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Relevant bibliographies by topics / Institutional racism

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Academic literature on the topic 'Institutional racism'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Institutional racism"

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Bradby, Hannah. "Institutional Racism in Mental Health Services: The consequences of compromised conceptualisation." Sociological Research Online 15, no. 3 (August 2010): 86–96. http://dx.doi.org/10.5153/sro.2197.

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Inequalities in mental health service use and outcome in the British NHS have been attributed to institutional racism. Institutional racism is widely understood in terms of the definition published in the Macpherson report, despite critique of its inability to differentiate the role of individual and institution in discrimination, and weakness in distinguishing racism from other forms of discrimination. The inquiry into David Bennett's death declared the NHS to be institutionally racist, and, although still contested, this has been widely accepted. Poor conceptualisation and the endemic failure to demonstrate how institutional racism leads to iniquitous outcomes can be seen in recommendations to tackle it through individual education. Policy based on a compromised conceptualisation of institutional racism is unlikely to reduce racialised inequalities and, in the face of progress for ethnic minorities else-where, may lead to the conclusion that discrimination is no longer a problem. In the light of recent shifts in what is implied by institutional racism, suggestions for research towards a re-conceptualisation are made.

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Bourke, Christopher John, Henrietta Marrie, and Adrian Marrie. "Transforming institutional racism at an Australian hospital." Australian Health Review 43, no. 6 (2019): 611. http://dx.doi.org/10.1071/ah18062.

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Objectives The aims of this study were to: (1) examine institutional racism’s role in creating health outcome discrepancies for Aboriginal and Torres Strait Islander peoples; and (2) assess the management of institutional racism in an Australian hospital and health service (HHS). Methods A literature review informed consideration of institutional racism and the health outcome disparities it produces. Publicly available information, provided by an Australian HHS, was used to assess change in an Australian HHS in five key areas of institutional racism: inclusion in governance, policy implementation, service delivery, employment and financial accountability. These findings were compared with a 2014 case study. Results The literature concurs that outcome disparity is a defining characteristic of institutional racism, but there is contention about processes. Transformative change was detected in the areas of governance, service delivery and employment at an Australian HHS, but there was no change in financial accountability or policy implementation. Conclusions The health outcomes of some racial groups can be damaged by institutional racism. An external assessment tool can help hospitals and health services to change. What is known about the topic? Institutional racism theory is still developing. An external assessment tool to measure, monitor and report on institutional racism has been developed in Australia. What does this paper add? This study on institutional racism has useful propositions for healthcare organisations experiencing disparities in outcomes between racial groups. What are the implications for practitioners? The deleterious effects of institutional racism occur regardless of practitioner capability. The role for practitioners in ameliorating institutional racism is to recognise the key indicator of poorer health outcomes, and to then seek change within their hospital or healthcare organisation.

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Littlewood, Roland. "Institutional racism." Psychiatric Bulletin 27, no. 07 (July 2003): 277. http://dx.doi.org/10.1017/s0955603600002622.

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Littlewood, Roland. "Institutional racism." Psychiatric Bulletin 27, no. 7 (June 2003): 277. http://dx.doi.org/10.1192/pb.27.7.277.

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Adhikari-Sacré, Hari Prasad, and Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education." Philosophies 6, no. 2 (June 11, 2021): 48. http://dx.doi.org/10.3390/philosophies6020048.

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Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

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Sashidharan, S. P. "Institutional racism in British psychiatry." Psychiatric Bulletin 25, no. 7 (July 2001): 244–47. http://dx.doi.org/10.1192/pb.25.7.244.

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How racist is British psychiatry? Why does psychiatric practice in this country continue to discriminate against Irish, Black and Asian people? How do we, as a profession, respond to the charge of institutional racism, increasingly accepted as a major problem within British psychiatry?

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Kalunta-Crumpton, Anita. "Is There No Such Thing as Non-White Racism?" Comparative Sociology 16, no. 5 (October 9, 2017): 656–84. http://dx.doi.org/10.1163/15691330-12341440.

