No description available.

The purpose of this study was to examine how race and gender bias influence music educators' perceptions of musical style and evaluations of brief jazz and classical piano performances. Previous research has shown that race and gender bias and stereotype activation influence our judgment of others. These factors could result in biased evaluations of musical performances, including ensemble auditions and college level juries. I constructed an instrument designed to test these biases by experimentally manipulating race and gender variables of jazz and classical performances. Videos of a black male, white male, white female, and black female pianist were synchronized with identical audio recordings to control for performer ability. The first experiment measured how stereotypes influence participants' proper identification of jazz and classical styles in a series of 2-second video clips. The second experiment measured how race and gender bias influence participants' evaluations of jazz and classical performances in a series of 10-second video clips. The participants in this study were a national sample of applied music faculty (n=315). Participants were randomly assigned to four test conditions in a 2x2 (performer race X performer gender) between subjects blind experimental design. The dependent variables were classical jury grade predictions, jazz jury grade predictions, and accuracy of style identification. Results of a 2x2 ANOVA revealed significant differences in style identification by gender and interaction of race and gender. Participants were more likely to associate female performers with classical music and the black male performer with jazz. There were also significant differences in classical jury grade predictions by race, and jazz jury grade predictions by the interaction of race and gender. The black male performer received the lowest average jury grade predictions in both jazz and classical performances, scoring between 0.5 and 1 letter grade lower than the other performers. Results suggest that a negative association of females and jazz music still exists, as well as a stereotype of a black male jazz performer. While females did not receive significantly lower jazz jury grade predictions than the male performers, they may still feel marginalized in college jazz programs and ensembles. The results also suggest that black males may be at a significant disadvantage in college music admissions, auditions, and juries. These results have serious implications for music educators at every level. We must strive for fair and equitable audition processes and ensure that every child, regardless of race or gender, has an equal opportunity to participate in ensembles and music programs. / Music Education

This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Este trabalho aborda a interação entre polícia e desigualdade racial. Mais especificamente, diz respeito à reflexão sobre policiamento democrático em sociedades racialmente desiguais. Partindo da verificação da existência de desigualdades raciais no acesso ao direito à vida e à segurança, questiona-se como tal viés racial é produzido e reproduzido. Para este efeito, realiza-se um levantamento da literatura nacional que trata da temática da violência policial e do uso excessivo da força por policiais, observando aqui a emergência e consolidação de pesquisas que tratam a raça como um fator associado à violência policial. Investiga-se a cunhagem do termo filtragem racial, traçando aproximações e distanciamentos em seu uso no Brasil e nos Estados Unidos. No Brasil, verifica-se que as pesquisas sobre a filtragem racial estão voltadas ao tratamento dos dados acessíveis (prisões em flagrante e letalidade policial) e ao campo das representações que orientam a prática do policial e de seu processo de suspeição. Esse segundo tipo de trabalho indica um discurso institucional frouxo no qual a racialização raramente aparece (em geral no intuito de negá-la), além da importância da construção subjetiva do policial para a concretização do tratamento racializado. Assim, o trabalho de campo orientou-se pela indagação: de que maneira a formação proporcionada pela Escola Superior de Soldados da Polícia Militar do estado de São Paulo, no município de São Paulo, influi nas relações raciais dos agentes policiais com os cidadãos? Os resultados confirmam a indicação da literatura de que a instituição se recolhe perante temas de desigualdade racial e discriminação pela polícia, transmitindo categorias abstratas a serem preenchidas pelas representações anteriores e posteriores à formação do suspeito e do bandido. O papel auto-conferido da corporação dispensa sua atribuição educadora em prol de uma assimiladora, em que não há espaço para a reflexão, mas para o condicionamento dos corpos a respostas automatizadas e intuitivas. / This research tackles the interaction between police and racial inequality. More specifically, it dwells on how democratic policing manifests itself in racially unequal societies. After assessing the existence of racial inequalities regarding the access to rights to life and safety, one wonders how this racial bias is produced and reproduced. To this effect, a review of the national literature on police violence and excessive use of force by police is performed. We observe the development and consolidation of researches associating race to police brutality outcomes. We investigate the coinage of the term racial profiling, drawing on similarities and specificities of its use in Brazil and in the United States. In Brazil, we verify that researches on racial profiling focus either on accessible statistical data (regarding arrests by flagrante delicto and police use of lethal force) or social representations that guide police practices and their process of suspicion. The second class of researches indicates an abstract institutional discourse in which racialization scarcely appears (generally in order to deny race) and emphasizes the importance of police agents\' subjective constructions in materializing a race-biased conduct. Thus, our field research was guided by the question: in what ways the training provided by the Superior School of Military Police Soldiers of São Paulo state, in the city of São Paulo, influences race relations between police officers and citizens? The results confirm the literature directions that the institution curtails itself before themes such as racial inequality and racial discrimination by the police. It communicates abstracts categories to be filled with representations previous and post-training of the suspect and the criminal. The self-conferred role of the Military Police dismiss its educational attribute in favor of an assimilationist perspective of knowledge, in which there is no space for reflexive analysis, only for body conditioning to automatic and intuitive responses.

