White Fragility Is a State in Which Even a Minimum Amount of Racial Stress Be- Comes Intolerable, Triggering a Range of Defensive Moves
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Stereotypes and Prejudice
Stereotypes and Prejudice Their Overt and Subtle Influence in the Classroom CONNIE T. WOLFE University of Michigan STEVEN J. SPENCER Hope College The authors examine overt and subtle forms of stereotyping and prejudice. Two theories that explain overt prejudice are reviewed: realistic conflict theory and social identity theory. Although overt prejudice seems to have declined, subtle stereotyping is still pervasive. The authors review one theory, aversive racism theory, that explains this phenomenon. They also discuss two perspectives, attributional ambiguity and stereotype threat, which provide accounts of the impact of subtle racism. Both overt and subtle prejudice present challenges for the classroom. The authors describe one intervention called the jigsaw classroom that encourages work toward common goals and helps reduce the expression and impact of overt discrimination. A second intervention program, wise schooling, is presented, which aims to reduce the impact of subtle stereotypes by reducing stereotype threat. Why do prejudice and discrimination exist? Has overt racism been replaced by more subtle forms of prejudice? How does stereotyping affect its targets? In this article we describe two theories, realistic conflict theory and social identity theory, which provide an answer to the first question. We address the second question by noting that although overt discrimination has decreased, subtle forms of prejudice are still quite common and we describe one theory, aversive racism, that provides a compelling account of this change in the expression of prejudice. Finally, we answer the third question by describing two phenomena, attributional ambiguity and stereotype threat, that result from the pervasive nature of subtle stereotyping. This article is a selective overview of what social psychology has to say about these crucial issues. -
Perspectives of White UCT Students on Social Transformation Initiatives
Perspectives of white UCT students on Social Transformation Initiatives Zenzile Molo Student Number: MLXZEN001 University of Cape Town Supervisor: Dr Wahbie Long Co-Supervisor: Dr Taryn van Niekerk Word Count: Abstract: 175 Main body:8181 Abstract In a post-apartheid South Africa, scholars across all disciplines have contributed to the study of transformation, race and ‘rainbowism’. Although a substantial amount of this literature features the voices of the marginalised majority, there are only a handful of studies that are focused on privileged white South Africans. This research begins to address this gap, by investigating the understanding and constructs of social transformation initiatives amongst white undergraduate students at the University of Cape Town. Three focus groups, each consisting of six participants, were conducted. A thematic analysis demonstrates that white students understand transformation as accessibility, equality and opportunity for other racial groups to climb the ladder and be equivalent to whites. Furthermore, while some students understand challenges to white privilege as critical to social and racial transformation initiatives, others employ strategies to resist ideas that counter white privilege. The paper concludes by arguing that this tension provides an opportunity for further exploration around constructions of transformation initiatives amongst young white South Africans. Keywords: accessibility; equality; opportunities; privileges; justice; transformation; education; language; apartheid; land; FeesMustFall Introduction In 2015, young black South African students stood in solidarity against injustices, inequalities and colonial images of the past calling for transformation, such as the #RhodesMustFall movement (Chaudhuri, 2016) which led to the #FeeMustFall campaign (Raju, 2017). These black students sound a call for a free decolonised education and a call to dismantle the legacy of colonialism and apartheid. -
Neo-Authoritarianism and the Contestation of White Identification in the US
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 23 (2021) Issue 1 Article 5 Neo-Authoritarianism and the Contestation of White Identification in the US Justin Gilmore University of California, Santa Cruz Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the American Studies Commons, Comparative Literature Commons, Education Commons, European Languages and Societies Commons, Feminist, Gender, and Sexuality Studies Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Social and Behavioral Sciences Commons, Television Commons, and the Theatre and Performance Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Gilmore, Justin. -
Essential Conversations Revised 8.30
A VIRTUAL CONFERENCE #EmERGeLeadership You are in session: Hot Topic: Having Essential Conversations which will begin shortly. #EmERGeLeadership Bridgette Scales Senior Director, Global Member Advisory Services Diversity Best Practices #EmERGeLeadership Having Essential Conversations Having Essential Conversations We all have a responsibility to equip ourselves to have meaningful conversations in search of a more inclusive environment… (Anatomy of Culture Change, Catalyst 2013) Source: https://www.catalyst.org/research/anatomy-of-change-how-inclusive-cultures-evolve/ Shifting the Conversation Landscape SHIFTING FROM Avoiding difficult conversations when possible TO Essential Conversations are critical opportunities to build partnership, deal proactively with issues, and further inclusion. UN Human Rights Commission: https://www.standup4humanrights.org/en/fightracism_engage.html “Afraid of reverse prejudice. I cant help what happened “my toddlers repeatedly “just makes me sad that in years ago but Im made to telling me friends wont play this day and age we need to feel like its my fault “ with them because they deal with the horrible issues aren’t white. “ of racism and prejudice” “fearful of my family’s safety. That its more dangerous “realized how “blind” I have “made me more aware of than I thought it was. When been to what people of color racism and that being silent is the next bad thing going face. “ is no longer enough. Am I to happen and will it be me” part of the problem?“ “I have Internal conflict. I believe there is racism and I want it to “My emotions have been up end. However, I feel like there is and down each day. -
