Academic literature on the topic 'Institutional racism, Stereotypes'
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Journal articles on the topic "Institutional racism, Stereotypes"
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Kwate, Naa Oyo A., and Ilan H. Meyer. "ON STICKS AND STONES AND BROKEN BONES." Du Bois Review: Social Science Research on Race 8, no. 1 (2011): 191–98. http://dx.doi.org/10.1017/s1742058x11000014.
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AbstractDeeply embedded in everyday discourse, social interactions, and institutional practices, racism negatively affects the health and well-being of Black people in the United States. Theory and empirical research on the impact of racism on health have focused on stressful events and individual perceptions of racism, although racism is not expressed only as racist acts. Racism subordinates people and diminishes their importance; stereotyping is one of the most insidious forms of such subordination. The stereotypes that underlie social discourse about race influence how others perceive Black people and, to some extent, how Black people perceive themselves. Thus stereotypes help maintain and promote racism. Despite the importance of stereotypes in understanding racism and its effects on Black people, little attention has been paid to the impact of stereotypes on health. This paper explores the adverse effects of stereotypes on African American health, focusing on the psychological and structural pathways through which stereotyping operates. Psychological pathways are salient for these reasons: stereotyping constitutes a form of racism that may be experienced vicariously; stereotypes induce vigilance and rumination as people caricatured by them anticipate their use and spend time trying to disconfirm them; stereotypes may be internalized. Structural pathways occur because stereotypes that portray Black people as deviant, undeserving, and ultimately less human negatively affect opportunity structures and physical environments.
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Loduvico, Grazielle de Oliveira, Maria Marjorie Lima Martins, Thaís Izabel Ugeda Rocha, Maria Fernanda Terra, and Pamela Lamarca Pigozi. "Racismo institucional: percepção sobre a discriminação racial nos serviços de saúde / Institutional racism: perception about racial discrimination in health services." Arquivos Médicos dos Hospitais e da Faculdade de Ciências Médicas da Santa Casa de São Paulo 66, no. 1u (2021): 1. http://dx.doi.org/10.26432/1809-3019.2021.66.008.
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Introdução: O racismo institucional se caracteriza por qualquer ação de discriminação racial praticada dentro de instituições, como a omissão de informação ou atendimento, fortalecimento de estereótipos racistas, comportamentos de desconfiança, de desrespeito e desvalorização da pessoa negra. Objetivo: Analisar a prática de racismo institucional no serviço de saúde público e/ou privado a partir da percepção dos usuários negros acerca do atendimento recebido. Material e Método: Estudo de abordagem quantitativa,realizado a partir de questionário fechado, construído via google forms, e veiculado na rede social Facebook. A coleta de dados ocorreu entre setembro e novembro de 2019, sob os critérios: ser negro, idade superior a18 anos e vivência de racismo nos serviços de saúde público e/ou privado. Participaram33 pessoas neste estudo: 28 pessoas se autodeclararam pretas e 5 pardas. Resultados: Dentre os principais achados, estão que 63,6% referiram ter sofrido racismo em serviços públicos de saúde; 51,5% relataram que a discriminação ocorreu no consultório médico, e 21,9% durante a triagemou na sala de medicação. Do total, 93,9% acreditam que a discriminação foi ocasionada por serem negros. Conclusão: Os usuários identificam o racismo durante a assistência em saúde recebida, e que a violência pode distanciá-los dos cuidados, principalmente de promoção e prevenção. Faz-se necessário efetivar a assistência em saúde à luz da Política Nacional de Saúde da População Negra. Palavras chave: Percepção, Discriminação, Iniquidade em saúde, Racismo, Acesso aos serviços de saúde ABSTRACTIntroduction: Institutional racism is characterized by any action of racial discrimination practiced within institutions, such as information or care omission, strengthening of racist stereotypes, behaviors of distrust, disrespect and devaluation of the black person. Objective: To analyze the practice ofinstitutional racism in the public and/or private health service from the perception of black users about the care received. Material and Method: Quantitative approach study, conducted from a closed questionnaire, built via google forms, and carried on the social network Facebook. Data collectionoccurred between September and November 2019, under the criteria: being black, aged over 18 years and experiencing racism in public and/or private health services. Thirty-three people participated in this study: 28 people declared themselves black and 5 brown. Results: Among the main findingsare that 63.6% reported having suffered racism in public health services; 51.5% reported that discrimination occurred in the doctor’s office, and 21.9% during screening or in the medication room. Of the total, 93.9% believe that discrimination was started because they were black. Conclusion:Users identify racism when receiving health care, and that violence can distance them from care, especially promotion and prevention. It is necessary to affect health care in the light of the National Health Policy of the Black Population.Keywords: Perception, Discrimination, Health inequities,Racism, Access to health services
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Sales, Michelle, and Bruno Muniz. "Black women’s oppositional gaze making images." Vista, no. 6 (June 30, 2020): 101–19. http://dx.doi.org/10.21814/vista.3061.
