Presents evidence of the challenges faced by women in management in their interactions with men and other women, contesting the idea that men organizationally oppress women and suggesting instead that both men and women can be organizational oppressors of women. Provides insights into the working lives and challenges of women in a Latin American and Hispanic Caribbean context.
The intimate relationships between white men and women of color in antebellum New Orleans, commonly known by the term plaçage, are a large part of the romanticized lore of the city and its history. This article exposes the common understanding of plaçage as myth. First, it reveals the source of the myth in a collection of accounts by travelers to the city in the decades leading up to the Civil War. Next, it uses a database of information on hundreds of white male-colored female relationships during the period to provide a more accurate account of the people in and nature of these relationships. Finally, it explains the purpose served by the myth by identifying three traditions that shaped its development.
An analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students in England. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Black Caribbean students were distinctive as the only group making less "progress" than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British-Black Caribbean gap are considered.
This paper arises from the conceptual framework underpinning a research study focusing on black Caribbean men’s sexual decisions and health behaviour. In investigating these issues the notion of ‘screaming silences’ was developed to unite the theoretical and philosophical approaches that underpinned the research, the experiences of the researcher and participants involved. ‘Screaming silences’ (or ‘silences’) define areas of research and experience which are little researched, understood or silenced.
Draws on qualitative data exploring the experiences of first-generation middle-class Black Caribbean-heritage parents, their own parents, and their children. Focuses on the different ways in which race and class intersect in shaping attitudes towards education and subsequent educational practices.
