Paul Gorski, founder, EdChange, associate professor, George Mason University “Ali Michael has a gift for getting people talking. This must-read book captures her ‘magic’ and shares useful strategies for teachers and schools working to develop their racial proficiency. As a White teacher engaged in this work, I've watched these tools help educators support one another as they make mistakes, reflect, and grow together.” —Lynn Eckerman, Teacher, Independence Charter School, Philadelphia, PA
Author: Julie A. Dowling Publisher: University of Texas Press ISBN: 0292754019 Category : Social Science Languages : en Pages : 174
Book Description
Honorable Mention, Oliver Cromwell Cox Book Award, presented by the Racial and Ethnic Minorities Section of the American Sociological Association, 2015 With Mexican Americans constituting a large and growing segment of U.S. society, their assimilation trajectory has become a constant source of debate. Some believe Mexican Americans are following the path of European immigrants toward full assimilation into whiteness, while others argue that they remain racialized as nonwhite. Drawing on extensive interviews with Mexican Americans and Mexican immigrants in Texas, Dowling's research challenges common assumptions about what informs racial labeling for this population. Her interviews demonstrate that for Mexican Americans, racial ideology is key to how they assert their identities as either in or outside the bounds of whiteness. Emphasizing the link between racial ideology and racial identification, Dowling offers an insightful narrative that highlights the complex and highly contingent nature of racial identity.
Author: Panel to Review the 2000 Census Publisher: National Academies Press ISBN: 9780309529983 Category : Social Science Languages : en Pages : 0
Book Description
The decennial census was the federal government’s largest and most complex peacetime operation. This report of a panel of the National Research Council’s Committee on National Statistics comprehensively reviews the conduct of the 2000 census and the quality of the resulting data. The panel’s findings cover the planning process for 2000, which was marked by an atmosphere of intense controversy about the proposed role of statistical techniques in the census enumeration and possible adjustment for errors in counting the population. The report addresses the success and problems of major innovations in census operations, the completeness of population coverage in 2000, and the quality of both the basic demographic data collected from all census respondents and the detailed socioeconomic data collected from the census long-form sample (about one-sixth of the population). The panel draws comparisons with the 1990 experience and recommends improvements in the planning process and design for 2010. The 2000 Census: Counting Under Adversity will be an invaluable resource for users of the 2000 data and for policymakers and census planners. It provides a trove of information about the issues that have fueled debate about the census process and about the operations and quality of the nation’s twenty-second decennial enumeration.
Author: National Research Council Publisher: National Academies Press ISBN: 0309092116 Category : Social Science Languages : en Pages : 753
Book Description
In their later years, Americans of different racial and ethnic backgrounds are not in equally good-or equally poor-health. There is wide variation, but on average older Whites are healthier than older Blacks and tend to outlive them. But Whites tend to be in poorer health than Hispanics and Asian Americans. This volume documents the differentials and considers possible explanations. Selection processes play a role: selective migration, for instance, or selective survival to advanced ages. Health differentials originate early in life, possibly even before birth, and are affected by events and experiences throughout the life course. Differences in socioeconomic status, risk behavior, social relations, and health care all play a role. Separate chapters consider the contribution of such factors and the biopsychosocial mechanisms that link them to health. This volume provides the empirical evidence for the research agenda provided in the separate report of the Panel on Race, Ethnicity, and Health in Later Life.
Author: Melissa Nobles Publisher: Stanford University Press ISBN: 9780804740593 Category : Social Science Languages : en Pages : 268
Book Description
This book explores the politics of race, censuses, and citizenship, drawing on the complex history of questions about race in the U.S. and Brazilian censuses. It reconstructs the history of racial categorization in American and Brazilian censuses from each countrys first census in the eighteenth and nineteenth centuries up through the 2000 census. It sharply challenges certain presumptions that guide scholarly and popular studies, notably that census bureaus are (or are designed to be) innocent bystanders in the arena of politics, and that racial data are innocuous demographic data. Using previously overlooked historical sources, the book demonstrates that counting by race has always been a fundamentally political process, shaping in important ways the experiences and meanings of citizenship. This counting has also helped to create and to further ideas about race itself. The author argues that far from being mere producers of racial statistics, American and Brazilian censuses have been the ultimate insiders with respect to racial politics. For most of their histories, American and Brazilian censuses were tightly controlled by state officials, social scientists, and politicians. Over the past thirty years in the United States and the past twenty years in Brazil, however, certain groups within civil society have organized and lobbied to alter the methods of racial categorization. This book analyzes both the attempt of Americas multiracial movement to have a multiracial category added to the U.S. census and the attempt by Brazils black movement to include racial terminology in census forms. Because of these efforts, census bureau officials in the United States and Brazil today work within political and institutional constraints unknown to their predecessors. Categorization has become as much a "bottom-up process as a "top-down one.
Author: Joel Perlmann
Author: Joel Perlmann
Author: Alicia C. Dowd
Author: Lilia Moritz Schwarcz
Author: National Research Council
Author: Denise Kimber Buell
Author: Ali Michael
Author: Julie A. Dowling
Author: Panel to Review the 2000 Census
Author: National Research Council
Author: Melissa Nobles