Simone Ispa-Landa
Biographic Data
| ID | 4136735 |
|---|---|
| NAME | Simone Ispa-Landa |
| GIVEN NAMES | Simone |
| FAMILY NAME | Ispa-Landa |
| SIGNATURE | ISPA-LANDA S |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0001-8856-0149 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 131 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 6 |
Principals in Urban Schools Under Pressure: Relations With Parents in the Era of Test-Based Accountability
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Vie…
Navigating the Risks of Party Rape in Historically White Greek Life at an Elite College: Women’s Accounts
Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the college landscape has changed profoundly since these studies were published, with prominent anti-rape campaigns and new guidelines to Title IX policy. To update a research stream that has provided the basis for theorizing about sexual violence in college p…
The Gender Revolution on Greek Row
How has the gender revolution impacted the campus Greek world? Interviews with women in sororities from the 1970s and today point to both continuity and change. Citing their sexism and segregation of white and wealthy students, alumna of sororities at elite universities have begun social movements to abolish the Greek system
Hybrid Femininities: Making Sense of Sorority Rankings and Reputation
Gender researchers have only recently begun to identify how women perceive and explain the costs and benefits associated with different femininities. Yet status hierarchies among historically white college sororities are explicit and cannot be ignored, forcing sorority women to grapple with constructions of feminine worth. Drawing on interviews with women in these sororities (N = 53), we are able to capture college women's attitudes toward status…
Race, Gender, and Emotion Work among School Principals
Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women's attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women's emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish thems…
Believing in a Positive Future as a Form of Stigma Resistance: Narratives of Denied Expungement-Seekers
A large body of work documents how people contest and refute stigmatized definitions of themselves. Yet, research that examines the role of emotion displays in stigma resistance remains sparse. To begin to fill this gap, I analyze follow-up interview data with 17 people who, because of their past felony convictions, were deemed ineligible for expungement, a court-ordered destruction of the criminal record history. Overall, participants seized on …
Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions
In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers’ implicit racial bias likely contributes to racial disparities in school discipline. In this arti…
Racial and Gender Inequality and School Discipline: Toward a More Comprehensive View of School Policy
Researchers often examine how a single policy is implemented, without considering the role that other policies and programs may play in how that policy is understood and enacted. For instance, current scholarship on school discipline rarely considers that in many schools, multiple disciplinary channels coexist. For example, to counter harsh and racially disproportionate punishment in schools, many school districts have established restorative jus…
Indefinite Punishment and the Criminal Record: Stigma Reports Among Expungement‐seekers in Illinois
Although criminal records in the United States are more publicly accessible than ever before, we lack knowledge about how record‐bearers seek to overcome the negative consequences associated with a visible criminal record as they apply for jobs, housing, and financial aid. Furthermore, although criminal histories record all arrests—and not just those that result in conviction—researchers have yet to compare how those with more extensive versus mi…
Legitimizing Family Management: The Role of Adolescents' Understandings of Risk
Few studies use the kinds of rich qualitative data that permit the analyst to probe for the numerous ways that contextual demands could explain adolescents' interpretations of the socialization processes within their families. Using inductive techniques, the author analyzed Black adolescents' (N = 64) interpretations of their parents' expectations and rules. Several findings emerged. First, agreeing with parents' assessments of risk was critical …
Once You Go to a White School, You Kind of Adapt: Black Adolescents and the Racial Classification of Schools
Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions-including schools-may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban sc…
Gender, Race, and Justifications for Group Exclusion: Urban Black Students Bussed to Affluent Suburban Schools
Relational theories of gender conceptualize masculinity and femininity as mutually constitutive. Using a relational approach, I analyzed ethnographic and interview data from male and female black adolescents in Grades 8 through 10 enrolled in ''Diversify,'' an urban-to-suburban racial integration program ( n = 38).1 Suburban students ( n = 7) and Diversify coordinators ( n = 9) were also interviewed. All the bussed students, male and female, were…
