A History of Race Relations Social Science
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Anti Racism Discussion Guide
ANTI-RACISM DISCUSSION GUIDE Nationwide uprisings against police brutality and movements like Black Lives Matter have brought systemic racism to the forefront—making it imperative for district and school leaders to cultivate anti-racist school systems. Historically, district leaders have focused on multicultural literacy and implicit bias training, but the national conversation has catalyzed a focus on anti-racism. District leaders across the country are asking how they as individuals can (a) examine their own beliefs and actions and (b) foster an environment in which they can push conversations about race, racism, and other equity issues. Although conversations about race pull individuals out of their comfort zones and, at times, lead to conflict and tension between participants, it is important to lead productive discussions about equity issues in your districts and schools. We created this discussion guide to help leaders effectively navigate these topics by establishing goals for equity discussions, brainstorming questions for holding constructive conversations, and identifying actions to take as a result of the perspectives and information shared. I identify how I may unknowingly benefit from racism I promote & advocate DEFINE WHAT YOU for policies & leaders I recognize racism that are anti-racist is a present & current problem I seek out questions HOPE TO EXAMINE that make me I sit with my uncomfortable. discomfort I deny racism is a problem There are several frameworks available in surrounding I speak out I avoid hard I understand my when I see anti-racism research; therefore, it is critical for districts questions own privilege in racism in action to define what they hope to examine. -
The Black Atlantic As a Counterculture of Modernity
1 The Black Atlantic as a Counterculture of Modernity We who are bomeless,-Among Europeans today there is no lack of those who are entitled to call themselves homeless in a distinctive and honourable sense .. We children of the future, how could we be at bome in this today~ We feel disfavour for all ideals that might lead one to feel at home even in this fragile, broken time of transition; as fur "'realities," we do not believe that they will last. The ice that still supports people today has become very thin; the wind that brings the thaw is blowing; we ourselves who are homeless constitute a force that breaks open ice and other aU too thin "realities." NietssdIe On the notion of modernity. It is a vexed question. Is not every era "'modern" in relation to the preceding one? It seems that at least one of the components of "our" modernity is the spread of the awareness we have ofit. The awareness of our awareness (the double, the second degree) is our source of strength and our torment. BIW_nl GlissRnt STRIVING TO BE both European and black requires some specific forms of double consciousness. By saying this I do not mean to suggest that taking on either or both of these unfinished identities necessarily ex hausts the subjective resources of any parti.cuIar individual. However, where racist, nationalist, or ethnically absolutist discourses orchestrate po litical relationships so that these identities appear to be mutually exclusive, occupying the space: between them or trying to demonstrate their continu ity has been viewed as a provocative and even oppositional act of political insubordination. -
Exploring Race and Privilege
Exploring Race and Privilege Exploring Race and Privilege presents materials on culturally responsive supervision from the second of a three‐part series designed for supervisors in teacher education. This series was developed in partnership with Dr. Tanisha Brandon‐ Felder, a consultant in professional development on equity pedagogy. This document contains handouts, planning tools, readings, and other materials to provide field supervisors with a scaffolded experience to improve their ability for culturally responsive supervision. The following materials build on the trust and community developed through the first set of activities The Power of Identity. Exploration of race and concepts such as white privilege will necessitate shared understanding of language and norms for conversation. 1. Understanding the Language of Race and Diversity 2. Ground Rules for Conversation 3. Color Line Instructions 4. Color Line Handout 5. White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh Understanding the Language of Race and Diversity Terms we all need to know: PREJUDICE Pre‐judgment, bias DISCRIMINATION Prejudice + action OPPRESSION Discrimination + systemic power. (Systemic advantage based on a particular social identity.) Racism = oppression based race‐ the socially constructed meaning attached to a variety of physical attributes including but not limited to skin and eye color, hair texture, and bone structure of people in the US and elsewhere. racism‐ the conscious or unconscious, intentional or unintentional, enactment of racial power, grounded in racial prejudice, by an individual or group against another individual or group perceived to have lower racial status. Types of racism: Internalized Racism Lies within individuals. Refers to private beliefs and biases about race and racism. -
