DOCSLIB.ORG

DISCRIMINATION and DEVIANCE: RACIAL SOCIALIZATION MATTERS by CALLIE HARBIN BURT (Under the Direction of Ronald L. Simons)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DISCRIMINATION and DEVIANCE: RACIAL SOCIALIZATION MATTERS by CALLIE HARBIN BURT (Under the Direction of Ronald L. Simons) DISCRIMINATION AND DEVIANCE: RACIAL SOCIALIZATION MATTERS by CALLIE HARBIN BURT (Under the Direction of Ronald L. Simons) ABSTRACT Recent work has reinvigorated scholarly attention to the criminogenic potential of racial discrimination. This research confirms that experiencing discrimination is a strong predictor of crime and deviance among African Americans. Consistent with Agnew’s general strain theory (1992) and stress models (Pearlin 1989), this research also suggests that negative emotions mediate a portion of the discrimination—deviance link. The present study extends this work and examines not only a social stressor that may lead to deviance, but also cultural adaptations to such structural stress in the form of racial socialization practices and how such practices may moderate the deviance-fomenting effects of racial discrimination. Two forms of caregiver racial socialization are examined: cultural socialization and preparation for bias. I hypothesize that higher levels of racial socialization will compensate for and/or buffer the deleterious effects of discrimination on negative emotions and deviance. African American youths who have been taught about the realities of racial relations in America as well as strategies for coping with racist experiences might be better equipped to deal with the negative emotional and cognitive effects of experiencing discrimination. In the same vein, African American youths who are exposed to African American culture and history who share the successes and supports of the Black community might be better equipped to deal with racist events. I test these hypotheses using self-reports of discrimination from a sample of approximately seven hundred African American youths and their primary caregivers over three waves of data. Results suggest that racial socialization practices are factors that provide resilience against discrimination by diminishing some of its negative effects. Specifically, I find that caregivers’ preparation for bias inculcates competencies that diminish deviant responses to racial discrimination. Cultural socialization, while not diminishing the effects of racial discrimination on distress or deviance, apparently engenders general competencies relevant for adaptive functioning, including decreased distress and deviance. While further research is needed to replicate these findings, the results reported herein represent an important contribution to the literature on patterns of distress and deviance in response to racial discrimination. Among a diverse sample of African American adolescents, racial socialization influences patterns of deviance. INDEX WORDS: Racial discrimination, Deviance, Racial socialization, Crime, Stress, Parenting DISCRIMINATION AND DEVIANCE: RACIAL SOCIALIZATION MATTERS by CALLIE HARBIN BURT B.A., The University of Georgia, 2002 M.A., The University of Georgia, 2004 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2009 © 2009 CALLIE HARBIN BURT All Rights Reserved DISCRIMINATION AND DEVIANCE: RACIAL SOCIALIZATION MATTERS by CALLIE HARBIN BURT Major Professor: Ronald L. Simons Committee: Mark Cooney Leslie G. Simons Jody Clay-Warner Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2009 iv DEDICATION To my family: thank you for everything. v ACKNOWLEDGEMENTS Thanks to all of you who made this a satisfying, mostly pleasurable, and challenging endeavor. My special thanks to Ron Simons for his mentoring. I have learned more from him than I even know, and I am very grateful for both the opportunities and support that he has provided. Also thanks for always giving me advice and support respectfully and with a smile. Thanks to Leslie Simons for her generous practical and emotional support. I am grateful to my committee members, including the aforementioned as well as Mark Cooney and Jody Clay-Warner, whose excellent suggestions have improved this study and whose advice and wisdom have made me a better sociologist and scientist. I am grateful to all of the people that work on the FACHS project and who have and continue to compile and organize such an excellent data set, especially the PI’s: Ron Simons, Rick Gibbons, and Carolyn Cutrona. Thanks also to Yi-fu Chen for his patience and multiple favors. To the FACHS participants, who graciously devote their time to answer many and sensitive questions about their lives. Thanks to those of you in the Sociology Department. I have been fortunate to find several excellent professors as well as invaluable staff who have aided me in numerous ways. A special thanks to Kathy Lou and April Brown who facilitated the completion of this project from a great distance from Baldwin Hall. Turning to official acknowledgements, this project was undertaken with the support of a Phelps-Stokes Graduate Fellowship for 2007-2008 school year. This research was also supported by the National Institute of Mental Health (MH48165, MH62669) and the Center for Disease Control (029136-02). Additional funding for this project was provided by the National Institute on Drug Abuse and the National Institute on Alcohol Abuse and Alcoholism. vi Lastly, I am indebted to my family. To my partner, Tanja Link; thank you for many things, but perhaps most importantly for this project reminding me that the perfect is invariably the enemy of both the good and the great. Thanks too for all the chores and activities that you have done for me, which allowed me to devote more time to my studies, and for your thoughtful comments, editorial corrections, and much more. Because of you, Tanja, I have both a dissertation and a rich life. And, to my parents, Bubba and Nancy Burt, thank you for all that you have done for me and continue to do. