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1.
Conversations around race have come to the forefront of public discourses in the United States with incidents of police brutality leading to movements such as Black Lives Matter and its opposition, All Lives Matter. Although there is substantial psychological literature focusing on racial attitudes and intergroup relations, much of this research is experimental, failing to capture diverse and evolving viewpoints of people in the United States. In the present study, our aim was to understand folk definitions and diverse perspectives about the role of race in the United States in participants’ own words. We thematically analyzed submissions to The Race Card Project (n = 913), a publicly available platform, and responses from a sample of college students describing perspectives on race (n = 1092). A total of 27 identified themes were organized in four domains: opinions about race, race-based interactions, race and identity, and emotions. Opinions about race ranged from color-blind ideology to racial equality, race as divisive or providing community, and excessive focus on race. References were made to historic and current race relations, assumptions based on skin color, prejudice and discrimination, White privilege, and “reverse racism.” These findings contribute to evolving scholarly understanding of race in the United States, with implications for informing initiatives to promote race relations and reduce experiences of discrimination for individuals of color.  相似文献   

2.
This article introduces the notion White fatigue. White fatigue occurs for White students who have grown tired of learning and discussing race and racism, despite an understanding of the moral imperative of anti-racist and anti-oppressive practices. The article differentiates White fatigue from ideas like White resistance, White guilt, or White fragility, arguing that each of these phenomenon occur at different stages of White Racial Identity Development. Distinction is also drawn among White fatigue and other forms of racially based fatigue, specifically racial battle fatigue and White people fatigue syndrome. Further drawing on the notion of stereotype threat, the article considers the challenges for White students learning about race and racism while simultaneously resisting being labeled a racist. This struggle is elemental to the manifestation of White fatigue. Ultimately, the author argues that educators must be more accurate in how they define the range of responses from White students, consistently humanize all students in the process of understanding race and racism, and encourage further research for understanding a condition that is happening to a growing number of students.  相似文献   

3.
This qualitative study explores the techniques, materials and processes of a Black teacher and a White teacher who introduced issues of race and racism in their team-taught high school class. The teachers explicitly put the issues of race and racism on the table, asked questions that challenged students to think about the topics, and used race-related curricular materials and assignments. The teachers' initiative encouraged the students in the class to speak out about the language and meaning of race and racism.  相似文献   

4.
The multiracial population increased by 32% between 2000 and 2010 and represents 9 million people in the United States. The author reflects on her lived experiences of being multiracial but with visibly White skin. She details the lessons she learned about her multiracial identity—from her early positioning as a young student to her role as a teacher of other multiracial students. The article presents the complexities experienced by students with multiracial identities and how their self-conceptions of identity may be complicated when they visually appear to be White.  相似文献   

5.
Conversations about racism and White privilege are rarely easy, but are necessary in order to have a more equitable society. Through honest and properly facilitated dialogues, people can work through their prejudices toward other people. In this article the author explores two ways in which White preservice educators inadvertently halt classroom conversations about racism.  相似文献   

6.
《Popular Communication》2013,11(2):95-121
Rap superstar Eminem has become the new poster child for everything that's dangerous about contemporary popular culture. He's crude, juvenile, and foul-mouthed. His lyrics are violent, misogynistic, and homophobic. He's corrupting our youth, poisoning our culture, and laughing about it all the way to the bank. Or so the story goes. This essay argues that much of what underpins the moral panic surrounding Eminem is a set of largely unspoken questions about race, identity, authenticity, and performance. In particular, this paper examines the ways that Eminem's status as a White man who has achieved both critical and commercial success within a predominantly Black cultural idiom serves to challenge dominant social constructions of race in the United States by de- and reconstructing popular understandings of both Whiteness and Blackness.  相似文献   

