DOCSLIB.ORG

Making Space for Critical Race Theory Within Therapeutic Settings

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Making Space for Critical Race Theory Within Therapeutic Settings MAKING SPACE FOR CRITICAL RACE THEORY WITHIN THERAPEUTIC SETTINGS: UNDERSTANDING THE SIGNIFICANCE OF RACE IN SERVING RACIAL AND ETHNIC WOMEN MINORITIES ________________________________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia ________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctorate of Philosophy _________________________________________________________ by ERICA CAMPBELL Dr. Treva Lindsey and Dr. J. Wilson Watt, Dissertation Supervisors JULY 2013 The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled MAKING SPACE FOR CRITICAL RACE THEORY WITHIN THERAPEUTIC SETTINGS: UNDERSTANDING THE SIGNIFICANCE OF RACE IN SERVING RACIAL AND ETHNIC WOMEN MINORITIES presented by Erica Campbell, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. Associate Professor J. Wilson Watt Assistant Professor Treva Lindsey Professor Marjorie Sable Assistant Professor Mansoo Yu ii Acknowledgements I am forever grateful to those who have helped me during this process. Throughout the years I received the chance to build relationships with many generous and inspiring individuals, whom I cherish for their contribution to my work and development as a scholar. This has truly been a challenging yet enlightening experience. I would like to thank God for His grace, blessing and mercy that have allowed me to conquer this journey in life. I am eternally grateful for my parents and grandparent, Tracy Tenner, Larrone Rodgers and Betty Crump for their continuous encouragement, words of wisdom, prayers, unconditional love, and support. I extend a special thank you to the members of my doctoral committee (Dr. Treva Lindsey, Dr. Wilson Watt, Dr. Mansoo Yu and Dr. Marjorie Sable) for their thoughtful criticism, time and attention. A special thanks to Dr. Yu for his generosity, dedication and assistance throughout this process. I would like to express the deepest appreciation and gratitude to my mentor and doctoral committee Co-Chair Dr. Treva Lindsey, who has been an amazing, inspirational, brilliant role model. Without her guidance, support and persistent help this dissertation would not have been possible. I would also like to thank the network of supportive, forgiving and generous individuals in my life: Dr. James Hunter, Dr. Michael Kelly, Dr. Joan Hermsen, Dr. Mary Jo Neitz, Shelda Eggers (MU’s Women’s and Gender Department), my family, friends and colleagues. iii Table of Contents Acknowledgements…………………………………………………………………………....ii Abstract…………………………………………………………………………………….....vii Chapter 1 Introduction……………………………………………………………………….1 1. Problem Statement: Transforming Racial & Ethnic Society………………………1 2. Social Work’s need for a Racial & Ethnic inclusive framework..……………....…3 Chapter 2 Review of Literature………………………………………………………….…..6 1. Domestic Violence……………………………………………………………........6 1.1. Definition………………………………………………………………......….6 1.2. Scope of Problem………………………………………………………….......6 2. Reality of Domestic Violence for racial & ethnic minority women...…………….10 2.1. Black/African Americans……………………………………………………..10 2.2. Native Americans……………………………...……………………………...13 2.3. Asians……………………………………………………………………..…..14 2.4. Latinas………………………………………………………………………...16 3. Societal Trauma, Racial Oppression & Mistrust………………………….…….…17 3.1. Black/African Americans……………………………………………………..17 3.2. Native Americans……………………………………………………………..22 3.3. Asians………………………………………………………………………....24 3.4. Latinas………………………………………………………………………...26 4. Social Work and Domestic Violence…….………………………………………..29 5. “Cultural” Standards of Social Work……………………………………………. ....31 5.1 Self-Awareness………………………………………………………………...33 5.2 Cultural Knowledge...……………………………………………………….…33 5.3 Cultural Skills……..…………………………………………………………...34 6. Cultural Competency Model………………………...……………………………..35 6.1 Examining the Cultural Competency Model………..………….……………...37 6.2 Shortcomings of the Cultural Competency Model..….………………………..41 6.3 Additional critiques……………………………………………………………44 7. Critical Race Theory (CRT)………………………………………………………...45 7.1 Historical Development………………………………………………………..45 7.2 Examining CRT.............................................................................................