Este trabalho aborda a interação entre polícia e desigualdade racial. Mais especificamente, diz respeito à reflexão sobre policiamento democrático em sociedades racialmente desiguais. Partindo da verificação da existência de desigualdades raciais no acesso ao direito à vida e à segurança, questiona-se como tal viés racial é produzido e reproduzido. Para este efeito, realiza-se um levantamento da literatura nacional que trata da temática da violência policial e do uso excessivo da força por policiais, observando aqui a emergência e consolidação de pesquisas que tratam a raça como um fator associado à violência policial. Investiga-se a cunhagem do termo filtragem racial, traçando aproximações e distanciamentos em seu uso no Brasil e nos Estados Unidos. No Brasil, verifica-se que as pesquisas sobre a filtragem racial estão voltadas ao tratamento dos dados acessíveis (prisões em flagrante e letalidade policial) e ao campo das representações que orientam a prática do policial e de seu processo de suspeição. Esse segundo tipo de trabalho indica um discurso institucional frouxo no qual a racialização raramente aparece (em geral no intuito de negá-la), além da importância da construção subjetiva do policial para a concretização do tratamento racializado. Assim, o trabalho de campo orientou-se pela indagação: de que maneira a formação proporcionada pela Escola Superior de Soldados da Polícia Militar do estado de São Paulo, no município de São Paulo, influi nas relações raciais dos agentes policiais com os cidadãos? Os resultados confirmam a indicação da literatura de que a instituição se recolhe perante temas de desigualdade racial e discriminação pela polícia, transmitindo categorias abstratas a serem preenchidas pelas representações anteriores e posteriores à formação do suspeito e do bandido. O papel auto-conferido da corporação dispensa sua atribuição educadora em prol de uma assimiladora, em que não há espaço para a reflexão, mas para o condicionamento dos corpos a respostas automatizadas e intuitivas. / This research tackles the interaction between police and racial inequality. More specifically, it dwells on how democratic policing manifests itself in racially unequal societies. After assessing the existence of racial inequalities regarding the access to rights to life and safety, one wonders how this racial bias is produced and reproduced. To this effect, a review of the national literature on police violence and excessive use of force by police is performed. We observe the development and consolidation of researches associating race to police brutality outcomes. We investigate the coinage of the term racial profiling, drawing on similarities and specificities of its use in Brazil and in the United States. In Brazil, we verify that researches on racial profiling focus either on accessible statistical data (regarding arrests by flagrante delicto and police use of lethal force) or social representations that guide police practices and their process of suspicion. The second class of researches indicates an abstract institutional discourse in which racialization scarcely appears (generally in order to deny race) and emphasizes the importance of police agents\' subjective constructions in materializing a race-biased conduct. Thus, our field research was guided by the question: in what ways the training provided by the Superior School of Military Police Soldiers of São Paulo state, in the city of São Paulo, influences race relations between police officers and citizens? The results confirm the literature directions that the institution curtails itself before themes such as racial inequality and racial discrimination by the police. It communicates abstracts categories to be filled with representations previous and post-training of the suspect and the criminal. The self-conferred role of the Military Police dismiss its educational attribute in favor of an assimilationist perspective of knowledge, in which there is no space for reflexive analysis, only for body conditioning to automatic and intuitive responses.