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism By Matthew W. Horton A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory in the Graduate Division of the University of California, Berkeley Committee in charge: Dr. Na’ilah Nasir, Chair Dr. Daniel Perlstein Dr. Keith Feldman Summer 2019 Working Against Racism from White Subject Positions Matthew W. Horton 2019 ABSTRACT Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism by Matthew W. Horton Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory University of California, Berkeley Professor Na’ilah Nasir, Chair This dissertation is an intervention into Critical Whiteness Studies, an ‘additional movement’ to Ethnic Studies and Critical Race Theory. It systematically analyzes key contradictions in working against racism from a white subject positions under post-Civil Rights Movement liberal color-blind white hegemony and "Black Power" counter-hegemony through a critical assessment of two major competing projects in theory and practice: white anti-racism [Part 1] and New Abolitionism [Part 2]. I argue that while white anti-racism is eminently practical, its efforts to hegemonically rearticulate white are overly optimistic, tend toward renaturalizing whiteness, and are problematically dependent on collaboration with people of color. I further argue that while New Abolitionism has popularized and advanced an alternative approach to whiteness which understands whiteness as ‘nothing but oppressive and false’ and seeks to ‘abolish the white race’, its ultimately class-centered conceptualization of race and idealization of militant nonconformity has failed to realize effective practice. -
The Stereotype of African American Characters In
ADLN Perpustakaan Universitas Airlangga CHAPTER I INTRODUCTION 1.1 Background of the Study African Americans‘ history has become national history of America. Roger Daniels in his book entitled Coming to America year 2002 described that African slave trade existed for over four centuries. The history began with the slave trade in the past. African Americans were forced to leave Africa and move to New World or America by European colonization. From middle 15th century to 1870, about ten million people were kidnapped out of Africa; about 350,000 of them were sold in America (51). The slave trade was a business entered into white people for profit. For Europeans colony, Africans were used as their property and forced to work and without being paid. Oftentimes, they were separated from their family members. At that time, cotton, sugar cane and slavery became the dominant commodities of Southern America economy. Africans lived in Southern America which was very rich of soil and fertile, full of large farms and huge plantations. A History of U.S Families with a Focus on African American showed the domination of White people in economy: The political economy of slavery was characterized by segregation between whites and African Americans, the concentration of power 1 Skripsi THE STEREOTYPE OF AFRICAN AMERICAN CHARACTERSRESTYA ANDARU WINANDITA IN WILLIAM H. ARMSTRONG’S SOUNDER ADLN Perpustakaan Universitas Airlangga 2 and wealth… The dominant economic activity in the region was production of agricultural products especially cotton to export to the North and to Europe (Iasewords 57) African Americans are defined as the citizens of the United States of America who are also of African descendants. -
Discussion Guide for Educators
DISCUSSION GUIDE FOR EDUCATORS Guide by Valeria Brown, MEd Beacon Press | beacon.org/whitefragility WHY SHOULD EDUCATORS READ WHITE FRAGILITY? White Fragility is a must-read for all educators because racial disparities in access and opportunity continue to be an urgent issue in our schools. An educator’s belief system can and does significantly impact how they approach teaching and learning.1 Therefore, in a school system in which the teaching population remains primarily white and the student population continues to become more racially diverse, it is necessary for ed- ucators to develop the skills to engage in conversations about bias, race, and racism—especially their own.2 Additionally, despite an educator’s best efforts, it is impossible to shield students from the hate-based violence they are exposed to on a national level. A report by the Southern Poverty Law Center, found that the rhetoric used by Donald Trump and his supporters, before and during the presidential campaign, had a significant impact on school climate.3 Teachers reported an increase in verbal harassment of students, the use of slurs and derogatory language, and instances involving swastikas, Nazi salutes, and Confederate flags. Eight in ten teachers reported heightened anxiety from students in marginalized groups, including immigrants, Muslims, African Americans, and LGBTQ youth. Each month, Teaching Tolerance, a project of SPLC, tracks and publishes hate incidents at US schools. The latest report, from November 2018, found that there were 59 reported incidents in classrooms, at school events, and on social media.4 Regrettably, stu- dents are living with hate in their midst at school, too, and it is imperative that educators take action. -
White by Law---Haney Lopez (Abridged Version)
White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia. -
Questioning Whiteness: “Who Is White?”