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Abstract Race-related legislative advances have been made over the years to the advantage of non-Whites. However, this reality is yet to alter mainstream discourses of racism, which have portrayed Whites as having monopoly over the perpetration of racism, arguably because they have systemic/institutional advantage and power to be racist toward non-Whites. This paper argues that racism can be non-institutional, that there is power in non-institutional racism, that non-Whites can utilize non-institutional racism to their advantage, and that racism is not race-specific. With a primary focus on how non-Whites might utilize non-institutional racism, this paper draws on media reports of events of the 2016 presidential election campaigns to demonstrate that the perpetration of racism is no longer a White prerogative, and that the victimization experiences of racism is no longer specific to non-Whites. The paper concludes with a call for these important dynamics of racism to be made salient in academic and public debates.

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Anthias, Floya. "Institutional Racism, Power and Accountability." Sociological Research Online 4, no. 1 (March 1999): 143–51. http://dx.doi.org/10.5153/sro.239.

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In this article, I will focus on institutional racism and discuss the problems with the idea of ‘unwitting racism’ found in the report. I will argue that there are a number of conceptual confusions in the report. It is necessary to disassociate the unintentional effects of procedures, from procedures that relate to the exercise of judgements and agency. The pervasiveness of institutional power makes accountability one of the most vital issues raised by the report, which links to the issue of power. In addition, the article argues that it is important to look at the gendered nature of racims and particularly at the role of masculinity.

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Pearce, Sarah. "Understanding Institutional Racism." Race Equality Teaching 28, no. 2 (May 1, 2010): 15–18. http://dx.doi.org/10.18546/ret.28.2.05.

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Murugesu, Jason Arunn, and Adam Vaughan. "Science's institutional racism." New Scientist 246, no. 3288 (June 2020): 14–15. http://dx.doi.org/10.1016/s0262-4079(20)31125-8.

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Dissertations / Theses on the topic "Institutional racism"

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Moschella, Marlisa Sen Yee. "When racism goes institutional: A defense of institutional racism in the face of individualist criticisms." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1450996.

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Wells, Cecilia Emily. "Institutional racism : human agency or structural phenomenon?" Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430888.

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Almeida, Viviane da Silva. "Racismo institucional e afro-brasileiros: o caso do Instituto Rio Branco." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1456.

