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In this paper we synthesise past disaster research that addresses issues of race and ethnicity in the United States. Using an eight-stage typology to organise the findings, this literature review presents the results from a wide range of studies. The synthesis shows how various racial and ethnic groups perceive natural hazard risks and respond to warnings, how groups may be differentially affected, both physically and psychologically, and how disaster effects vary by race and ethnicity during the periods of emergency response, recovery and reconstruction. We show that studies have important findings, many illustrating that racial and ethnic communities in the US are more vulnerable to natural disasters, due to factors such as language, housing patterns, building construction, community isolation and cultural insensitivities. By presenting these studies together, we are able to witness patterns of racial and ethnic inequalities that may be more difficult to see or interpret in individual studies that take place in one specific time and place. We conclude the review with policy and research recommendations.

Gendered disaster social science rests on the social fact of gender as a primary organizing principle of societies and the conviction that gender must be addressed if we are to claim knowledge about all people living in risky environments. Theoretically, researchers in the area are moving toward a more nuanced, international, and comparative approach that examines gender relations in the context of other categories of social difference and power such as race, ethnicity, nationality, and social class. At a practical level, researchers seek to bring to the art and science of disaster risk reduction a richer appreciation of inequalities and differences based on sex and gender. As the world learns from each fresh tragedy, gender relations are part of the human experience of disasters and may under some conditions lead to the denial of the fundamental human rights of women and girls in crisis.We begin by briefly discussing the dominant theoretical frameworks that have guided gender disaster research to date and seem likely to develop further. We then organize and review the extant literature around seven interrelated themes. The literature review is designed to highlight published research conducted on human behavior and social consequences in primarily natural disasters and thus does not include, for example, armed conflict and displacement, HIV/AIDS, and other related literatures. The third section of the chapter examines international perspectives in the gender and disaster field. Finally, we point out knowledge gaps and some new directions we hope will guide the endeavors of those who produce and use knowledge about disasters.

The purpose of this article is to examine focus groups as a qualitative research method. We describe and evaluate the use of focus groups based on three separate research projects: a study of teachers, parents, and children at two urban daycare centers; a study of the responses of second-generation Muslim Americans to the events of September 11; and a collaborative project on the experiences of children and youth following Hurricane Katrina. By examining three different projects, we are able to assess some of the strengths and challenges of the focus group as a research method. In addition, we analyze the design and implementation of focus groups, including information on participant recruitment, the most effective group size, group composition and issues of segmentation, how to carry out focus groups, and the ideal number of groups to conduct. We pay particular attention to the ways in which focus groups may serve a social support or empowerment function, and our research points to the strength of using this method with marginalized, stigmatized, or vulnerable individuals.

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