….46 7.4 Conceptualizing Race, Ethnicity & Culture………..………………………….48 7.5 Six Principles of CRT……...…………………………………………………..53 7.6 Consciousness Raising………..………………………………………………..58 iv 7.7 Deconstructing Color-blindness……………………..………………………...58 7.8 Black Feminism & Afrocentricism……..……………………………………. 63 7.9 Racial Justice & Equality……..……………………………………………….64 8. Intersectionality...…………………………….………………………………….….65 Chapter 3 Research Design and Methodology.....…………..……………..……………….70 9. Research Question………………………..………………………………………..70 10. Methods………………………………………………………………………..…70 10.1 Population and Sample Selection……………………………………….…….70 10.2 Sample Characteristics………………………………………………….…….72 Figure 1………………………………………………………………………..73 10.3 Variables………………………………………………………………………74 11. Measurements………………………………………..……………………………74 11.1 Critical Race Theory Measurement (CRTM)……………………………...…74 11.2 The Multigroup Ethnic Identity Measurement (MEIM)……………………...75 11.3 Racial Attitudes Questionnaire……………………………………………….76 11.4 Knowledge of Domestic Violence……..……………………………………..77 11.5 Demographic Questionnaire………………………………………………….78 12. Pilot Study………………………………………………………………………...78 13. Data Analysis Plan………………………………………………………….….….79 Chapter 4 Results…………………………………………………………………………….81 14.1 Descriptive Information: Critical Racial Theory…….…………………….…….81 Figure 2.1……………………………………………………………………...81 Figure 2.2……………………………………………………………………...84 Figure 2.3……………………………………………………………………...85 Figure 2.4……………………………………………………………………...86 Figure 2.5………………………………………………………………….…..88 Figure 2.6……………………………………………………………………...89 Figure 3………………………………………………………………………..83 14.2 Descriptive Information: Ethnic Identity.……………………………………….91 Figure 4………………………………………………………………………..90 14.3 Descriptive Information: Racial Attitudes……….………………………….….93 Figure 5…………………………………………………………………….….93 14.4 Descriptive Information: Knowledge of Domestic Violence…..…...……….... ..94 Figure 6………………………………………………………………………...95 Figure 7…………………………………………………………………….…..97 v 15. Associations between Ethnic Identity, Racial Attitudes, Knowledge of Domestic Violence, Race, Sex and Critical Race Theory……......98 Figure 8……………………………………………………………………….99 16. Results of Research Questions…………………………………………………...101 Figure 9………………………………………………………………………102 Figure 10……………………………………………………………………..103 Figure 11……………………………………………………………………..105 Figure 12……………………………………………………………………..109 Chapter 5 Discussion…………………………………………………………………….….113 17. Summary of Results………………………………………………………………113 18. Summary of Research Questions…………………………………………………118 18. Limitations of Study………………………………………………………..……..119 19. Implications for Practice……………………………………………………..........121 20. Implications for Research…………………………………………………………126 21. Contributions to the field of Critical Race Theory………………………………..128 22. Contribution to Social Work Education…………………………………………..130 References……………………..…………………………………………………………….138 Appendices…………………………………..………..…………………………………..…168 Appendix A: Recruitment Email Letter………………………………………..…168 Appendix B: Critical Race Theory Measurement………………………..…….....169 Appendix C: Multigroup Ethnic Identity Measurement……………………...…...178 Appendix D: Racial Attitudes Questionnaire……………………………………..173 Appendix E: Knowledge of Domestic Violence Measurement….……………….174 Appendix E: Demographic Questionnaire……………………………………..…174 Vita…………………………………………………………………………………………..176 vi List of Tables Table 1: Sample Characteristics: Frequencies and Percentages……………………………161 Table 2: Critical Race Theory: Descriptive Information…………………………………...162 Table 3: Chi-Square Bivariate Analysis: CRT and Race…………………………………...163 Table 4: Ethnic Identity: Descriptive Information …………………………………………164 Table 5: Chi-Square Bivariate Analysis: Ethnic Identity and Race…………………….…..165 Table 6: Mann-Whitney U Test: Racial Attitudes and Race……………………………….166 Table 7: Knowledge of Domestic Violence: Descriptive Information …………………….167 Table 8: Chi-Square Bivariate Analysis: Knowledge of Domestic Violence and Race……168 Table 9: Multiple Regression Analysis: Significant Associations between (IV’s) Ethnic Identity, Racial Attitudes, Knowledge of Domestic Violence and (DV) Critical Race Theory…………………….