7.
This study investigated perceptions of differing generations of Ashkenazi Jewish Americans regarding the concept of their "race," and also their understanding of their "White privilege." In labeling their race, participants constructed an overall spectrum of terms, some reflecting a chosen ethnoracial identity and some reflecting a given ethnoracial assignment. The majority of participants found it extremely difficult to position themselves on the racial binary as currently constructed in the United States in which White is located on one side and "persons of color" on the other. Most participants expressed the belief that Ashkenazim have White privilege vis-á-vis persons of color. This privilege, however, is limited to Jews who can "pass" as White gentiles. To most participants, the categories Jew and Judaism not only confound the U.S. racial binary but also expose the fact that race as a concept is a social construction (often arbitrary) reflecting historical, social, economic, and cultural contexts.  相似文献   

8.
In this article the author presents an analysis of the hidden curriculum of school sports in mediating the achievement of Mexican immigrant girls in middle schools in the southwestern United States. Using Bourdieu's theory of taste, the author shows how symbolic boundaries expressed by students and teachers legitimize cultural practices that privilege youth who value sports while marginalizing those who do not.  相似文献   

9.
Formal administrative protocols for responding to bias incidents are now the norm in higher education. In considering these developments, the author of this article poses critical questions about racial justice work on campus, identifies key features of an under-acknowledged institutional racism, and contributes to discussions about ways that diversity and social justice efforts often reproduce rather than challenge systemic inequities.  相似文献   

10.
When Multicultural Education Is Not Enough   总被引：1，自引：0，他引：1  
In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities.  相似文献   

11.
《Int J Intercult Relat》1987,11(1):49-64
This research examined two very different interpretations of why specific minority groups may not be loyal newspaper readers. The first, operating on many pejorative stereotypes, portrays blacks and Hispanics as very critical, disaffected people who see newspapers as racist, biased, and unfair. An alternative view suggested that factors such as product availability, demographics, and economic considerations, not negative evaluations of sources of information, were better explanations for nonreadership by different ethnic groups. Three massive data sets (N = 14,378) were used to analyze differences in newspaper image among different racial/ethnic groups in the United States. Across all analyses race is not a very meaningful predictor of newspaper evaluation. This casts doubt on the assumptions about alienated, uninvolved minorities. When race did add unique variance to the predictor models, it was because minorities were more positive about local media, an alternative not previously suggested. Results are discussed in terms of their importance to academic researchers, media managers, policy makers, and for those interested in intercultural/interracial training and education.  相似文献   

12.
ABSTRACT

Due to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students’ educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations’ preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the “backbone” organization, i.e. the initiative’s facilitators and overseers, can significantly influence organizations’ levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities.  相似文献   

13.
Multiracial people in the United States do not fit into traditional racial groups and are thus thought to be at increased risk of social isolation. The current study examines the contributions of racial and Multiracial-specific discrimination in predicting Multiracial people’s social connections to people of various racial groups. Also examined is whether relationships between these types of discrimination and life-satisfaction are explained by friendship and community satisfaction. Results indicated that racial and Multiracial-specific discrimination each related to decreased feelings of commonality and acceptance among White people. As Multiracial people experienced more racial discrimination, they generally reported having more in common with, but less acceptance from, racial groups of color. As Multiracial people reported more racial or Multiracial-specific discrimination, they reported lower proportions of White friends and higher proportions of Multiracial friends. Relationships between racial discrimination and life-satisfaction were partially explained by community satisfaction whereas relationships between Multiracial discrimination and life-satisfaction were fully explained by decreased community satisfaction.  相似文献   

14.
Third Culture Kids (TCKs), people who spend a significant number of their developmental years in a country other than their parents’ passport (home) country, have many positive attributes. These include the ability to see other points of view, be open to people from different backgrounds, and be adaptable. This phenomenological study, based on interview data, explored how their identity as TCKs helped them succeed in college through an anti-deficit perspective. The population was nine participants (three men, six women) who had all lived outside of the United States of America (their parents’ home country) for at least seven years before the age of 18 and who returned to the United States. for college. The findings indicate a need for updated study on the experiences of Third Culture Kids and how they conceptualize and understand their own identities and its relation to the idea of a third culture. Recommendations are made for TCKs and their families, and institutions of higher education in supporting them.  相似文献   