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The racism is present in the relation of Brazilian social groups; however, this racism does not only happen in interpersonal relation but also it is subjectively embedded on social institutions and in mostly cases, the selection processes for employment and public positions show racism trace. Brazil as a nation, which is impregnated of sequels from slave regime, the African-Brazilian access to positions that are considered of high social prestigious have been difficult, the access to diplomatic career doesn?t show differences. It is showed the historical and ideological moment, which IRBr was created, analyzing the requirements and selection processes to access the diplomatic agent. The empirical analysis is reported through the impressions that characters of research establish during the dialogue between the academic and professional career, the selection processes to diplomat position, their impressions regarding to diplomatic career, the institutional racism and politics implementation of affirmative action connected to theoretical reference of this research and the support of Critical Analysis of Speech. The objective was to analyze if the selection process to diplomat position IRBr is embedded by institutional racism for African-Brazilians. In social and historical perspective, were gathered the clashes which the diplomatic professionals faced in their career, not only for African-Brazilians but also for whites Brazilians. It is a basic research, phenomenological, of qualitative analysis, which were used as methodological procedures, the bibliographic analysis, the documentary, the semi structured interview, open questionnaire and the Critical Analysis of Speech. The analysis is clarified in impressions from diplomatic professional about the career, their conceptions regarding to institutional racism and experiences from African-Brazilian diplomatic professionals when they joined in diplomatic service
O racismo est? presente nas rela??es dos grupos sociais brasileiros, por?m este racismo n?o acontece somente nas rela??es interpessoais, ele est? permeado, ainda que subjetivamente nas institui??es sociais e, na maioria dos casos, se apresenta nos processos de sele??o ? empregos e cargos p?blicos. O Brasil, como uma Na??o impregnada de sequelas do regime escravocrata, o acesso aos cargos considerados de alto prest?gio social tem sido dificultado aos afro-brasileiros, o acesso ? carreira diplom?tica n?o demonstra ser diferente. S?o apresentados o momento hist?rico e ideol?gico no qual o IRBr foi criado analisando os requisitos necess?rios e os processos seletivos de acesso ao cargo de diplomata. A an?lise emp?rica ? apresentada atrav?s das impress?es que os sujeitos da pesquisa estabelecem por meio do di?logo entre a trajet?ria acad?mica e profissional destes(as) entrevistados(as), os processos seletivos ao cargo de diplomata, suas impress?es sobre a carreira diplom?tica, o racismo institucional e a implementa??o de pol?ticas de a??o afirmativa ? luz do referencial te?rico desta pesquisa e tamb?m com o apoio da An?lise Cr?tica do Discurso. O objetivo foi analisar se o processo de sele??o ao cargo de diplomata do IRBr est? permeado pelo Racismo Institucional ante afro-brasileiros. Numa perspectiva s?cio-hist?rica, foram levantados os enfrentamentos pelos quais os diplomatas tanto afro-brasileiros como brancos tem vivido em suas trajet?rias. Trata-se de uma pesquisa b?sica, fenomenol?gica, de an?lise qualitativa, na qual foram utilizados como procedimentos metodol?gicos, a an?lise bibliogr?fica, a documental, entrevista semiestruturada, question?rio aberto e a An?lise Cr?tica do Discurso (ACD). A an?lise est? elucidada nas impress?es dos diplomatas sobre a carreira, de suas concep??es sobre o racismo institucional e nas experi?ncias que os diplomatas afro-brasileiros tem ao ingressarem na diplomacia.

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Slade, Morgan Llewellyn. "Institutional racism : a view from within; an analysis of institutional racism at the local level, through a study of local authority town planning departments." Thesis, London South Bank University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369882.

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Young, Kurt B. "Institutional racism, redlining & the decline of six Atlanta communities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/484.

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Bank, mortgage and insurance redlining, as an extension of institutional racism, has been detrimental to the development of African American communities. Racism has always existed as a negative force in the lives of African Americans and has historically been observed with relative ease. Today, racism continues to hamper the social, political and economic advancement of African Americans but it has become highly sophisticated and less visible, making it much more difficult to detect by its victims. This difficulty in detection has caused confusion in the problem-solving efforts of those concerned with the decline of African American neighborhoods. This study discusses the impact of redlining in six Atlanta communities, first by analyzing the ideology responsible for the practice of racism; second, by discussing how racism has become institutionalized; and last, by examining redlining’s role in community housing markets and household finance. The research pinpoints particular indicators of neighborhood decline, such as homeownership, vacancy, abandonment and property value. Then the relationship between the redlining and decline, reflected in the behavior of the indicators, is exposed. The study found that redlining, in spite of legislation to stop it, continues to stunt the growth of African American communities. Specifically, its practice results in fewer new homes, more residents forced to rent, more vacancies and lower relative property value. These factors combine to generate a process of decline in African American neighborhoods over time.

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Hodge, Tuarean M. ""Black Reparations Film Project: Descendants of Slavery and Institutional Racism"." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862812/.

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Black Reparations Film Project: Descendants of Slavery and Institutional Racism is a character driven film that sheds light on the consequences of slavery in the U.S. Through a personal narrative, the viewer comes to understand how these consequences support the argument for slavery reparations. The purpose of the film is to bridge the generational gap in awareness of reparation history. The film can be used to enlighten young Americans of all ethnicities to encourage them to find their purpose in this country, help build better race relations, and work towards building a true democracy.

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Gumataotao-Lowe, Catalina San Nicolas. "Institutional racism in higher education : perceptions of people of color /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7888.

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Conceição, Isis Aparecida. "Os limites dos direitos humanos acríticos em face do racismo estrutural brasileiro: o programa de penas e medidas alternativas do Estado de São Paulo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/2/2134/tde-18112011-164318/.

