Examples of Racial Microaggressions
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Critical Race Theory, Race and Gender Microaggressions, and the Experience of Chicana and Chicano Scholars
QUALITATIVE STUDIES IN EDUCATION, 1998, VOL. 11, NO. 1, 121±136 Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars D ANIEL G . SOLO; RZANO G raduate School of Education & Information Studies University of California, Los Angeles Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions aåect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, D issertation, and Postdoctoral M inority Fellows. There are three objectives for this study : (a) to extend and apply a critical race theory to the ®eld of education, (b) to `` recognize,’’ `` document,’’ and analyze racial and gender microaggressions of Chicana and Chicano scholars, and (c) to `` hear ’’ the voice of `` discrimination’s victims ’’ by examining the eåect of race and gender microaggressions on the lives of Chicana and Chicano scholars. Three patterns of racial and gender microaggressions were found : (a) scholars who felt out of place in the academy because of their race and}or gender, (b) scholars who felt their teachers}professors had lower expectations for them, and (c) scholars’ accounts of subtle and not so subtle racial and gender incidents. The article ends with possible directions for continued critical race theory research with scholars of color. Introduction These [racial] assaults to black dignity and black hope are incessant and cumulative. Any single one may be gross. In fact, the major vehicle for racism in this country is oåenses done to blacks by whites in this sort of gratuitous never- ending way. -
Definitions of Oppression, Dehumanization and Exploitation
Definitions of Oppression, Dehumanization and Exploitation Oppression The dictionary definition ((Webster's Third International Dictionary): "Unjust or cruel exercise of authority or power especially by the imposition of burdens; the condition of being weighed down; an act of pressing down; a sense of heaviness or obstruction in the body or mind." The Latin origin has oppressus as the past participle of opprimere, or to press down. Amongst the synonyms: the word subjugation. The Social Work Dictionary, ed. Robert L. Barker defines oppression as: "The social act of placing severe restrictions on an individual, group or institution. Typically, a government or political organization that is in power places these restrictions formally or covertly on oppressed groups so that they may be exploited and less able to compete with other social groups. The oppressed individual or group is devalued, exploited and deprived of privileges by the individual or group which has more power." (Barker, 2003) The Blackwell Dictionary of Sociology has an excellent definition of social oppression: "Social oppression is a concept that describes a relationship between groups or categories of between groups or categories of people in which a dominant group benefits from the systematic abuse, exploitation, and injustice directed toward a subordinate group. The relationship between whites and blacks in the United States and South Africa, between social classes in many industrial societies, between men and women in most societies, between Protestants and Catholics in Northern Ireland - all have elements of social oppression in that the organization of social life enables those who dominate to oppress others. Relationships between groups and relationships between groups and social categories, it should not be confused with the oppressive behavior of individuals. -
Re-Examining the Philosophical Underpinnings of the Melting Pot Vs. Multiculturalism in the Current Immigration Debate in the United States
Re-examining the Philosophical Underpinnings of the Melting Pot vs. Multiculturalism in the Current Immigration Debate in the United States Daniel Woldeab College of Individualized Studies, Metropolitan State University, St. Paul, MN, USA [email protected] https://orcid.org/0000-0002-8267-7570 Robert M. Yawson School of Business, Quinnipiac University Hamden, CT, USA [email protected] https://orcid.org/0000-0001-6215-4345 Irina M. Woldeab Minnesota Department of Natural Resources, St. Paul, MN, USA [email protected] In: Harnessing Analytics for Enhancing Healthcare & Business. Proceedings of the 50th Northeast Decision Sciences Institute (NEDSI) Annual Meeting, Pgs. 264 - 285. Virtual Conference, March 26-27, 2021. https://doi.org/10.31124/advance.14749101.v1 Copyright ©2021 Daniel Woldeab, Robert M. Yawson, and Irina Woldeab 2 Abstract Immigration to the United States is certainly not a new phenomenon, and it is therefore natural for immigration, culture and identity to be given due attention by the public and policy makers. However, current discussion of immigration, legal and illegal, and the philosophical underpinnings is ‘lost in translation’, not necessarily on ideological lines, but on political orientation. In this paper we reexamine the philosophical underpinnings of the melting pot versus multiculturalism as antecedents and precedents of current immigration debate and how the core issues are lost in translation. We take a brief look at immigrants and the economy to situate the current immigration debate. We then discuss the two philosophical approaches to immigration and how the understanding of the philosophical foundations can help streamline the current immigration debate. Keywords: Immigration, multiculturalism, melting pot, ethnic identity, acculturation, assimilation In: Harnessing Analytics for Enhancing Healthcare & Business. -
