The Cold War in Black America, 1945–1954

Marable, Manning

doi:10.1007/978-1-137-15327-2_2

Cited by 12 publications

(17 citation statements)

References 0 publications

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“…Findings suggest that style, dress, and music popularized by Black culture are criminalized within this environment. Findings support Marable’s (2007) claim that “racial categories are constantly reinforced in the behaviors and social expectations of all groups by the manipulation of social stereotypes and use of the legal system to carry out methods of coercion” (p. 186). Hence, policing “blackness” within ethnically diverse public commercial space takes the form of legal revanchism where outsiders who intrude on carefully crafted images of “family friendly fun” face aggressive regulations that aim to erase them from public view (Ferrell, 2001).…”

Section: Theoretical Contribution and Policy Implicationssupporting

confidence: 54%

Race, Space, and Being Policed

Bonner

2014

Race and Justice

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Research on race and policing has consistently documented the link between race, space, and policing with racial disparities in perceptions and experiences often explained by nature of policing within low-income, distressed communities of color. This study adds a new dimension to past research by examining the relationship between race, racial composition of place, and residents’ experiences with southern police across public and semipublic spaces within a middle-class, low-crime, tourism-driven resort area. Using grounded theory methods, this study combines survey data with in-depth group interviews and structured observations to reveal variability in participants’ experiences with southern patrols. Specifically, African American participants expressed concern for excessive police distribution, differential enforcement, and social exclusion, offering the least supportive attitudes regarding officer demeanor. These findings highlight the importance of using comprehensive measures to access residents’ experiences with police and contribute to the understanding of how various geographic contexts might produce racial disparities, highlighting the salience of race in the policing of ethnically diverse public spaces.

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Section: Theoretical Contribution and Policy Implicationssupporting

confidence: 54%

Race, Space, and Being Policed

Bonner

2014

Race and Justice

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“…Additionally, Black people developed multiple linguistic traditions for private and public discourses as a critical means of resistance. For example, enslaved Black people encoded their language when speaking to other Black people so that white enslavers could not comprehend their messages of solidarity and rebellion (Marable, 2007). Similarly, AAVE is an intentional and culturally specific mode of communication that Black people have adopted to express their sentiments and agency both privately and publicly.…”

Section: Language Race and Identitymentioning

confidence: 99%

“…However, it is important to expand this concept of agency to be a pedagogical practice with which educators can engage to support students’ autonomy and cultural competence within schools. Marable (2007) defines agency as “a culturally intelligible way of understanding oneself. .…”

Section: A Pedagogy Of Agencymentioning

confidence: 99%

Negotiating African American Language, Identity, and Culture in the Urban Classroom

Lyn

2022

Journal of Black Studies

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The dominant privilege that is ascribed to Standard American English within American classrooms presents socio-cultural challenges for many Black students who speak African American Vernacular English (AAVE). This study will examine the ways in which race, language, and power intersect in the classroom to shape Black students’ academic performance and self-concept. Grounded in critical race theory, this study includes qualitative interviews with Black students at two urban high schools in south Los Angeles. A thematic analysis of these interviews will reveal how the stigmatization of AAVE in urban schools compels Black students to adopt dominant ideologies and practices that isolate them from their cultural subjectivities. Findings from this study call educators to develop a culturally relevant pedagogy that empowers Black students to utilize and access their socio-cultural capital in and out of the classroom.

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“…Indeed, the fact that the “gap” has so often been conceived of in terms of “achievement” is indicative more so of the deficit paradigm than either the sociostructural inequity or discontinuity frames—placing the focus on “what African Americans students achieve, in comparison with Caucasian or Asian students,” and not on “how they come to achieve what they do, in comparison with Caucasian or Asian students.” Moreover, as previously mentioned, it privileges normative achievement, typically the “average” achievement of Caucasian students, above a ubiquitous standard of excellence. Some scholars argue that this “framing” lends itself to “rumors of inferiority” pertaining to African American students, proposing that suppressed expectancy affects both the behavior (intensity of effort) and cognition (mental processing) of African Americans as it relates to academic preparedness and testing success (Howard & Hammond, 1985; Marable, 1983, 2007).…”

Section: Rumors Of Inferiority: Outcomes Of Testing Impacting Policymentioning

confidence: 99%