Race and Justice最新文献

The Social and Spatial Mismatch of Women Returning From Jail Contexts: An Intersectional Mixed-Methods Analysis 从监狱返回的妇女的社会和空间错配：交叉混合方法分析

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-07-23 DOI: 10.1177/21533687241264766

Ariel L. Roddy

引用次数: 0

Systemic Racism in Police Killings: New Evidence from the Mapping Police Violence Database, 2013-2021. 警察杀人事件中的系统性种族主义：2013-2021年警察暴力数据库制图的新证据

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-07-01 Epub Date: 2021-10-19 DOI: 10.1177/21533687211047943

Reed T DeAngelis

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引用次数: 0

Issue 14(3) Introduction 第 14 期（3）引言

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-05-16 DOI: 10.1177/21533687241253345

Howard Henderson

引用次数: 0

Animal Enjoinments and the Social Control of Animal Offenders: Geographic Hot–Cold Spot Evidence of Racial and Income Bias in the Enforcement of Animal Protection Regulations 动物禁令和对动物犯罪者的社会控制：动物保护法规执行中种族和收入偏见的地理冷热点证据

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-03-06 DOI: 10.1177/21533687241230124

Michael J. Lynch, Leo J. Genco

引用次数: 0

Criminal Behaviors Among Minorities: A Social Resistance Perspective 少数民族的犯罪行为：社会阻力视角

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-03-06 DOI: 10.1177/21533687241237595

Roni Factor

引用次数: 0

Issue Introduction 14(2) 议题介绍 14(2)

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-02-22 DOI: 10.1177/21533687241233408

Deena A. Isom

引用次数: 0

Black Women Perceptions Matter: The Role That Gender Plays in the Assessments of Law Enforcement in Ferguson and Baltimore 黑人妇女的看法很重要：性别在弗格森和巴尔的摩执法评估中的作用

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-02-19 DOI: 10.1177/21533687241231622

Jennifer E. Cobbina-Dungy, Caroline M. Bailey

引用次数: 0

School Leadership, Race, and School Discipline: Examining the Relationship Between School Leader-Student Racial Congruence and the Likelihood of Exclusionary Discipline 学校领导、种族和学校纪律：考察学校领导与学生种族一致性与排斥性纪律可能性之间的关系

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-02-08 DOI: 10.1177/21533687241227176

Richard O. Welsh

{"title":"School Leadership, Race, and School Discipline: Examining the Relationship Between School Leader-Student Racial Congruence and the Likelihood of Exclusionary Discipline","authors":"Richard O. Welsh","doi":"10.1177/21533687241227176","DOIUrl":"https://doi.org/10.1177/21533687241227176","url":null,"abstract":"Racial disparities in disciplinary outcomes are a salient educational policy and equity issue. Most of the research on school discipline focuses on teachers rather than school leaders and prior studies have largely examined principals’ attitudes. This study uses data from a mid-sized urban district to examine how student-school leader race interactions influence the likelihood of receiving suspensions conditional on receiving an infraction, with specific focus on Black, Latinx and White students and both principals and assistant principals (APs). The results indicate that the prevalence of exclusionary discipline is similar for schools with Black and White principals, but slightly higher in schools with White principals (this is the case for both elementary and high schools, but not middle schools). Black-White discipline disparities are higher in schools with White principals and APs, compared to schools with Black principals and APs. But there are no clear patterns for Latinx-White disparities. The probability of students receiving suspensions varies substantially across infraction type, principal race, AP race, and schooling level. The findings illustrate the nuances between the overall and discriminatory use of suspensions and highlight the need for closer attention to the types of suspensions and infractions. States and districts should also invest in initiatives that diversify school leadership given the importance of diversity for students’ disciplinary experiences.","PeriodicalId":45275,"journal":{"name":"Race and Justice","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Leadership, Race, and School Discipline: Examining the Relationship Between School Leader-Student Racial Congruence and the Likelihood of Exclusionary Discipline 学校领导、种族和学校纪律：考察学校领导与学生种族一致性与排斥性纪律可能性之间的关系

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-02-08 DOI: 10.1177/21533687241227176

Richard O. Welsh

{"title":"School Leadership, Race, and School Discipline: Examining the Relationship Between School Leader-Student Racial Congruence and the Likelihood of Exclusionary Discipline","authors":"Richard O. Welsh","doi":"10.1177/21533687241227176","DOIUrl":"https://doi.org/10.1177/21533687241227176","url":null,"abstract":"Racial disparities in disciplinary outcomes are a salient educational policy and equity issue. Most of the research on school discipline focuses on teachers rather than school leaders and prior studies have largely examined principals’ attitudes. This study uses data from a mid-sized urban district to examine how student-school leader race interactions influence the likelihood of receiving suspensions conditional on receiving an infraction, with specific focus on Black, Latinx and White students and both principals and assistant principals (APs). The results indicate that the prevalence of exclusionary discipline is similar for schools with Black and White principals, but slightly higher in schools with White principals (this is the case for both elementary and high schools, but not middle schools). Black-White discipline disparities are higher in schools with White principals and APs, compared to schools with Black principals and APs. But there are no clear patterns for Latinx-White disparities. The probability of students receiving suspensions varies substantially across infraction type, principal race, AP race, and schooling level. The findings illustrate the nuances between the overall and discriminatory use of suspensions and highlight the need for closer attention to the types of suspensions and infractions. States and districts should also invest in initiatives that diversify school leadership given the importance of diversity for students’ disciplinary experiences.","PeriodicalId":45275,"journal":{"name":"Race and Justice","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Critical Evaluation of a Racial Literacy Education Program for Police Recruits 对警察新兵种族素养教育计划的批判性评估

IF 2.1 3区社会学

Race and Justice Pub Date : 2024-01-22 DOI: 10.1177/21533687231222459

Maria J. Valgoi, Helen A. Neville, Michael Schlosser, S. Cha-Jua

{"title":"A Critical Evaluation of a Racial Literacy Education Program for Police Recruits","authors":"Maria J. Valgoi, Helen A. Neville, Michael Schlosser, S. Cha-Jua","doi":"10.1177/21533687231222459","DOIUrl":"https://doi.org/10.1177/21533687231222459","url":null,"abstract":"We used a practical–participatory evaluation method to develop and critically evaluate a racial literacy education program for police recruits. The 10-h Racial Literacy Project (RLP) education was developed over the course of a year and across two training cohorts. The programming was informed by the literature and using the input of a core academic team, veteran police officers, and community members. A quasi-experimental design was used to assess the influence of the RLP intervention on a third cohort. Recruits participated in either the RLP intervention ( n = 34) or a Nonracial Diversity intervention ( n = 37). Participants’ pre- and posttest scores were compared on racial colorblind beliefs (or denial and minimization of racism) and ethnocultural empathic feelings. There were no significant differences on posttest racial colorblindness scores across the two intervention groups. Also, surprisingly, recruits in the RLP intervention group displayed statistically significant lower levels of empathetic feeling towards People of Color at posttest compared to their Nonracial Diversity intervention group counterparts. These findings suggest that 10 h of exposure to racial literacy education is insufficient to produce targeted desired changes. Several recommendations for future development of the RLP are included.","PeriodicalId":45275,"journal":{"name":"Race and Justice","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139607461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0