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39AreAsianAmericansBecoming “White”?374 MinZhou
*40FeelingLikeaCitizen,LivingAsaDenizen:Deportees’ SenseofBelonging380 TanyaGolash-Boza
E.VIOLENCEANDCRIMINALIZATION392
*41Policed,Punished,Dehumanized:TheRealityforYoungMen ofColorLivinginAmerica392 VictorM.Rios
*42TheMythofImmigrantCriminalityandtheParadox ofAssimilation397 RubénG.RumbautandWalterEwing
*43Refugees,Race,andGender:TheMultipleDiscrimination againstRefugeeWomen401 EileenPittawayandLindaBartolomei
44TheIntersectionalParadigmandAlternativeVisionstoStopping DomesticViolence:WhatPoorWomen,WomenofColor,and ImmigrantWomenAreTeachingUsAboutViolenceinthe Family409
NatalieJ.Sokoloff
PART IVINTERSECTIONALITYANDSOCIALCHANGE419
MargaretL.AndersenandPatriciaHillCollins
A.MEDIAANDPOPULARCULTURE426
*45Race,Gender,andVirtualInequality:ExploringtheLiberatory PotentialofBlackCyberfeministTheory426 KishonnaL.Gray
*46TalkingBacktoControllingImages:Latinos’ Changing ResponsestoRacismOvertheLifeCourse435 JessicaVasquez-TokosandKathrynNorton-Smith
*47 “ThisisfortheBrownKids!” RacializationandtheFormation of “Muslim” PunkRock442
AmyD.McDowell
viii CONTENTS
*48 “FrozeninTime”:TheImpactofNativeAmericanMedia RepresentationsonIdentityandSelf-Understanding448 PeterA.Leavitt,RebeccaCovarrubias,YvonneA.Perez,and StephanieA.Fryberg
B.SOCIALMOVEMENTSANDACTIVISM457
*49ImmigrantRightsareCivilRights457 HanaBrownandJenniferA.Jones
*50IntersectionalMobilization,SocialMovementSpillover, andQueerYouthLeadershipintheImmigrantRights Movement463
VeronicaTerriquez
51MovementIntersectionality:TheCaseofRace,Gender, Disability,andGeneticTechnologies471 DorothyRobertsandSujathaJesudason
52GrowingFoodandJustice:DismantlingRacismthrough SustainableFoodSystems482 AlfonsoMorales
*53(Re)ImaginingIntersectionalDemocracyfromBlackFeminism toHashtagActivism487 SarahJ.Jackson INDEX493
Preface
Wewritethisprefaceatatimewhenthesocialdynamicsofrace,class,and genderhaveflaredupinwaysnotevenimaginedwhenwewrotethe previouseditionofthisbook.Whenwepublishedthenintheditionofthis bookamerefiveyearsago,thenationwasinamoreoptimisticmood.The UnitedStateshadelecteditsfirstBlackpresidentandmanybelievedwehad entereda “postracial” age.Womenseemedtohaveitmadebyreachinghighly visiblepositionsofpower.Thenationwasinthemidstofamajorrecoveryfrom aneconomicrecessionthathaddecimatedmanypeople’scommunitiesandindividualresources.Manyofthelawsandpoliciesthathadhistoricallyrestricted LGBTQrightswerebeingdismantled.Althoughmanyproblemsremained, therewasasensethatwehadturnedacornerfromourpast.
Now,justaswegotopress,thenationhaswitnessedthemassmurderof severalJewishpeoplewhowerequietlyworshipingintheirsynagogue the largestsuchslaughterinoversixtyyears.PoliceshootingsofBlackmenand womenarealltoocommonandfrequentlyreportedinthenationalandlocal newsmedia.Youngimmigrantchildrenarebeingtornfromtheirfamilies astheirmothersandfathersseekasylumintheUnitedStatesfromviolencein theirnativecountries.WiththeexceptionofNativepeopleandChicanasinthe Americansouthwest,whoselandwasappropriatedin1848(astheresultof TheTreatyofGuadalupeHidalgo)followingtheMexican-Americanwar),the UnitedStateshashistoricallybeenanationofimmigrants.Now,fearsabout thosedefinedassomehow “other” arebeingstokedforthebenefitofpeople whofeelthattheyarethreatenedbythechangesthatamorediverseU.S. populationisbringing.And,manylawsandpoliciesthathaveloosened restrictionsonwomen,peopleofcolor,andLGBTQpeoplearenowjeopardized,withmanysuchpoliciesbeingreversedoreliminated.Manypeopleare worriedaboutAmerica’sfuturecommitmenttotherightsofall.Thismakes theunderstandingoftheinterconnectionsamongrace,class,gender,sexuality, andnationalityallthemorecritical.
