White Suburbanization and African–American Homeownership, 1940
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Jews and African Americans: Slavery, Diaspora, Ghetto
University of California at San Diego Jews and African Americans: Slavery, Diaspora, Ghetto HITO 136 Fall 2018 Professor Deborah Hertz HSS 6024 Please refrain from emailing me unless it is an emergency. Better to catch me after class. In an absolute emergency contact me at [email protected]. Class meets Tuesdays and Thursdays from 12:30 to 1:50 in Pepper Canyon Hall 121 Office hours: Tuesdays 10-11:30 in HSS 6024 and by appointment. Class web site can be found on Triton Ed. Power Point slides will be posted up shortly before the class meets on Tuesday and Thursday mornings. You will be writing short blogs on the Discussion Forum. Check your UCSD email regularly as I often send reminder emails to the entire class. Manners in the Classroom. Please come to class on time and do not leave class before the class is over. If you must leave early, kindly let the instructor know before class begins and sit near the back. Although our class meets over the lunch hour, please do not eat during class, although it is fine to drink liquids. Attendance will not be taken but the sight of empty seats is extremely distressing to the instructor. No clickers!!! 1 Readings can be found in various places, in paper and digital form. All of the assigned texts have been ordered at the Price Center Bookstore and are also on reserve at the Library. The Reader for the class can be purchased in the bookstore and several copies of the Reader are also on reserve. -
White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with Myspace and Facebook.” in Race After the Internet (Eds
CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. Lisa Nakamura and Peter A. Chow-White). Routledge, pp. 203-222. White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook danah boyd Microsoft Research and HarVard Berkman Center for Internet and Society http://www.danah.org/ In a historic small town outside Boston, I interViewed a group of teens at a small charter school that included middle-class students seeking an alternative to the public school and poorer students who were struggling in traditional schools. There, I met Kat, a white 14-year-old from a comfortable background. We were talking about the social media practices of her classmates when I asked her why most of her friends were moVing from MySpace to Facebook. Kat grew noticeably uncomfortable. She began simply, noting that “MySpace is just old now and it’s boring.” But then she paused, looked down at the table, and continued. “It’s not really racist, but I guess you could say that. I’m not really into racism, but I think that MySpace now is more like ghetto or whatever.” – Kat On that spring day in 2007, Kat helped me finally understand a pattern that I had been noticing throughout that school year. Teen preference for MySpace or 1 Feedback welcome! [email protected] CITATION: boyd, danah. (2011). “White Flight in Networked Publics? How Race and Class Shaped American Teen Engagement with MySpace and Facebook.” In Race After the Internet (eds. -
Muslims and Community Cohesion in Bradford
Muslims and community cohesion in Bradford July 2010 Yunas Samad The research investigated factors that either enhanced or undermined community cohesion in two local wards in Bradford, where there were established Muslim communities and where Muslim migrants had recently arrived. Even though the fieldwork was conducted in early 2006 the findings remain relevant to contemporary debates on social policy. This publication is an additional output from a larger study funded by the Joseph Rowntree Foundation on Immigration, faith and cohesion: Evidence from local areas with significant Muslim populations, with fieldwork conducted in three sites – Birmingham, Newham and Bradford. The study covers: • Research method and sample characteristics; • Spaces and interactions; • Help and support: bonding and bridging networks; • Political and civic involvement; • Transnational engagement, community and belonging; • Attitudes of policy-makers and service providers. www.jrf.org.uk Contents Executive summary 2 1 Introduction 5 2 Research method and sample characteristics 11 3 Spaces and interactions 19 4 Help and support: bonding and bridging networks 26 5 Political and civic involvement 31 6 Transnational engagement, community and belonging 37 7 Attitudes of policy-makers and service providers 44 8 Conclusion 48 Notes 50 References 51 Acknowledgements 53 Contents Executive summary Community cohesion is the centrepiece of the on Immigration, faith and cohesion: Evidence from government policy which was formulated in local areas with significant Muslim populations -