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Esse trabalho teve como ponto de partida as raízes históricas dos Direitos Humanos com análise das vertentes ignoradas nos dias atuais. Apesar da moderna concepção e função entendida dos Direitos Humanos, ao observamos os efeitos das implementações de determinadas políticas públicas de Direitos Humanos em uma realidade Estruturalmente racializada, a exemplo da Brasileira, podemos constatar que os resultados dessas intervenções não interferem na segregação racial histórica que foi construída e ainda experimentamos no país, mas os perpetuam e até acentuam. A pergunta que se pretende responder é como se situam os Direitos Humanos na correlação de forças entre uma idéia de criação elitista, de origem burguesa para proteção de determinados grupos, e a necessidade atual, de utilização desses direitos como instrumento de uso efetivo das classes oprimidas.A análise dessa correlação de forças será feita sobre a observação da realidade brasileira através da análise crítica da literatura disponível sobre o assunto. Buscaremos uniformizar os conceitos sobre raça, racismo, preconceito, discriminação e outros mecanismos que explicam as dinâmicas das relações raciais no Brasil e no mundo. Apresenta-se a raiz da idéia de Direitos Humanos como eles foram inicialmente concebidos e como o são hoje em dia. Identifica-se essa raiz no conceito de Dignidade da Pessoa Humana e apresentamos como o racismo em suas diversas formas de manifestação nega esse direito, tornando-se, assim, uma ameaça para o Estado democrático de Direito, que tem como elemento fundador e legitimador a dignidade humana. E feito um levantamento histórico de formação da idéia de controle social no Brasil, as origens teóricas da idéia que estruturou o nosso sistema criminal, as suas bases racistas e como esses elementos de origem refletem-se nos dados de desigual acesso ao sistema de justiça criminal até os dias atuais. A seletividade é tratada como um elemento constituinte e pouco considerado do sistema de controle social moderno. A Dissertação é finalizada com uma análise dos dados referentes à política penitenciária do Estado de São Paulo e os reflexos que uma estrutural racializada, do sistema de controle social brasileiro, implica na implementação desigual, racialmente falando, do programa de penas alternativas.
This paper had as point of departure the historical roots of Human Rights, with the analysis of aspects still ignored at present days. Despite the understanding of the modern conception and function of Human Rights, when one observes the effects of the implementation of certain public policies in a society racially structured, as the Brazilian society, it is possible to note that the results of these public policies do not intervene in the historical racial segregation that was developed and still experimented in the country. The question to be answered is how Human Rights, having its roots based on the elites and conceived to protect certain groups, can really be effective as an instrument to serve the oppressed groups. The analysis of this correlation of forces on Human Rights will be made over the observation of the Brazilian reality and through the critical analysis of the available literature on the subject. We will seek to standardize the concepts about race, racism, prejudice, discrimination and other mechanisms that explain the dynamics of the racial relations in Brazil and in the World. The root of the Human Rights idea is presented, as it was initially conceived and as it is now. Within the concept of Human Dignity we present how racism in its various forms denies this right, becoming then, a menace to the Democratic State of Rights, which has as founding element the human dignity. A historical research is made, about the formation of social control in Brazil, and the theoretical origins of the ideas that structured our criminal system and its racist bases and how these elements of origin reflect on the unequal access to the criminal justice system, nowadays. The selectivity is treated as a constitutive element and less regarded in the modern social control system. The paper is finished with an analysis of the data concerning the penitentiary policy of the State of São Paulo and the reflexes that a racially structured society can have on the Brazilian system of social control, precisely on the program of alternative penalties.

