Hate at School 2018 Teacher Comments

Total Page:16

File Type:pdf, Size:1020Kb

Hate at School 2018 Teacher Comments HATE AT SCHOOL 2018 TEACHER COMMENTS These comments came in response to questions asked in a questionnaire asking educators whether they had seen or heard about hate and bias incidents in their schools during the fall 2018 semester. The survey was conducted by Teaching Tolerance, a project of the Southern Poverty Law Center, from December 5 to December 17, 2018. A link to the survey was sent to educators who subscribe to the Teaching Tolerance newsletter and also shared on Teaching Tolerance social media sites. It was open to any educator who wanted to participate. Several other groups, including the NEA, also shared the survey link with their social media audiences. Respondents were asked a series of questions, each of which asked if they had seen or heard about a par- ticular form of hate or bias. Those who answered “yes” were invited to describe the incidents; not all did. These are the questions that generated the comments: Q. Have you seen or heard about incidents Q. Have you seen or heard about harass- of vandalism or graffiti involving hate sym- ment, threats, slurs or name-calling based bols or slurs this school year? Yes … page 2 on gender or sexual orientation at your school this school year? page 63 Q. Have you seen or heard about harassment, threats, slurs or name-calling directed at immi- Q. Have you seen or heard about anti-Se- grants in your school this school year? page 23 mitic harassment, threats, slurs or name-calling at your school this school year? page 83 Q. Have you seen or heard about harassment, threats, slurs or name-calling directed at Muslims Q. Have you seen or heard about the dis- in your school this school year? page 37 play of Confederate flags on school property this school year? page 92 Q. Have you seen or heard about harassment, threats, slurs or name-calling based on race Q. Have you seen or heard about harassment, in your school this school year? page 42 threats, slurs or name-calling based on poli- tics in your school this school year? page 99 In the course of a week, we received responses from over 2,700 educators working in K-12 schools in the United States. Their comments have been lightly edited for spelling, except in cases where they contained personally identifiable information, in which case that information has been removed. Some comments answer more than one question; in that case they’ve been repeated. Have you seen or heard about incidents of vandalism or graffiti involving hate symbols or slurs this school year? Yes … Nazi symbol with sidewalk chalk. “make like a [n-word] and work in her yard all week- end long.” Student drawing a swastika on his math Racial slurs against black peo- paper and when called on it telling his parents that ple, Jews and gay people. he didn’t know what it meant and parents taking that defensive line. Students saying “immigrants Inappropriate words in the bathroom stalls are dirty and steal our jobs” just upon hearing the word immigrant from our social studies book. Our campus is a public park outside of school hours, and students have reported find- Swastikas, specific mention of girls’ ing graffiti of swastikas, genitalia and curse names with derogatory speech. words- usually on the first day back after a long break. To our knowledge, it is not our students Students wrote swastikas in the bathrooms. doing this, but other community members. Swastika drawn on wall outside school. An outdoor area, beyond the playground, designed for teaching was destroyed. Students said another student could not play with their toy because the student, who is There were swastikas drawn on the bath- black, would make the toy turn brown. room wall on two occasions. High School incident, bathroom graffiti threat- [There were] separate incidents where white stu- ening the black students with gun violence. dents called black students apes and/or monkeys. Hate symbols were painted on side of We have 3 elementary schools in our district, 1 buildings, including swastika. middle school, and 1 high school. One of our teach- ers at the elementary school has a son at the high Students entered a classroom and said “Build a school who is bullied and called the “n” word. wall” several times. There were many Hispanics in that room. In another classroom, some stu- I had a 5th grade student draw a swastika on dents started talking about the immigrants his hand with the words “white power.” at the border and how we should send them back saying “Mexicans are drug dealers.” Elementary students chanting “build the wall” in class. Students putting paper signs on their desks I heard students calling other stu- that say, “build the