Black masculinity
Urban ethnography, which often examines the effects of living in concentrated poverty, has dominated studies of black masculinity. The picture of black masculinity that has emerged from this tradition is narrow and, some would argue, degrading (e.g., Duneier 1992; Young 2004). In Slim's Table , Mitchell Duneier speculates that the roots of the “collective ethnographic portrait” of black masculinity lie in sociologists' sampling methods and theore…
Indefinite Punishment and the Criminal Record: Stigma Reports Among Expungement‐seekers in Illinois
Although criminal records in the United States are more publicly accessible than ever before, we lack knowledge about how record‐bearers seek to overcome the negative consequences associated with a visible criminal record as they apply for jobs, housing, and financial aid. Furthermore, although criminal histories record all arrests—and not just those that result in conviction—researchers have yet to compare how those with more extensive versus mi…
Gender, Race, and Justifications for Group Exclusion: Urban Black Students Bussed to Affluent Suburban Schools
Relational theories of gender conceptualize masculinity and femininity as mutually constitutive. Using a relational approach, I analyzed ethnographic and interview data from male and female black adolescents in Grades 8 through 10 enrolled in ''Diversify,'' an urban-to-suburban racial integration program ( n = 38).1 Suburban students ( n = 7) and Diversify coordinators ( n = 9) were also interviewed. All the bussed students, male and female, were…
Once You Go to a White School, You Kind of Adapt: Black Adolescents and the Racial Classification of Schools
Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions-including schools-may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban sc…
Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions
In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers’ implicit racial bias likely contributes to racial disparities in school discipline. In this arti…
Race, Gender, and Emotion Work among School Principals
Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women's attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women's emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish thems…
Racial and Gender Inequality and School Discipline: Toward a More Comprehensive View of School Policy
Researchers often examine how a single policy is implemented, without considering the role that other policies and programs may play in how that policy is understood and enacted. For instance, current scholarship on school discipline rarely considers that in many schools, multiple disciplinary channels coexist. For example, to counter harsh and racially disproportionate punishment in schools, many school districts have established restorative jus…
Navigating the Risks of Party Rape in Historically White Greek Life at an Elite College: Women’s Accounts
Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the college landscape has changed profoundly since these studies were published, with prominent anti-rape campaigns and new guidelines to Title IX policy. To update a research stream that has provided the basis for theorizing about sexual violence in college p…
Hybrid Femininities: Making Sense of Sorority Rankings and Reputation
Gender researchers have only recently begun to identify how women perceive and explain the costs and benefits associated with different femininities. Yet status hierarchies among historically white college sororities are explicit and cannot be ignored, forcing sorority women to grapple with constructions of feminine worth. Drawing on interviews with women in these sororities (N = 53), we are able to capture college women's attitudes toward status…
Principals in Urban Schools Under Pressure: Relations With Parents in the Era of Test-Based Accountability
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Vie…
Legitimizing Family Management: The Role of Adolescents' Understandings of Risk
Few studies use the kinds of rich qualitative data that permit the analyst to probe for the numerous ways that contextual demands could explain adolescents' interpretations of the socialization processes within their families. Using inductive techniques, the author analyzed Black adolescents' (N = 64) interpretations of their parents' expectations and rules. Several findings emerged. First, agreeing with parents' assessments of risk was critical …
Black masculinity
Urban ethnography, which often examines the effects of living in concentrated poverty, has dominated studies of black masculinity. The picture of black masculinity that has emerged from this tradition is narrow and, some would argue, degrading (e.g., Duneier 1992; Young 2004). In Slim's Table , Mitchell Duneier speculates that the roots of the “collective ethnographic portrait” of black masculinity lie in sociologists' sampling methods and theore…
Gender, Race, and Justifications for Group Exclusion: Urban Black Students Bussed to Affluent Suburban Schools
