Search Results (8)

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines. Full article

Over the past decades, Iran has been witnessing the growth of a burgeoning feminist movement. With its origins deeply rooted in the early 20th century, the Iranian feminist movement, as such, is not a uniform body: it embodies various, opposing even, political ideologies under the umbrella of feminism, reflecting the divergent social locations of its protagonists. While the movement has been criticized for its centralist, middle-class and at times apolitical tendencies, academic scholarship has yet to offer intersectional analyses that problematize historically rooted and daily materialized relations of power within the movement, particularly in relation to axes such as ethnicity (and race), religion, gender identity, sexuality, and (dis)ability. In light of this gap, the present article aims towards documenting and theorizing the intersectionality of the challenges facing Iranian feminist activists belonging to various ethnic nations and religious beliefs. Drawing on ethnographic research, it argues that minority feminists find themselves between a rock and a hard place: the rock being masculinist politics within their minoritized communities, which prioritize ethno-nationalist demands over gendered ones; the hard place being a centralist liberal feminist movement that fails to reflect the intersectionality of their experiences as non-Persian non-Shia women, thereby reproducing hierarchies of power in relation to ethnicity, religion, and class. Full article

The colonial visual archive has occupied in recent decades the work of scholars and artists from indigenous and racial minority communities, who revealed it as a major apparatus of historical meta-narratives. This article aims at pushing forward this preoccupation by revealing an additional scene: the art of Mizrahi women, descendants of Jewish communities of Arab and Muslim countries. Relying on a visual culture approach and focusing on an analysis of artworks by Mizrahi artist Vered Nissim, as well as on photographs of Mizrahi women, fund in Zionist archives, I demonstrate how Nissim’s work challenges the racial category of Mizrahi women as “natural workers”, constructed in the Zionist historical meta-narrative. Nissim does so by re-enacting the category’s paradigmatic visual image—the Mizrahi women cleaning worker—in a different way, visually and discursively. Body, voice, and visual image, three instances of the subjectivity of Mizrahi women cleaning workers that were separated, shaped, and mediated through Zionist colonial visual archives unite in Nissim’s work when embodied by a real Mizrahi woman cleaning worker: her mother, Esther Nissim. By casting her mother to play herself over the past twenty years, Nissim creates political conditions for the appearance of her mother as the author of her own history as she orally, bodily, and visually writes it in front of her daughter’s camera. Thus, Nissim joins a transnational phenomenon of global south artists who create political conditions enabling the self-imaging of colonized peoples, empowering the reading of colonial imagery and the historical meta-narratives attached to it through their situated knowledge and lived experience and, thus, constructing a counter history communicated visually. Full article

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls’ pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where “Girls hold all the power in the world”. Full article

The objective of this study is to explore the cultural, social, and historical factors that affect postpartum primary care utilization among Black women with cardiometabolic risk factors and to identify the needs, barriers, and facilitators that are associated with it. We conducted in-depth interviews of 18 Black women with one or more cardiometabolic complications (pre-pregnancy chronic hypertension, diabetes, obesity, preeclampsia, or gestational diabetes) within one year of delivery. We recruited women from three early home-visiting programs in Baltimore, Maryland, between May 2020 and June 2021. We used Critical Race Feminism theory and a behavioral model for healthcare utilization as an analytical lens to develop a codebook and code interview transcripts. We identified and summarized emergent patterns and themes using textual and thematic analysis. We categorized our findings into six main themes: (1) The enduring influence of structural racism, (2) personally mediated racism in healthcare and beyond, (3) sociocultural beliefs about preventative healthcare, (4) barriers to postpartum care transitions, such as education and multidisciplinary communication, (5) facilitators of postpartum care transitions, such as patient–provider relationships and continuity of care, and (6) postpartum health and healthcare needs, such as mental health and social support. Critical race feminism provides a valuable lens for exploring drivers of postpartum primary care utilization while considering the intersectional experiences of Black women. Full article

This article explores feminist art criticism from the point of view of aesthetics/politics in global contemporary art. It is based on the author’s experience as an art critic and founding editor of n.paradoxa: international feminist art journal (1998–2017). Reading articles published in the previous two decades both for the journal and outside it, it became possible to identify how subjects produce specific objects in art criticism that demonstrate different locations and standpoints in thought and how these align with criticism from broader feminist political theories. This is an exploration of the aesthetics/politics both in, about and beyond feminist art criticism. The methodology presented analyses feminist art criticism using a model of clusters of concepts that draws on Anne Ring Petersen’s examination of identity politics, race and multiculturalism from 2012. Feminist analyses in which this approach has been attempted are discussed: Sue Rosser’s 2005 analysis of cyberfeminism and Tuzyline Jita Allan’s 1995 discussion of black/womanist/African feminisms. The article identifies four types of feminist art criticism: liberal feminism, materialist feminism, feminist cosmopolitan multi-culturalism, and queer post-colonial feminism. The aims, methods and approaches of these tendencies are outlined to demonstrate the differences between them. The article concludes with a discussion about the futures of feminist art criticism. Full article

Nursing history is marked by stigmas of gender, race and class. Nowadays, this scenario is evidenced by the social disqualification of the profession and biomedical and male supremacy. Nevertheless, the profession has the potential to change this paradigm with an intersectional approach. The current study aims to understand how the relationships of gender, feminism and empowerment are experienced by nursing students at a Brazilian public university. This is a qualitative study, exploratory-explanatory, with the application of interviews with nursing students in their five years of training. The chosen method of analysis was the Discourse of the Collective Subject based on the central ideas categorized after the interviews: (a) Profession—female and stigmatized due to its historical construction influenced by religiosity and moral; (b) Formation—far from gender relations by the perpetuation of stereotypes; and (c) Perspectives—empowerment of the profession if close to the feminist movement. The students’ discourse alert to the historical reflexes of oppressive ideological mechanisms of women and nursing in their ongoing professional training, claiming transversal learning spaces for the critical expansion of gender awareness and consequent empowerment of nursing in a feminist and intersectional perspective. Full article

A broad body of literature outlines the interventions to support underrepresented and minoritized students’ inclusion and sense of belonging into university contexts. In this paper, we explore how two first-generation students of color articulate a critical sense of belonging through their reflections as student researchers in the Apprenticeship in Community-Engaged Research or (H)ACER program at the University of California, Santa Cruz (UCSC). (H)ACER integrates community engagement, ethnographic sensibilities, critical race and decolonial theory, as well as women of color feminisms into a curriculum designed to train critical scholar-researchers. Through themes of feeling isolated on campus and returning ‘home’ in the garden, building comfort with academic theory, and navigating insider/outsider identities in campus/community contexts, we trace how the students developed an awareness of their positionality and made sense of their experiences of ‘belonging’, both within the campus and community contexts. Their narratives spark our deeper exploration into how critical approaches to community-engaged research may offer a pedagogy for supporting student sense of belonging that extends beyond inclusion, a promising vein of further research. Full article