wall.” Students calling other stu- dents white trash and chopstick eyes. dents “gay.” Students calling the teacher a liar when the teacher said that children were indeed being The word gay and Nazi were used taken from their parents at the border. A staff mem- on separate occasions. ber telling another staff member that her child was “dirtying up the reading group.” A staff member Students destroyed a Muslim women telling another staff member that she was going to poster in my colleague’s classroom. SOUTHERN POVERTY LAW CENTER // HATE AT SCHOOL 2018 TEACHER COMMENTS 2 HAVE YOU SEEN OR HEARD ABOUT INCIDENTS OF VANDALISM OR GRAFFITI INVOLVING HATE SYMBOLS OR SLURS THIS SCHOOL YEAR? YES … At the middle school there were rocks found There were swastikas painted on the wall. that had “build the wall” written on them as well as the website of a white nationalist group. People drawing swastikas on per- sonal and school property. KKK was recently written on a bathroom stall wall. Drawings on fence, hate letters. Some students wrote in permanent marker racial slurs on the bathroom walls. There was an incident of “gay” being tagged on the playground Swastikas, penises, and racial slurs were spray- painted to outside walls and windows. Fights between students using racial slurs to one another. We have students who write body-sham- ing or negative comments, ‘slut,’ ‘whore,’ in [The] KKK had disseminated flyers rallying hate the girl’s bathrooms. Many of the boys tend in our community, up and down the residential to make comments regarding body parts streets. Children out playing (most of whom are to the girls in class, or will tease the girls multicultural students) found these flyers and about who they like, their parents, etc. reported them. Spurred a lot of fear in our school. The [n-word] written on a school wall. N-word in bathroom stalls, students call- ing each other the N-word. Comments made about Jews and African American people. Racial slurs on bathroom stalls. Not very nice words Students using the “N” word. High school bathrooms, N-word, other racial slurs Hate notes passed around. Swastika was drawn in the ground by the front Swastikas penned inside desk entrance to the middle schools. Some fifth grad- in middle school room. ers called an Asian boy “Kim Jung Il” during recess. Some of them taunted the boy with Calling students gay and using homophobic slurs. this expression while others watched and laughed. This repeated the following day. Students being told that they will have to ‘go back home’; graffiti describing girls as ‘ho’s.’ The [n-word] was spray painted on sidewalks near the school. Writing that a student was a bitch on playground equipment. Students drawing swastikas on each other’s name tags and writing N words on each other’s papers There have been incidents where swastika was scratched into the paint on classroom doors. I heard that the N word was painted at a nearby We are finding notes on several campuses say- park. A black father was called ‘you people’ for ing “All brown people should go home.” parking in a way that another parent didn’t like. That same family recently moved to [a local] area Symbols found in student bathrooms. where a neighbor began to fly the confederate flag. Remarks by parents and students. Students using hurtful and racist lan- Profane language on building, stairs and sidewalk. guage towards each other. Swastikas and racial slurs have been written on SOUTHERN POVERTY LAW CENTER // HATE AT SCHOOL 2018 TEACHER COMMENTS 3 HAVE YOU SEEN OR HEARD ABOUT INCIDENTS OF VANDALISM OR GRAFFITI INVOLVING HATE SYMBOLS OR SLURS THIS SCHOOL YEAR? YES … notes and dispersed student to student. An inci- Student outed a trans student at recess. dent of desk vandalism of the same nature. Students were bullied and harassed because of In boys’ bathroom there were some racist messages known sexual orientation or perceived sexual ori- entation; students of current African immigrants 1. Hate/kill/maim lists found; 2. Inappropriate were harassed because of the darkness of their skin. slurs such as: [n-word]; 3. Telling Mexican stu- dents that a wall should be built to keep them out. Words saying “Mexicans need to leave” in the restroom. Swastikas were drawn on a wall in a stairwell. Calling others ‘gay’ or ‘lesbian ’or ‘retarded.’ Although we are a multi-racial ethnic school, many times students feel it is okay to call people Students regularly write on walls, [n-words], gay, fags, crackheads, bitches and more. desks, and/or stalls words of hate. Black students call other black students “white” Written on walls in bathrooms: Black ass; [n-word]. if the other students speak in “job interview/for- mal” language, do well in school and/or don’t listen Sexual drawings in bathrooms.