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS...........................................................................................................................v LIST OF TABLES ...........................................................................................................................................ix LIST OF FIGURES..........................................................................................................................................x CHAPTER 1 INTRODUCTION ......................................................................................................................1 2 RACIAL DISCRIMINATION..................................................................................................6 3 RACIAL DISCRIMINATION AND DEVIANCE.............................................................25 4 RACIAL SOCIALIZATION AS A RESILIENCE FACTOR...........................................37 5 PROPOSED MODEL..............................................................................................................51 6 METHODS..................................................................................................................................54 7 RESULTS.....................................................................................................................................71 8 DISCUSSION ...........................................................................................................................106 9 CONCLUSION ........................................................................................................................128 REFERENCES..............................................................................................................................................134 APPENDICES ..............................................................................................................................................169 A MEASURE OF PERCEIVED DISCRIMINATION........................................................169 B MEASURES OF RACIAL SOCIALIZATION..................................................................170 viii C NEGATIVE BINOMIAL MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON THE LINK BETWEEN DISCRIMINATION AND ANGER ..............................................................................171 D NEGATIVE BINOMIAL MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON THE LINK BETWEEN DISCRIMINATION AND DEPRESSION ..................................................................172 E TOBIT MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON THE LINK BETWEEN ANGER AND DEVIANCE...173 F TOBIT MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON THE LINK BETWEEN DEPRESSION AND DEVIANCE ........................................................................................................................174 G GRAPH DEPICTING THE MARGINAL EFFECT OF DISCRIMINATION ON NEGATIVE EMOTIONS ACROSS LEVELS OF PREPARATION FOR BIAS FOR FEMALES ..................................................................................................................175 H NEGATIVE BINOMIAL MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON CRIME..........................................176 I TOBIT MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON SUBSTANCE USE .................................................................177 J TOBIT MODELS EXAMINING THE MODERATING EFFECTS OF RACIAL SOCIALIZATION ON RISKY SEXUAL BEHAVIOR ............................................178 ix LIST OF TABLES Page Table 1: Youth Experiences with Discrimination.......................................................................................90
Load more

Recommended publications
  • Social Media and the Spiral of Silence: the Case of Kuwaiti Female Students’ Political Discourse on Twitter
    Journal of International Women's Studies Volume 16 | Issue 3 Article 4 Jul-2015 Social Media and the Spiral of Silence: The aC se of Kuwaiti Female Students Political Discourse on Twitter Ali A. Dashti Hamed H. Al-Abdullah Hasan A. Johar Follow this and additional works at: http://vc.bridgew.edu/jiws Part of the Women's Studies Commons Recommended Citation Dashti, Ali A.; Al-Abdullah, Hamed H.; and Johar, Hasan A. (2015). Social Media and the Spiral of Silence: The asC e of Kuwaiti Female Students Political Discourse on Twitter. Journal of International Women's Studies, 16(3), 42-53. Available at: http://vc.bridgew.edu/jiws/vol16/iss3/4 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. This journal and its contents may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. ©2015 Journal of International Women’s Studies. Social Media and the Spiral of Silence: The Case of Kuwaiti Female Students’ Political Discourse on Twitter By Ali A. Dashti1, Hamed H Al-Abdullah2 and Hasan A Johar3 Abstract The theory of the Spiral of Silence (Noelle-Neumann, 1984), explained why the view of a minority is not presented when the majority view dominates the public sphere. For years the theory of the spiral of silence was used to describe the isolation of minority opinions when seeking help from traditional media, which play a significant role in increasing the isolation.
