Nurturing Resilience & Joy in/among Young BIPOC Children, Part 1. Focus on Parents & Caregivers on 11/16
5:30pm on November 16
Join EmbraceRace for this webinar: US society is too often unkind to Black and Indigenous children and children of color (BIPOC children), raising the risk that these children learn to be unkind to themselves and each other. If we are to raise a generation of BIPOC children who fully recognize their own humanity, and that of their peers within and across lines of race and ethnicity, we need the entire village involved: aunts, uncles, and grandparents; mentors and coaches; children's book authors and publishers; toy manufacturers; television and film, and video producers. And more. The roles and responsibilities of parents, caregivers and educators are especially crucial for our youngest children. Join EmbraceRace for a two-part conversation organized around two questions:
- What are the big challenges parents and caregivers, and educators must meet if we are to nurture young children who are resilient, joyful and recognize each other's full humanity?
- What tools, resources, and community do we need to help meet those challenges?
For this first of two webinars, we will explore these questions with a focus on parents and caregivers. On 11/19 for Part 2 of this webinar series, we explore the same questions with a focus on educators.
Racialized Prisms: A Randomized Experiment on Families’ Perceptions of Schools on 12/1
3-4:30pm on December 1
Join this webinar from the UC Davis Center for Poverty and Inequality Research. Abstract: Social scientists continue to debate whether families’ avoidance of schools with higher fractions of racial outgroups results from racial animus (a pure race explanation) or their use of racial demographics as a heuristic for school characteristics (a racial proxy explanation). In this article, I propose a new explanation for these patterns. I argue that racial segregation persists, in part, because families perceive school characteristics through a racial prism, whereby their racial biases, awareness of cultural stereotypes, and racial contexts contribute to racialized perceptions of identical schools. To explore this theory, I conduct an experiment with a racially diverse sample of 900 students and parents currently choosing schools. Families provide their perceptions of, and willingness to attend, hypothetical schools that vary in racial composition, academic outcomes, and safety ratings. I find families interpret the same data differently depending on schools’ racial demographics. These racialized perceptions contribute to the effects of school race on families’ preferences. The racial prism concept demonstrates why efforts to improve school quality alone are unlikely to increase integration, and points to the importance of racialized perceptions in explaining the persistence of racial segregation.
Chantal A. Hailey is an Assistant Professor in the Department of Sociology at The University of Texas at Austin. Her research is at the intersections of race and ethnicity, stratification, urban sociology, education, and criminology. She is particularly interested in how micro decision-making contributes to larger macro segregation and stratification patterns and how segregation creates, sustains, and exacerbates
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