Document Type
Article
Keywords
intersectionality, schools, credentialism, race work
Disciplines
Sociology
Abstract
Joan Acker extended her 1990 brilliant and path‐breaking article, ‘Hierarchies, Jobs, Bodies’, to address the intersectional effects of gender, race and class as ‘inequality regimes’ in her 2006 article of that name. This research picks up her challenge to see embodied workers holding jobs in organizations structured simultaneously and interactively by gender, race and class processes. Rather than studying a corporate regime in which the actors are managers, supervisors and workers, this study looks at the organizational interactions among teachers and paraprofessionals in one large, urban and unionized school district in the United States. We look at skill, care and respect as three dimensions of interaction embedded in the occupational demands and specific job requirements of teachers and paraprofessionals, and some of the tensions this regime produces between the largely White teachers and the women of colour who are the paraprofessionals. By highlighting the largely invisible racialized work of supporting the moral worth of students and staff, we extend the understanding of skill and care beyond a binary model.
Publication Title
Gender, Work, & Organization
Volume
26
Issue
12
Article Number
1023
Publication Date
12-2019
First Page
1806
Last Page
1815
DOI of Published Version
https://dx.doi.org/10.1111/gwao.12224
Language
English
Recommended Citation
Quinn, Johanna S. and Ferree, Myra Marx, "Schools as Workplaces: Intersectional Regimes of Inequality" (2019). Sociology Faculty Publications. 24.
https://research.library.fordham.edu/soc_facultypubs/24
Version
Published
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