9 Tokyo Standardization, Ludic Language Use and Nascent Superdiversity
9 Tokyo Standardization, ludic language use and nascent superdiversity Patrick Heinrich and Rika Yamashita The study of language in the city has never been a prominent subject in Japanese sociolinguistics. The negligence of city sociolinguistics in Japan notwithstanding, there is a wide range of issues to be found in Tokyo, which reveal the intricate ways in which language and society relate to one another.1 In this chapter, we discuss two interrelated issues. Firstly, we outline the case of language standardization, which subsequently led to various destandardization phenomena and ludic language use. Secondly, we discuss how language diversity in Tokyo has grown in recent years and how it is no longer swept under the carpet and hidden. Tokyoites, too, are diversify- ing as an effect. We shall start, though, with a brief sociolinguistic history of Tokyo. From feudal Edo to Tokyo as a global city There exists no such place as “Tokyo City”. There is “Inner Tokyo”, comprised of 23 wards; there is “Metropolitan Tokyo” made up of the 23 wards and the Tama region; and there is “Greater Tokyo”, which refers to Metropolitan Tokyo plus the surrounding prefectures of Chiba, Kanagawa and Saitama. The Tama region, rural until 1920, is now home to one third of the population of Tokyo Metropolis, while Kanagawa, Chiba and Saitama prefecture have doubled their population over the past 50 years. Greater Tokyo comprises more than 35 million inhabitants. It is the largest urban center on earth. One third of the Japanese population lives there on less than 4% of the Japanese territory – and the number of inhabitants continues to grow. -
The Relationship Between Experiences with Microaggression and the Leadership Practices of Mid-Level Student Affairs Professionals
THE RELATIONSHIP BETWEEN EXPERIENCES WITH MICROAGGRESSION AND THE LEADERSHIP PRACTICES OF MID-LEVEL STUDENT AFFAIRS PROFESSIONALS LaDonna R. Moore A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2016 Committee: Dafina-Lazarus Stewart, Advisor Judith Jackson May Graduate Faculty Representative Nicholas Bowman Patrick Pauken © 2016 LaDonna R. Moore All Rights Reserved iii ABSTRACT Dafina-Lazarus Stewart, Advisor Microaggressions reflect the active manifestation of oppressive worldviews that create, maintain, and perpetuate marginalization (Sue, 2010a). Individuals from marginalized backgrounds “describe their work climate as hostile, invalidating, and insulting because of microaggressions that assail their race, gender, or sexual-orientation identities” (Sue, 2010a, p. 213). The purpose of this study was to explore the relationship between microaggression and the work experience of mid-level student affairs professionals within higher education, specifically those from marginalized populations that pertain to race, ethnicity, gender, sexual orientation, religious affiliation, or disability. Participants completed a web-based survey that measured their interactions with microaggression and its relationship with their leadership practices. Descriptive statistics and multiple regression analyses were performed to analyze the data for this study. The results of this study confirm what the extant literature, focused on the experience of higher education professionals, has demonstrated. Prior studies have found that administrators within higher education encounter microaggression (Alabi, 2014; Garvey & Drezner, 2013). Within this study, 78.3% of participants reported that they have experienced microaggression within the workplace. These individuals also revealed that the forms of microaggression they experience most frequently included microinvalidations, followed by microinsults. -
Examples of Microaggressions 1 Theme Microaggression Examples
Examples of Microaggressions Theme Microaggression Examples Message Race Assumptions of criminality A security guard following a Black You are a criminal. person, presuming that they are going to cause damage or steal. You are going to steal/you are poor, you do not belong. While walking through the halls of a College building, a security guard You are dangerous. approaches a black member of staff to ask if she/he is lost, even though she/he is in a group with other staff members. Objectification/tokenism (e.g. “What are you? You’re so You are a perpetual foreigner in when BAME people are objectified interesting looking!” your own country. or treated as tokens). “she is so exotic”. Your ethnic/racial identity makes you exotic. “how do you get your hair like that?!” You are outside of the norm. Assumptions of intellectual “You’re so articulate”. BAME people are generally not as inferiority (e.g. BAME people are intelligent as White people. assumed to be less intelligent or “you speak English so well”. capable than white people). Denigrating cultural To an East Asian person: “Why are Assimilate to dominant culture. values/communication styles (e.g. you so quiet? We want to know the notion that the values and what you think. Be more verbal.” Leave your cultural baggage communication styles of the “Speak up more.” outside. dominant/White culture are ideal/”normal”). There is no room for difference. 1 Examples of Microaggressions Asking a Black person: “Why do you have to be so loud/animated/aggressive? Just calm down.” Colour blindness (e.g. -
