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ERIC Number: EJ1015185
Record Type: Journal
Publication Date: 2013-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0038-0407
Gender, Race, and Justifications for Group Exclusion: Urban Black Students Bussed to Affluent Suburban Schools
Ispa-Landa, Simone
Sociology of Education, v86 n3 p218-233 Jul 2013
Relational theories of gender conceptualize masculinity and femininity as mutually constitutive. Using a relational approach, I analyzed ethnographic and interview data from male and female black adolescents in Grades 8 through 10 enrolled in ''Diversify,'' an urban-to-suburban racial integration program ("n" = 38). Suburban students ("n" = 7) and Diversify coordinators ('n' = 9) were also interviewed. All the bussed students, male and female, were racially stereotyped. Yet as a group, the Diversify boys were welcomed in suburban social cliques, even as they were constrained to enacting race and gender in narrow ways. In contrast, the Diversify girls were stereotyped as ''ghetto'' and ''loud'' and excluded. In discussing these findings, the current study extends previous research on black girls' ''loudness,'' identifies processes of racialization and gendering within a set of wealthy suburban schools, and offers new theoretical directions for the study of racially integrated settings. (Contains 9 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Grade 8; Grade 9; Grade 10; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A