Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os conceitos de raça e etnia são basilares para a antropologia desde o seu surgimento como área do conhecimento humano e, ainda hoje, são fundamentais para diversos debates nas esferas política, social e das ciências humanas em geral. No pensamento social brasileiro muitos foram os autores de diversas áreas a se debruçarem sobre a questão racial. A instituição do sistema de cotas para o ingresso em universidades acalorou e expandiu o debate tanto no senso comum como na academia e nos meios de comunicação em geral. Essa pesquisa partiu da intenção de investigar a relação entre as ações afirmativas e as identidades de cor/raça. Como metodologia, utilizamos os recursos tanto dos instrumentos quantitativos como qualitativos. Nosso foco foram estudantes do cursinho pré-vestibular Grupo Perspectiva Integral (GPI). Buscamos acessar o ponto de vista dos vestibulandos, seus significados e associações acerca de suas identidades étnico-raciais, opiniões e sentimentos sobre a questão racial no Brasil e, em especial referente às ações afirmativas no contexto da educação e investigar a relação entre quem sou eu e qual é a minha cor/raça no universo proposto. Para tanto, foram aplicados cento e vinte e um questionários e realizadas doze entrevistas. A intenção não era estabelecer uma relação direta e causal entre as ações afirmativas e as identidades de cor/raça e, sim, traçar um perfil geral e racial da população estudada, perceber e analisar diversos elementos referentes às classificações de cor/raça e opiniões e sentimentos acerca das ações afirmativas, do racismo e das expectativas profissionais dos vestibulandos. / The concept of race and ethnicity are basic for the anthropological theory since its appearance as human knowledge and nowadays are fundamental for many debates in the political and social sphere and in the human sciences in general. In the social brazilian thought were many authors of different areas that dedicated themselves to the racial studies. The affirmative action insertion as a way of getting in the universities has heated and increased the debate in the common sense, the academy and in the media in general. This research began with the intention of investigate the relation between the affirmative action and the race/colour identity. As methodology we used the quantitative and qualitative analysis. Our centre was students of a preparation course for the universities exams called Grupo Perspectiva Integral (GPI). We searched for getting the point of view of this students about their ethnic-racial meanings and relations, opinions and feelings about racial matters in Brazil and specially referred to affirmative action in the education context and investigate the relation between who am I and which is my race/colour in the population. Then, we applied one hundred and one questionnaires and twelve interviews. Although we didnt intend to establish a direct and cause relation between affirmative action and race/colour identities, we were able to make a general and racial profile of the studied population, perceive and analyze many elements referred to racial classification and opinions and feelings about the affirmative action, racism and the professional expectations from the students.

This study examines the role of mother's health and socioeconomic status on daughter's self-rated health using data spanning three decades from the National Longitudinal Surveys of Mature Women and Young Women (N = 1,848 matched mother-daughter pairs; 1,201 White and 647 African American). Using nested growth curve models, we investigated whether mother's self-rated health affected the daughter's self-rated health and whether socioeconomic status mediated this relationship. Mother's health significantly influenced daughters' self-rated health, but the findings were mediated by mother's socioeconomic status. African American daughters reported lower self-rated health and experienced more decline over time compared with White daughters, accounting for mother's and daughter's covariates. Our findings reveal maternal health and resources as a significant predictor of daughters' self-rated health and confirm the role of socioeconomic status and racial disparities over time.

No description available.

No description available.

This essay focuses on the pedagogical benefits of using fantasy literature in the classroom as it relates to the Swedish school’s democratic values of anti-racism and working for a just society. It examines the representations of racial prejudice, discrimination, and othering among wizards and muggles which are explicitly or implicitly present throughout the Harry Potter series as well as what the representations of inequality can offer in terms of inculcating democratic values and critical thinking in a Swedish upper secondary classroom. This essay also argues for the use of Harry Potter in the EFL classroom since the novel’s complexity and popularity can work as an incentive for students to analyze the ways that the fantasy world relates to our own society. Since the focus of this essay is racial discrimination, prejudice, and otherness the critical lens is Critical Race Theory and anti-oppressive education theory.