Latin America
Latin America JOHN GLEDHILL, The University of Manchester ‘Latin’ America is a region constructed in a context of imperial rivalries and disputes about how to build ‘modern’ nations that made it an ‘other America’ distinct from ‘Anglo’ America. Bringing together people without previous historical contact, the diversity of its societies and cultures was increased by the transatlantic slave trade and later global immigration. Building on the constructive relationship that characterises the ties between socio-cultural anthropology and history in the region today, this entry discusses differences in colonial relations and cultural interaction between European, indigenous, and Afro-Latin American people in different countries and the role of anthropologists in nation-building projects that aimed to construct national identities around ‘mixing’. It shows how anthropologists came to emphasise the active role of subordinated social groups in making Latin America’s ‘new peoples’. Widespread agrarian conflicts and land reforms produced debates about the future of peasant farmers, but new forms of capitalist development, growing urbanisation, and counter-insurgency wars led to an era in which indigenous identities were reasserted and states shifted towards a multicultural politics that also fostered Afro-Latin American movements. Anthropology has enhanced understanding of the diversity, complexity, and contradictions of these processes. Latin American cities are characterised by stark social inequalities, but anthropologists critiqued the stigmatisation -
Why We Study Intermarriage
“Intermarriage” Why we study Intermarriage Family systems reproduce race by insisting upon endogamy, or marriage within the group. Racial intermarriage, the opposite of endogamy, tends to undermine racial barriers. In any society in which race is important, racial intermarriage will be a focus of legal, social and political interest. As the United States has been a society deeply divided by race from its very beginning as a nation in which slavery was practiced, the issue of intermarriage has always been important in the United States. The Racial Caste System and the 19th Century: Intermarriage as the Implicit Threat Before the civil war, the vast majority of blacks in the United States were slaves. Although there had always been some sexual relationships between white (male) slave owners and black (female) slaves, white society worked diligently to make these relationships invisible. White American society adopted what they called the “one-drop rule,” which meant that anyone with as much as “one drop” of nonwhite blood could not be considered white. By legal definition, if a white slave master made a black slave pregnant, her child was black (due to the “one-drop rule”) and a slave as well. Formal marriage was generally not possible among slaves (because slaves had no legal standing), and therefore formal marriage between free whites and slaves was also impossible. One irony of the one-drop rule was that it was created to clarify racial distinctions but the rule left white racial status always vulnerable. The discovery of some previously unknown brown or dark ancestor (or even an ancestor who was remembered by someone as dark), would rob all descendants of their whiteness, and therefore of their property and their rights. -
Public School Admissions and the Myth of Meritocracy: How and Why Screened Public School Admissions Promote Segregation
BUERY_FIN.DOCX(DO NOT DELETE) 4/14/20 8:46 PM PUBLIC SCHOOL ADMISSIONS AND THE MYTH OF MERITOCRACY: HOW AND WHY SCREENED PUBLIC SCHOOL ADMISSIONS PROMOTE SEGREGATION RICHARD R. BUERY, JR.* Public schools in America remain deeply segregated by race, with devastating effects for Black and Latinx students. While residential segregation is a critical driver of school segregation, the prevalence of screened admissions practices can also play a devastating role in driving racial segregation in public schools. New York City, one of the most segregated school systems in America, is unique in its extensive reliance on screened admissions practices, including the use of standardized tests, to assign students to sought-after public schools. These screens persist despite their segregative impact in part because they appeal to America’s embrace of the idea of meritocracy. This Article argues that Americans embrace three conceptions of merit which shield these screens from proper scrutiny. The first is individual merit—the idea that students with greater ability or achievement deserve access to better schools. The second is systems merit—the idea that poor student performance on an assessment is a failure of the system that prepared the student for the assessment. The third is group merit—the idea that members of some groups simply possess less ability. Each of these ideas has a pernicious impact on perpetuating racial inequality in public education. INTRODUCTION ................................................................................. 