DOCSLIB.ORG

Contemporary Racism and the Asian American Experience

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Contemporary racism and the Asian American experience: The impact of lifetime racial microaggression stress on psychological functioning and risk behavior in Asian American young adults Safia C. Jackson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2015 Reading Committee: Mary E. Larimer, Chair Corey N. Fagan William H. George Program Authorized to Offer Degree: Psychology © Copyright 2015 Safia C. Jackson University of Washington Abstract Contemporary racism and the Asian American experience: The impact of lifetime racial microaggression stress on psychological functioning and risk behavior in Asian American young adults Safia C. Jackson Chair of the Supervisory Committee: Professor Mary E. Larimer Department of Psychology Department of Psychiatry and Behavioral Sciences Asian Americans are considered a “model minority” in the United States, conferring an implied status of privilege among racial minority groups. This stereotype results in misperceptions about the incidence and consequences of racial discrimination against individuals of Asian descent. Studies have shown that experiences of racial discrimination are prevalent across age groups and settings in this population, and associated with a litany of psychological and physical health problems, including depression, anxiety, suicidal behavior, and substance use. While previous research in the field has focused on the deleterious effects of overt forms of racism, contemporary and covert forms such as “racial microaggressions” are thought to be more detrimental to the health and well-being of individuals of color. Further, although it has been suggested that the accumulation of these everyday racial hassles are responsible for negative outcomes, measures of racism-related stress typically assess either the average frequency or stressfulness of these experiences and not the overall lifetime stress. In order to address present gaps in the literature, this research sought to: (1) develop a measure assessing lifetime racial microaggression stress in Asian American young adults; (2) examine the relationship between this construct and health concerns that are increasingly prevalent in this population, specifically: depression, anxiety, social anxiety, alcohol use, and gambling; (3) test theoretical models describing the causal processes by which this stress may result in psychological symptoms and risk behavior, specifically the Stress-Coping Model of Addiction and the Transactional Stress Model; and (4) explore how racial socialization and other race- and culture-specific factors influence outcomes. The instrument developed in this study, the Asian American Racial Microaggressions Stress Scale (AARMSS), demonstrated internal reliability, concurrent validity, and a three factor structure reflecting the theoretical taxonomy of racial microaggressions. Results indicated that total scores on this scale, representing lifetime racial microaggression stress, were associated with a range of health outcomes in a sample of Asian American young adults above and beyond average frequency of racial microaggressions and experiences of overt racial discrimination, suggesting the utility of a composite lifetime stress measure. Analyses indicated that the structural fit of theoretical models depended on the specific outcome in question; while the Stress-Coping Model of Addiction better explained the mechanism by which lifetime racial microaggression stress influenced gambling behavior in the sample, the Transactional Model of Stress better explained pathways to negative affect (depression, anxiety, and social anxiety) and alcohol use. In regards to racial socialization, participants endorsed a range of experiences across family and peer contexts; however, results highlighted the importance of the context and content of these messages. Specifically, family experiences were generally associated with outcomes whereas peer experiences were not. Further, family messages conveying racial mistrust were associated with higher levels of depression and social anxiety; in contrast, family teachings that prepared participants for racial bias were associated with fewer psychological symptoms. Examinations of mechanisms indicated that preparation for bias attenuated these outcomes by compensating for the effects of lifetime racial microaggression stress and by reducing the use of avoidant emotional coping strategies in response to these stressors. Finally, evidence suggested that higher levels of acculturation and ethnic/racial identity generally compensated for lifetime racial microaggression stress or protected against negative outcomes; however among participants with greater Asian acculturation, higher levels of stress were associated with increased gambling behavior. A better understanding of the everyday racial hassles faced by Asian American youth and young adults, the effects of these experiences, and the factors that cause, exacerbate, and attenuate negative consequences will help to: (1) increase awareness of contemporary forms of racial discrimination, (2) develop culturally-appropriate and sensitive prevention and intervention programs, (3) educate Asian American families about how to effectively communicate messages about race and racism to their children, and (4) shape future research agendas that will improve our understanding of the health and needs of this often overlooked minority population. Some clinical and preventative implications are discussed in length and suggestions are offered for tailoring culturally-appropriate programs for Asian American clients. Ultimately, however, treating people of color at the individual level is no substitute for societal change. TABLE OF CONTENTS List of Figures ....................................................................................................................................... iv List of Tables ....................................................................................................................................... vii Chapter 1. Introduction .......................................................................................................................... 1 1.1 Racial Discrimination Against Asian Americans ..................................................................... 3 1.1.1 Definitions ......................................................................................................................... 3 1.1.2 History of Racism and Discrimination Against Asian Americans .................................... 3 1.1.3 Racial Discrimination Against Asian Americans in the 21st Century ............................... 5 1.2 Contemporary Racism and Racial Discrimination ................................................................... 9 1.2.1 Modern Racism ............................................................................................................... 10 1.2.2 Aversive Racism .............................................................................................................. 1 1 1.2.3 Racial Microaggressions ................................................................................................. 11 1.2.4 Racial Microaggressions Against Asian Americans ....................................................... 14 1.3 Mental Health Issues in Asian American College Students ................................................... 17 1.3.1 Depression ....................................................................................................................... 18 1.3.2 Anxiety ............................................................................................................................ 21 1.3.3 Alcohol Use ..................................................................................................................... 23 1.3.4 Gambling ......................................................................................................................... 27 1.4 Impact of Racism on Asian American Mental Health ............................................................ 29 1.4.1 Racial Discrimination and Depressive and Anxiety Disorders ....................................... 30 1.4.2 Racial Discrimination and Risk Behavior ....................................................................... 31 1.5 Racial Discrimination as a Stressor: Creating an Integrated Model ....................................... 32 1.5.1 Sue’s Microaggression Process Model: Incident, Reaction, and Consequence .............. 35 1.5.2 Stress-Coping Model of Addiction: Negative Affect ...................................................... 36 1.5.3 Transactional Model of Stress: Cognitive Appraisal and Coping ................................... 39 1.5.4 Integrated Stress Model: Cognitive Appraisal, Coping, and Negative Affect ................ 43 1.6 From Stress to Health: Examining the Role of Racial Socialization ...................................... 44 1.6.1 Racial Socialization as a Family Process ........................................................................ 44 1.6.2 Peer-Based Racial Socialization ...................................................................................... 46 i 1.6.3 Racial Socialization and Outcomes ................................................................................. 46 1.6.4 Racial Socialization in Asian American Youth ............................................................... 48 1.7 Other Race- and Culture-Specific Considerations .................................................................
Recommended publications
  • The Construction of Asian Americans As Foreigners