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In this article, we consider the audio-visual production carried out by black women in Brazil since the second decade of the 21st century. Our objective is to propose a reflection, adopting an intersectional approach, on how an oppositional gaze creates images that break with racist stereotypes and challenge whiteness (hooks, 1992). We argue that the production of black women in Brazil questions the reproduction of institutional racism and digs deeper into the issue of colonial past. They create a narrative dispute that the oppositional feminine gaze imposes on the film industry.
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Thackrah, Rosalie D., Jennifer Wood, and Sandra C. Thompson. "Longitudinal Follow Up of Early Career Midwives: Insights Related to Racism Show the Need for Increased Commitment to Cultural Safety in Aboriginal Maternity Care." International Journal of Environmental Research and Public Health 18, no. 3 (2021): 1276. http://dx.doi.org/10.3390/ijerph18031276.
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Racism in health care undermines equitable service delivery, contributes to poorer health outcomes and has a detrimental effect on the Aboriginal workforce. In maternity care settings, Aboriginal women’s perceptions of discrimination are widespread, with the importance of cultural practices surrounding childbirth often not recognised. Efforts to build midwives’ cultural capabilities and address health disparities have seen Aboriginal content included in training programs but little is known about its application to clinical practice. This study reinterviewed midwives who had previously completed university midwifery training that aimed to increase understanding of Aboriginal people and cultural safety in health care. Participants were 14 non-Indigenous midwives and two Aboriginal midwives. Interviews explored the legacy of program initiatives on cultural capabilities and observations and experiences of racism in maternity care settings. Methods followed qualitative approaches for research rigour, with thematic analysis of transcribed interviews. Findings revealed the positive impact of well-designed content and placements, with non-Indigenous participants cognisant and responsive to casual racism but largely not recognising institutional racism. The Aboriginal midwives had experienced and were attuned to racism in all its guises and suggested initiatives to heighten awareness and dispel stereotypes. It is evident that greater attention must be paid to institutional racism in educational programs to increase its recognition and appropriate actions within health care settings.
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Williams, Joseph M. "Moving from Words to Action: Reflections of a First Year Counselor Educator for Social Justice." Journal for Social Action in Counseling & Psychology 5, no. 1 (2013): 79–87. http://dx.doi.org/10.33043/jsacp.5.1.79-87.
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This article provides a personal narrative of my experience as a first year counselor educator organizing and facilitating a public panel discussion held at George Mason University in response to the murder of Trayvon Martin. The panel discussion provided an opportunity for open, honest, and constructive dialogue among students, faculty, staff, and community members on such topics as individual and institutional racism, stereotypes of Black masculinity, gun control laws, hate crimes against young Black men, the myth of a post-racial United States, and what we can do as citizens to prevent such tragedies in the future. I will also discuss the lessons learned, not only about organizing a public forum, but about taking the initiative.
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Vera Santos, Rocío Elizabeth. "Hate crime and racial discrimination in Ecuador: The case of Michael Arce in ESMIL." International Journal of Discrimination and the Law 21, no. 2 (2021): 117–38. http://dx.doi.org/10.1177/13582291211002972.
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For the first time in Ecuador a hate crime was tried in court and led to a conviction. This was the case of Michael Arce, a young Afro-Ecuadorian former cadet who won the trial against Captain Fernando Encalada of the Eloy Alfaro Military School (ESMIL). ESMIL belongs to the Ecuadorian Armed Forces, a state institution considered to be of great prestige and a guarantor of citizens’ rights and democracy, but not for all. Arce suffered in ESMIL 2 months of humiliation and torture. Through a socio-legal analysis this article demonstrates the normalization of racial stereotypes and prejudices, and the sometimes subtle existence of structural and institutional racism in the education and judicial systems. This case represents a pioneering judicial action in Ecuador that legally established and defined new pretrial and trial proceedings in regard to litigation concerning violation of human rights, racial discrimination and hate crimes.