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SILVA, CAROLINE LYRIO. "INSTITUTIONAL RACISM AND MILITARY DICTATORSHIP: TURNING BACK AROUND THE OBLIVION TREE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29409@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente trabalho pretende pôr em evidência um repertório epistemológico e metodológico que considera a existência de mais de um lugar histórico e político de onde parte o conhecimento e se comprometa com a reorientação das investigações sobre relações raciais através do uso de testemunhos subalternizados. A utilização nessas narrativas como elemento central de análise permite a sua apropriação como dado essencial para a dissolução de relações de poder na sociedade e qualifica-os como estratégias de sobrevivência e meios de resistências, assim como a revisão de fatos históricos, contribuindo para a construção da memória.
This work aims to highlight an epistemological and methodological repertoire that considers the existence of more than one historical and political place to produce knowledge. It also commits to the reorientation of the race relations research through counter-storytelling. Apply these narratives as the central element of analysis allows its use as essential data for the dissolution of power relations in society and qualifies them as survival strategies and means of resistance, as well as the revision of historical facts, contributing to building memory.

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Rocha, Emerson Ferreira. "Os códigos da raça: uma perspectiva teórica sobre o racismo." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2545.

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A presente dissertação traz uma reflexão teórica sobre o fenômeno do racismo. A partir de uma revisão bibliográfica, desenvolvesse uma visão sintética sobre o desenvolvimento do racismo no Brasil pós-escravista. Posteriormente, são propostos dois conceitos para a interpretação da especificidade do fenômeno da descriminação racial no Brasil, especialmente o conceito de racismo esteticamente codificado. O substrato teórico dessa conceituação é a “fenomenologia da percepção”, proposta pelo filósofo Maurice Merleau-Ponty. Por fim se desenvolve um debate com os principais argumentos em torno da política de ação afirmativa, assim como uma intervenção nesse debate a partir dos resultados desse trabalho de dissertação.
This dissertation reflects upon the social phenomenon of racism. Based in a bibliographical revision, it is developed a historical perspective about the development of racism in the post-slavery period of Brazilian History. Two concepts (concerning to two codes of race) are proposed in order to interpret the specificity of racial discrimination in Brazilian society, specially the concept of aesthetically codified racism. The theoretical frame for these concepts consists in the phenomenology of perception proposed by the French philosopher Maurice Merleau-Ponty. Finally, it is developed a debate with some of the principal arguments concerning affirmative action in Brazil; an intervention in this matter also is made.

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Books on the topic "Institutional racism"

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Gibson, Ashton. Institutional racism: Towards a new understanding. London: Centre for Caribbean Studies, 1986.

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Sian, Katy P. Navigating Institutional Racism in British Universities. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14284-1.

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Haas, Michael. Institutional racism: The case of Hawaiʻi. Westport, Conn: Praeger, 1992.

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Feagin, Joe R. Discrimination American style: Institutional racism and sexism. 2nd ed. Malabar, Fla: R.E. Krieger Pub. Co., 1986.

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Congress, Trades Union. TUC challenges institutional racism in the workplace. [London]: Trades Union Congress, 1999.

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Fernando, Suman. Institutional Racism in Psychiatry and Clinical Psychology. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62728-1.

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Penketh, Laura. Tackling institutional racism: Anti-racist policies and social work education and training. Bristol: Policy Press, 2000.

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To live heroically: Institutional racism and American Indian education. Albany: State University of New York Press, 1997.

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Ahmed, Sara. On being included: Racism and diversity in institutional life. Durham: Duke University Press, 2012.

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Pilkington, Andrew. Institutional racism in the academy: A case study / c Andrew Pilkington. Stoke on Trent: Trentham Books, 2011.

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Book chapters on the topic "Institutional racism"

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Davids, M. Fakhry, and Ann Scott. "Institutional Racism." In Internal Racism, 205–28. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-35762-4_9.

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Teelucksingh, Jerome. "Institutional Racism." In Civil Rights in America and the Caribbean, 1950s–2010s, 11–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67456-8_2.

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Betty Ofe-Grant, Maulupeivao. "Institutional Racism and Internalised Racial Oppression." In Narratives of Migrant and Refugee Discrimination in New Zealand, 50–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003275077-4.

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Carter, John. "Racism, Institutional and Otherwise." In Ethnicity, Exclusion and the Workplace, 160–75. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230005822_8.