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. -
Nathaniel Mullen 1 Black in Her Book Playing in the Dark Toni Morrison
nathaniel mullen 1 black In her book Playing In The Dark Toni Morrison states, “It was not that this slave population had a distinctive color; it was that this color “meant” something”(Morrison 49). What does that something mean? As Africans were brought to the Americas they became black people, Africans existed long before black people. Black is more than a reference to the skin color of the Africans; it is a system of ideas that are used to define the Africans and their descendents in America, but today the latter, is all too often overlooked. In an interview for his exhibition Black Like Me Fred Wilson says, “ the color black is really not anybody’s skin tone. It’s become a way to view the world, and a way to view the world in terms of color”(Wilson 12). Growing up in America, this way of seeing or thinking is ingrained in us from childhood, without our knowing. It is seemingly silent and invisible, but the ideas about black control so much of how we live our. In this work, I want to make this system visible. I am using traditional photography as a way to visualize black. This is much more than a medium choice, photography has shaped much of my approach to the subject. The technical and historical aspect of photography gives me a place to begin. As black first started to transform in my mind from just a racial identity into more complex ideas, it first became darkness. As I began to see it, black was when it is so dark that there is no difference between when you open or close your eyes; with photography I would be able to capture this black, nathaniel mullen 2 itself. -
The Iconic Ghetto, Color-Blind Racism and White Masculinities: a Content and Discourse Analysis of Black Twitter On
JULIEN, CHRISTOPHER M., M.A. The Iconic Ghetto, Color-Blind Racism and White Masculinities: A Content and Discourse Analysis of Black Twitter on www.Imgur.com. (2017) Directed by Dr. Steven Kroll-Smith. 202 pp. In this research, I investigate Black Twitter on www.Imgur.com. I identify the general contours of Black Twitter images on Imgur as well as the reception and response to this content by the individuals who use this website. I first categorize the images of Black Twitter in order to describe their main features. Second, I describe the various ways that the individuals on Imgur respond to Black Twitter through a thematic content analysis and critical discourse analysis of the written comments. I conclude that Black Twitter on Imgur reproduces the same racist stereotypes that have been present in decades of media coverage of African Americans in the United States. Furthermore, the responses of individuals on Imgur to Black Twitter evidence anti-Ebonics ideologies, SIDE theory for group identity and participation, and the ongoing development of competing white, masculine identities in a color-blind space. THE ICONIC GHETTO, COLOR-BLIND RACISM AND WHITE MASCULINITIES: A CONTENT AND DISCOURSE ANALYSIS OF BLACK TWITTER ON WWW.IMGUR.COM by Christopher M. Julien A Thesis Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Master of Arts Greensboro 2017 Approved by Committee Chair To my wife, Nicole, my constant companion through trials and triumphs, who encourages and believes in me, even when I do not. -
CRIME and VIOLENCE in CHICAGO a Geography of Segregation and Structural Disadvantage
CRIME AND VIOLENCE IN CHICAGO a Geography of Segregation and Structural Disadvantage Tim van den Bergh - Master Thesis Human Geography Radboud University, 2018 i Crime and Violence in Chicago: a Geography of Segregation and Structural Disadvantage Tim van den Bergh Student number: 4554817 Radboud University Nijmegen Master Thesis Human Geography Master Specialization: ‘Conflicts, Territories and Identities’ Supervisor: dr. O.T Kramsch Nijmegen, 2018 ii ABSTRACT Tim van den Bergh: Crime and Violence in Chicago: a Geography of Segregation and Structural Disadvantage Engaged with the socio-historical making of space, this thesis frames the contentious debate on violence in Chicago by illustrating how a set of urban processes have interacted to maintain a geography of racialized structural disadvantage. Within this geography, both favorable and unfavorable social conditions are unequally dispersed throughout the city, thereby impacting neighborhoods and communities differently. The theoretical underpinning of space as a social construct provides agency to particular institutions that are responsible for the ‘making’ of urban space in Chicago. With the use of a qualitative research approach, this thesis emphasizes the voices of people who can speak about the etiology of crime and violence from personal experience. Furthermore, this thesis provides a critique of social disorganization and broken windows theory, proposing that these popular criminologies have advanced a problematic normative production of space and impeded effective crime policy and community-police relations. Key words: space, disadvantage, race, crime & violence, Chicago (Under the direction of dr. Olivier Kramsch) iii Table of Contents Chapter 1 - Introduction ..................................................................................................... 