………………………………169 Table 10: Chi-square Bivariate Analysis: Levels of Awareness of six aspects of Critical Race Theory between white and non-white practitioners…………………………170 Table 11: Correlations between the IV’s: ethnic identity, racial attitudes and knowledge of domestic violence and the six aspects of Critical Race Theory (DV)…………..171 Table 12: Multiple Regression Analysis 1: Relative Contributions of the IV’s: ethnic identity, racial attitudes and knowledge of domestic violence to the six aspects of Critical Race Theory (DV)…………………………………………..…172 Table 13: Multiple Regression Analysis 2: Relative Contributions of the IV’s: ethnic identity, racial attitudes and knowledge of domestic violence to the six aspects of Critical Race Theory (DV)…………………………………………..…173 Table 14: Multiple Regression Analysis 3: Relative Contributions of the IV’s: ethnic identity and racial attitudes to the six aspects of Critical Race Theory (DV)………………………………………………………...174 vii Abstract The U.S. is
Load more

Recommended publications
  • Critical Race Theory's Attack on the Promises of Liberalism Jeffrey J
    Boston College Law Review Volume 40 Issue 3 Association Of American Law Schools Program Article 6 On Race & Criminal Justice 5-1-1999 Race, Equality and the Rule of Law: Critical Race Theory's Attack on the Promises of Liberalism Jeffrey J. Pyle [email protected] Follow this and additional works at: http://lawdigitalcommons.bc.edu/bclr Part of the African American Studies Commons, Civil Rights and Discrimination Commons, Ethnic Studies Commons, Inequality and Stratification Commons, Law and Society Commons, and the Race and Ethnicity Commons Recommended Citation Jeffrey J. Pyle, Race, Equality and the Rule of Law: Critical Race Theory's Attack on the Promises of Liberalism, 40 B.C.L. Rev. 787 (1999), http://lawdigitalcommons.bc.edu/bclr/vol40/iss3/6 This Notes is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. RACE, EQUALITY AND THE RULE OF LAW: CRITICAL RACE THEORY'S ATTACK ON THE PROMISES OF LIBERALISM I NTRODUCTION In recent years, critical race theory ("CRT") has come to occupy a conspicuous place in American law schools.' The theory holds that despite the great victories of the civil rights movement, liberal legal thought2 has consistently failed African Americans and other minori- I See generally Stephanie 14. Goldberg, The Law, a New Theory Holds, Has a White Voice, N.Y. TIMES, July 17, 1992, at A23 (describing critical race theory as having had "all undeniable impact on legal education"); Neil A.
    [Show full text]
  • COMPASSION and CRITIQUE Angela P. Harris*
    COMPASSION AND CRITIQUE Angela P. Harris* INTRODUCTION Where does compassion begin? Perhaps with the experience of caring. Caring happens in the body and in the moment: a quick squirt of oxytocin, a firing of mirror neurons, the sudden perception of a link between the so- called self and the so-called other. Caring is unpredictable and unwilled, a reaction, an eruption along the shifting surfaces between you and not-you, suddenly experienced in the “flinching of an eye.” Kathleen Stewart describes an observer’s emotional reaction to the pain of another: The young miner who showed me the mine put out every cigarette he smoked on his hand, which was covered with scar tissue. Then I saw the other young miners all had the backs of their hands covered with scar tissue . when my eye fell on them it flinched, seeing the burning cigarette being crushed and sensing the pain . The eye does not read the meaning in a sign; it jumps from the mark to the pain and the burning cigarette, and then jumps to the fraternity signaled by * Professor of Law, University of California—Davis (King Hall). Although the participants in this Symposium were instructed to reflect on race and Marxism, I found myself reflecting instead on the work of the Symposium’s organizer, Anthony Paul Farley. His classic treatment of the pleasures of anti-black racism, The Black Body as Fetish-Object, 76 OR. L. REV. 457 (1997), continues to instruct all who read it, and his writing and speaking—laced always with compassion and outrage—reminds me to watch out and take care.