人間生活文化研究 Int J Hum Cult Stud. No. 29 2019 Questioning Whiteness: “Who is white?” ―A case study of Barbados and Trinidad― Michiru Ito1 1International Center, Otsuma Women’s University 12 Sanban-cho, Chiyoda-ku, Tokyo, Japan 102-8357 Key words:Whiteness, Caribbean, Barbados, Trinidad, Oral history Abstract This paper seeks to produce knowledge of identity as European-descended white in the Caribbean islands of Barbados and Trinidad, where the white populations account for 2.7% and 0.7% respectively, of the total population. Face-to-face individual interviews were conducted with 29 participants who are subjectively and objectively white, in August 2016 and February 2017 in order to obtain primary data, as a means of creating oral history. Many of the whites in Barbados recognise their interracial family background, and possess no reluctance for having interracial marriage and interracial children. They have very weak attachment to white hegemony. On contrary, white Trinidadians insist on their racial purity as white and show their disagreement towards interracial marriage and interracial children. The younger generations in both islands say white supremacy does not work anymore, yet admit they take advantage of whiteness in everyday life. The elder generation in Barbados say being white is somewhat disadvantageous, but their Trinidadian counterparts are very proud of being white which is superior form of racial identity. The paper revealed the sense of colonial superiority is rooted in the minds of whites in Barbados and Trinidad, yet the younger generations in both islands tend to deny the existence of white privilege and racism in order to assimilate into the majority of the society, which is non-white. -
SEXISM, STEREOTYPING, and the GENDER WAGE GAP a Thesis
SEXISM, STEREOTYPING, AND THE GENDER WAGE GAP A Thesis Presented to The Faculty of Graduate Studies O t- The University of Guelph In partial fulfilment of requirements for the degree of Doctor of Philosophy June, 2000 @Christine Alksnis, 2000 National Library Bibliothéque nationale I*I of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. nie Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada Your fila Vom nlemw Our W Notre raterence The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/fiim, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts f?om it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Canada ABSTRACT SEXISM, STEREOTYPING, AND THE GENDER WAGE GAP Christine Alksnis Advisor: University of Guelph, 2000 Dr. S. Desmarais For decades, women's average earnings have been a fraction of men's earnings. This dissertation is predicated on the assumption that gender stereotypes facilitate sexist behaviour by employers that in turn contributes, at least in part, to the persistence of this gender wage gap. -
Teaching Critical Whiteness Theory: What College and University Teachers Need to Know
Understanding and Dismantling Privilege Nichols, Teaching Critical Whiteness 1 Teaching Critical Whiteness Theory: What College and University Teachers Need to Know Dana Nichols St. John Fisher College My small, four‐year, regional, upstate New York college is similar to many colleges and universities across the country. It has a predominantly white student population, comprised primarily of middle‐ and working‐class students. The majority of my students are from rural, economically depressed, racially homogenous areas. When planning my first critical whiteness theory course, I knew that most, if not all of my students, would be white. I also knew that my class would probably be the first time white students had been asked to think about their racial identity in a formal educational setting and that they would need as many tools as I could offer them to critically engage with whiteness. I anticipated that I would encounter some resistant students, while other students would eagerly embrace a new way of thinking about themselves and the world, and I wanted to feel as prepared as possible for both kinds of students. In planning my own classes, I have turned to recent scholarship to glean some advice about how to build a successful whiteness studies class. This paper is a brief overview of some of those ideas and it covers four major areas: (1) the attitudes that white students bring with them, (2) the goals of critical whiteness pedagogy, (3) the potential pitfalls of critical whiteness pedagogy, and (4) strategies for counteracting the pitfalls. Volume 1, Issue 1, August 2010 Understanding and Dismantling Privilege Nichols, Teaching Critical Whiteness 2 When teachers think about the attitudes white students bring with them to the college classroom, they sometimes assume that white students have no awareness of themselves as racial subjects. -
White Racial Identity Development Model for Adult Educators
Kansas State University Libraries New Prairie Press Adult Education Research Conference 2009 Conference Proceedings (Chicago, IL) White Racial Identity Development Model for Adult Educators Carole L. Lund Alaska Pacific University Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Lund, Carole L. (2009). "White Racial Identity Development Model for Adult Educators," Adult Education Research Conference. https://newprairiepress.org/aerc/2009/papers/38 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. White Racial Identity Development Model for Adult Educators Carole L. Lund, Ed.D. Alaska Pacific University, USA Abstract: The white racial identity development model has implications for educators wishing to address racism. There are six pathways an adult educator might explore to understand where they are in the white racial identity development process—status quo to ally. Inadequacy in addressing racism paralyzes many from taking any action. The white racial identity development process leads one to progress from the status quo to become an advocate or ally. Frow and Morris (2000) addressed the identity of scholars: “Questions of identity and community are framed not only by issues of race, class, and gender but by a deeply political concern with place, cultural memory, and the variable terms of these scholars’ access to an ‘international’ space of debate” (p.