    The Construction of Asian Americans As Foreigners

    Smith ScholarWorks Theses, Dissertations, and Projects 2013 A guest in someone else's house : the construction of Asian Americans as foreigners Deepa Ranganathan Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Ranganathan, Deepa, "A guest in someone else's house : the construction of Asian Americans as foreigners" (2013). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/987 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Deepa Ranganathan A Guest in Someone Else’s House: The Construction of Asian Americans as Foreigners ABSTRACT Social workers, like many people, wrongly tend to think of Asian Americans as beings exempt from the problems of racism. The social work profession considers “race” to be a property inhering almost solely in African Americans. Meanwhile, the profession assigns the property of foreign “culture” primarily to Asian Americans. This thesis uses the work of Critical Race Theory (CRT) scholars to show that social workers, in presuming that Asian Americans are a class of people who are essentially foreign, are actually reproducing a form of exclusionist racism that Asian Americans have faced for generations. A partial solution to this problem might involve social workers’ educating themselves about way racism manifests in the lives of Asian Americans. However, this thesis relies on the work of several poststructuralist scholars to show that, to fulfill their ethical obligation to combat oppression, social workers must also know something of the way identity is constructed—how the power relations between those designated “normal” and those designated “other” mutually maintain a system of conflict and opposition that holds everyone in artificially fixed and limiting positions.
  • From Yellow Peril to Model Minority : ǂb Deconstruction of the Model Minority Myth and Implications for the Invisibility of Asian American Mental Health Needs

    From Yellow Peril to Model Minority : ǂb Deconstruction of the Model Minority Myth and Implications for the Invisibility of Asian American Mental Health Needs