1 § 1.1 Studying crime and violence in Chicago .................................................................... 1 § 1.2 Research objective ................................................................................................... -
White Flight
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. Introduction IN THE STORIES spun by its supporters, Atlanta had accomplished the unthinkable. Their city was moving forward, they boasted, not just in its bank accounts and business ledgers, but in the ways the races were learn ing to live and even thrive together. While the rest of the South spent the postwar decades resisting desegregation with a defiant and often ugly program of “massive resistance,” Atlanta faced the challenges of the civil rights era with maturity and moderation. During these decades, the city had emerged as a shining example for the New South, a place where eco nomic progress and racial progressivism went hand in hand. This was, to be sure, not an empty boast. By the end of the 1950s these supporters could point with pride to a litany of sites that the city had desegregated, from public spaces like the buses, airport, libraries, and golf courses to countless private neighborhoods in between. When Atlanta successfully desegregated its public schools in 1961, even national observers paused to marvel at all the city had accomplished. The city found countless admirers across the country, from the press to the president of the United States, but it was ultimately its own Mayor William Hartsfield who coined the lasting motto. “Atlanta,” he bragged to anyone in earshot, “is the City Too Busy to Hate.”1 Just a year later, this image came crashing down. -
The New White Flight
WILSON_MACROS (DO NOT DELETE) 5/16/2019 3:53 PM THE NEW WHITE FLIGHT ERIKA K. WILSON* ABSTRACT White charter school enclaves—defined as charter schools located in school districts that are thirty percent or less white, but that enroll a student body that is fifty percent or greater white— are emerging across the country. The emergence of white charter school enclaves is the result of a sobering and ugly truth: when given a choice, white parents as a collective tend to choose racially segregated, predominately white schools. Empirical research supports this claim. Empirical research also demonstrates that white parents as a collective will make that choice even when presented with the option of a more racially diverse school that is of good academic quality. Despite the connection between collective white parental choice and school segregation, greater choice continues to be injected into the school assignment process. School choice assignment policies, particularly charter schools, are proliferating at a substantial rate. As a result, parental choice rather than systemic design is creating new patterns of racial segregation and inequality in public schools. Yet the Supreme Court’s school desegregation jurisprudence insulates racial segregation in schools ostensibly caused by parental choice rather than systemic design from regulation. Consequently, the new patterns of racial segregation in public schools caused by collective white parental choice largely escapes regulation by courts. This article argues that the time has come to reconsider the legal and normative viability of regulating racial segregation in public Copyright © 2019 Erika K. Wilson. * Thomas Willis Lambeth Distinguished Chair in Public Policy, Associate Professor of Law, University of North Carolina at Chapel Hill. -
American Jews and Civil Rights [Post-Print]