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Russell, Kalen Nicole. "Counter-narratives and collegiate success of Black and Latinos." Iris Journal of Scholarship 2 (July 12, 2020): 74–85. http://dx.doi.org/10.15695/iris.v2i0.4821.
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Today’s college student is endowed with enormous pressure to succeed; to graduate within four years, to work part-time, to be involved in extracurricular activities, curate friendships, pursue internships, and maintain a competitive grade point average. These pressures can wreak havoc on the physical, mental, psychological, and emotional well-being of students. Eurocentric and patriarchal ideals shape American values and standards exacerbate the social pressures faced by minoritized groups who are already distanced from the status quo. The university campus is no exception to this exacerbation. College and university campuses can be viewed as microcosms of society; which means the same types of social discrimination, racial privileges, and racial oppression observable in the greater society are also observable on a university campus and influence peer-to-peer interactions, student self-perception, students’ relationship with professors, and ability to succeed.
 College and university campuses that are comprised of a predominately White student body, with students of color comprising a smaller group, are often referred to as Predominantly White Institutions (PWIs). While some PWIs strive to create a diverse and inclusive campus culture, many university campuses are deemed as unresponsive to the needs to racial minorities (Gomer & White). Unresponsive colleges and universities exhibit the effects of institutional racism: equating success with cultural conformity through campus culture, maintaining a racially homogenous faculty, and exclusionary practices which lead minorities to feel excluded, inferior, or forced to assimilate. In these environments, minorities are pressured to meet societal standards, assimilate and defy stereotypes which decreases their mental bandwidth and limits their capacity to learn and succeed on a university campus (Verschelden, 2017). 
 Institutional racism, which reduces the cognitive bandwidth of Black and Latino students, can be noted as a contributing factor to the discrepancies in retention and graduation rates of Blacks and Latino students compared to White students. Bandwidth can be reclaimed by decentering Whiteness and empowering marginalized students to define their own identities, name their own challenges, validate their own experiences, find community, and develop strategies to dismantle oppression through rejecting assimilation, cultural expectations, and master-narratives (Verschelden, 2017). These efforts of resisting the assimilation and marginalization are collectively referred to as counter-narrative storytelling, a form of self-actualization which validates the identities, experiences, and capabilities of traditionally oppressed groups. Counter-narrative storytelling has historically been used to uplift and encourage minoritized groups through validating their identities, dismantling stereotypes and stereotype threat and by providing community by creating space for sharing commonalities between individual experiences. Counter-narrative storytelling can help empower marginalized individuals to set and achieve the goals they set for themselves personally, professionally, academically or otherwise.
 Counter-narrative storytelling is grounded in Critical Race Theory (CRT). CRT provides a critical means of evaluating the relationships between the success of Black and Latino/a students and their ability to construct a counter-narratives and achieve collegiate success. CRT is referenced in the included research as it. CRT will also provide a framework for evaluating what university practices are most effective in promoting the success of Black and Latino students.
 This paper will examine the influence of counter-narrative storytelling on the success collegiate success Black and Latino students at PWIs. The phrase “success” shall be operationalized to mean college retention, feeling included and supported within the university, and graduation from college. The referenced articles examine the experiences of Blacks and Latino/a students enrolled in colleges and universities across the United States and the influence counter-narrative storytelling had on their experience.
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Bradbury, Steven, Jacco van Sterkenburg, and Patrick Mignon. "The under-representation and experiences of elite level minority coaches in professional football in England, France and the Netherlands." International Review for the Sociology of Sport 53, no. 3 (2016): 313–34. http://dx.doi.org/10.1177/1012690216656807.
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This article will examine the previously under-researched area of the under-representation and experiences of elite level minority (male) coaches in (men’s) professional football in Western Europe. More specifically, the article will draw on original interview data with 40 elite level minority coaches in England, France and the Netherlands and identify a series of key constraining factors which have limited the potential for and realization of opportunities for career progression across the transition from playing to coaching in the professional game. In doing so, the article will focus on three main themes identified by interviewees as the most prescient in explaining the ongoing under-representation of minority coaches in the sport: their limited access to and negative experiences of the high level coach education environment; the continued existence of racisms and stereotypes in the professional coaching workplace; and the over-reliance of professional clubs on networks rather than qualifications-based frameworks for coach recruitment. Finally, the article will contextualize these findings from within a critical race theory perspective and will draw clear linkages between patterns of minority coach under-representation, the enactment of processes and practices of institutional racism, and the underlying normative power of hegemonic Whiteness in the sport.