No description available.

Demographic factors can influence criminal justice system outcomes. We examine legal system processing in 12 U.S. states from 1976-1991. Variables included: 1) race, age, and gender; 2) violent, sexual, and drug- and alcohol-related charges; 3) level of charge; 4) charges at arrest, trial, and final disposition; 5) time-lengths between each stage; 6) dismissal, plea bargaining, and conviction; and 7) final sentencing length. Significant differences in arrest, prosecution, plea bargaining, charge severity, and final sanctioning were observed dependent on race, gender, age, and the intersectionality of these characteristics. Implications for research policy to reduce the impact of disparities are discussed.

No description available.

Arising from the complications of an underprivileged and impoverished background this thesis focuses on exposing the grotesque consequences of conflicting ideologies through personal and societal suffering while in search of universal connections to showcase the need for compassion and understanding. My artistic practice is utilized as an entry point to have difficult discussions, a tool for teaching themes of injustice, inequality, and mistreatment. The traumatizing experience of poverty or corruption has the potential to be transmuted into something beneficial. I utilize discarded, low valued, unwanted, and damaged materials in my artmaking to symbolize transfiguration, an advanced state of former self. What seems hideous has its own beauty. What seems rotten and ugly has the potential to be adapted into something beneficial, any suffering we have experienced should not and has not gone to waste. The wisdom and resilience that arose from the experience will serve you in the future. This attempt at an honest, unflinching exploration of self and society is to shift perspectives away from apathy, towards thoughtfulness for other's struggles.

Child protective services begin with an intake (screening) decision to accept or reject maltreatment reports. This crucial decision may lead to significant positive or negative outcomes for children and families. Little is known about characteristics that intake decision-makers share or factors that influence the decision-making process. Racially-biased intake practices have been blamed for contributing to African American children’s disproportionate overrepresentation in the child welfare system. Concerns have emerged that social workers may hold negative stereotypes about African Americans and parents who use drugs. Stereotypical biases may influence decisions in reports alleging parental drug use and/or involving African American families. This study was conducted to examine the influence of race and parental drug-use allegations on intake decision-making. It was also conducted to identify factors that influence decision-making and to determine whether concepts drawn from naturalistic decision theory and attribution theory are relevant to intake decision-making. A conceptual model for describing decision-making was proposed and tested. Equivalent materials design was employed. Respondents completed an on-line questionnaire that included 24 vignettes describing hypothetical maltreatment concerns. Race and drug use were manipulated between two instrument versions. Respondents completed a 45-item scale measuring racial and parental drug use bias. They also described their application of policy to decision-making and the degree to which they engaged in different types of mental simulation (a naturalistic decision theory strategy) in making decisions. Eighty-seven child protective services intake decision-makers in Virginia participated (67% response rate). The findings suggest that respondents’ decisions were not influenced by racial bias but were influenced by parental drug use bias. Respondents’ parental drug use bias scores were higher than their racial bias scores. Social workers’ racial bias scores were higher than other respondents’ scores. A set of nine primary decision-factors used frequently in decision-making was identified. Finally, respondents reported using their discretion in adhering to CPS policy depending upon their concern for children’s safety. The research contributes to understanding the intake decision-making process. Findings related to worker characteristics, relevant decision-factors, and decision-making behaviors may influence practice and future research. Findings also suggest that naturalistic decision theory concepts warrant further attention and study.