Recommended publications
  • Menaquale, Sandy
    “Prejudice is a burden that confuses the past, threatens the future, and renders the present inaccessible.” – Maya Angelou “As long as there is racial privilege, racism will never end.” – Wayne Gerard Trotman “Not everything that is faced can be changed, but nothing can be changed until it is faced.” James Baldwin “Ours is not the struggle of one day, one week, or one year. Ours is not the struggle of one judicial appointment or presidential term. Ours is the struggle of a lifetime, or maybe even many lifetimes, and each one of us in every generation must do our part.” – John Lewis COLUMBIA versus COLUMBUS • 90% of the 14,000 workers on the Central Pacific were Chinese • By 1880 over 100,000 Chinese residents in the US YELLOW PERIL https://iexaminer.org/yellow-peril-documents-historical-manifestations-of-oriental-phobia/ https://www.nytimes.com/2019/05/14/us/california-today-chinese-railroad-workers.html BACKGROUND FOR USA IMMIGRATION POLICIES • 1790 – Nationality and Citizenship • 1803 – No Immigration of any FREE “Negro, mulatto, or other persons of color” • 1848 – If we annex your territory and you remain living on it, you are a citizen • 1849 – Legislate and enforce immigration is a FEDERAL Power, not State or Local • 1854 – Negroes, Native Americans, and now Chinese may not testify against whites GERMAN IMMIGRATION https://www.pewresearch.org/wp-content/uploads/2014/05/FT_15.09.28_ImmigationMapsGIF.gif?w=640 TO LINCOLN’S CREDIT CIVIL WAR IMMIGRATION POLICIES • 1862 – CIVIL WAR LEGISLATION ABOUT IMMIGRATION • Message to Congress December
    [Show full text]
  • A Comparative Study of French-Canadian and Mexican-American Contemporary Poetry
    A COMPARATIVE STUDY OF FRENCH-CANADIAN AND MEXICAN-AMERICAN CONTEMPORARY POETRY by RODERICK JAMES MACINTOSH, B.A., M.A. A DISSERTATION IN SPANISH Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OP PHILOSOPHY Approved Accepted May, 1981 /V<9/J^ ACKNOWLEDGMENTS I am T«ry grateful to Dr. Edmundo Garcia-Giron for his direction of this dissertation and to the other mem­ bers of my committee, Dr. Norwood Andrews, Dr. Alfred Cismaru, Dr. Aldo Finco and Dr. Faye L. Bianpass, for their helpful criticism and advice. 11 ' V^-^'s;-^' CONTENTS ACKNOWI£DGMENTS n I. k BRIEF HISTORY OF QUE3EC 1 II• A BRIEF HISTORY OF MEXICAN-AMERICANS ^9 III. A LITERARY HISTORY OF QUEBEC 109 IV. A BRIEF OUTLINE OF ^MEXICAN LITERATURE 164 7» A LITERARY HISTORY OF HffiXICAN-AT/lERICANS 190 ' VI. A COMPARATIVE LOOK AT CANADZkll FRENCH AND MEXICAN-AMERICAN SPANISH 228 VII- CONTEMPORARY PRSNCK-CANADIAN POETRY 2^7 VIII. CONTEMPORARY TffiCICAN-AMERICAN POETRY 26? NOTES 330 BIBLIOGRAPHY 356 111 A BRIEF HISTORY OF QUEBEC In 153^ Jacques Cartier landed on the Gaspe Penin­ sula and established French sovereignty in North America. Nevertheless, the French did not take effective control of their foothold on this continent until 7^ years later when Samuel de Champlain founded the settlement of Quebec in 1608, at the foot of Cape Diamond on the St. Laurence River. At first, the settlement was conceived of as a trading post for the lucrative fur trade, but two difficul­ ties soon becam,e apparent—problems that have plagued French Canada to the present day—the difficulty of comirunication across trackless forests and m.ountainous terrain and the rigors of the Great Canadian Winter.
