What Does it Mean to be White? Study Group 4/17/17 Chapter Notes-Jan Thomas Chapter 8 NEW RACISM---post-Obama, post-racism Racism has adapted over time, so modern norms result in similar racial outcomes as those in the past, while not appearing to be explicitly racist. Colorblind racism—129 Aversive racism—132 Cultural racism—134---textbooks, media, teachers, 4th of July, Columbus day, Beauty norms, religious iconography, lack of loss about absence of people of color Racism in Media---136---movies directed by white men Front-and backstage racism---140 Internalized Racial Superiority and the White racial Frame—142 White Supremacy & whiteness---145 Internalized Racial Oppression—153 Conclusion: the dance---154 Chapter 9---How race Shapes the Lives of White People How whites are socialized into a racist framework. My inability or unwillingness to acknowledge and challenge this socialization is key to holding racism in place. Belonging---158 Visibility---159---The powerful, such as Congress; the rich, as CEO’s; the beautiful in the media; negative images such as King Kong; Absence, as in Seinfeld, Friends, Sex and the City, which happened in NY with no people of color. Represented in Childhood-165---movies like Harry Potter, toys; negative images like Shrek Represented in Films---168---Blind Side, Lord of the Rings The Human Norm---175 Psychic Freedom---177---Whites do not have the burden of race. Freedom of Movement---178 A Romanticized Past---178—the good old days. Was the past ever better for people of color? Rewarded for Racial Silence---180---White solidarity Allowed Racial Innocence---182 No Sense of Loss in Racial Segregation---187 Chapter 13—White Fragility, p. 245 247---Triggers 248---What Does White Fragility Look Like? 250---White Fragility and the Rules of Engagement --------------------------------------------------------------------------------------------- Chapter 14---Popular White Narratives that Deny Racism, p. 255 1. 256---“Racism is in the past. I didn’t own slaves.” 2. 259---“Slavery has always been around. In fact, Africans engaged in slavery too. They are the ones who sold the slaves.” 3. 260---“I know people of color so I’m not racist.” 4. 261---“I was the minority at my school so I was the one who experienced racism.” 5. 262---“People of color complain too much and play the race card.” 6. 263---“People of color are just as racist as we are.” 7. 263---“I am all for equality but I don’t want anyone to have special rights. Now there is reverse racism.” 8. 265---“My parents were not racist and they taught me not to be racist.” 9. 266---“Race has nothing to do with it.” 10. 268---“It’s racist to talk about race.” 11. 269---“It’s just human nature; somebody has to be on top.” 12. 270---“The real issue is class. If we address class, racism wouldn’t be an issue.” 13. 271---“How can you say only whites can be racist? There is racism all over the world! Look at Rawanda!” 14. 271---“How dare you accuse me of racism! I am a good person!” ----------------------------------------------------------------------------------------------- Chapter 15---Stop Telling that Story! Danger Discourse and the White Racial Frame, p. 277 Robin DiAngelo Chapters 16, 17 and 18 Chapter 16---A Note on White Silence 285---Overall effects of white silence 286---When is white silence a constructive move in racial dialogue? 287---Rationales for white silence and anti-racist challenge 287---It’s just my personality; I rarely talk in groups 288---Everyone has already said what I was thinking, or, I don’t have much to add. 289---I’m trying to be careful not to dominate the discussion. 289---I feel intimidated by people in this group who have power over me. 290---I don’t know much about race so I will just listen. 291---I already know all this. 292---I need time to process. 292---I don’t want to be misunderstood. 293---I don’t feel safe/I don’t want to be attacked/I don’t want to be judged. 294---I don’t want to offend anybody. 294---Anything I say won’t be listened to because I am white. 295---A note on the silence of people of color in racial discussions Chapter 17---Racism and Specific Racial Groups 302---The power of language 303---White racism and Asian Heritage people 306---White racism and Latino/Latina, Chicano, Hispanic people 311---White racism and Indigenous/Native people 315---White racism and African Heritage people 319---White racism and people of Arab or Muslim heritage 321---Biracial/Multiracial people 325---In Conclusion --Support the leadership of immigrants in the movement --Learn to identify the role of race and citizenship privilege in your relationships with immigrants --Notice how racism in the anti-immigrant debate is denied, minimized and justified --Notice who is at the center of attention and power --Understand the connections between anti-immigrant stances, racism, classism, sexism, and other forms of injustice --Understand and learn from this country’s history of anti-immigrant sentiment --Learn something about the history of people who have worked for justice --Take a stand against injustice --Be strategic Chapter 17---Anti-racist Education and the Road Ahead .