Schools as workplaces: Intersectional regimes of inequality
研究美国一个大型城市学区中教师与辅助专业人员的互动，从技能、关怀和尊重三个维度分析性别、种族和阶级如何交叉塑造不平等体制，并揭示有色人种女性辅助人员承担的隐性种族化工作。
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.