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1
Mootoo, Alexis Nicole. "Structural Racism: Racists without Racism in Liberal Institutions within Colorblind States." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6909.
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Afro-Descendants suffer sustained discrimination and invisibility that is proliferated with policies that were once blatantly racist, but are now furtive. This study argues that structural racism is alive and well in liberal institutions such as publicly funded colleges and universities. Thus, structural racism is subtly replicated and reproduced within these institutions and by institutional agents who are Racist without Racism. This study builds on theories from Pierre Bourdieu, Frantz Fanon, Glen Loury and Eduardo Bonilla-Silva. The juxtaposition of their theoretical arguments provides a deeper insight into how structural racism becomes a de facto reflexive phenomenon in liberal and progressive institutions such as universities, which are heralded as the epitome of racism-free spaces in colorblind states.
Inspired by Lieberman’s nested mixed methods approach, the study examines Afro-Descendants’ sustained discrimination and invisibility in publicly funded universities in New York City and the city of São Paulo. The success of race-based affirmative action is examined quantitatively in New York City and São Paulo. Semi-structured interviews are conducted with Afro-Descendant professors, students and administrators in New York City and São Paulo’s publicly funded liberal university systems. These interviews are conducted to (1) understand the respondents’ experiences in their respective liberal spaces as racial minorities; and (2) determine whether they have benefited or been harmed by a public policy designed to ameliorate their inferior positions. Overall, findings from this study suggest that structural racism exists and persists in New York City and São Paulo. Moreover, Afro-Descendant participants in both cities acknowledge and experience structural racism within their respective liberal university systems.
2
Melanophy, Nichola. "Contesting racism : locating racist discourse through discourses on racism in an Irish working class neighbourhood." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7757.
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This is a study of the politics of identity in a working class setting in Galway on Ireland's west coast. It is based on twenty one months of fieldwork using ethnographic research techniques, and several years of library based research. Both of these aspects of research are integral to the analysis, which is centred around the argument that "racism‟ relies on discourse on "racism‟ for its ontological status (an issue which "anti-racism‟ must begin to engage with if it is to be more effective). Particularly since the 1950s when "racism‟ lost its scientific grounding, this study argues that academia has become just another player in this game of ideological construction (an issue which it must engage if it is to be more useful to "antiracism‟). Two equations sum up the contemporary dominant academic discourse on "racism‟: "racism = racialisation/ethnicisation + exclusion/denigration‟; and "racism = power (the power to exclude/denigrate) + prejudice (prejudice based on racialised/ethnicised identity)‟. According to these equations, the dominant discourse (made up of a complex combination of state and non-state discourse) on "ethnic‟ and "national‟ identity produced in Ballybane, Galway, and Ireland constructs three "racialised‟/"ethnicised‟ "communities‟ - the Traveller "community‟, the Immigrant "community‟ and the Settled Irish "community‟. Such identity construction involves "self-racialisation‟/"self-ethnicisation‟ as well as "racialisation‟/"ethnicisation‟ by the other. Indeed, Ireland is witnessing a growth in the field of "ethno-politics‟, where "community development‟ is now a political buzz word, state resources are often distributed according to "community‟ need and entitlement, and recognition of, and recourse for, "racist‟ victimhood via "anti-racism‟ often necessitates self-identity in "racialist‟/"ethnicist‟ terms. Once constructed in "racialist‟/"ethnicist‟ terms, the potential is, arguably, ever present for any of these "communities‟ to fall victim to "racism‟ as defined by dominant academic discourse on "racism‟. Indeed, in terms of such discourse the Traveller "community‟ and the Immigrant "community‟ in Ireland are victims of endemic popular and state "racism‟. A glitch appears in this picture, however, when one re-situates the evidence from academic discourse on "racism‟ to state discourse on "racism‟ (which essentially excludes any conceptualisation of "state racism‟) and popular discourse on "racism‟ (which, in line with traditional scientific "racist‟ doctrine sees "racism‟ as something white people intentionally do to black people). Therein is revealed the biggest problem facing "anti-racism‟ today – fighting a demon that eludes any clear understanding of its form let alone its causes.
3
Hilling, Alexis Paige. "Racism and the "Least Racist [Leader]:" An Exploration of Donald J. Trump’s Racial Dialect." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626520502963276.
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Wheeler, Jenny, and n/a. "An Australian experience of modern racism: the nature, expression and measurement of racial prejudice, discrimination and stereotypes." University of Canberra. Human & Biomedical Sciences, 2001. http://erl.canberra.edu.au./public/adt-AUC20060427.134111.