    [Show full text]
  • CLASH OVER CRITICAL RACE THEORY Advocates Call It Key to Understanding American History, While Opponents Say It Targets White Students 10
    Computer science Bring students back Embracing NGSS States move to make Extensive searches, The Next Generation it a core academic caring responses Science Standards subject 15 highlight efforts 19 sets students free 24 July/August 2021 THE CLASH OVER CRITICAL RACE THEORY Advocates call it key to understanding American history, while opponents say it targets white students 10 DistrictAdministration.com Adaptive reading program produces 2.5 years of growth in a single school year. Page 14 FirstTake Ending a school year like no other Reasons to visit I recently had the pleasure of attending my DistrictAdministration.com eldest daughter’s high school graduation, a ceremonious end to a decidedly unceremonious year. School mask For the rst time in many months, she got tracker: Who is, isn’t to spend time with her peers in person, not loosening the rules from behind a laptop screen. Even with masks on and social distancing in place, the joy in Facing pushback from parents, their eyes at being together again was telling. a small but growing number A year of remote learning cost our children of districts are loosening or so much, yet the hard work, creativity, and dropping mask requirements. resourcefulness of educators and administra- bit.ly/mask-track CREDIT: FRESNO USD tors made all the dierence. Your eorts turned what could have been a truly wasted year into one of invention and ingenuity. Is the CDC ready to As you hopefully take time this summer to spend quality time with your family and refresh change its school yourself, body and soul, be sure to give yourself mask guidance? credit for the incredible work done this past Children younger than 12 school year.
    [Show full text]
  • {DOWNLOAD} Critical Race Theory in Education All Gods Children Got a Song 2Nd Edition Ebook, Epub
    CRITICAL RACE THEORY IN EDUCATION ALL GODS CHILDREN GOT A SONG 2ND EDITION PDF, EPUB, EBOOK Adrienne D Dixson | 9781138891159 | | | | | Critical Race Theory in Education All Gods Children Got a Song 2nd edition PDF Book Race Ethnicity and Education. Harris and Gloria Ladson-Billings describe this notion of whiteness as property , whereby whiteness is the ultimate property that whites alone can possess; valuable just like property. Acknowledging Racism's Hidden Injuries". Solid Ground, an organization that works to combat poverty, describes institutionalized racism as the systematic distribution of resources, power and opportunity in society to the benefit of people who are white and the exclusion of people of color. CRT recognizes that racism is engrained in the fabric and system of the American society. The New York Times. Critical theory. However, some authors like Tommy J. Theory analyzing society and culture's relation to race. Social institutions function as dispossessions , disenfranchisement , and discrimination over minority groups, while LatCRT seeks to give voice to those who are victimized. Daniel Farber and Suzanna Sherry have argued that critical race theory, along with critical feminism and critical legal studies, has anti-Semitic and anti-Asian implications, has worked to undermine notions of democratic community, and has impeded dialogue. As a movement that draws heavily from critical theory , critical race theory shares many intellectual commitments with critical theory, critical legal studies , feminist jurisprudence , and postcolonial theory. Critical theory. However, notions of anti-Semitism and anti-Asian implications has been contested as there are divisions within CRT specifically HebCrit and AsianCrit, that address issues of equity and marginalization for both Jewish and Asian Communities.