102 I. THE APPEAL OF THREE DIMENSIONS OF MERIT .................... 104 A. Merit of the Individual .................................................... 104 B. Merit of the System ......................................................... 107 C. Merit of the Group .......................................................... 109 II. THE MYTH OF MERITOCRACY IN K12 ADMISSIONS ............. -
ON INTERNALIZED OPPRESSION and SEXUALIZED VIOLENCE in COLLEGE WOMEN Marina Leigh Costanzo
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Graduate School Professional Papers 2018 ON INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE IN COLLEGE WOMEN Marina Leigh Costanzo Let us know how access to this document benefits ouy . Follow this and additional works at: https://scholarworks.umt.edu/etd Recommended Citation Costanzo, Marina Leigh, "ON INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE IN COLLEGE WOMEN" (2018). Graduate Student Theses, Dissertations, & Professional Papers. 11264. https://scholarworks.umt.edu/etd/11264 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ON INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE IN COLLEGE WOMEN By MARINA LEIGH COSTANZO B.A., University of Washington, Seattle, WA, 2010 M.A., University of Colorado, Colorado Springs, CO, 2013 Dissertation presented in partial fulfillment of the requirements for the degree of Doctorate of Philosophy in Clinical Psychology The University of Montana Missoula, MT August 2018 Approved by: Scott Whittenburg, Dean of The Graduate School Graduate School Christine Fiore, Chair Psychology Laura Kirsch Psychology Jennifer Robohm Psychology Gyda Swaney Psychology Sara Hayden Communication Studies INTERNALIZED OPPRESSION AND SEXUALIZED VIOLENCE ii Costanzo, Marina, PhD, Summer 2018 Clinical Psychology Abstract Chairperson: Christine Fiore Sexualized violence on college campuses has recently entered the media spotlight. One in five women are sexually assaulted during college and over 90% of these women know their attackers (Black et al., 2011; Cleere & Lynn, 2013). -
Microaggressions: Triggers and Responses
Microaggressions: Triggers and Responses WHITWORTH UNIVERSITY TEACHING ROUNDTABLE LORNA HERNANDEZ JARVIS, ASSOCIATE VICE PRESIDENT FOR DIVERSITY, EQUITY AND INCLUSION, AND CDO For personal/individual use only. Do not copy or distribute any of this material without the author’s permission Inclusive Excellence in Higher Education Colleges and universities are to create environments in which everyone feels welcome, encouraged to learn and flourish Many who do not conform to dominant demographics don’t always feel included, and their academic learning experience is negatively impacted. Microaggressions point out cultural difference in ways that put the target’s non-conformity into sharp focus often causing anxiety and crises of belonging. We must find ways to engage with difference in more intelligent and nuanced ways, and train our minds to entertain more complex views of the world. Inclusive Excellence in Higher Education Exclusion, Alienation, and discrimination persist within the academy Racism, sexism, homophobia, and other forms of discrimination are in fact commonplace. Many see the responses to microaggressions as overreactions Implicit biases have serious consequences beyond hurt feelings: Discriminatory hiring Racial inequities in policing and broader criminal justice Physical and psychological Health impact Microaggressions matter because they are SYMPTOMS AND CAUSES of a larger structural problem Inclusive Excellence in Higher Education Call to downplay microaggressions underestimates the powerful effect of sanctioning -
Plutocracy: the Marketising of ‘Equality’ Within Neoliberalism
City Research Online City, University of London Institutional Repository Citation: Littler, J. (2013). Meritocracy as plutocracy: the marketising of ‘equality’ within neoliberalism. New Formations: a journal of culture/theory/politics, 80-81, pp. 52-72. doi: 10.3898/NewF.80/81.03.2013 This is the published version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/4167/ Link to published version: http://dx.doi.org/10.3898/NewF.80/81.03.2013 Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] MERITOCRACY AS PLUTOCRACY: THE MARKETISING OF ‘EQUALITY’ UNDER NEOLIBERALISM Jo Littler Abstract Meritocracy, in contemporary parlance, refers to the idea that whatever our social position at birth, society ought to facilitate the means for ‘talent’ to ‘rise to the top’. This article argues that the ideology of ‘meritocracy’ has become a key means through which plutocracy is endorsed by stealth within contemporary neoliberal culture.