Kaiser Family Foundation/CNN: Survey of Americans on Race
REPORT November 2015 Kaiser Family Foundation/CNN Survey of Americans on Race Prepared by: Bianca DiJulio, Mira Norton, Symone Jackson, and Mollyann Brodie Kaiser Family Foundation In the last couple of years, several incidents in which African Americans were mistreated or in some cases killed by police have sparked renewed public attention to the issue of race relations in America. To better understand the current status of the issue, the Kaiser Family Foundation and CNN surveyed the U.S. public to gauge their views of race in America and personal experiences with discrimination or racism, with a focus on the views and experiences of Black and Hispanic people in America. Racism continues to be a reality for Blacks and Hispanics who report being denied jobs and housing because of their race, or being the victim of unfair treatment in public places like while shopping, dining out, or in dealings with police. Nearly half of Blacks report fearing for their life at some time because of their race. In light of these experiences, there are stark differences in how Blacks, Hispanics and Whites perceive the problem, as well as their attitudes about who is responsible for improving race relations, and views of the criminal justice system’s treatment of Blacks and Hispanics. Recent events have set inequities in the criminal justice system on this national stage and the survey explores views on the underlying reasons for recent protests and support for the Black Lives Matter movement. A third of Black Americans say they have been victims of racial discrimination at some point in their lives, denying them opportunities in housing or employment, and more than 4 in 10 (45 percent) say they have at some point been afraid their life was in danger because of their race. -
The Importance of Collecting Data and Doing Social Scientific Research on Race ABOUT the AMERICAN SOCIOLOGICAL ASSOCIATION
STATEMENT OF THE AMERICAN SOCIOLOGICAL ASSOCIATION ON The Importance of Collecting Data and Doing Social Scientific Research on Race ABOUT THE AMERICAN SOCIOLOGICAL ASSOCIATION The American Sociological Association (ASA), founded in 1905, is a non-profit membership association dedicated to serving sociologists in their work, advancing sociology as a scientific discipline and profession, and promoting the contributions and use of sociology to society. As the national organization for 13,000 sociologists, the ASA is well positioned to provide a unique set of benefits to its members and to promote the vitality, visibility, and diversity of the discipline. Working at the national and international levels, the Association aims to articulate policy and implement programs likely to have the broadest possible impact for sociology now and in the future. William T. Bielby President Barbara F. Reskin Past-President Michael Burawoy President-Elect Sally T. Hillsman Executive Officer Cite publication as: American Sociological Association. 2003. The Importance of Collecting Data and Doing Social Scientific Research on Race. Washington, DC: American Sociological Association. For Information: American Sociological Association 1307 New York Avenue NW, Suite 700 Washington, DC 20005-4701 Telephone: (202) 383-9005 E-mail: [email protected] Website: www.asanet.org Copyright © 2003 by the American Sociological Association The Importance of Collecting Data and Doing Social Scientific Research on Race The question of whether to collect statistics that allow the comparison of differences among racial and ethnic groups in the census, public surveys, and administrative databases is not an abstract one. Some scholarly and civic leaders believe that measuring these differences promotes social divisions and fuels a mistaken perception that race is a biological concept. -
Lyndon Johnson and Albert Gore
historian_88.qxp 20/12/2005 12:54 Page 8 Feature Lyndon Johnson and Albert Gore: — PROFESSOR A.J. BADGER Southern New Dealers And The Modern South LBJ and Albert Two Southern New Dealers Gore, Al’s father, Lyndon Johnson and Albert Gore were elected to Congress within a year of each other in helped to 1937-38. They were elected in the old style of patronage-oriented southern Democratic transform the Party politics in which a plethora of candidates, with few issues to divide them, contested Southern States. primary elections. Both circumvented the local county seat elites who usually delivered their counties' votes by taking their case directly to the people, mounting vigorous campaigns to establish their name recognition. Johnson reached out to the tiniest and most isolated communities in his district and completely overturned the 'leisurely pace normal in Texas elections.' Gore played the fiddle with a small band to attract a crowd on Saturday afternoons in courthouse squares across his district. But if they started their political lives in the traditional, old, rural South, their careers – LBJ till he stood down from the Presidency in 1968 in the face of the intractable war in Vietnam, Gore till he was defeated as the no I target of the Nixon Southern Strategy in 1970 – spanned the creation of the modern South. In no small measure they themselves contributed to the collapse of the poor, rural, white supremacy South and the creation of a prosperous, urban, bi-racial South. Their careers saw the replacement of the props that had underpinned -