Noteveryoneunderstandstheseeventsandchangesinthesameway.How arerace,class,andgendersystematicallyinterrelated,andwhatistheirrelationshiptoothersocialfactors?Thisisthethemeofthisbook:howrace,class,and gendersimultaneouslyshapesocialissuesandexperiencesintheUnitedStates. Race,class,andgenderareinterconnected,andtheymustbeunderstoodas operatingtogetherifonewantstounderstandtheexperiencesofdiversegroups andparticularissuesandeventsinsociety.Thisbookwillhelpstudentsseehow thelivesofdifferentgroupsdevelopinthecontextoftheirrace,class,andgenderlocationinsociety.
Sincethepublicationofthefirsteditionofthisbook,thestudyofrace,class, andgenderhasbecomemuchmoreprevalent.Overtheyearsthatthisbookhas beenpublished,therehasbeenenormousgrowthintheresearchscholarshipthat isanchoredinanintersectionalframework.Socialjusticeadvocateshavealso insistedonan “intersectionalperspective” whenaddressingmanyofthesocial wrongsinournation.Still,mostpeoplecontinuetotreatrace,class,andgender inisolationfromeachother.Somealsotreatrace,class,andgenderasifthey wereequivalentexperiences,orasifoneweremoreimportantthananother. Althoughweseethemasinterrelated andsometimessimilarinhowthey work wealsounderstandthateachhasitsowndynamic,butadynamicthat canonlybetrulyunderstoodinrelationshiptotheothers.Withthegrowthof intersectionalstudies,wecanalsonowbetterunderstandhowothersocialfactors,suchassexuality,nationality,age,anddisability,areconnectedtothesocial structuresofrace,class,andgender.Wehopethatthisbookhelpsstudents understandhowthesestructuralphenomena thatis,thesocialforcesofrace, class,andgenderandtheirconnectiontoothersocialvariables aredeeply embeddedinthesocialrealityofsociety.
Thisanthologyismorethanacollectionofreadings.Itisstronglycentered inananalyticalframeworkabouttheintersectionsandinequalitiesbroughtonby thedynamicrelationshipsamongandbetweenrace,class,andgender.Theorganizationofthebookfeaturesthisframework,includingamajorrevisionof thelastsectiontoreflectthegrowingactivismofpeoplewhoresistthemany inequalitiesthatrace,class,andgendercreate.Ourintroductoryessaydistinguishesanintersectionalframeworkfromothermodelsofstudying “difference.” Thefourpartsofthebookareintendedtohelpstudentsseethe importanceofthisintersectionalframework,toengagecriticallythecoreconceptsonwhichtheframeworkisbased,andtoanalyzedifferentsocialinstitutions andcurrentsocialissuesusingthisframework,includingbeingabletoapplyitto understandingsocialchange.
ORGANIZATIONOFTHEBOOK
Thefourmajorpartsofthebookreflectthesegoals.Weintroduceeachpart withanessaybyusthatanalyzestheissuesraisedbythereadingselections. Theseessaysareanimportantpartofthisbook,becausetheyestablishtheconceptualfoundationthatweusetothinkaboutrace,class,andgender.
Asinpasteditions,weincludeessaysinPartI(“WhyRace,Class,andGenderStillMatter”)thatengagestudentsinpersonalnarratives,asawayofhelping themstepbeyondtheirownsociallocationandtoseehowrace,class,gender, sexuality,andothersocialfactorsshapepeople’slivesdifferently.Weinclude herethenowclassicessaybyAudreLorde,whosobeautifullylaidoutthevision forinclusivethinkinginoneofherearlyandinfluentialessays.Otherpiecesin thissectionshowstudentstheverydifferentexperiencesthatanchorthestudyof race,class,andgender,includingthefeelingsthatsuchinequalitiesgenerate.The studyofrace,class,andgenderisnotjustknowledgeforknowledge’ssake.As someoftheseintroductoryessayspointout,thedynamicsofrace,class,andgenderresultinhurtandangerevenwhilebuildingthedesireforchange.