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Thackrah, Rosalie D., and Sandra C. Thompson. "Applying a Midwifery Lens to Indigenous Health Care Delivery: The Contribution of Campus Learning and Rural Placements to Effecting Systemic Change." Canadian Journal of Nursing Research 50, no. 4 (2018): 179–88. http://dx.doi.org/10.1177/0844562118771829.
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Study background Increasing cultural safety in health settings is essential to address stark health disparities between Indigenous and non-Indigenous Australians. Respect for cultural knowledge, better communication, and recognition of racism as a determinant of health are required for improved service delivery. How this knowledge is acquired in health professional training and translated to clinical settings is poorly understood. Purpose Impacts of an innovative Indigenous health unit and remote clinical placements on knowledge acquisition and attitude change were explored among midwifery students to inform cultural competency initiatives in health professional training. Methods A multiphased, mixed methods research design used surveys, observations, and interviews. Qualitative analysis was strengthened through triangulation with quantitative data. Results A unit conceived with substantial Indigenous Australian input and which privileged these voices enhanced knowledge and shifted attitudes in a positive direction; however, immediate gains diminished over time. Remote placements had a profound effect on student learning. Exposure to Indigenous Australians in classrooms and communities, and the self-reflection generated, helped dispel stereotypes and challenge assumptions based on limited cultural knowledge and contact. Conclusion Optimization of receptivity to Indigenous Australian content and opportunities for remote placements contributed to students’ developing cultural capabilities with implications for all health professional training. Whether this heightened awareness is enough to address institutional racism identified in health service delivery remains unanswered. The focus must include those established health practitioners and administrators who influence organizational culture if real systemic change is to occur. Given appropriate on-going support, graduates can play a vital role in expediting this process.
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Little, Sharoni D., and La Verne A. Tolbert. "The Problem with Black Boys: Race, Gender, and Discipline in Christian and Private Elementary Schools." Christian Education Journal: Research on Educational Ministry 15, no. 3 (2018): 408–21. http://dx.doi.org/10.1177/0739891318805760.
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In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.
Dissertations / Theses on the topic "Institutional racism, Stereotypes"
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Jones, Judith Ellen 1979. "Colorblind racism : the false promise of a post-racial society." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3184.
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Since the 1970s, racial progress in the United States has stalled and in some ways, even regressed. There continues to be vast disparities between racial groups, pointing to serious inequities and systemic racism within our institutions. White privilege, a product of institutional racism and white supremacy, is a collection of unearned social benefits and courtesies that are bestowed upon a select group of people by virtue of their being white (Delgado & Stefancic, 2001). This literature review examines the dynamics of white privilege and power using the tenets of critical race theory to explain how they are both protected and perpetuated by liberal colorblind ideologies, particularly in education. Naming and examining whiteness, as opposed to ignoring and/or denying its significance, is the first step toward transforming the existing racial hierarchies in society.<br>text
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Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.
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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.
Books on the topic "Institutional racism, Stereotypes"
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Thompson, Katrina Dyonne. Introduction. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038259.003.0001.
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This book examines the process by which racial stereotypes about blacks developed and were perpetuated in music and dance, and particularly in what it calls onstage and backstage performances. It argues that the history of blacks in entertainment, or more specifically blacks as entertainment, contributed to the construction of race and identity for African Americans. To support this argument, the book goes back to the slave society that fostered the first American entertainment venue to challenge the notion that the minstrel shows constituted the first American entertainment genre. It shows that forced performances during slavery not only served as a means for blacks to construct their identity and retain their cultures, but also played a key role in constructing white stereotypes of blacks. These stereotypes of blacks, the book contends, were a reflection of whites' anxieties and their desire to control black bodies while justifying a deplorable institution of racial slavery.
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Thompson, Katrina Dyonne. Onstage. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038259.003.0004.
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This chapter examines the persistence of coerced performances, this time on stage, throughout plantation communities, small farms, and some urban communities. Drawing on slave narratives, travel journals, planter's writings, and publications, it shows how the erroneous perceptions of race in the United States were staged within the performing arts. It describes coercion and expectation to perform as an important component of the institution of slavery. Whites continually asserted negative racial stereotypes concerning music and dance while constantly forcing the slaves to perform. The chapter considers how these onstage performances veiled white fears of black rebellion while portraying a paternalistic society to Northerners, European observers, and abolitionists. It argues that the racial imagery within these public performances exhibited blacks' role as submissive in society while whites, the audience, remained superior.