    Smith ScholarWorks Theses, Dissertations, and Projects 2017 From yellow peril to model minority : ǂb deconstruction of the model minority myth and implications for the invisibility of Asian American mental health needs Lynda Anne Moy Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social Work Commons Recommended Citation Moy, Lynda Anne, "From yellow peril to model minority : ǂb deconstruction of the model minority myth and implications for the invisibility of Asian American mental health needs" (2017). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/1909 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Lynda Anne Moy From Yellow Peril to Model Minority: Deconstruction of the Model Minority Myth and Implications for the Invisibility of Asian American Mental Health Needs ABSTRACT The model minority myth is a racial stereotype imposed upon Asian Americans, often depicting them as a successful and high-achieving monolithic group in the United States. This paper examines sociopolitical functions of the term “model minority” and implications for this broad and diverse racial group by reviewing existing literature and conducting an analysis of qualitative interviews with 12 Asian Americans. The findings of this study suggest that while the model minority myth appears to be a positive stereotype, it may lead Asian Americans to experience distress through (a.) a sense of confinement, (b.) treatment as foreigners, and (c.) erasure and invisibility of challenges around identity, racism and discrimination, immigrant and refugee experiences, mental health, and accessing culturally sensitive resources.
  • Ethno-Racial Attitudes and Social Inequality Editor's Proof

    Ethno-Racial Attitudes and Social Inequality Editor's Proof

    Editor's Proof Ethno-Racial Attitudes and Social Inequality 22 Frank L. Samson and Lawrence D. Bobo 1 Introduction (1997)). Within psychology we have seen an ex- 22 plosion of work on implicit attitudes or uncon- 23 2 Sociologists ordinarily assume that social struc- scious racism that more than ever centers atten- 24 3 ture drives the content of individual level values, tion on the internal psychological functioning of 25 4 attitudes, beliefs, and ultimately, behavior. In the individual. We argue here that, in general, a 26 5 some classic models this posture reaches a point committed social psychological posture that ex- 27 6 of essentially denying the sociological relevance amines both how societal level factors and pro- 28 7 of any micro-level processes. In contrast, psy- cesses shape individual experiences and outlooks 29 8 chologists (and to a degree, economists) operate and how the distribution of individual attitudes, 30 9 with theoretical models that give primacy to in- beliefs, and values, in turn, influence others and 31 10 dividual level perception, cognition, motivation, the larger social environment provides the fullest 32 11 and choice. Within the domain of studies of ethno- leverage on understanding the dynamics of race. 33 12 racial relations, each of these positions has mod- Specifically we argue in this chapter that ethno-ra- 34 13 ern advocates. From the sociologically determin- cial attitudes, beliefs, and identities play a funda- 35 14 istic vantage point Edna Bonacich trumpets the mental constitutive role in the experience, re-pro- 36 15 “‘deeper’ level of reality” exposed by class ana- duction, and process of change in larger societal 37 16 lytics (1980, p.
  • Although During the Last Few Years There Has Been a Series of Theoretical Analyses in Social Sciences on the Issue of Racism

    Although During the Last Few Years There Has Been a Series of Theoretical Analyses in Social Sciences on the Issue of Racism

    Basque Country University. San Sebastian. Spain. Although during the last few years there has been a series of theoretical analyses in social sciences on the issue of racism (Dovidio & Gaertner, 1986), Duckitt's (1992) historical overview is one of the most interesting and comprehensive. According to this author, social theorists have approached racism from different perspectives. He distinguished six different periode in the social-psychological analysis of racism: The social scientists who worked during the first period (....-1920s, termed as the "race psychology period") assumed, following a social-darwinist perspective, that ethnic groups could be placed along a natural evolutive hierarchy. The most developed groups (whites) were at the top of the hierarchy and the less developed groups (blacks, hispanics, females, etc) at the bottom of the hierarchy. The hierarchization was the obvious result of natural selection forces. Thus, people who supported White superiority over other groups were not regarded as prejudiced. The superiority of white was an "empirical fact". This period was followed by the "racial prejudice phase" (1920s-1930s). The new social atmosphere (emergence of anti-colonial movements, the increasing number of Jewish social scientists, etc.) led to a largely extended criticism of the racial domination theses. Racism was regarded as irrational and unjustified attitudes. The dominant methodological approach to racism was descriptive (i.e. Katz & Braly's research on stereotypes). The 1940's was the era when the first systematic attempts to conceptualize prejudice was undergone. Psychodynamic approaches dominated this period. Racism was seen as the result of defense mechanisms through which internal conflicts were resolved. The origins of racism were based on psychopathology and unsolved intrapsychic conflicts.
  • SJRC 2019 Freng Schweitzer