Currently, a permeating ethos of racial transcendence mystifies the perpetuity of institutionalized inequality, restrains the dissolution of discriminatory practices, and renders race-based protest unutterable. Migrant Black Mothers examines how this apparatus of exclusion unfolds in the lives of native and immigrant black mothers of the late twentieth and twenty-first centuries. The study reveals that these women collectively bear visions of freedom that disrupt the normalization of their oppression. It asserts that while navigating a milieu that relegates their lives, and those of their children’s to a precarious existence, black mothers locate resolve on borderlands widely deemed marred by interethnic dissonance. African American, African-born, and Caribbean-born mothers seek one another across ethnic lines and in their migrations jointly resist the co-existing forces of structural and ideological stigmatization. Utilizing documentary evidence and original ethnographic research in Hartford, Connecticut, the dissertation illuminates and traces black mothers’ cross-ethnic ties of resistance over the course of three thematic sections. Part I, “Traversing Borders and Unsettling Distortions,” chronicles native and foreign-born black mothers’ encounters with gendered racism. It traces how controlling images that legitimize the violation of black mothers travels, as well as evolves, across ethnic lines. Further, Part I suggests that native and immigrant black mothers stifle gendered racism by co-creating safe spaces. Part II, “Behind the Netted Veil of Racial Transcendence,” revisits cases involving the state-sanctioned killings of Aquan Salmon, Amadou Diallo, and Trayvon Martin. It charts how in the aftermath of these cases, African American, African, and Caribbean mothers developed collective narratives of trauma as a means to contest the color-blind assessments of the cases. The last section, “A Motherline Conceived from Disparate Roots,” documents black mothers’ efforts to instill a racial consciousness in their children in a climate that promotes race neutrality. Diasporic, communal mothering arises as essential to this process. Fueled by the voices and realities of African American, African, and Caribbean mothers, shaped by interacting systems of power, the dissertation invites the telling of an often unspoken avenue of justice in the face of enduring black disadvantage. / 2023-01-12T00:00:00Z

Although Congress enacted civil rights legislation in the 1960s to address racial inequities in income and employment, the executive branch and the courts have since retreated from efforts to pursue those policies aggressively. Meanwhile, anti-racism advocates, including the Montgomery County, Virginia based Dialogue on Race, have continued to promote strategies aimed at securing employment and income equity for all citizens. This study analyzed the social and economic costs of continued racial inequality in employment and income, and examined the ways in which local employers are addressing this challenge in the Blacksburg, Virginia region by exploring their self-reported rationales for action on the basis of economic efficiency or profit, moral obligation to fairness and justice, adherence to legal requirements, or leader influence. I addressed these concerns through population data analysis, key informant interviews, and a survey of major local employers. I found that New River Valley employers appear to be motivated by economic and moral reasons, as well as legal compliance. I conclude that activists should use this apparent openness to multiple rationales to work to help community leaders and local employers recognize racial equality as a moral imperative rather than as an instrumental claim incidental to its perceived utility. / Master of Urban and Regional Planning

No description available.

Research by Emerson and Smith (1999) finds that conservative Protestants tend to blame racial inequalities on individual traits like motivation or ability as opposed to structural constraints such as oppression or discrimination. Emerson and Smith have also established that churches tend to be racially homogenous organizations. The purpose of this study is to determine whether or not members of racially-integrated congregations differ from members of racially-homogenous congregations in their explanations for racial inequalities. I am interested in further exploring interracial relations in the context of United States' Protestant churches, particularly how the level of contact with persons of another race might affect whites' perceptions of reasons for racial inequality. I expect to find that individuals who attend racially-homogeneous churches will be less likely to recognize social constraints that may contribute to socioeconomic inequalities between whites and blacks than those who attend racially-integrated churches. In other words, I expect that attending a racially-integrated congregation will have a positive effect on giving structural-level explanations for racial inequality. Using existing data from the 1994 General Social Survey, I analyze the relationship between attendance in a multi-racial congregation and explanations for racial inequalities. The data do not support the hypothesis. / Master of Science