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Ridley, Charles R., and Seunghee Kwon. "Racism: Individual, Institutional, and Cultural." In Encyclopedia of Cross-Cultural School Psychology, 781–87. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_343.

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Elias, Amanuel, Fethi Mansouri, and Yin Paradies. "Institutional Racism and Its Social Costs." In Racism in Australia Today, 95–121. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2137-6_3.

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Pinder-Amaker, Stephanie, and Kimberlyn Leary. "Changing Institutional Values and Diversifying the Behavioral Health Workforce." In Racism and Psychiatry, 181–203. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90197-8_10.

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Fernando, Suman. "Racism Post-9/11." In Institutional Racism in Psychiatry and Clinical Psychology, 153–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62728-1_8.

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Poulson, Stephen C. "Using Visual Sociology to Study Institutional Racism at Virginia Universities." In Racism on Campus, 1–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003134480-1.

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Ward, James D. "Institutional Racism and the Public Sector." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 3295–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_2336.

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Conference papers on the topic "Institutional racism"

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Vriesman, Veronica, Dawn Y. Sumner, Maxwell Rudolph, Mandy Rousseau, Michael E. Oskin, Angela Micheletti, Caitlin Livsey, Lorraine Hwang, Robert Dellinger, and Bethany Chidester. "CURTAILING INSTITUTIONAL RACISM IN AN EARTH AND PLANETARY SCIENCES DEPARTMENT." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-354437.

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Janssen, Jayley. "Critiquing Experimental Examinations of Interpersonal and Institutional Racism in U.S. Educational Institutions: A Systematic Review." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895305.

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Dyer, Sarah. ""Cracking the Code": How Faculty Search Chairs Challenge or Reproduce Institutional Racism." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431135.

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Trocchio, Sarah. "Shared Context, Divergent Disruptions: Institutional Racism, COVID-19, and First-Year College Experiences." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887419.

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Unangst, Lisa. "Leveraging Natural Language Processing Techniques to Interrogate Discourses of Diversity and Racism: Institutional Diversity Statements." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577703.

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Coley, Brooke, and James Holly. "Starting with the Promises: Moving from Inspirational Words to Institutional Action in Addressing Systemic Racism." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637245.

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Perumal, Juliet, and Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.

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Tansey, Lorraine. "Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.27.

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Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.

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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.

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Anglim, Christopher. "Documenting Justice - Archivists and the Fight Against Covert Racism in the Contemporary United States." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.2.

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Pursuing an archival perspective, this study emphasizes documenting the experiences of activists involved in contemporary social justice movements (such as Black Lives Matter) to develop the historical record more fully, especially the need to include the voices of those from underrepresented groups. This study analyzes how archival practices can help develop and preserve a fuller record of the social justice movements and the ideas of those who fought covert racism both within academic settings and the greater society. To answer our research issues, the study used a literature review and a survey of activists and archival institutions. Our findings establish the value of archival research in academic institutions for students and the community in developing a fuller understanding of historically underrepresented and marginalized groups. Therefore, we conclude archives can play a major contribution to the understanding of contemporary social justice movements and to the issues of concern to these movements.

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Reports on the topic "Institutional racism"

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Lazonick, William, Philip Moss, and Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, February 2022. http://dx.doi.org/10.36687/inetwp177.