    [Show full text]
  • Mechanisms Underlying the Link Between Child Maltreatment Severity and Psychological Distress in College Women
    Mindfulness (2020) 11:1446–1459 https://doi.org/10.1007/s12671-020-01361-2 ORIGINAL PAPER Self-compassion and Fear of Self-compassion: Mechanisms Underlying the Link between Child Maltreatment Severity and Psychological Distress in College Women Terri L. Messman-Moore1 & Prachi H. Bhuptani1 Published online: 17 April 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020 Abstract Objectives Women are at increased risk for depression and anxiety associated with child maltreatment, given higher rates of exposure to childhood maltreatment and a greater sensitivity resulting in maltreatment-related distress. Thus, there is a need to identify mechanisms of resilience among female survivors of child maltreatment. Self-compassion may promote resilience, whereas fear of self-compassion may diminish this protective effect. Moreover, distinct facets of self-compassion (e.g., self- kindness) versus self-coldness (e.g., self-judgment) may differentially explain risk or resilience for child maltreatment outcomes. Methods College women (N = 586) completed anonymous online surveys assessing the severity of different types of child maltreatment, self-compassion, fear of self-compassion, depression, anxiety, and stress. Results Severity of sexual, physical, and emotional abuse, and emotional and physical neglect, was positively associated with elevated fear of self-compassion and the absence of self-compassion (i.e., self-coldness). In contrast, emotional abuse and neglect severity were the only maltreatment variables negatively associated with self-compassion. Models indicated an indirect relation between increased maltreatment severity and heightened psychological distress via fear of self-compassion and self-coldness (i.e., isolation, overidentification). Statistical patterns indicative of suppression among the positive facets of self-compassion occurred.
    [Show full text]
  • Trailer Trash” Stigma and Belonging in Florida Mobile Home Parks
    Social Inclusion (ISSN: 2183–2803) 2020, Volume 8, Issue 1, Pages 66–75 DOI: 10.17645/si.v8i1.2391 Article “Trailer Trash” Stigma and Belonging in Florida Mobile Home Parks Margarethe Kusenbach Department of Sociology, University of South Florida, Tampa, FL 33620, USA; E-Mail: [email protected] Submitted: 1 August 2019 | Accepted: 4 October 2019 | Published: 27 February 2020 Abstract In the United States, residents of mobile homes and mobile home communities are faced with cultural stigmatization regarding their places of living. While common, the “trailer trash” stigma, an example of both housing and neighbor- hood/territorial stigma, has been understudied in contemporary research. Through a range of discursive strategies, many subgroups within this larger population manage to successfully distance themselves from the stigma and thereby render it inconsequential (Kusenbach, 2009). But what about those residents—typically white, poor, and occasionally lacking in stability—who do not have the necessary resources to accomplish this? This article examines three typical responses by low-income mobile home residents—here called resisting, downplaying, and perpetuating—leading to different outcomes regarding residents’ sense of community belonging. The article is based on the analysis of over 150 qualitative interviews with mobile home park residents conducted in West Central Florida between 2005 and 2010. Keywords belonging; Florida; housing; identity; mobile homes; stigmatization; territorial stigma Issue This article is part of the issue “New Research on Housing and Territorial Stigma” edited by Margarethe Kusenbach (University of South Florida, USA) and Peer Smets (Vrije Universiteit Amsterdam, the Netherlands). © 2020 by the author; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu- tion 4.0 International License (CC BY).