    [Show full text]
  • Sociological Theories of Deviance: Definitions & Considerations
    Sociological Theories of Deviance: Definitions & Considerations NCSS Strands: Individuals, Groups, and Institutions Time, Continuity, and Change Grade level: 9-12 Class periods needed: 1.5- 50 minute periods Purpose, Background, and Context Sociologists seek to understand how and why deviance occurs within a society. They do this by developing theories that explain factors impacting deviance on a wide scale such as social frustrations, socialization, social learning, and the impact of labeling. Four main theories have developed in the last 50 years. Anomie: Deviance is caused by anomie, or the feeling that society’s goals or the means to achieve them are closed to the person Control: Deviance exists because of improper socialization, which results in a lack of self-control for the person Differential association: People learn deviance from associating with others who act in deviant ways Labeling: Deviant behavior depends on who is defining it, and the people in our society who define deviance are usually those in positions of power Students will participate in a “jigsaw” where they will become knowledgeable in one theory and then share their knowledge with the rest of the class. After all theories have been presented, the class will use the theories to explain an historic example of socially deviant behavior: Zoot Suit Riots. Objectives & Student Outcomes Students will: Be able to define the concepts of social norms and deviance 1 Brainstorm behaviors that fit along a continuum from informal to formal deviance Learn four sociological theories of deviance by reading, listening, constructing hypotheticals, and questioning classmates Apply theories of deviance to Zoot Suit Riots that occurred in the 1943 Examine the role of social norms for individuals, groups, and institutions and how they are reinforced to maintain a order within a society; examine disorder/deviance within a society (NCSS Standards, p.
    [Show full text]
  • Deviance from Social Norms: Who Are the Deviants?
    Running Head: DEVIANCE FROM SOCIAL NORMS: WHO ARE THE DEVIANTS? This article was published in the Journal of Social and Political Psychology doi: https://doi.org/10.5964/jspp.v8i1.1134 The Social and Psychological Characteristics of Norm Deviants: A Field Study in a Small Cohesive University Campus Robin Gomila and Elizabeth Levy Paluck Princeton University Word count: 10,342 DEVIANCE FROM SOCIAL NORMS: WHO ARE THE DEVIANTS? Abstract People who deviate from the established norms of their social group can clarify group boundaries, strengthen group cohesion, and catalyze group and broader social change. Yet social psychologists have recently neglected the study of deviants. We conducted in-depth interviews of Princeton University upperclassmen who deviated from a historical and widely known Princeton norm: joining an “eating club,” a social group that undergraduates join at the end of their sophomore year. We explored the themes of these interviews with two rounds of surveys during the semester when students decide whether to join an eating club (pilot survey, N=408; and a random subsample of the pilot survey with 90% takeup, N=212). The surveys asked: what are the social and psychological antecedents of deviance from norms? The data suggest that deviance is a pattern: compared to those who conform, students who deviate by not joining clubs report a history of deviance and of feeling different from the typical member of their social group. They also feel less social belonging and identification with Princeton and its social environment. Students who deviate are lower in social monitoring, but otherwise are comparable to students who conform in terms of personality traits measured by the Big Five, and of their perception of the self as socially awkward, independent, or rebellious.
    [Show full text]
  • A Conceptual Overview of Deviance and Its Implication to Mental Health
    International Journal of Humanities and Social Science Invention ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org || Volume 2 Issue 12 || December. 2013 || PP.01-09 A Conceptual Overview of Deviance and Its Implication to Mental Health: a Bio psychosocial Perspective Nalah, Augustine Bala1, Ishaya, Leku Daniel2 1-Behavioural Health Unit, Psychology Department, Faculty of Social Sciences, Nasarawa State University, Keffi – Nigeria; 2- Department of Sociology, Faculty of Social Sciences, Nasarawa State University, Keffi –Nigeria; ABSTRACT: This research paper is a conceptual overview of deviance and its implications to mental health and well-being. The study conceptualized and theorized deviance and mental health through the sociological, biological, and psychological dimensions. All theories agreed that deviant behaviour begins from childhood through old-age. This suggests a deviation from behaviour appropriate to the laws or norms and values of a particular society. This makes deviance to be relative, depending on the society and individual. Mental illness and Post-Traumatic-Stress-Disorder (PTSD) as the inflicted or labelled deviants are unable to cope. The behavioural aftermath of PTSD typically involves increased aggression and drug and alcohol abuse, which could lead to anxiety, depression, insomnia, plus memory and cognitive impairments or mental disorder. The paper recommends policymakers in collaboration with behavioural health specialists (Clinical psychologists), should focus on developing and implementing social learning preventive and reformative programmes through role playing, behaviour modification, social support system, and peer and group psychotherapy among others. Keywords: Conduct disorder, deviance, mental health, post-traumatic-stress-disorder, psychological trauma, I. INTRODUCTION The social understanding of the study of deviance and crime examine cultural norms; how they change over time, how they are enforced, and what happens to individuals and societies when norms are broken.