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Thus far in reporting the findings of our project “Fifty Years After: Black Employment in the United States Under the Equal Employment Opportunity Commission,” our analysis of what has happened to African American employment over the past half century has documented the importance of manufacturing employment to the upward socioeconomic mobility of Blacks in the 1960s and 1970s and the devastating impact of rationalization—the permanent elimination of blue-collar employment—on their socioeconomic mobility in the 1980s and beyond. The upward mobility of Blacks in the earlier decades was based on the Old Economy business model (OEBM) with its characteristic “career-with-one-company” (CWOC) employment relations. At its launching in 1965, the policy approach of the Equal Employment Opportunity Commission assumed the existence of CWOC, providing corporate employees, Blacks included, with a potential path for upward socioeconomic mobility over the course of their working lives by gaining access to productive opportunities and higher pay through stable employment within companies. It was through these internal employment structures that Blacks could potentially overcome barriers to the long legacy of job and pay discrimination. In the 1960s and 1970s, the generally growing availability of unionized semiskilled jobs gave working people, including Blacks, the large measure of employment stability as well as rising wages and benefits characteristic of the lower levels of the middle class. The next stage in this process of upward socioeconomic mobility should have been—and in a nation as prosperous as the United States could have been—the entry of the offspring of the new Black blue-collar middle class into white-collar occupations requiring higher educations. Despite progress in the attainment of college degrees, however, Blacks have had very limited access to the best employment opportunities as professional, technical, and administrative personnel at U.S. technology companies. Since the 1980s, the barriers to African American upward socioeconomic mobility have occurred within the context of the marketization (the end of CWOC) and globalization (accessibility to transnational labor supplies) of high-tech employment relations in the United States. These new employment relations, which stress interfirm labor mobility instead of intrafirm employment structures in the building of careers, are characteristic of the rise of the New Economy business model (NEBM), as scrutinized in William Lazonick’s 2009 book, Sustainable Prosperity in the New Economy? Business Organization and High-Tech Employment in the United States (Upjohn Institute). In this paper, we analyze the exclusion of Blacks from STEM (science, technology, engineering, math) occupations, using EEO-1 employment data made public, voluntarily and exceptionally, for various years between 2014 and 2020 by major tech companies, including Alphabet (Google), Amazon, Apple, Cisco, Facebook (now Meta), Hewlett Packard Enterprise, HP Inc., Intel, Microsoft, PayPal, Salesforce, and Uber. These data document the vast over-representation of Asian Americans and vast under-representation of African Americans at these tech companies in recent years. The data also shine a light on the racial, ethnic, and gender composition of large masses of lower-paid labor in the United States at leading U.S. tech companies, including tens of thousands of sales workers at Apple and hundreds of thousands of laborers & helpers at Amazon. In the cases of Hewlett-Packard, IBM, and Intel, we have access to EEO-1 data from earlier decades that permit in-depth accounts of the employment transitions that characterized the demise of OEBM and the rise of NEBM. Given our findings from the EEO-1 data analysis, our paper then seeks to explain the enormous presence of Asian Americans and the glaring absence of African Americans in well-paid employment under NEBM. A cogent answer to this question requires an understanding of the institutional conditions that have determined the availability of qualified Asians and Blacks to fill these employment opportunities as well as the access of qualified people by race, ethnicity, and gender to the employment opportunities that are available. Our analysis of the racial/ethnic determinants of STEM employment focuses on a) stark differences among racial and ethnic groups in educational attainment and performance relevant to accessing STEM occupations, b) the decline in the implementation of affirmative-action legislation from the early 1980s, c) changes in U.S. immigration policy that favored the entry of well-educated Asians, especially with the passage of the Immigration Act of 1990, and d) consequent social barriers that qualified Blacks have faced relative to Asians and whites in accessing tech employment as a result of a combination of statistical discrimination against African Americans and their exclusion from effective social networks.

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Diversity & Inclusion End of Year Progress Report 2020. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003332.

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As a development institution, the IDB Group is committed to improving the lives of all people in Latin America and the Caribbean by providing the most innovative and pragmatic solutions to our Regions most pressing development challenges. We also understand that our human capital is our greatest asset and therein lies the key to our success. We believe that our diversity and not just visible diversity but diversity in experiences, perspectives and working styles is not only a large part of who we are but is deeply intertwined with how we leverage the multitude of differences in our workforce. We therefore understand that to deliver on our commitment to our clients, our differences must not just be tolerated or accepted but valued and embraced. We aim to be the workplace where all employees are given an opportunity to succeed regardless of how they identify and we strive to create a workplace culture that values diversity, equity, and inclusion, is unafraid to tackle those tough conversations about the obstacles which may impede progress in our agenda such as racism, disrespect, or discrimination in any form, and is prepared to address these issues.

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