What Does it Mean to be White? Study Group 4/17/17 Chapter Notes-Jan Thomas

Chapter 8 NEW ---post-Obama, post-racism Racism has adapted over time, so modern norms result in similar racial outcomes as those in the past, while not appearing to be explicitly racist.

Colorblind racism—129 —132 —134---textbooks, media, teachers, 4th of July, Columbus day, Beauty norms, religious iconography, lack of loss about absence of people of color Racism in Media---136---movies directed by white men Front-and backstage racism---140 Internalized Racial Superiority and the White racial Frame—142 & whiteness---145 Internalized Racial —153 Conclusion: the dance---154

Chapter 9---How race Shapes the Lives of How whites are socialized into a racist framework. My inability or unwillingness to acknowledge and challenge this socialization is key to holding racism in place.

Belonging---158

Visibility---159---The powerful, such as Congress; the rich, as CEO’s; the beautiful in the media; negative images such as King Kong; Absence, as in Seinfeld, Friends, Sex and the City, which happened in NY with no people of color.

Represented in Childhood-165---movies like Harry Potter, toys; negative images like Shrek

Represented in Films---168---Blind Side, Lord of the Rings

The Human Norm---175

Psychic Freedom---177---Whites do not have the burden of race. Freedom of Movement---178

A Romanticized Past---178—the good old days. Was the past ever better for people of color? Rewarded for Racial Silence---180---White solidarity Allowed Racial Innocence---182 No Sense of Loss in ---187

Chapter 13—White Fragility, p. 245 247---Triggers 248---What Does White Fragility Look Like? 250---White Fragility and the Rules of Engagement ------

Chapter 14---Popular White Narratives that Deny Racism, p. 255 1. 256---“Racism is in the past. I didn’t own slaves.” 2. 259---“ has always been around. In fact, Africans engaged in slavery too. They are the ones who sold the slaves.”

3. 260---“I know people of color so I’m not racist.” 4. 261---“I was the minority at my school so I was the one who experienced racism.”

5. 262---“People of color complain too much and play the race card.” 6. 263---“People of color are just as racist as we are.” 7. 263---“I am all for equality but I don’t want anyone to have special rights. Now there is reverse racism.”

8. 265---“My parents were not racist and they taught me not to be racist.” 9. 266---“Race has nothing to do with it.” 10. 268---“It’s racist to talk about race.” 11. 269---“It’s just human nature; somebody has to be on top.” 12. 270---“The real issue is class. If we address class, racism wouldn’t be an issue.”

13. 271---“How can you say only whites can be racist? There is racism all over the world! Look at Rawanda!”

14. 271---“How dare you accuse me of racism! I am a good person!”

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Chapter 15---Stop Telling that Story! Danger Discourse and the White Racial Frame, p. 277

Robin DiAngelo Chapters 16, 17 and 18 Chapter 16---A Note on White Silence 285---Overall effects of white silence 286---When is white silence a constructive move in racial dialogue? 287---Rationales for white silence and anti-racist challenge 287---It’s just my personality; I rarely talk in groups 288---Everyone has already said what I was thinking, or, I don’t have much to add. 289---I’m trying to be careful not to dominate the discussion. 289---I feel intimidated by people in this group who have power over me. 290---I don’t know much about race so I will just listen. 291---I already know all this. 292---I need time to process. 292---I don’t want to be misunderstood. 293---I don’t feel safe/I don’t want to be attacked/I don’t want to be judged. 294---I don’t want to offend anybody. 294---Anything I say won’t be listened to because I am white. 295---A note on the silence of people of color in racial discussions

Chapter 17---Racism and Specific Racial Groups 302---The power of language 303---White racism and Asian Heritage people 306---White racism and Latino/Latina, Chicano, Hispanic people 311---White racism and Indigenous/Native people 315---White racism and African Heritage people 319---White racism and people of Arab or Muslim heritage 321---Biracial/Multiracial people 325---In Conclusion --Support the leadership of immigrants in the movement --Learn to identify the role of race and citizenship privilege in your relationships with immigrants --Notice how racism in the anti-immigrant debate is denied, minimized and justified --Notice who is at the center of attention and power --Understand the connections between anti-immigrant stances, racism, classism, , and other forms of injustice --Understand and learn from this country’s history of anti-immigrant sentiment --Learn something about the history of people who have worked for justice --Take a stand against injustice --Be strategic

Chapter 17---Anti-racist Education and the Road Ahead