    SJRC 2019 Freng Schweitzer

    Running head: GEOGRAPHIC DISTRIBUTION OF PREJUDICE 1 Geographic Distribution of Prejudice Toward African Americans: Applying the Two- Dimensional Model Scott Freng University of Wyoming Kimberly Schweitzer University of Wyoming Victoria Estrada-Reynolds Stockton University Elizabeth Leki Penn Schoen Berland Market Research & Samuel Choi University of Wyoming Author Note Scott Freng, Department of Psychology, University of Wyoming; Kimberly Schweitzer, Department of Criminal Justice, University of Wyoming; Victoria Estrada-Reynolds, Department of Psychology, Stockton University; Elizabeth Leki, Penn Schoen Berland Market Research, Denver, Colorado; Samuel Choi, Department of Psychology, University of Wyoming. This research was funded in part by a grant from the Social Justice Research Center at the University of Wyoming and funds raised by crowd sourcing through Experiment.com. Correspondence concerning this article should be addressed to Scott Freng, Department of Psychology, University of Wyoming, Laramie, WY 82071. Email: [email protected] GEOGRAPHIC DISTRIBUTION OF PREJUDICE 2 Abstract Using the two-dimensional model (Son Hing et al., 2008) of prejudice as a guide, we sampled 10,522 people to examine the geographic distribution of prejudice toward African Americans in the United States. We found the East South Central, West South Central, and South Atlantic regions were associated with modern racism (MR), principled conservatism (PC) characterized the Mountain region, aversive racism (AR) was prevalent in the East North Central region, and finally, truly low in prejudice (TLP) was found in the Pacific, West North Central, Mid Atlantic, and New England regions. Consistent with the two-dimensional model, those high in MR and PC self-identified as more politically conservative than those high in AR or TLP.
  • Implicit Racial Bias in South Africa: How Far Have Manager-Employee Relations Come in “The Rainbow Nation?”

    Implicit Racial Bias in South Africa: How Far Have Manager-Employee Relations Come in “The Rainbow Nation?”

    Implicit Racial Bias in South Africa: How Far Have Manager-Employee Relations Come in “The Rainbow Nation?” Carin Bergh* and Jenny M. Hoobler Department of Human Resource Management, University of Pretoria, South Africa *Corresponding author. Email: [email protected] Acknowledgements This work is based on research supported in part by the National Research Foundation of South Africa (Grant Number 110835). And this research forms part of a thesis conducted in the Faculty of Economic and Management Sciences at the University of Pretoria. 2 Abstract This article examines manager-employee relations in democratic South Africa, using an unobtrusive, implicit measure of managers’ racial bias. We test the link between manager automatically activated evaluations of race labels with positive/negative words (implicit racial bias), and employees’ judgement of their manager’s effectiveness, their satisfaction with their manager and their willingness to engage in extra-role workplace behavior. Results indicated that Indian and white managers were similar in their negative automatic evaluation of African blacks, and that employees of white managers report higher manager satisfaction, higher manager effectiveness, and a greater likelihood of engaging in extra effort, compared to employees of African black managers. From these results we infer that racial bias has gone “underground” and continues to play a pivotal role in manager-employee relations in “the Rainbow Nation.” Keywords: implicit racial bias, IAT, discrimination, leadership, South Africa 3 …. Races will live and travel separately. Education will be separate for all groups at all levels … Work fitting for the White man will be reserved for him and him alone. Apartheid rests on … Scientific Proof that the White man is a superior being … - South African Prime Minister, D.F.
  • The Psychology of Racism, Environmental Discrimination, and the Argument for Modernizing Equal Protection Analysis

    The Psychology of Racism, Environmental Discrimination, and the Argument for Modernizing Equal Protection Analysis

    Vanderbilt Law Review Volume 46 Issue 4 Issue 4 - May 1993 Article 5 5-1993 It's Not Easy Bein' Green: The Psychology of Racism, Environmental Discrimination, and the Argument for Modernizing Equal Protection Analysis Edward P. Boyle Follow this and additional works at: https://scholarship.law.vanderbilt.edu/vlr Part of the Environmental Law Commons Recommended Citation Edward P. Boyle, It's Not Easy Bein' Green: The Psychology of Racism, Environmental Discrimination, and the Argument for Modernizing Equal Protection Analysis, 46 Vanderbilt Law Review 937 (1993) Available at: https://scholarship.law.vanderbilt.edu/vlr/vol46/iss4/5 This Note is brought to you for free and open access by Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Law Review by an authorized editor of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. NOTES It's Not Easy Bein' Green: The Psychology of Racism, Environmental Discrimination, and the Argument for Modernizing Equal Protection Analysis I. INTRODUCTION ........................................... 938 II. THE PSYCHOLOGY OF RACISM ............................ 940 A. The Dynamics of Individual Racism: Dominative and Aversive Types ............................ 942 B. The Dynamics of Institutional Racism .......... 945 C. The Historical Progression From Dominative to Aversive Racism ............................... .947 III. EQUAL PROTECTION ..................................... 950 A. Two Models of Equal ProtectionAnalysis ....... 952 B. Judicial Interpretationof the Clause............ 955 C. The Flaws Inherent in the Intent Standard ..... 963 IV. ENVIRONMENTAL DISCRIMINATION AND ITS CAUSES ....... 967 A. Racially Segregated Neighborhoods ............. 970 B. The Environmental Hazard Siting Process....... 971 C. The Lack of Real Representation for Minorities.. 977 V. THE SOLUTION: INTERMEDIATE-LEVEL SCRUTINY FOR ALL STATE ACTIONS WITH A SIGNIFICANT DISPARATE IMPACT ON SUSPECT CLASSES .....................................
  • History of the Central Area