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Sacks, Tina K. Invisible Visits. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190840204.001.0001.
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Although the United States spends almost one-fifth of all its resources on funding healthcare, the American system is dogged by persistent inequities in the treatment of racial and ethnic minorities and women. Invisible Visits analyzes how Black women navigate the complexities of dealing with doctors in this environment. It challenges the idea that race and gender discrimination, particularly in healthcare settings, is a thing of the past. In telling the stories of Black women who are middle class, Invisible Visits also questions the persistent myth that discrimination only affects racial minorities who are poor. In so doing, Invisible Visits expands our understanding of how Black middle-class women are treated when they go to the doctor and why they continue to face inequities in securing proper medical care. The book also analyzes the strategies Black women use to fight for the best treatment and the toll that these adaptations take on their health. Invisible Visits shines a light on how women perceive the persistently negative stereotypes that follow them into the exam room and makes the bold claim that simply providing more cultural competency or anti-bias training to doctors is insufficient to overcome the problem. For Americans to really address these challenges, we must first reckon with how deeply embedded discrimination is in our prized institutions, including healthcare. Invisible Visits tells the story of Black women in their own words and forces us to consider their experiences in the context of America’s fraught history of structural discrimination.
Book chapters on the topic "Institutional racism, Stereotypes"
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Hill, Shirley A. "Race, racism, and health outcomes." In Inequality and African-American Health. Policy Press, 2016. http://dx.doi.org/10.1332/policypress/9781447322818.003.0002.
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Race is irrefutably linked to health outcomes, and this chapter looks at the origins of race along with the growing intraracial diversity of African-Americans. The major argument is that black people live in a highly racialized society where racial stereotypes and discrimination are everyday parts of life, leading to high levels of social stress. Institutional racism operates in many settings and has a dire impact on black health, regardless of socioeconomic position.
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Cooke, Benson G. "Creating a Stereotype of a Race as Dangerous, Unintelligent, and Lazy." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8547-4.ch060.
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The cultural conditioning and the indoctrination of negative stereotypes about racial groups has a long-damaged history in America. Unfortunately, this history continues to keep racial groups divided and missed opportunities to trust one another and grow closer socio-economically, educationally and politically. Individual, institutional and structural racism has kept people in this nation torn and divided socially and psychologically. Understanding the root of this problem requires an honest and open historical and philosophical discussion about the similarities of our human origins before the destructive lies told continue to sustain deep divisions among one group against another. While America was created to support an idea that “all men are created equal”, this has not been a social experience practiced by all men and all women. This chapter examines some of the issues that continue to support the stereotypes of racial differences juxtaposed to our cultural similarities.
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Haswell, Melissa M. "Barriers to Success." In Critical Research on Sexism and Racism in STEM Fields. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0174-9.ch003.
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Cultural ideals of gender normativity creates stereotypes that lead to the identification of specific occupations as being male-oriented or female-oriented, further perpetuating institutional sexism. Research shows that stereotypical beliefs are pervasive and exist in all professions, including higher education. Women academics, especially in the STEM fields, are still present in low numbers and often have to sacrifice marriage and family for their careers due to the overarching masculine organizational structure that forms the basis of most higher education institutions. This chapter will discuss the history of women in academia, gender equity in higher education, and the consequences of gender normative language on women in academia.
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Cooke, Benson G. "Creating a Stereotype of a Race as Dangerous, Unintelligent, and Lazy." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3843-1.ch001.
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The cultural conditioning and the indoctrination of negative stereotypes about racial groups has a long-damaged history in America. Unfortunately, this history continues to keep racial groups divided and missed opportunities to trust one another and grow closer socio-economically, educationally and politically. Individual, institutional and structural racism has kept people in this nation torn and divided socially and psychologically. Understanding the root of this problem requires an honest and open historical and philosophical discussion about the similarities of our human origins before the destructive lies told continue to sustain deep divisions among one group against another. While America was created to support an idea that “all men are created equal”, this has not been a social experience practiced by all men and all women. This chapter examines some of the issues that continue to support the stereotypes of racial differences juxtaposed to our cultural similarities.
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Velasquez, Tanya Grace. "From Model Minority to “Angry Asian Man”." In Modern Societal Impacts of the Model Minority Stereotype. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7467-7.ch004.