PartII, “SystemsofPowerandInequality,” providestheconceptualfoundationforunderstandinghowrace,class,andgenderarelinkedtogetherandhow theylinkwithothersystemsofpowerandinequality,especiallyethnicityand sexuality.Herewewantstudentstounderstandthatindividualidentitiesand experiencesarestructuredbyintersectingsystemsofpower.Theessaysin PartIIlinkethnicity,nationality,andsexualitytothestudyofrace,class,and gender.Wetreateachoftheseseparately,notbecausewethinktheystand alone,buttoshowstudentshoweachoperatessotheycanbetterseetheirinterlockingnature.Theintroductoryessayprovidesworkingdefinitionsforthese majorconceptsandpresentssomeofthecontemporarydatathatwillhelpstudentsseehowrace,class,andgenderstratifycontemporaryU.S.society.
PartIII, “SocialInstitutionsandSocialIssues,” examineshowintersecting systemsofrace,class,andgendershapetheorganizationofsocialinstitutions andhow,asaresult,theseinstitutionsaffectcurrentsocialissues.Socialscientists routinelydocumenthowLatinos,AfricanAmericans,women,workers,and otherdistinctivegroupsareaffectedbyinstitutionalstructures.Weknowthisis truebutwanttogobeyondtheseanalysestoscrutinizehowinstitutionsare themselvesconstructedthroughrace,class,andgenderrelations.Thissection alsoshowcasessocialissuesthatareverymuchonthepublicmind:jobs,work andtheeconomy;familiesandsocialrelationships;educationandhealthcare; citizenshipandnationalidentity;andviolenceandcriminalization.
WehavesubstantiallyrevisedPartIV, “IntersectionalityandSocialChange” to showstudentsthecontemporarywaysthatpeopleareresistingtheinequalitiesthat thisbookaddresses.Manyanthologiesusetheirfinalsectiontoshowhowstudents canmakeadifferenceinsociety,oncetheyunderstandtheimportanceofrace,class, andgender.Wethinkthisisatallorderforstudentswhomayhavehadonlyafew weekstobeginunderstandinghowrace,class,andgendermatter andmatter together.Byshowingsomeexamplesofhowpeoplemobilizeforsocialchange, wehopetoshowstudentshowanintersectionalframeworkcanshapeone’saction inbothlocal,national,andglobalcontexts.Thissectionfocusesparticularlyonthe useofsocialmediaasatoolforchallengingdominantsocialstructures.
Thisbookisgroundedinasociologicalperspective,althoughthearticles comefromdifferentperspectives,disciplines,andexperiences.Severalarticles provideahistoricalfoundationforunderstandinghowrace,class,andgender haveemerged.Wewouldhavelikedtoincludearticlesthatbringaglobal
dimensiontothestudyofrace,class,andgender,becauseweknowtheseare playedoutindifferentwaysindifferentsocieties.Wehopetheanalyticaltools thisbookprovideswillhelppeoplequestionhowrace,class,andgenderare structuredindifferentcontexts,butthepressingissuesintheUnitedStatesare morethanenoughtofillananthologysuchasthis.
Asinearliereditions,wehaveselectedarticlesbasedprimarilyontwocriteria:
1.accessibilitytoundergraduatereadersandthegeneralpublic,notjusthighly trainedspecialists;
2.articlesthataregroundedinrace and class and gender inotherwords, intersectionality.
Wetrynottoselectarticlesthatfocusexclusivelyononeintersectional componentwhileignoringtheothers.Inthisregard,ourbookdifferssignificantlyfromotheranthologiesonrace,class,andgenderthatincludemanyarticlesoneachfactor,butdolesstoshowhowtheyareconnected.Luckily,the growthofintersectionalscholarshipintheyearssincethisbookwasfirstpublishedmadefindingsuchinsightfularticleseasierthaninthepast.