    [Show full text]
  • Verbal Abuse in Upbringing As the Cause of Low Self-Esteem in Children
    European Scientific Journal December 2013 /SPECIAL/ edition vol.2 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 VERBAL ABUSE IN UPBRINGING AS THE CAUSE OF LOW SELF-ESTEEM IN CHILDREN Jolanta Mackowicz PhD Pedagogical University of Cracow, Poland Abstract In this article I would like to raise the issue of verbal child abuse in relationships between children and people important to them. Parents and teachers are the first role models in a child’s life, therefore their messages have a causative power as they create the image of the “self” in a child, as well as the way of perceiving and valuing themselves. The starting point of my article is the issue of abuse in upbringing, then I discuss the problems of self- esteem and the occurrence of verbal abuse by parents and teachers. In the last part, I present consequences of such experience for the development and life of children. Keywords: Verbal abuse, self-esteem, children Introduction Child abuse in upbringing consists in doing mental and physical harm. The purpose of such abuse is to change the behavior of a child for better. According to Irena Obuchowska, abuse in upbringing is used in order to force children to obey their parents or teachers (Obuchowska, 1989). Therefore, it functions as a specific upbringing tool and parents are motivated by educational purposes only. The most frequent reasons of using violence in child upbringing by parents are contradictory. Considering the fact that upbringing is a process of versatile personality development, including protection of a child against various hazards and limiting the risk of development of negative traits, as well as impartation of values and behavior patterns by personal example, abuse in upbringing seems to be an antinomy.
    [Show full text]
  • White Working-Class Views on Belonging, Change, Identity, and Immigration
    White Working-Class Views on Belonging, Change, Identity, and Immigration July 2017 Harris Beider, Stacy Harwood, Kusminder Chahal Acknowledgments We thank all research participants for your enthusiastic participation in this project. We owe much gratitude to our two fabulous research assistants, Rachael Wilson and Erika McLitus from the University of Illinois, who helped us code all the transcripts, and to Efadul Huq, also from the University of Illinois, for the design and layout of the final report. Thank you to Open Society Foundations, US Programs for funding this study. About the Authors Harris Beider is Professor in Community Cohesion at Coventry University and a Visiting Professor in the School of International and Public Affairs at Columbia University. Stacy Anne Harwood is an Associate Professor in the Department of Urban & Regional Planning at the University of Illinois, Urbana-Champaign. Kusminder Chahal is a Research Associate for the Centre for Trust, Peace and Social Relations at Coventry University. For more information Contact Dr. Harris Beider Centre for Trust, Peace and Social Relations Coventry University, Priory Street Coventry, UK, CV1 5FB email: [email protected] Dr. Stacy Anne Harwood Department of Urban & Regional Planning University of Illinois at Urbana-Champaign 111 Temple Buell Hall, 611 E. Lorado Taft Drive Champaign, IL, USA, 61820 email: [email protected] How to Cite this Report Beider, H., Harwood, S., & Chahal, K. (2017). “The Other America”: White working-class views on belonging, change, identity, and immigration. Centre for Trust, Peace and Social Relations, Coventry University, UK. ISBN: 978-1-84600-077-5 Photography credits: except when noted all photographs were taken by the authors of this report.
    [Show full text]
  • (FCC) Complaints About Saturday Night Live (SNL), 2019-2021 and Dave Chappelle, 11/1/2020-12/10/2020
    Description of document: Federal Communications Commission (FCC) Complaints about Saturday Night Live (SNL), 2019-2021 and Dave Chappelle, 11/1/2020-12/10/2020 Requested date: 2021 Release date: 21-December-2021 Posted date: 12-July-2021 Source of document: Freedom of Information Act Request Federal Communications Commission Office of Inspector General 45 L Street NE Washington, D.C. 20554 FOIAonline The governmentattic.org web site (“the site”) is a First Amendment free speech web site and is noncommercial and free to the public. The site and materials made available on the site, such as this file, are for reference only. The governmentattic.org web site and its principals have made every effort to make this information as complete and as accurate as possible, however, there may be mistakes and omissions, both typographical and in content. The governmentattic.org web site and its principals shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused, or alleged to have been caused, directly or indirectly, by the information provided on the governmentattic.org web site or in this file. The public records published on the site were obtained from government agencies using proper legal channels. Each document is identified as to the source. Any concerns about the contents of the site should be directed to the agency originating the document in question. GovernmentAttic.org is not responsible for the contents of documents published on the website. Federal Communications Commission Consumer & Governmental Affairs Bureau Washington, D.C. 20554 December 21, 2021 VIA ELECTRONIC MAIL FOIA Nos.