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In various social media formats, Asian Americans have posted angry and creative reactions to cyber racism. This chapter discusses the benefits of using social media discourse analysis to teach students about the modern societal impact of the model minority stereotype and Asian Americans who resist online. Methods and theories that support this interdisciplinary approach include racial identity development theory, racial formations, critical race theory, feminist perspectives, and culturally relevant pedagogy. As a result, students learn to deconstruct cultural productions that shape the sociopolitical meanings of Asian American identity while critically reflecting on their own experiences with the stereotype. The work discussed in this chapter is based on participatory action research principles to develop critical media literacy, foster counter-hegemonic stories, and promote social change that expands our knowledge, institutional support, and compassion for the divergent experiences of Asian Americans, particularly in college settings.
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Guevarra, Rudy P. "“Latino Threat in the 808?”." In Beyond Ethnicity. University of Hawai'i Press, 2018. http://dx.doi.org/10.21313/hawaii/9780824869885.003.0010.
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This chapter examines the Latino population of Hawaiʻi, one of the oldest yet least explored settler groups to migrate to the islands. I begin by examining what I call the “Tam incident,” in which Local Chinese Hawai‘i councilman Rod Tam referred to Mexican workers in Hawai‘i as “wetbacks.” This incident reveals both the understudied history of Latinos in Hawai‘i as well as current racist stereotypes of Latinos on the islands, which I contend both illustrates the influence of continental U.S. racial thinking, as well as the limits of the “aloha spirit.” Utilizing Leo Chavez’s “Latino Threat” narrative, I demonstrate how Mexicans become racialized in Hawaiʻi and what this signifies within the larger narrative of citizenship and belonging in “the Aloha State.” Their racialization highlights the forms of marginalization, stereotypes, labor oppression, shifting hierarchies and social exclusion faced by Latinos in Hawai‘i. I argue that race, not ethnicity highlights structural and institutional processes that continue to reinforce the idea that Latinos do not exist in the islands, are newcomers, and take people’s jobs, rather than see them as one of the oldest settler communities that has contributed significantly to the economic, social and cultural fabric of Hawaiʻi.
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Keels, Micere. "The Impossibility of a Color-Blind Identity." In Campus Counterspaces. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746888.003.0003.
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This chapter lays out the argument for shifting social identities from the margin to the center of how universities engage with students from historically marginalized groups. It does this by showing that even when minority students intentionally attempt to “move beyond” their social identities and embody a humanist identity, they are regularly tripped up by how they are identified by others, and by the psychic energy they must expend to deny, to themselves, their experiences of prejudice. To some extent, simple demographics predestine particular American racial-ethnic groups to be minorities on college campuses, but the marginalization that Black and Latinx students experience is an institutionally constructed phenomenon. To be minoritized is to be a member of a group that is both less in number and has less power and more stigma than other groups. And it is the combination of being both in the demographic minority and negatively stereotyped—having to interact with peers and professors who hold racialized stereotypes about academic potential—that leads Black and Latinx students in historically White colleges and universities to experience marginalization in ways that implicate both their racial-ethnic and academic identities.
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Sacks, Tina K. "The Black Middle Class in White Space." In Invisible Visits. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190840204.003.0002.
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This chapter describes and analyzes the Black middle class in the United States with a particular focus on how this group fares in healthcare settings. The author defines the term “Black middle class,” including data on the group’s economic well-being. The chapter argues that American healthcare institutions are best characterized as predominantly White institutions in which Black people are vulnerable to stereotyping and structural discrimination. The author describes the concept of stereotype threat and health-related stereotype threat, applies it to the study of health disparities among the Black middle class, and emphasizes implications for Black women. The chapter also presents empirical research on how racial stereotyping, allostatic load, and stress negatively affect Black people’s health.
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Lloyd, David. "Race under Representation." In Under Representation. Fordham University Press, 2018. http://dx.doi.org/10.5422/fordham/9780823282388.003.0004.
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Working from the aesthetic thought of Kant and Schiller, “Race under Representation” elaborates how metonymy and metaphor function in the formation of the stereotype. Racialization works through the organizing tropes of representation and those tropes embody an order of representation, framing a civilizational narrative for which inclusion always functions simultaneously as excision. The metaphorical place of whiteness, or the “Subject without properties,” is constitutively barred to the racialized subject, as the work of Tayeb Salih and Frantz Fanon illustrates. Inclusion always requires the effective but impossible erasure of race even as it repeatedly constitutes racial positions. The chapter critiques the notion of “under-representation” in its demographic usage, arguing that the goal of inclusion consolidates institutional claims to universality and reaffirms the violence of the racial regime of representation that relegates racial others to the exteriority of race “under representation.”