    [Show full text]
  • White by Default: an Examination of Race Portrayed by Character Creation Systems in Video Games
    White by Default: An Examination of Race Portrayed by Character Creation Systems in Video Games A thesis submitted to the Graduate School of the University of Cincinnati In partial fulfillment of the requirements for the degree of Master of Arts In the Department of Sociology of the College of Arts and Sciences By Samuel Oakley B.A. Otterbein University July 2019 Committee Chair: Dr. Littisha A. Bates, PhD Abstract Video games are utilized as a form of escapism by millions, thousands of hours are put in by multiple players every week. However, the opportunity to escape, and free oneself from societal scrutiny and biases like racism is limited within video games. Color-blind development and reaffirmation of gaming as a white male space limits the ability of players with marginalized identities to escape and enjoy games. A sample of character creation focused video games were analyzed to better understand if there was an impact of the White by Default character occurrence on the overall narrative, ludic (gameplay mechanics) and limitations or bonuses that could affect a player’s agency within a video game. This analysis includes The Sims 3 (freeform life simulator), Skyrim (fantasy roleplaying game), XCOM 2 (tactical science fiction), Tyranny (tactical fantasy), and South Park: The Fractured but Whole (science fiction roleplaying game) all of which allow character creations. My findings suggest that character creation did not limit a player’s agency through the usage of race in character creation, but instead offered a chance for players to self-insert or correct negative stereotypes of color-blind racism in the games narrative.
    [Show full text]
  • Cycle of Socialization
    Understanding The Cycle of Socialization The Cycle of Socialization helps us understand the way in which we are socialized to play certain roles, how we are affected by issues of oppression, and how we help maintain an oppressive system based upon power. The Cycle is comprised of 3 arrows, 3 circles, and a core center. Each of these components represents the following: 1. The beginning of the cycle, depicted by the 1st circle, represents the situation into which we were born. We have no control over this. We are also born without bias, assumptions, or questions. We are either “lucky” to be born into a privileged situation or “unlucky” to born into an underprivileged situation. 2. The 1st arrow represents that fact that our socialization process begins immediately. We are given a pink blanket if we are a girl or a blue one if we are boy. The rules and norms are already in place and we subtly (and in many cases not so subtly) are made aware of the rewards of conforming and the consequences of rebelling. 3. The second circle represents the institutions that help shape our views and beliefs, and help instill within us prejudice or acceptance. 4. The second arrow represents the way in which the instilling of ideas, beliefs, and behaviors reinforce the cycle of oppression. Behaving differently is not as simply as most of us think. We are rewarded for good behavior – conforming to the norms and standards. By the same token, we are punished for bad behavior – questioning or rebelling against oppressive societal norms.
    [Show full text]
  • Theories and Methods in Deviance Studies
    SECTION THEORIES AND 1 METHODS IN DEVIANCE STUDIES This page intentionally left blank CHAPTER Views of 1 Deviance Witches’ Sabbath, woodcut by German artist Hans Baldung “Grien” (1510, Ivy Close Images/Alamy Stock Photo). CONTENTS LEARNING OBJECTIVES Introduction 4 After reading this chapter, you will be able to: Blurred Boundaries: The Drama of Deviance 4 ᭤ Deviance as Demonic 6 Defi ne deviance in sociological terms ᭤ Recognize “blurred boundaries” as a key Deviance as Psychotic 8 feature of deviance Deviance as Exotic 10 ᭤ Describe three “popular” explanations of Deviance as Symbolic Interaction: A Sociological deviance Approach 12 ᭤ Explain the sociological approach to Social Acts 13 studying deviance Focus on Observable Behavior 14 ᭤ Summarize the importance of a sociologi- Symbolic Interaction 16 cal understanding of deviance The Sociological Promise 17 Summary 18 Keywords 19 3 4 Chapter 1 | Views of Deviance INTRODUCTION Virtually all humans make distinctions between right and wrong, good and bad, normal and weird. It is hard to imagine that we could be human—or sur- vive as a species—without making such distinctions. Th e sociology of deviance is devoted to studying the “bad,” “wrong,” and “weird” side of these divisions: what people consider immoral, criminal, strange, and disgusting. Deviance includes the broadest possible scope of such activities—not just criminal acts, but also any actions, thoughts, feelings, or social statuses that members of a social group judge to be a violation of their values or rules. Th is book provides a sociological understanding of deviance, as well as examines many of the major categories of deviance in contemporary American society.