    [Show full text]
  • Canadian Inclusive Language Glossary the Canadian Cultural Mosaic Foundation Would Like to Honour And
    Lan- guage De- Coded Canadian Inclusive Language Glossary The Canadian Cultural Mosaic Foundation would like to honour and acknowledgeTreaty aknoledgment all that reside on the traditional Treaty 7 territory of the Blackfoot confederacy. This includes the Siksika, Kainai, Piikani as well as the Stoney Nakoda and Tsuut’ina nations. We further acknowledge that we are also home to many Métis communities and Region 3 of the Métis Nation. We conclude with honoring the city of Calgary’s Indigenous roots, traditionally known as “Moh’Kinsstis”. i Contents Introduction - The purpose Themes - Stigmatizing and power of language. terminology, gender inclusive 01 02 pronouns, person first language, correct terminology. -ISMS Ableism - discrimination in 03 03 favour of able-bodied people. Ageism - discrimination on Heterosexism - discrimination the basis of a person’s age. in favour of opposite-sex 06 08 sexuality and relationships. Racism - discrimination directed Classism - discrimination against against someone of a different or in favour of people belonging 10 race based on the belief that 14 to a particular social class. one’s own race is superior. Sexism - discrimination Acknowledgements 14 on the basis of sex. 17 ii Language is one of the most powerful tools that keeps us connected with one another. iii Introduction The words that we use open up a world of possibility and opportunity, one that allows us to express, share, and educate. Like many other things, language evolves over time, but sometimes this fluidity can also lead to miscommunication. This project was started by a group of diverse individuals that share a passion for inclusion and justice.
    [Show full text]
  • Borat in an Age of Postironic Deconstruction Antonio López
    Taboo: The Journal of Culture and Education Volume 11 | Issue 1 Article 10 December 2007 Borat in an Age of Postironic Deconstruction Antonio López Follow this and additional works at: https://digitalcommons.lsu.edu/taboo Recommended Citation López, A. (2017). Borat in an Age of Postironic Deconstruction. Taboo: The Journal of Culture and Education, 11 (1). https://doi.org/ 10.31390/taboo.11.1.10 Taboo, Spring-Summer-Fall-WinterAntonio López 2007 73 Borat in an Age of Postironic Deconstruction Antonio López The power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them. ... To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies—all this is indispensably necessary. Even in using the word doublethink it is necessary to exercise doublethink. For by using the word one admits that one is tampering with reality; by a fresh act of doublethink one erases this knowledge; and so on indefinitely, with the lie always one leap ahead of the truth. —George Orwell, 19841 I will speak to you in plain, simple English. And that brings us to tonight’s word: ‘truthiness.’ Now I’m sure some of the ‘word police,’ the ‘wordinistas’ over at Webster’s are gonna say, ‘hey, that’s not really a word.’ Well, anyone who knows me knows I’m no fan of dictionaries or reference books.
