New Book Published on Dismantling Racism

Karen Gaffney, Professor of English at Raritan Valley Community College and author of the blog, Divided No Longer, has published Dismantling the Racism Machine:A Manual and Toolbox.

Here’s a description of the book from Routledge Press:

“While scholars have been developing valuable research on race and racism for decades, this work does not often reach the beginning college student or the general public, who rarely learn a basic history of race and racism. If we are to dismantle systemic racism and create a more just society, people need a place to begin. This accessible, introductory, and interdisciplinary guide can be one such place. Grounded in critical race theory, this book uses the metaphor of the Racism Machine to highlight that race is a social construct and that racism is a system of oppression based on invented racial categories. It debunks the false ideology that race is biological. As a manual, this book presents clear instructions for understanding the history of race, including whiteness, starting in colonial America, where the elite created a hierarchy of racial categories to maintain their power through a divide-and-conquer strategy. As a toolbox, this book provides a variety of specific action steps that readers can take once they have developed a foundational understanding of the history of white supremacy, a history that includes how the Racism Machine has been recalibrated to perpetuate racism in a supposedly “post-racial” era.”


Case Publishes on the Working-Class Academic Arc

Dr. Kim A. Case, Professor of Psychology at University of Houston-Clear Lake, published her essay “Insider Without: Journey across the Working-Class Academic Arc” in the most recent issue of the Journal of Working-Class Studies. In the article, which is available here, she applies intersectional theory in connecting personal experiences with existing working-class studies scholarship. In introducing a three-phase academic arc, she writes to “raise awareness of the invisible academic class culture which invalidates working-class ways of being and knowledge production.”

Dr. Case provides lots of useful, and free, resources on intersectional and privilege pedagogies at her website, here.

Working-Class and Female Students in STEM Discussed at PKAL

Working-Class Studies Association Steering Committee member Colby King, alongside colleague Dr. Laura Ramsey, an Associate Professor of Psychology at Bridgewater State University, presented a Faculty Plenary “Exploring Class and Gender in STEM” at the 2018 Winter Massachusetts PKAL Regional Network Meeting.

This session explored how gender and class shape students’ experiences in STEM fields and in particular, how the culture of STEM disciplines may be mismatched with the cultural expectations of women and working-class students, creating barriers to these students’ success and motivation in STEM. The session highlighted research, by each presenter and others, on gender and social class related to STEM education.