    [Show full text]
  • John Snow, Cholera and the Mystery of the Broad Street Pump PDF Book Well Written and Easy to Read, Despite of the Heavy Subject
    THE MEDICAL DETECTIVE: JOHN SNOW, CHOLERA AND THE MYSTERY OF THE BROAD STREET PUMP PDF, EPUB, EBOOK Sandra Hempel | 304 pages | 06 Aug 2007 | GRANTA BOOKS | 9781862079373 | English | London, United Kingdom The Medical Detective: John Snow, Cholera and the Mystery of the Broad Street Pump PDF Book Well written and easy to read, despite of the heavy subject. When people didb't believe the doctor who proposed the answer and suggested a way to stop the spread of such a deadly disease, I wanted to scream in frustration! He first published his theory in an essay, On the Mode of Communication of Cholera , [21] followed by a more detailed treatise in incorporating the results of his investigation of the role of the water supply in the Soho epidemic of Snow did not approach cholera from a scientific point of view. Sandra Hempel. John Snow. The city had widened the street and the cesspit was lost. He showed that homes supplied by the Southwark and Vauxhall Waterworks Company , which was taking water from sewage-polluted sections of the Thames , had a cholera rate fourteen times that of those supplied by Lambeth Waterworks Company , which obtained water from the upriver, cleaner Seething Wells. Sandra Hempel did a fantastic job with grabbing attention of the reader and her experience with journalism really shows itself in this book. He then repeated the procedure for the delivery of her daughter three years later. View 2 comments. Episode 6. The author did a wonderful job of keeping me interested in what could have been a fairly dry subject.
    [Show full text]
  • Beyond Authoritarianism: a Cultural Perspective on Asian American Parenting Practices
    DOCUMENT RESUME ED 390 952 UD 030 756 AUTHOR Chao, Ruth K. TITLE Beyond Authoritarianism: A Cultural Perspective on Asian American Parenting Practices. PUB DATE Aug 95 NOTE 25p.; Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, August 1995). PUB TYPE Reports Evaluative/Feasibility (142) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Asian Americans; *Authoritarianism; *Child Rearing; *Cultural Differences; Elementary Education; Elementary School Students; Parent Attitudes; Parenting Skills; Parent Participation; *Parents; Socialization; Surveys; Training IDENTIFIERS *Parenting Styles ABSTRACT A study was conducted to determine Asian American conceptualizations of parenting, focusing on socialization goals, parenting style, and parenting practices related to schooling, aspects of parental influences discussed by D. Darling and L. Steinberg (1993). It was suggested that the standard conceptualizations of parenting style, those of D. Baumrind, are not as meaningful for capturing the styles of East Asians as some alternative conceptuelizations. Thirty-six East Asian (Chinese, Japanese, and Korean) parents of elementary school students and 35 European American parents from the Los Angeles area (California) completed surveys about parenting, with translation provided where needed. The study demonstrated that standard parenting concepts such as the parenting styles conceptualization of Baumrind, the idea of authoritarian parental control, and the direct/managerial style of parental involvement in school of Steinberg and others (1993) are not adequate for describing the practices of East Asian parents. The alternative style of "training" was more endorsed by the East Asians than the European Americans. Family-based parental controlwas more common among East Asians, and indirect involvement in schooling was more often endorsed by East Asians.