    [Show full text]
  • Towards a Unified Theory Analysing Workplace Ideologies: Marxism And
    Marxism and Racial Oppression: Towards a Unified Theory Charles Post (City University of New York) Half a century ago, the revival of the womens movementsecond wave feminismforced the revolutionary left and Marxist theory to revisit the Womens Question. As historical materialists in the 1960s and 1970s grappled with the relationship between capitalism, class and gender, two fundamental positions emerged. The dominant response was dual systems theory. Beginning with the historically correct observation that male domination predates the emergence of the capitalist mode of production, these theorists argued that contemporary gender oppression could only be comprehended as the result of the interaction of two separate systemsa patriarchal system of gender domination and the capitalist mode of production. The alternative approach emerged from the debates on domestic labor and the predominantly privatized character of the social reproduction of labor-power under capitalism. In 1979, Lise Vogel synthesized an alternative unitary approach that rooted gender oppression in the tensions between the increasingly socialized character of (most) commodity production and the essentially privatized character of the social reproduction of labor-power. Today, dual-systems theory has morphed into intersectionality where distinct systems of class, gender, sexuality and race interact to shape oppression, exploitation and identity. This paper attempts to begin the construction of an outline of a unified theory of race and capitalism. The paper begins by critically examining two Marxian approaches. On one side are those like Ellen Meiksins Wood who argued that capitalism is essentially color-blind and can reproduce itself without racial or gender oppression. On the other are those like David Roediger and Elizabeth Esch who argue that only an intersectional analysis can allow historical materialists to grasp the relationship of capitalism and racial oppression.
    [Show full text]
  • Downloaded from Manchesterhive.Com at 09/28/2021 03:39:08PM Via Free Access 72
    71 5 LITTLE PINK White fragility and black social death ylvA HAbel Human Life is dependent on black death for its existence and for its con- ceptual coherence. There is no World without blacks, yet there are no blacks who are in the World. The Black is indeed a sentient being, but the constric- tion of Humanist thought is a constitutive disavowal of blackness as social death; a disavowal that theorizes the Black as a degraded human entity. (Wilderson, 2016) Drawing on the intellectual work of afro- pessimist scholars such as Frank B. Wilderson III, I want to elucidate the ways in which blackness and black life have become contested, unfathomable ‘objects’ in Swedish mainstream media debates. I locate my discussion at the interface between those debates, afro- pessimist legacies and my position as a black film and media scholar before, during, and after the release of the animated children’s film Liten Skär och Alla Små Brokiga [Little Pink and The Motley Crew] (Stina Wirsén, Sweden, 2012). My aim is to examine the ways in which the film’s pickaninny figure, Little Heart, and the hurtfulness of this stereotype were discussed and contested in the debate around the film. I argue that the debate ended up producing a sense of white fragility as a priority instead of dealing with anti- black racism, its consequences for black people, and its ongoing main- tenance through representation. Before I delve into the turbulent reception of the film, let me first begin by saying something about the partly auto- ethnographical point of departure for this text.
    [Show full text]
  • T HI S Volume Offers a Representative
    .. iNTRODUCTION H I s volume offers a representative, desire not merely to understand the vexed bond T though by no means exhaustive, compila­ between law and racial power but to change it. tion of the growing body of legal scholarship The essays gathered here thus share an ethical known as Critical Race Theory (CRT). As we commitment to human liberation-even if we conceive it, Critical Race Theory embraces a reject conventional notions of what such a con­ movement of left scholars, most of them schol­ ception means, and though we often disagree, ars of color, situated in law schools, whose work even among ourselves, over its specific direction. challenges the ways in which race and racial This ethical aspiration finds its most obvious power are constructed and represented in concrete expression in the pursuit of engaged, American legal culture and, more generally, in even adversarial, scholarship. The writings in American society as a whole. In assembling and this collaboration may be read as contributions editing these essays, we have tried both to to what Edward Said has called "antithetical provide a sense of the intellectual genesis of this knowledge," the development of counter­ project and to map the main methodological accounts of social reality by subversive and sub­ directions that Critical Race Theory has taken altern elements of the reigning order. Critical since its inception. Toward these ends, the Race Theory-like the Critical Legal Studies essays in the first few parts are arranged roughly movement with which we are often allied-re­ in the chronological order of their publication.