    History of the Central Area

    History of the Central Area Thomas Veith Seattle Historic Preservation Program City of Seattle Department of Neighborhoods 2009 Contents The Central Area Defined p. 3 Preliminaries p. 5 Territorial Period: 1853 – 1889 p. 12 Early Urbanization: 1890 – 1918 p. 25 Between the Wars: 1918 – 1940 p. 49 The Years of Transition: 1940 – 1960 p. 53 Period of Turmoil: 1960 - 1980 p. 63 The Central Area Today p. 85 Bibliography p. 89 Appendix A: Landmarks p. 93 The Central Area Defined Unlike some Seattle neighborhoods, the Central Area has never existed as a political entity separate from the City of Seattle. In addition the Central Area‟s development was not part of a unified real state scheme with coordinated public improvements (such as the Mount Baker community). For these reasons, it has never had official boundaries and various writers describe its extent in various ways. Almost all attempts to describe the neighborhood include a core area bounded by Madison Street on the north, Jackson Street on the south, 15th Avenue on the west, and Martin Luther King, Jr. Way (formerly Empire Way) on the east. In 1975, Nyberg and Steinbrueck identified the eastern boundary of the Central Area as 30th Avenue (more or less), and also included extensions to the north and south of the core area. The extension to the south of Jackson Street was bounded by 30th Avenue (approximately) on the east, Interstate 90 on the south, and the mid-block alley just east of Rainier Avenue South on the west. The extension to the north of Madison Street was bounded on the west by 23rd Avenue, on the east by the Washington Park Arboretum, and extended north to a line just north of East Helen Street marking the boundary between the plats known as the Madison Park Addition and the Hazelwood Addition Supplemental.1 Walt Crowley describes the neighborhood as a “sprawling residential district .
  • Extensions of Remarks

    Extensions of Remarks

    17098 EXTENSIONS OF REMARKS July 31, 1989 EXTENSIONS OF REMARKS CAPTIVE NATIONS WEEK new hope that the people of Cambodia, Well, I have just returned-hopeful, and Laos, and Vietnam will regain some day encouraged-from visits to Poland and Hun­ their long-denied political and religious free­ gary, two nations on the threshold of histor­ HON. ROBERT K. DORNAN dom. Such hope has also returned for many ic change. And I can say to you: The old OF CALIFORNIA of our neighbors to the south. In Nicaragua ideas are blowing away. Freedom is in the IN THE HOUSE OF REPRESENTATIVES and other Latin American nations, popular air. Monday, July 31, 1989 resistance to attempts at repression by local For forty years, Poland and Hungary en­ dictators-as well as resistance to political dured what's been called the dilemma of the Mr. DORNAN of California. Mr. Speaker, and military interference from Cuba and single alternative: one political party, one would like to call your attention to the Presi­ the Soviet Union-has proved to be formida­ definition of national interest, one social dent's proclamation regarding the captive na­ ble. and economic model. In short, one future­ tions of the world and also the eloquent In Eastern Europe, even as we see rays of prescribed by an alien ideology. light in some countries, we must recognize speech President Bush made last week in the But, in fact, that future meant no future. that brutal repression continues in other For it denied to individuals, choice; to soci­ White House Rose Garden to commemorate parts of the region, including the persecu­ eties, pluralism; and to nations, self-determi­ Captive Nations Week, 1989.
  • Tackling Implicit Bias