    [Show full text]
  • Social Class and Deviant Behavior: Suggestions for Theoretical and Methodological Improvement
    SOCIAL CLASS AND DEVIANT BEHAVIOR: SUGGESTIONS FOR THEORETICAL AND METHODOLOGICAL IMPROVEMENT by CHARLES B. VEDDER Wichita State University Sociological theories which posit an inverse causal relationship between social class and deviant behavior are able to coexist with other sociological theories stressing a positive relationship between social class and deviance because of the present theoretical and empirical inability to distinguish between them. In order to resolve this dilemma, class-deviance theorists are advised to restrict their concern to behaviors that show promise of class lin~- age, to specify limiting conditions in the formation of propositions, and to entertain reasonable alternative ex- planations. Methodologists could also profit by employing m?ltiple measures of the class variable, by utilizin~ a more precise cutting point strategy with respect to class, and by using both self-report and official indicators of deviance. The following conclusion offered by Westie and Turk is justifiably pessimistic: 'Perhaps the most important contribution of' sociologists to the study of human behavior has been their demonstration that the significance of whatever variable is used in research depends upon the location of persons in social structures and the interaction among persons at the various levels of power and prestige characterizing such structures••••Criminologists alone have produced hundreds of studies attempting to deter­ mine and to explain the relation between social stratifica­ tion and the phenomenon of crime••••Neverthelsss, these re­ lations have not yet been established with precision, and explanatory propositions are found in the literature without adequate empirical data by which to evaluate them (1965: 456). Responsibility for the present obscurity concerning the relation between class and deviance variables does not rest solely on the shoulders of empirical research, Social Class and Deviant Behavior 189 however, but must be shared by current theoretical attempts at linking these variables.
    [Show full text]
  • Chapter Eight: Deviance and Social Control
    Chapter Eight: Deviance and Social Control Chapter Summary Sociologists use the term deviance to refer to any violation of rules and norms. From a sociological perspective, deviance is relative. Definitions of “what is deviant” vary across societies and from one group to another within the same society. Howard S. Becker described the interpretation of deviance as, “…not the act itself, but the reaction to the act that makes something deviant.” This coincides with the symbolic interactionist view. In some cases, an individual need not do anything to be labeled a deviant. He or she may be falsely accused or discredited because of a birth defect, race, or disease. Even crime is relative when interpreting the deviance of the actor. Deviance is based on adherence to and violation of norms. Human groups need norms to exist. By making behavior predictable, norms make social life possible. Consequently, all human groups develop a system of social control, which involves formal and informal means of enforcing norms. Those who violate these norms face the danger of being labeled “deviant.” Violators can expect to experience negative sanctions for the violation of norms. Members of society who conform to societal norms, especially those who go above and beyond what is commonly expected, receive positive sanctions. In some societies, such as the Amish, shaming is a common negative sanction that acts strongly as a means of social control, minimizing deviance. Biologists, psychologists, and sociologists have different perspectives on why people violate norms. Biological explanations focus on genetic predispositions, psychologists concentrate on abnormalities within the individual (commonly known as personality disorders), and sociologists look at social factors outside the individual.
    [Show full text]
  • Racial Equity Resource Guide
    RACIAL EQUITY RESOURCE GUIDE TABLE OF CONTENTS 3 Foreword 5 Introduction 7 An Essay by Michael R. Wenger 17 Racial Equity/Racial Healing Tools Dialogue Guides and Resources Selected Papers, Booklets and Magazines Racial Equity Toolkits and Guides to Action Workshops, Convenings and Training Curricula 61 Anchor Organizations 67 Institutions Involved in Research on Structural Racism 83 National Organizing and Advocacy Organizations 123 Media Outreach Traditional Media Social Media 129 Recommended Articles, Books, Films, Videos and More Recommended Articles: Structural/Institutional Racism/Racial Healing Recommended Books Recommended Sources for Documentaries, Videos and Other Materials Recommended Racial Equity Videos, Narratives and Films New Orleans Focused Videos Justice/Incarceration Videos 149 Materials from WKKF Convenings 159 Feedback Form 161 Glossary of Terms for Racial Equity Work About the Preparer 174 Index of Organizations FOREWORD TO THE AMERICA HEALING COMMUNITY, When the W.K. Kellogg Foundation launched America Healing, we set for ourselves the task of building a community of practice for racial healing and equity. Based upon our firm belief that our greatest asset as a foundation is our network of grantees, we wanted to link together the many different organizations whose work we are now supporting as part of a broad collective to remove the racial barriers that limit opportunities for vulnerable children. Our intention is to ensure that our grantees and the broader community can connect with peers, expand their perceptions about possibilities for their work and deepen their understanding of key strategies and tactics in support of those efforts. In 2011, we worked to build this community We believe in a different path forward.
    [Show full text]