Introduction:

HoSang, Daniel Martinez; Molina, Natalia

doi:10.2307/j.ctvcwp0dz.5

Cited by 15 publications

(3 citation statements)

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“…Our analysis acknowledges race to be a relationally constructed phenomenon. Writing of “race as a relational concept,” Daniel HoSang and Natali Molina (2019) emphasized how racial formation is constituted through distinct racial projects that run simultaneously, are interactive, and are formed through their relationships to one another (HoSang & Molina, 2019, pp. 7–8).…”

Section: Conceptual Framework: Racial Domination and Early Us Educationmentioning

confidence: 99%

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Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Givens

Ison

2022

Review of Educational Research

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Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenomenon. To explore connections between race, school, and nation building, this review presents a relational analysis of scholarship on Native, White, and Black American education through the 19th century. In doing so, it outlines how formal U.S. education expressed, created, and adjusted racial hierarchies through the 19th century; and more importantly, it highlights how America’s education system developed in a context where Native, White, and Black American experiences were deeply interrelated. The review ends by identifying paths for new research on the racial dimensions of U.S. education during its foundational years and beyond.

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Section: Conceptual Framework: Racial Domination and Early Us Educationmentioning

confidence: 99%

“…We situate race as a “relational” phenomenon (HoSang & Molina, 2019) to analyze these three realms of educational experiences facilitated via state (and parastate) institutions. America’s education system developed in a context where the lives of Native, White, and Black Americans were interrelated, politically and economically.…”

mentioning

confidence: 99%

Toward New Beginnings: A Review of Native, White, and Black American Education Through the 19th Century

Givens

Ison

2022

Review of Educational Research

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“…Divine Dancers are a Black and Puerto Rican collective of 40+ women who convene 10 to 12 times a year to plan, manage, and perform in exotic dance shows for other women. I analyze the deployment of masculinity among Black and Puerto Rican masculine-presenting women within this setting through a relational racialized lens (HoSang and Molina 2019) that centers gender and sexual politics. I find that gendered sexualities, and specifically, dom identity (Wilson 2009), is the site through which the racial and sexual order of Divine Dancers is produced and policed.…”

mentioning

confidence: 99%

Racialized Tensions and Affinities: Puerto Rican “Apprentices” and the Policing of Female Masculinity

Khan

2022

Sociology of Race and Ethnicity

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The Great Migration of African Americans and La Gran Migración of Puerto Ricans enabled socio-political affinities and tensions to develop in reaction to racial formations in spaces that became Black and Puerto Rican dominant. I link these racial formations to Muñoz’s nomenclature “Brownness,” which describes a shared experience of marginalization from existing outside of White and sexual normativity. I show how affective solidarity and tensions are operationalized within the exotic dance setting, “Divine Dancers.” Divine Dancers are a Black and Puerto Rican collective of women who convene to perform in exotic dance shows for other women. I analyze the disciplining of Puerto Rican masculine-presenting women through a racialized lens. As the most prized gendered sexuality among Divine Dancers, dom identity reflects racialized, gendered, and sexualized discourses that participants draw upon to position themselves as “authentically” masculine.

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