Wealsodistinguishourbookfromthosethatarecenteredinamulticultural perspective.Althoughmulticulturalismisimportant,wethinkthatrace,class,and gendergobeyondtheappreciationofculturaldifferences.Rather,weseerace, class,andgenderasembeddedinthestructureofsocietyandsignificantlyinfluencinggroupculturesandopportunities.Race,class,andgenderarestructuresof groupopportunity,power,andprivilege,notjustculturaldifferences.Wealways searchforarticlesthatareconceptuallyandtheoreticallyinformedandatthesame timeaccessibletoundergraduatereaders.Althoughitisimportanttothinkofrace, class,andgenderasanalyticalcategories,wedonotwanttolosesightofhowthey affecthumanexperiencesandfeelings;thus,weincludepersonalnarrativesthatare reflectiveandanalytical.Wethinkthatpersonalaccountsgenerateempathyand alsohelpstudentsconnectpersonalexperiencestosocialstructuralconditions.
Weknowthatdevelopingacomplexunderstandingoftheinterrelationships betweenrace,class,andgenderisnoteasyandinvolvesalong-termprocess engagingpersonal,intellectual,andpoliticalchange.Wedonotclaimtobemodelsofperfectioninthisregard.Wehavebeenpleasedbythestrongresponseto thefirstnineeditionsofthisbook,andwearefascinatedbyhowrace,class,and genderstudieshavedevelopedsincethepublicationofourfirsteditionin1992. Weknowfurtherworkisneeded.Ourownteachingandthinkinghasbeentransformedbydevelopingthisbook.Weimaginemanychangesstilltocome.
NEWTOTHETENTHEDITION
Wehavemadeseveralchangesinthetenthedition,includingthefollowing:
■ 29newreadings;
■ acompletelyrevisedfinalsectionthatfocusesontheuseofsocialmediain mobilizingforchange; xii PREFACE
■ fourrevisedintroductions,oneofthenotedstrengthsofourbookcompared toothers;and,
■ newmaterialonimportantcurrentissues,includingimmigrationandmass deportation,whitenationalism,thecriminalizationofimmigrants,growing inequality,transgenderidentities,undocumentedstudents,andthechanging compositionoftheU.S.population,amongothertopics.
PEDAGOGICALFEATURES
Werealizethatthecontextinwhichyouteachmatters.Ifyouteachinaninstitutionwherestudentsaremorelikelytobeworkingclass,perhapshowtheclass systemworkswillbemoreobvioustothemthanitisforstudentsinamore privilegedcollegeenvironment.Manyofthosewhousethisbookwillbeteachinginsegregatedenvironments,giventhehighdegreeofsegregationineducation.Thus,howoneteachesthisbookshouldreflectthedifferentenvironments wherefacultywork.Ideally,thematerialinthisbookshouldbediscussedina multiracial,multiculturalatmosphere,butwerealizethatisnotalwaysthecase. Wehopethatthecontentofthebookandthepedagogicalfeaturesthatenhance itwillhelpbringamoreinclusiveanalysistoeducationalsettingsthatmightor mightnotbetheretostartwith.
Weseethisbookasmorethanjustacollectionofreadings.Thebookhasan analyticallogictoitsorganizationandcontent,andwethinkitcanbeusedto formatacourse.Ofcourse,somefacultywillusethearticlesinanorderdifferent fromhowwepresentthem,butwehopethefourpartswillhelppeopledevelop theframeworkfortheircourse.Theintroductionsthatwehavewrittenforeach partalsoframethereadingsinwaysthatwillgroundfacultyandstudentsinthe thinkingthatundergirdsthearticleswehaveincluded.
Wealsoprovidepedagogicaltoolstoexpandteachingandlearningbeyond thepagesofthebook,includinganinstructor’smanualandsampletestquestions. Weincludefeatureswiththiseditionthatprovidefacultywithadditionalteachingtools.Includingthefollowing:
■ Instructor’smanual. Thiseditionincludesaninstructor’smanualwithsuggestionsforclassroomexercises,discussionandexaminationquestions,and courseassignments.
■ Index. Theindexwillhelpstudentsandfacultylocateparticulartopicsinthe bookquicklyandeasily.
■ CengageLearningTesting,poweredbyCogneroInstantAccess. Thisisaflexible, onlinesystemthatallowsyoutoauthor,edit,andmanagetestbankcontent frommultipleCengageLearningsolutions;createmultipletestversionsin aninstant;anddelivertestsfromyourLMS,yourclassroom,orwherever youwant.