    [Show full text]
  • Sex and Difference in the Jewish American Family: Incest Narratives in 1990S Literary and Pop Culture
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses March 2018 Sex and Difference in the Jewish American Family: Incest Narratives in 1990s Literary and Pop Culture Eli W. Bromberg University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the American Studies Commons Recommended Citation Bromberg, Eli W., "Sex and Difference in the Jewish American Family: Incest Narratives in 1990s Literary and Pop Culture" (2018). Doctoral Dissertations. 1156. https://doi.org/10.7275/11176350.0 https://scholarworks.umass.edu/dissertations_2/1156 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. SEX AND DIFFERENCE IN THE JEWISH AMERICAN FAMILY: INCEST NARRATIVES IN 1990S LITERARY AND POP CULTURE A Dissertation Presented by ELI WOLF BROMBERG Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2018 Department of English Concentration: American Studies © Copyright by Eli Bromberg 2018 All Rights Reserved SEX AND DIFFERENCE IN THE JEWISH AMERICAN FAMILY: INCEST NARRATIVES IN 1990S LITERARY AND POP CULTURE A Dissertation Presented By ELI W. BROMBERG
    [Show full text]
  • Hate Lingo: a Target-Based Linguistic Analysis of Hate Speech in Social Media
    Hate Lingo: A Target-based Linguistic Analysis of Hate Speech in Social Media Mai ElSherief, Vivek Kulkarni, Dana Nguyen, William Yang Wang, Elizabeth Belding University of California, Santa Barbara fmayelsherif, vvkulkarni, dananguyen, william, [email protected] Abstract However, prior work ignores a crucial aspect of hate speech – the target of hate speech – and only seeks to dis- While social media empowers freedom of expression and in- tinguish hate and non-hate speech. Such a binary distinction dividual voices, it also enables anti-social behavior, online ha- fails to capture the nuances of hate speech – nuances that rassment, cyberbullying, and hate speech. In this paper, we can influence free speech policy. First, hate speech can be deepen our understanding of online hate speech by focus- ing on a largely neglected but crucial aspect of hate speech – directed at a specific individual (Directed) or it can be di- its target: either directed towards a specific person or entity, rected at a group or class of people (Generalized). Figure 1 or generalized towards a group of people sharing a common provides an example of each hate speech type. Second, the protected characteristic. We perform the first linguistic and target of hate speech can have legal implications with re- psycholinguistic analysis of these two forms of hate speech gards to right to free speech (the First Amendment).2 and reveal the presence of interesting markers that distinguish these types of hate speech. Our analysis reveals that Directed hate speech, in addition to being more personal and directed, Directed Hate Generalized Hate is more informal, angrier, and often explicitly attacks the tar- @usr A sh*t s*cking Muslim bigot like Why do so many filthy wetback get (via name calling) with fewer analytic words and more you wouldn't recognize history if it half-breed sp*c savages live in words suggesting authority and influence.
    [Show full text]
  • White Attitudes Toward Latinos and Policy Preferences in Orange County California
    Mapping Latino Racialization: White Attitudes Toward Latinos and Policy Preferences in Orange County California By Celia Olivia Lacayo A dissertation submitted in partial satisfaction of the Requirements for the degree of Doctor of Philosophy in Ethnic Studies In the Graduate Division Of the University of California, Berkeley Committee in charge Professor Stephen Small, Chair Professor Michael Omi Professor Taeku Lee Spring 2013 Abstract Mapping Latino Racialization: White Attitudes Toward Latinos and Policy Preferences in Orange County California by Celia Olivia Lacayo Doctor of Philosophy in Ethnic Studies University of California, Berkeley Professor Stephen Small, Chair The dissertation develops our theorizing about the dynamics of racialization, and the role of race and ethnicity, in the United States, particularly in order to account for the dynamics and processes unique to Latinos. It does so by examining white attitudes towards Latinos in Orange County, California through public discourse analysis of the “Ask a Mexican” column, a survey instrument and a series of in-depth interviews to triangulate whites’ use and logic of racial stereotypes and policy preferences. Orange County is a good testing ground for contemporary Latino racialization because it is a majority minority area, which has a long history of migration from Mexico, with deep racial segregation that reflects racial inequalities between whites and Latinos. While Latinos in the United States as a whole are a heterogeneous group my data demonstrates how the current racialization of Latinos in the United States has a homogenizing effect. Empirically my data maps racial stereotypes whites have had and continue to reference as the Latino population has increased.
    [Show full text]