    [Show full text]
  • WHERE DO WE GO NEXT? Youth Insights on the High School Experience During a Year of Historic Upheaval
    SUMMER 2021 WHERE DO WE GO NEXT? Youth Insights on the High School Experience During a Year of Historic Upheaval Sean K. Flanagan, Max Margolius, Molly Pileggi, Liz Glaser, Kri Burkander, Monika Kincheloe, Justis Freeman Where Do We Go Next? Youth Insights on the High School Experience During a Year of Historic Upheaval 1 About America’s Promise Alliance and the Center for Promise America’s Promise Alliance is the driving force behind a nationwide movement to improve the lives and futures of America’s children and youth. Bringing together national nonprofits, businesses, community and civic leaders, educators, citizens, and young people with a shared vision, America’s Promise sparks collective action to overcome the barriers that stand in the way of young people’s success. Through these collective leadership efforts, the Alliance does what no single organization alone can do: catalyze change on a scale that reaches millions of young people. The Center for Promise, affiliated with Boston University, is the applied research institute of America’s Promise Alliance. Its mission is to develop a deep understanding of the conditions necessary for young people in the United States to succeed in school, work, and life. The Center’s unique value as a research institute is its dedication to youth voice, whether by highlighting the voices and views of young people or through working with youth to develop and implement research methods to study the issues affecting their lives. More information can be found at www.americaspromise.org. About GradNation The GradNation campaign was conceptualized around a growing consensus that the high school graduation rate signals both economic opportunity for those who graduate and the health of the nation.
    [Show full text]
  • Galaxy: International Multidisciplinary Research Journal the Criterion: an International Journal in English Vol
    AboutUs: http://www.the-criterion.com/about/ Archive: http://www.the-criterion.com/archive/ ContactUs: http://www.the-criterion.com/contact/ EditorialBoard: http://www.the-criterion.com/editorial-board/ Submission: http://www.the-criterion.com/submission/ FAQ: http://www.the-criterion.com/fa/ ISSN 2278-9529 Galaxy: International Multidisciplinary Research Journal www.galaxyimrj.com The Criterion: An International Journal in English Vol. 11, Issue-VI, December 2020 ISSN: 0976-8165 Post-Dualism and its Practices in 21st Century Raghabendra Garai Former Guest Lecturer of English, Bikramjeet Goswami Memorial College, Garhjoypur, Purulia. Article History: Submitted-10/11/2020, Revised-23/12/2020, Accepted-24/12/2020, Published-31/12/2020. Abstract: This paper aims to study and illustrate how Post-Dualism and its practices in 21st century play a significant role in Post-humanism and facilitate to understand Literature, Society, Culture, Gender, Race, Cyborg etc. spontaneously for flourishing a spectacularly Unassailable life. This approach is growing within us that helps to change completely the course of civilization and society. Post- Dualism is the souls-selves that deconstruct the rigid dichotomies of ‘Human and Non-human’, ‘Human and Sub-Human’, ‘Human and Machine’, ‘Male and Female’, ‘Black and White’ etc. with the key engine of Modern technology. Practically ‘Post-Humanism’ and ‘Post- Anthropocentrism’ have conceded the approach ‘Dualism’, it unveils, Human is not mere sole but is numerous, Humans are different from other Humans or Sub-humans. It also shows how it is related with Anthropocentrism and Transhumanisms and reflected through Charles Darwin’s “Theory of Adaptation”, Jacques Derrida’s “Deconstruction Theory”, Sigmund Freud’s “Drive Theory” and the thinker Thomas Hubl’s ‘The Trauma of Technology’.