    Tackling Implicit Bias

    Tackling Implicit Bias By Dr. Becki Cohn-Vargas Published on Teaching Tolerance Website on March 25, 2015 http://www.tolerance.org/blog/tackling-implicit-bias Editor’s Note: This blog is the first in a three-part series that links three important ideas—implicit bias, stereotype threat and identity safety—all backed by research. As educators, it may seem overwhelming that, in addition to addressing overt racism in our classrooms and schools, we also need to tackle unconscious racial prejudices, known as “implicit bias,” not only in our students, but in ourselves. However, it is possible to address implicit bias, and the solutions are in our hands. The recent events in Ferguson came as a dramatic wake-up call for our country. Fifty years after Selma, we still have a racial divide in this country. While overt racism has greatly declined from the days of segregation and lynching, and many laws now seek to protect our citizens from discrimination, pervasive racist attitudes rear their ugly heads in harmful and sometimes deadly ways. For many of us who strive for equity and social justice in our rapidly diversifying country, the next big hurdle in our path is tackling aversive racism and stereotyping—also known as implicit bias. Negative stereotypes feed our minds like a steady drip of toxin; we may not even be aware of as it occurs. Whether toxic attitudes are about other people or ourselves, they are very damaging. Several research experiments have deepened our understanding of implicit bias: • In one experiment, word association was used to identify bias.
  • Homecoming 2018 Crowns King and Queen Right: Ellie Von Lehmden and Drew Strottman Were Named 2018 Linn- Mar Homecoming Queen and King

    Homecoming 2018 Crowns King and Queen Right: Ellie Von Lehmden and Drew Strottman Were Named 2018 Linn- Mar Homecoming Queen and King

    LIFEoctober edition Homecoming 2018 crowns King and Queen Right: Ellie Von Lehmden and Drew Strottman were named 2018 Linn- Mar Homecoming Queen and King. Below: Homecoming Court included Front row: Ellie Von Lehmden, Jensen O’Shea, Alexa AbouAssaly, Tay- lor Turner, Emma Geneser, and Megan Renner. Back row: Tyler Oberbro- eckling, Drew Strottman, Kevin Drahos, Will Sherwood, Ian Crumley and Eli Havlik. Linn-Mar capitalizes on “big school” advantages By Sudeep Gadde overshadowed by even more talented funding from the Linn-Mar Booster New to Linn-Mar last year are blended There are over 20,000 public high students. It is much harder to earn a Club and are actively promoted classes, which offer students release schools in the United States and they spot on the drumline at Linn-Mar, for throughout the school. These clubs time and an opportunity to work more vary in size and income, usually example, than it would be at a smaller, help represent Linn-Mar in hundreds independently. One disadvantage to in correlation to their community less competitive school. This reality of high-school competitions across such a large school when it comes to size and wealth. As the community applies to other activities as well. Iowa. The prevalence of clubs at class offerings is that classes often fill grows, the schools become larger in More talent means more competition Linn-Mar offer both diversity and up quickly and students are not always order to accommodate more students. for lead roles in plays, for solos in opportunity to all students. It’s hard guaranteed to get the class they desire.
  • Cultural Competence Concepts Contemporary Racism

    Cultural Competence Concepts Contemporary Racism

    NebGuide Nebraska Extension Research-Based Information That You Can Use G2281 Index: Youth & Families, Families Issued October 2016 Cultural Competence Concepts Contemporary Racism Aileen S. Garcia, Extension Research Graduate Assistant Sarah A. Taylor, Extension Research Graduate Assistant Maria Rosario T. de Guzman, Extension Specialist Introduction aversive racist attitudes tend to rationalize or explain away bigoted feelings, reactions, and behaviors that Contemporary racism refers to the subtle and some- they may express. For instance, a person who feels times implicit negative beliefs about others based solely uneasy sitting beside a person of color on a bus might on their race or ethnic background. Whereas “traditional” feel guilty for having those feelings and explain to forms of racism tended to be visible through a person’s himself that it is not because the person is an ethnic blatant discriminatory words, actions, and opposition to minority but because that person was acting suspi- policies that may have brought about equality, contem- cious. An adult program leader might have negative porary racism is not as obvious and is often expressed in biases towards a child who is of ethnic minority back- publicly acceptable ways. Because of its subtle forms, it is ground but rationalize these feelings by pointing out easy to think that racism no longer exists. Nonetheless, that child’s behaviors— even if other children act in the modern racism can have many serious repercussions and same way. thus it is important to understand this concept and learn how to address it in our daily lives. • Symbolic racism: Having deeply held racial/ethnic bias Over the last several decades, researchers have made that is expressed by opposing rules, laws, and values distinctions in the various forms of contemporary racism that may uplift minorities.