15.
In this article the author speaks to the teaching of Barack Obama in U.S. schools. Drawing from scholarly literature on the heroification of American historical figures in public memory, the author argues that focusing on Obama's firstness as an African American may lead students to have incomplete and misleading understandings of what the 2008 election means for American racial politics and progress. Using a racial literacy framework, the author suggests Obama's narrative as an ideal subject for furthering students’ conceptions of race in its historical and contemporary manifestations. The author concludes with pedagogical recommendations for employing Obama's narrative toward improving students’ racial literacies.  相似文献   

16.
The goal of the present study was to examine dating preferences across three different out-group backgrounds (race/culture/ethnic, religious, socio-economic status) in three different cultural settings (the United Kingdom, the United States, India). A second goal was to explore the role of social psychological factors (social approval, social identity, previous dating experience) in out-group dating preferences. Findings from an online study (nUK = 227, nUS = 245, nIndia = 220) revealed that participants were less willing to date individuals from religious out-groups than individuals from other race/culture/ethnic or socio-economic status out-groups. Individuals’ perceptions of approval from friends and family positively predicted out-group dating preference for all backgrounds and samples. How much individuals identified with their in-groups and whether they have previous experience dating someone from an out-group varied across outgroup backgrounds and samples in predicting out-group dating preferences. Together, the findings provide valuable insight into intergroup relations and reveal the importance of studying out-group dating preferences across different out-group backgrounds and samples.  相似文献   

17.
This article presents findings from action research conducted in a graduate level course with practicing K–12 educators. In this article, I consider the usefulness of critical media literacy in the graduate classroom as I engaged students in discussions about multicultural issues including race, class, gender, sexuality, and ability. Through an examination of student presentations and field notes collected over the course of the semester, I found the graduate student participants were typically quite savvy at evaluating the messages they receive from media. Further, I found the incorporation of popular media into the classroom helped students grapple with typically foreign and often theoretically dense concepts like unconscious racism and heteronormativity, as well as theories like critical race theory, intersectionality, and queer theory. The graduate student participants were able to see deep connections between text/theory and media and often used various media to illustrate theory in quite complex ways. Lastly, engaging with texts of everyday life and using visual representations helped students interrogate the concepts explored in the course and provided students access to theory otherwise regarded as inaccessible.  相似文献   

18.
The author argues that cultural racism undergirds both individual and institutional racism, and, thus, it is the driving force behind racist policies and practices in educational institutions and in society. Because both liberal and conservative agendas operate within an ideology of White supremacy, both have been inadequate in addressing cultural racism. A multicultural movement that explores the concept of "Whiteness" and that encourages educators and students to take an antiracist stance can provide an important response to cultural racism.  相似文献   

19.
The current study explored whether ethnicity influences young adults’ evaluations of two different sets of comforting messages: those in which concepts such as God, prayer, religion, and faith are woven into low, moderate, and high person-centered strategies (called “religious strategies”) and those in which such concepts are not embedded (called “non-religious strategies”) into the messages. One hundred ninety-seven college students (63% African-American; 37% Caucasian) rated the sensitivity and effectiveness of religious and non-religious comforting messages. Several significant differences were observed between Caucasians and African-Americans in their evaluations of these strategies. Findings are discussed in terms of their practical implications for “real world” comforting efforts as well as the theoretical significance they hold for the concept of person-centeredness.  相似文献   

20.
The study advances a tri-dimensional model of multiculturalism that highlights the importance of perceived societal norms, i.e., the extent to which one’s society is perceived as characterized by culturally diverse groups in contact with one another (Multicultural Contact, MC), a widespread appreciation of cultural diversity (Multicultural Ideology, MI), and multicultural policies and practices (MPP) to support and accommodate that diversity. A community sample of 143 Hispanics and 141 non-Hispanic Whites in the United States completed an online survey that examined perceptions of normative MC, MI and MPP as predictors of trust and national attachment, key indicators of social cohesion. The results indicated that MI, MC and MPP predict greater national attachment and that MI predicts greater trust; however, the positive effects of MI are limited to Hispanics and not found for Whites. The findings point to the conclusion that normative multiculturalism is more likely to foster than to threaten social cohesion.  相似文献   

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