    [Show full text]
  • Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical Race Theory, Racial
    Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. Journal of Negro Education, 69(1/2), 60. This article is geared for both faculty and staff and demonstrates how microagressions and identification can affect performance of students. It also gives some good concrete ideas, like the Psychology of Success classes, for solving some of the issues. Abstract: Microagressions are subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously. Using critical race theory as a framework, the study described in this article provides an examination of racial microagressions and how they influence the collegiate racial climate. Using focus group interview data from African American students at three universities, it reveals that racial microagressions exist in both academic and social spaces in the collegiate environment. The study shows how African American students experience and respond to racial microagressions. It also demonstrates how racial microagressions have a negative impact on the campus racial climate. Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students Daniel Solorzano, University of California-LosAngeles; Miguel Ceja, University of California-Davis; and Tara Yosso, University of California- Santa Barbara Microaggressionsare subtleinsults (verbal,nonverbal, and/or visual) directed toward people of color,often automatically or unconsciously.Using critical race theory as aframework,the study describedin thisarticle provides an examinationof racialmicroaggressions and how they influence the collegiateracial climate. Using focus group interviewdata from AfricanAmerican students at threeuniversities, it revealsthat racial microaggressions exist in bothacademic and social spaces in the collegiateenvironment.
    [Show full text]
  • Radicalizing Curriculum
    Radicalizing Curriculum By Erin Duncan (Lewis and Clark NLG Graduate), Austin Smith (University of Virginia NLG Graduate), and Hannah Adams and Sharlyn Grace (Northeastern NLG Graduates) In the late 1970s, a group of law professors and legal practitioners began to question the social role of law and the ways that law legitimated forms of injustice. This group came to be known as “Critical Legal Studies” (also known as “Crits” or “CLS”), and initially took form through the organizing efforts of Harvard Law professor Duncan Kennedy. Drawing on the energy and insights of the civil rights, feminist, and anti-war movements of the 1960s and ‘70s, CLS scholars critiqued the role of courts, legal statutes, and legal education in creating and maintaining systems of oppression. Crits and their theories were immediately controversial; law faculties developed pro- and anti-Crits groups that squared off on decisions regarding hiring, tenure, and course assignments.1 It was during this period that the conservative Federalist Society formed at Harvard, Yale, and the University of Chicago to combat the perceived Leftist turn in legal academia.2 Since the 1970’s other bodies of critical legal thought have developed to expand, and at times challenge, the CLS critique. These include Critical Race Theory, LatCrit Theory, Asian American Jurisprudence, Feminist Legal Theory, Critical Race Feminism, and Queer Theory. Sometimes these bodies of thought developed out of organizing on law school campuses by students of color, women, and queer students, demanding a more progressive legal pedagogy. For example, the development of Critical Race Theory (CRT) is rooted in student protests at Harvard in the early 1980’s after preeminent CRT scholar Derrick Bell left and students demanded that the school hire a professor of color to replace him and teach a course on racial issues.
    [Show full text]
  • Refining Postcolonial and Whiteness Perspectives on Race Within Communication Studies
    City University of New York (CUNY) CUNY Academic Works Publications and Research Kingsborough Community College 2008 Articulating Identity: Refining Postcolonial and Whiteness Perspectives on Race within Communication Studies Gordon Alley-Young CUNY Kingsborough Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/kb_pubs/135 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Articulating Identity I Running head: ARTICULATING IDENTITY Articulating Identity: Refining Postcolonial and Whiteness Perspectives on Race within Communication Studies Gordon Alley-Young, Ph.D. Kings borough Community College-City University of New York Department of Communications & Performing Arts 200 I Oriental Boulevard Brooklyn, NY 11235 Articulating Identity 2 ABSTRACT This essay juxtaposes postcolonial and whiteness schola~ship to identify gaps and clarify influences on critical race scholarship within communications studies. The essay considers the multiplicity of each perspective and identifies the focus on race and the body as communicative texts as a linkage that unites the three perspectives. How each perspective informs a communicative understanding of race is explored through the constructs of Cartesian dualism (1968), the performance (Goffman, 1959) and the gaze (Lacan, 1977). The essay concludes by suggesting future directions for interrogating race within the communication discipline that considers a multiplicity of identity factors and that considers how white privilege is extended to and assumed by minority individuals. Articulating Identity 3 Articulating Identity: Refining Postcolonial and Whiteness Perspectives on Race within Communication Studies Race and difference have becomes a focus of critical communication studies as the body is increasingly used as a text to read, theorize, and critique systems of oppression and privilege.
    [Show full text]