This book offers an in-depth sociological exploration of present-day colorism in the lives of black women, investigating the lived experiences of a phenomenon that continues to affect women of African descent. Race still matters. And for black women, the related issues of skin tone are just as important today as in decades past. Part cultural commentary, part empirical analysis, this book offers a compelling study and discussion of colorism—a widely discussed but understudied issue in "post-racial" America—that demonstrates how powerful a factor skin color remains in the everyday lives of young black women. Author JeffriAnne Wilder conducted interviews with dozens of young black women about the role of colorism in their everyday lives. Collectively, these findings offer a compelling empirical and theoretical analysis of colorism in key areas of 21st-century life, including within family and school settings, in the media, and in intimate relationships. The culmination of nearly two decades of the author's deep entrenchment in colorism studies, Color Stories: Black Women and Colorism in the 21st Century provides a new perspective on a controversial issue that has been a part of black culture and academic study for generations by exploring how the contemporary nature of colorism—from Facebook to the First Lady to Beyoncé—impacts the ideas and experiences of black women. This work serves as essential reading for anyone interested in learning more about the historical and contemporary significance of colorism in modern-day America, regardless of the reader's race, sex, or age.
Mentoring Away the Glass Ceiling in Academia: A Cultured Critique is different in that it calls attention to the role mentoring has played on the “glass ceiling” phenomenon in higher education. Narratives by and about the experiences of women of diverse backgrounds in the United States and beyond the borders of this nation shed needed light on the ways in which mentoring influences identity formation and internal coping mechanisms in environments often characterized by marginalization. Through these narratives, these women serve as “quasi mentors” and create spaces for other women to survive and thrive within the educational arena. This text honors and extends previous work on the experiences of women academics from diverse backgrounds. Through this book, there is a call for new ways of understanding the vital role that narratives play in speaking truth to the power of mentoring. The insights present an exposé of the extent to which politics, policies, and equity agendas for mentoring have supported or failed women.
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