No presente trabalho nós pretendemos discutir e analisar o alcance da política de ações afirmativas no combate às desigualdades raciais, decorrentes das práticas racistas no Brasil. Partimos da hipótese de que, uma vez diminuídas as desigualdades raciais, haverá promoção da justiça social pois os recursos serão distribuídos objetivando maior equidade. Desta feita, as ações afirmativas para a população negra constituem-se em instrumento para a Justiça Social. A desigualdade racial é uma violação ao direito humano à igualdade, e a relação das ações afirmativas com os Direitos Humanos refere-se tanto ao direito à igualdade como ao direito à diferença, pois os negros representam um grupo social vulnerável na sociedade. As ações afirmativas para a população negra justificam-se pelas perdas históricas acumuladas, perdas que as tradicionais políticas macro-sociais ou universalistas não seriam capazes de minimizar. Relevantes estudos e pesquisas realizados em ciências sociais nas décadas de 50 e 70 e as pesquisas estatísticas recentes não deixam dúvida sobre as gritantes desigualdades raciais entre brancos e negros, contrariando a propalada democracia racial. Há quem defenda que as ações afirmativas são inconstitucionais, por ferirem o princípio da igualdade de todos perante a lei, porém é a própria Constituição que impulsiona a busca pela igualdade material, em vários dos seus artigos, o que justifica as ações afirmativas. A partir de 2001 começaram a ser implementadas políticas de cotas para negros nas universidades públicas, o que causou grandes polêmicas e debates acalorados que persistem até hoje. Para uma melhor compreensão das políticas de ações afirmativas como forma de justiça social, serão examinados primeiramente seus antecedentes históricos e alguns conceitos-chave. Posteriormente, aspectos da teoria de justiça social de John Rawls serão criticamente analisados para aclarar o conceito de justiça social. Por fim, através de um levantamento de experiências de ações afirmativas em diversas Instituições Públicas de Ensino Superior (IPES), poderemos observar a prática dessa justiça social voltada para a população negra. Conclui-se que as ações afirmativas oferecem uma alternativa válida no processo de promoção da justiça social em beneficio desse segmento da população brasileira historicamente injustiçado. / In this study we intend to discuss and examine the scope of the policy of affirmative action to combat racial inequalities, arising from racist practices in Brazil. Starting from the assumption that, once reduced racial inequalities, it will promote social justice because the resources will be distributed seeking greater fairness. This time, the affirmative action for the black population is itself an instrument for Social Justice. The racial inequality is a violation of the human right to equality and affirmative action with respect of Human Rights refers to both the right to equality and the right to difference, because the blacks are a social vulnerable group in society. The affirmative action for the black population is justified by historical accumulated losses, losses that the traditional macro-social or universalist policies would not be able to minimize. Relevant studies and research in social sciences in the decades of 50 and 70 and the recent statistics studies leave no doubt on the blatant racial inequalities between blacks and whites, contrary to disclosed racial democracy. Some argue that affirmative action is unconstitutional, injure by the principle of equality of all before the law, but is the Constitution itself that drives the quest for equality material in several of its articles, which justified the affirmative action. From 2001 began to be implemented policy of quotas for blacks in public universities, which caused great controversy and heated debates that persist today. For a better understanding of the policies of affirmative action as a form of social justice, will be first examined its historical background and some key concepts. Subsequently, aspects of the theory of social justice of John Rawls will be critically examined to clarify the concept of social justice. Finally, through a survey of experiences of various affirmative actions in Public Institutions of Higher Education (IPES), we can observe the practice of social justice toward the black population. It was concluded that affirmative action offers a viable alternative in the process of promoting social justice for the benefit of that segment of the population historically wronged.