The Transatlantic Sixties
Grzegorz Kosc, Clara Juncker, Sharon Monteith, Britta Waldschmidt-Nelson (eds.) The Transatlantic Sixties Volume 4 The series America: Culture – History – Politics is edited by Christof Mauch, Michael Hochgeschwender, Anke Ortlepp, Ursula Prutsch, and Britta Waldschmidt-Nelson. Grzegorz Kosc, Clara Juncker, Sharon Monteith, Britta Waldschmidt-Nelson (eds.) The Transatlantic Sixties Europe and the United States in the Counterculture Decade This book is published with the generous support of the German Historical Insti- tute Washington, DC, the Lasky Center for Transatlantic Studies at the University of Munich, and the University of Southern Denmark. An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative ini- tiative designed to make high quality books Open Access for the public good. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 (BY-NC-ND). which means that the text may be used for non-commercial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/3.0/. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Natio- nalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de All rights reserved. No part of this book may be reprinted or reproduced or uti- lized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any infor- mation storage or retrieval system, without permission in writing from the publisher. -
Towards a Greater Racial Equality: Brown V. Board, the Civil Rights Movement, and the Barrier of Segregation
Towards a Greater Racial Equality: Brown v. Board, the Civil Rights Movement, and the Barrier of Segregation Annabella Li Junior Division Historical Paper Historical Paper Word Count: 2498 Introduction In the United States of the late 1870s to mid-1950s, signs proclaiming “COLORED” or “WHITE” in large block letters were commonly hung in public spaces, making clear the distinction between the two categories. Indeed, in a photo taken in May 1940, titled Bus Station in Durham, North Carolina, one such sign labeling a “COLORED WAITING ROOM” looms in the background of the stark black-and-white photo.1 On May 17, 1954, the racial segregation these signs represented was ruled illegal and unconstitutional in schools for the first time by the US Supreme Court in Brown v Board of Education. This landmark case overturned previous precedents supporting segregation, thus breaking down an important barrier not only physically and legally, but also psychologically and socially, to racial equality. Lacking this barrier of segregation, the racial classes of black and white were threatened. This led to violent backlash from white supremacists and failure of schools to integrate in many places, which influenced Americans nationwide and ultimately led to the Civil Rights Movement. Origins of Segregation Though existing for years beforehand in the North,2 widespread segregation in the United States is recognized to have started barely 75 years prior to when the picture in North Carolina was taken. At that time, the North’s victory in the Civil War and the passage of the Civil Rights Act of 1865 brought freedom to slaves in the South. -
Civil Rights and the 1960S: a Decade of Unparalleled Progress Leland Ware
Maryland Law Review Volume 72 | Issue 4 Article 4 Civil Rights and the 1960s: A Decade of Unparalleled Progress Leland Ware Follow this and additional works at: http://digitalcommons.law.umaryland.edu/mlr Part of the Biography Commons Recommended Citation Leland Ware, Civil Rights and the 1960s: A Decade of Unparalleled Progress, 72 Md. L. Rev. 1087 (2013) Available at: http://digitalcommons.law.umaryland.edu/mlr/vol72/iss4/4 This Conference is brought to you for free and open access by the Academic Journals at DigitalCommons@UM Carey Law. It has been accepted for inclusion in Maryland Law Review by an authorized administrator of DigitalCommons@UM Carey Law. For more information, please contact [email protected]. CIVIL RIGHTS AND THE 1960S: A DECADE OF UNPARALLELED PROGRESS ∗ LELAND WARE I. INTRODUCTION The 1960s were a decade unlike any other in the twentieth cen- tury. It was an intense time consumed by rapidly unfolding develop- ments. The decade began with institutionalized segregation still in- tact and massive resistance to school integration in the South. After ten years and hundreds of boycotts, demonstrations, and protests, federal laws were enacted that prohibited discrimination. This Trib- ute provides an overview of the events that propelled African Ameri- cans from segregation to full citizenship. Maryland’s Chief Judge Robert Mack Bell’s education during this decade of change under- scores how race relations were transformed during this critical period in our history. To go from a sit-in participant in the 1960s1 to the top jurist in a formerly segregated state speaks to the decade’s unparal- leled progress. -
