For many (Queer) scholars of color (Queer is in parentheses because not all scholars of color identify somewhere on the Queer spectrum), including myself, attending graduate school is an enormous milestone. In my family, I am the first to attend college, let alone a graduate program. It was weird growing up, and to know that no one in your family could help you with your homework. When I was in 8th grade, I helped my cousin with her 12th grade math homework, so she could graduate high school. Although I knew my family would provide moral support, the support I actually needed would not come from them. I went through my undergraduate career without any role models with whom I could identify. Majority of the professors who provided me with opportunities, believed in me, and/or provided what support they could, were, majority, cisgender white women. I am thankful for all the opportunities and countless references these professors have provided for me. Statistically, I knew the amount of (Queer) scholars of color in graduate programs would be minimal: but, I had no idea about the trifling amount of support, or community, I would find in my graduate program. (more…)
What is love? Does everyone understand love as how Merriam-Webster’s dictionary defines it? Starting from birth, everyone is taught to love: whether it is a family member, the family pet or a close friend. However, we are never socialized how to love an individual not related by kinship. Amorous love between two individuals is more like a trail and error process. Yet, American society would have one think falling in love is as easy as one, two, three: one only needs to watch a romantic movie. With the recent advancements of Marriage Equality, now extended to thirty-eight states, majority of LGBTQ individuals have adhered to a homonormative ideology. Homonormativity, as defined by Lisa Duggan, is, “…a politics that does not contest dominant heteronormative assumptions and institutions but upholds and sustains them while promising the possibility of a demobilized gay constituency and a privatized, depoliticized gay culture anchored in domesticity and consumption” (Duggan 2002). Is this what LGBTQ rights have resulted in, mimicry of heteronormative ideals that subjugate their everyday experiences? Is there only one specific way to love? (more…)
This article is making its way through my news feed again, despite the fact that it is more than 2 years old. Fresh comments, fresh outrage from the community. Students experiencing race-based standards give interviews on NPR about how these standards make them feel and think while they are inside the classroom. To date my favorite casual observational comment about having different standards for different sets of students based on their race is, “based upon their race? The only race is human”. IF these standards a way for the public education policy to attempt to acknowledge the reality of racial differences then they are misunderstanding the way structural differences are reproduced. Racism Without Racists, by Eduardo Bonilla-Silva tackles the topics of racism and social stratification through a paradoxical lens of how people see themselves as racialized beings. (more…)
In my last post I discussed the problems with juridical changes and practice in real life, problematized ubiquity amongst communities that are at odds with solidarity and posed questions about challenging privilege. Today’s post continues that conversation by asking how does one create change around ideologies? Those who work in the health and human services, who are educators and the like, know that change does not come just from juridical amendments. Change is only created through education and practice: not when certain laws are, finally, deemed as “unconstitutional.” (more…)
(Source:http://commons.wikimedia.org/wiki/Category:LGBT_rights#mediaviewer/File:Demonstration,_with_Gay_Liberation_Front_Banner.jpg, via Wikimedia Commons)
During the trials of Eric Garner, Michael Brown and others, my Facebook newsfeed was filled with a barrage of status updates about the refusal to indict the officers: I had “friends” standing behind the police officers and the law, and “friends” who were in line with protestors and the families of the victims. For the majority of the press coverage, I stayed quiet and did not take a side: but the time has come for the silence to be broken. I stand in solidarity with the families of the victims and the protestors. Although I do not have a J.D., I do realize institutionalized racism when it is played out.
Protestors gather outside the CONAIE (Confederation of Indigenous Nations of Ecuador) in Quito, Ecuador.
Yesterday, in Quito, Ecuador, hundreds of Indigenous people from around the country, including those from the Amazon, the Sierra and the Coast, gathered outside the offices of CONAIE (the Confederation of Indigenous Nationalities of Ecuador), in the north of the city, to continue the fight against a government plan to close the organisation’s headquarters. CONAIE is among the largest and longest standing Indigenous organisations in Ecuador, and its work focuses on defending the rights, territories, culture and lives of millions of Indigenous people who make up approximately 25% of the country’s population.
I am writing this blog post to encourage academics and activists from around the world to sign the open letter, drafted by CONAIE, in support of the organization and the indigenous peoples that it represents in their struggle to maintain control of the building, which is a key strategic part of the indigenous political community. (more…)
The Color of Welfare: How Racism Undermined The War on Poverty
Florida State University
In 1994 Jill Quadagno published The Color of Welfare: How Racism Undermined the War on Poverty. To celebrate the 20th anniversary of this highly influential text, Dr. Quadagno did a series of media interviews two days. She also graciously sat down with me for an informal chat about what she believes to be the lasting outcome of The War on Poverty. (more…)
Source: AP Photos
I have been reading the most recent posts on Sociology Lens and I was surprised to see that there has not been a post on the recent grand jury decision in not to indict police officer Darren Wilson in the shooting death of Michael Brown in Ferguson, Missouri. For weeks, a large portion of news coverage has been on the death of the unarmed 18-year-old black teen. Then Wednesday, a grand jury declined to indict another white police officer, Daniel Pantaleo, in the death of unarmed Eric Garner. There seemed to be so much to discuss but many of us remained silent.
Many bloggers, reporters, scholars, and writers will tell you there is an obvious problem in our society; a society where black men and boys are perceived as such a treat that they are being handled with deadly force by our police department. However, I feel there is another epidemic that is equally problematic in our culture, white men and women disengaging from this topic and failing to understand how race relations impact everyone of our daily lives, albeit in different ways.
Over the last two weeks two videos have repeated shown up on my social media pages: “10 Hours of Walking in NYC as a Woman” and “3 Hours of Walking in NYC as a Homosexual.” Both videos aim to illuminate the often unnoticed topic of street harassment. And both videos clearly illustrate what day to day life is like for some women and gay men. However, it is important to frame both videos within the context of location, race, class, and presentation.
“10 Hours of Walking in NYC as a Woman” was created as a collaboration between Hollaback and Rob Bliss Creative, a video marketing company. In the video, actress Shoshana B. Roberts dressed in jeans, black t-shirt, and tennis shoes walked through various Manhattan neighborhoods recording the actions and comments of men she encountered with a hidden camera and microphone.
Google images screen grab
Pop Quiz! What do Brandeis, UCLA, and Fayetteville Universities have in common? Answer: They all have The Color of Welfare: How Racism Undermined the War on Poverty by Jill Quadagno on their 2014 syllabi. This book is taught in departments of history, public affairs, social work, sociology, and political science. Professors use it to examine sociological methods, poverty, race, politics, and welfare state. For many students this was a life changing book. This book ignited our interests in studies of inequality and even though it is already 20 years old the issues Quadagno raises are still fresh and relevant today.