Trinity College Trinity College Digital Repository Faculty Scholarship 5-2012 Liberal NIMBY: American Jews and Civil Rights [post-print] Cheryl Greenberg Trinity College, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/facpub Part of the United States History Commons Liberal NIMBY: American Jews and Civil Rights American Jews, acknowledged as one of the most reliable liberal voting blocs in the twentieth century, have also been labeled false friends of the black freedom struggle, supporting the integration of the South while resisting it in their own neighborhoods and businesses.1 While Jewish contributions swelled the coffers of civil rights organizations and Jewish supporters worked alongside black activists, the behaviors of ordinary Jews often proved less praiseworthy. Even limiting one’s gaze to the North, Jewish store owners operated in dozens of underserved black neighborhoods but, according to many, charged exorbitant prices and refused to hire from or otherwise give back to the community. Jewish landlords rented to black tenants but maintained their buildings no better than other white absentee owners. Jews did not riot at the prospect of racial integration but, citing concerns for safety or school quality, Jews fled from neighborhoods as black people moved in. The contrast between commitment and resistance to civil rights ideals was nowhere more vivid than in Chicago’s Lawndale neighborhood in the 1960s. Jewish realtors there openly used the threat of incoming black residents to convince local Jewish homeowners to move away immediately and sell at a loss. Many did. Yet challenging such practices and trying to stem the tide of white flight was a coalition of local activists, virtually all of whose white members were Jewish.2 This apparent contradiction had not gone unnoticed by either the black community or by Jewish leaders, who lamented the situation even in the civil rights movement’s early days. -
Mapping the African American Urban Enclave: the Ghetto in Translation
Mapping the African American Urban Enclave: The Ghetto in Translation It has neither name nor place. I shall repeat the reason why I was describing it to you: from the number of imaginary cities we must exclude those whose elements are assembled without connecting thread, an inner rule, a perspective, a discourse. With cities, it is as with dreams: everything imaginable can be dreamed, but even the most unexpected dream is a rebus that conceals a desire or, its reverse, a fear. Cities, like dreams, are made of desires and fears, even if the thread of their discourse is secret, their rules are absurd, their perspectives deceitful, and everything conceals something else … Cities also believe they are the work of the mind or of chance, but neither the one nor the other suffices to hold up their walls. You take delight not in a city’s seven or seventy wonders, but in the answer it gives to a question of yours. Or the question it asks you, forcing you to answer, like Thebes through the mouth of the Sphinx. —Marco Polo to Kublai Khan in Italo Calvino, Invisible Cities1 The intent of this paper is to develop an African American urban enclave (AAUE) morphology. It is an essential step in generating an architecturally Scott Ruff formal discourse of African American spatial practices. Because of the Tulane University African American urban enclave’s central role in segregation-era America, conceptually and literally, it became a city within a city, a haven for a dis- enfranchised people, with a vital political and economic base. -
Crimes Without Punishment: White Neighbors' Resistance to Black Entry Leonard S
Journal of Criminal Law and Criminology Volume 92 Article 3 Issue 2 Fall Fall 2001 Crimes without Punishment: White Neighbors' Resistance to Black Entry Leonard S. Rubinowitz Northwestern University School of Law Imani Perry Follow this and additional works at: https://scholarlycommons.law.northwestern.edu/jclc Part of the Criminal Law Commons, Criminology Commons, and the Criminology and Criminal Justice Commons Recommended Citation Leonard S. Rubinowitz, Imani Perry, Crimes without Punishment: White Neighbors' Resistance to Black Entry, 92 J. Crim. L. & Criminology 335 (2001-2002) This Book Review is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Journal of Criminal Law and Criminology by an authorized editor of Northwestern University School of Law Scholarly Commons. 0091-4169/02/9202-0335 THE JOURNALOF CRIMINAL LAW & CRIMINOLOGY Vol. 92, No. 2 Copyright © 2002 by NorthwesternUniversity, Schoolof Law Printed in U.S.A. BOOK REVIEW ESSAY CRIMES WITHOUT PUNISHMENT: WHITE NEIGHBORS' RESISTANCE TO BLACK ENTRY LEONARD S. RUBINOWITZ" AND IMANI PERRY* STEPHEN GRANT MEYER, AS LONG AS THEY DON'T MOVE NEXT DOOR: SEGREGATION AND RACIAL CONFLICT IN AMERICAN NEIGHBORHOODS (ROWMAN & LITTLEFIELD, 2000) 343 PP. Dr. Stephen Meyer has chronicled the history of white resis- tance to housing integration during the first two-thirds of the twentieth century. From the author's perspective, the book is about housing discrimination and segregation-a conflict over residential space that is contested along racial lines between Blacks and whites. It is a story of Blacks seeking to gain access to, and occupy, housing in neighborhoods whites considered to be theirs, and whites' efforts to thwart, prevent, and deter those efforts and to exclude and expel Blacks from those neighbor- hoods.