A Queer and Gendered Analysis of Blaxploitation Films
Marquette University e-Publications@Marquette Social and Cultural Sciences Faculty Research and Publications/Department of Social and Cultural Sciences This paper is NOT THE PUBLISHED VERSION; but the author’s final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation below. Western Journal of Black Studies, Vol. 37, No. 1 (2013): 28-38. DOI. This article is © Washington State University and permission has been granted for this version to appear in e- Publications@Marquette. Washington State University does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Washington State University. Contents Abstract ......................................................................................................................................................... 2 Introduction .................................................................................................................................................. 2 Literature Review .......................................................................................................................................... 3 Social Identity Theory ............................................................................................................................... 3 The Politics of Semiotics ........................................................................................................................... 4 Creating Racial Identity through Film and -
Race, Space, and Riots in Chicago, New York, and Los Angeles This Page Intentionally Left Blank Race, Space, and Riots in Chicago, New York, and Los Angeles
Race, Space, and Riots in Chicago, New York, and Los Angeles This page intentionally left blank Race, Space, and Riots in Chicago, New York, and Los Angeles Janet L. Abu-Lughod 1 2007 3 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright ß 2007 by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198 Madison Avenue, New York, New York 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Abu-Lughod, Janet L. Race, space, and riots in Chicago, New York, and Los Angeles / by Janet L. Abu-Lughod. p. cm. Includes bibliographical references and index. ISBN 978-0-19-532875-2 1. Race riots—United States—History—20th century. 2. African Americans— Social conditions—20th century. 3. United States—Race relations. I. Title. HV6477.A38 2007 305.896’073—dc22 2006102002 987654321 Printed in the United States of America on acid-free paper Remembering my mother’s tolerance for difference; my husband’s commitment to social justice This page intentionally left blank Preface ny researcher who has spent long years writing a book is always ambivalent A when it is done: happy to see it published but disappointed that its results must be engraved in stone (now digitized)—just as the processes of research and writing have led to a new level of understanding. -
The Counterculture Generation: Idolized, Appropriated, and Misunderstood
The Councilor: A Journal of the Social Studies Volume 82 Number 2 Article 3 May 2021 The Counterculture Generation: Idolized, Appropriated, and Misunderstood Rina R. Bousalis Florida Atlantic University, [email protected] Follow this and additional works at: https://thekeep.eiu.edu/the_councilor Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, History Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Secondary Education Commons Recommended Citation Bousalis, Rina R. (2021) "The Counterculture Generation: Idolized, Appropriated, and Misunderstood," The Councilor: A Journal of the Social Studies: Vol. 82 : No. 2 , Article 3. Available at: https://thekeep.eiu.edu/the_councilor/vol82/iss2/3 This Article is brought to you for free and open access by the Journals at The Keep. It has been accepted for inclusion in The Councilor: A Journal of the Social Studies by an authorized editor of The Keep. For more information, please contact [email protected]. Bousalis: Counterculture Generation: Idolized, Appropriated, and Misunderstood The Counterculture Generation: Idolized, Appropriated, and Misunderstood Introduction The 1960s to mid-1970s counterculture generation was an era of change in identity, family unit, sexuality, dress, and the arts. It was a time when youth rejected social norms and exhibited their disapproval of racial, ethnic, and political injustices through resistance, and for some subgroups, revolt. The term hippie was coined by 1960s mass media who tried to label youth who believed they were acting hip by rejecting societal norms (MacFarlane, 2015). Though some hippies did not participate in unruly conduct, the media tends to portray all hippies as radicals who partook in deviant behavior.