Relational theories of gender conceptualize masculinity and femininity as mutually constitutive. Using a relational approach, I analyzed ethnographic and interview data from male and female black adolescents in Grades 8 through 10 enrolled in ''Diversify,'' an urban-to-suburban racial integration program ( n = 38).1 Suburban students ( n = 7) and Diversify coordinators ( n = 9) were also interviewed. All the bussed students, male and female, were…
Once You Go to a White School, You Kind of Adapt: Black Adolescents and the Racial Classification of Schools
Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions-including schools-may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban sc…
Indefinite Punishment and the Criminal Record: Stigma Reports Among Expungement‐seekers in Illinois
Although criminal records in the United States are more publicly accessible than ever before, we lack knowledge about how record‐bearers seek to overcome the negative consequences associated with a visible criminal record as they apply for jobs, housing, and financial aid. Furthermore, although criminal histories record all arrests—and not just those that result in conviction—researchers have yet to compare how those with more extensive versus mi…
Legitimizing Family Management: The Role of Adolescents' Understandings of Risk
Few studies use the kinds of rich qualitative data that permit the analyst to probe for the numerous ways that contextual demands could explain adolescents' interpretations of the socialization processes within their families. Using inductive techniques, the author analyzed Black adolescents' (N = 64) interpretations of their parents' expectations and rules. Several findings emerged. First, agreeing with parents' assessments of risk was critical …
Racial and Gender Inequality and School Discipline: Toward a More Comprehensive View of School Policy
Researchers often examine how a single policy is implemented, without considering the role that other policies and programs may play in how that policy is understood and enacted. For instance, current scholarship on school discipline rarely considers that in many schools, multiple disciplinary channels coexist. For example, to counter harsh and racially disproportionate punishment in schools, many school districts have established restorative jus…
Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions
In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers’ implicit racial bias likely contributes to racial disparities in school discipline. In this arti…
Race, Gender, and Emotion Work among School Principals
Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women's attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women's emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish thems…
Believing in a Positive Future as a Form of Stigma Resistance: Narratives of Denied Expungement-Seekers
A large body of work documents how people contest and refute stigmatized definitions of themselves. Yet, research that examines the role of emotion displays in stigma resistance remains sparse. To begin to fill this gap, I analyze follow-up interview data with 17 people who, because of their past felony convictions, were deemed ineligible for expungement, a court-ordered destruction of the criminal record history. Overall, participants seized on …
Hybrid Femininities: Making Sense of Sorority Rankings and Reputation
Gender researchers have only recently begun to identify how women perceive and explain the costs and benefits associated with different femininities. Yet status hierarchies among historically white college sororities are explicit and cannot be ignored, forcing sorority women to grapple with constructions of feminine worth. Drawing on interviews with women in these sororities (N = 53), we are able to capture college women's attitudes toward status…
The Gender Revolution on Greek Row
How has the gender revolution impacted the campus Greek world? Interviews with women in sororities from the 1970s and today point to both continuity and change. Citing their sexism and segregation of white and wealthy students, alumna of sororities at elite universities have begun social movements to abolish the Greek system
Principals in Urban Schools Under Pressure: Relations With Parents in the Era of Test-Based Accountability
We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Vie…
Navigating the Risks of Party Rape in Historically White Greek Life at an Elite College: Women’s Accounts
Landmark research from before the 2010s shows that college women rarely held institutions responsible for allowing rape-prone party contexts to persist and failing to support survivors. Yet the college landscape has changed profoundly since these studies were published, with prominent anti-rape campaigns and new guidelines to Title IX policy. To update a research stream that has provided the basis for theorizing about sexual violence in college p…
Psychology (10 works) · Sociology (10 works) · Political science (9 works) · Law (8 works) · Social Psychology (8 works) · Gender Studies (7 works) · Law (6 works) · Criminology (5 works) · Social Psychology (5 works) · Gender Roles and Identity Studies (4 works)