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This thesis aimed to investigate the changing nature, expression and
measurement of contemporary racist attitudes, discriminatory behaviours and racial
stereotypes in an Australian context. The first principal aim of this thesis was to
further establish the psychometric properties of the Symbolic Racism Extended Scale
(Fraser & Islam, 1997b). Study 1 revealed good psychometric properties for the
Symbolic Racism Extended Scale as a measure of symbolic (modern) racist attitudes
in Australian populations. The study also found support for incorporating modern
racism items within a 'social issues' questionnaire format to reduce reactivity
concerns associated with self-report measures.
The second principal aim of this thesis (Studies 2 and 3) was to explore the
nature, prevalence and potential sources of contemporary racist attitudes, and
associated discriminatory behaviours, in an Australian context. Study 2 detected a
sizeable proportion of modern racist attitudes in both the University and ACT
Secondary College student samples. The nature of modern racist attitudes in the
population samples maintained clear consistencies with key tenets of contemporary
theories of racial prejudice. Overall the study provided further empirical evidence of
the nature, tenets and potential socio-demographic sources of modern racist attitudes
in Australian populations.
Study 3 explored modern racists' discriminatory behaviours in conditions of
low racial salience. In an employment-hiring task, high and low prejudiced
participants (university undergraduates) revealed significantly different employment
hiring preferences for an Aboriginal applicant. In providing Australian empirical
evidence of modern racists' discriminatory behaviours, the study also discussed
methodological implications for future Australian research investigating the
discriminatory behaviours of modern racists.
The third principal aim of this thesis was to provide further analysis of the
measurement of contemporary racist attitudes, specifically to examine concerns
pertaining to the measurement of racial attitudes through implicit techniques. Implicit
free-response measurement of Australian racial stereotypes in Study 4 revealed that
high and low prejudiced participants (as measured by the SR-E) were equally
knowledgable of the cultural stereotypes of Aboriginals, Asians and immigrants.
Cultural knowledge of the implicit stereotypes was found to be predominantly
independent of prejudicial beliefs, lending support to concerns (Devine, 1989; Devine
& Elliot, 1995) that implicit measures of racial prejudice may actually be measuring
an individual's cultural knowledge of the primed racial group, rather than his or her
prejudicial beliefs.
The fourth principal aim of this thesis was to investigate the content of
Australian racial stereotypes. Study 4 revealed the implicit content of the cultural
stereotypes of Aborigines, Asians and immigrants to be predominantly negative in
nature. In response to the predominantly negative content of the Aboriginal cultural
stereotype, Study 5 investigated whether the recategorising of ingroup boundaries and
disconfirming information, relating to Aboriginal Australians, observed in the recent
Sydney Olympic Games would result in changes to the content of the cultural
stereotype. The study found significant decreases and increases in the negative and
positive traits respectively reported as being part of the cultural stereotype of
Aborigines, two weeks following the Sydney Olympic Games.
Together, the five studies contributed to empirical research on the changing
nature, expression and measurement of contemporary racist attitudes, discriminatory
behaviours and racial stereotypes in Australian populations. A number of theoretical
and practical implications of the present findings for Australian prejudice research are
addressed and discussed. Furthermore, a number of practical recommendations for
future research are identified to further investigate the modern nature of racist attitudes in Australian populations.
5
Funnell, Corinne. "Racism by stealth : the construction of racist hate crimes." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/54045/.
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This thesis presents the findings of an ethnographic study of the social worlds of racist hate crime victims and their caseworkers. The fieldwork involved participant observation and 25 interviews with victims and caseworkers at a charity that supports victims of racist hate crime, based in an ethnically diverse UK city. The aim of the research was to explore victims’ perceptions and experiences of racist hate crime in light of the victim-centred definition of ‘hate crime’ adopted by the criminal justice system in England and Wales. This research contributes to a gap in our understanding of who is victimized and how, with what impact, and why they believe they have been victims of racist hate crime. The literature review sets the foundations for the thesis, arguing that empirical research is required to understand victims’ perceptions of racist hate crimes at the micro-level and the process of victimization as it extends to claiming and negotiating hate crime victim status with, for example, police officers. The analysis and findings build on the idea of racist hate crime as a process and shows how people become victims and how hate crimes are interactional accomplishments. Whilst making the case for the use of embodied ethnography for research into hate crime, the thesis addresses a range of complex ethical and epistemological issues – from cross-cultural research to researcher safety. The research also addresses gaps in knowledge, including the significance and operation of the Stephen Lawrence definition of hate crime. It adds granularity to our understanding of who is victimized and how, including less blatant forms of victimisation – racism by stealth. The thesis thereby contributes to our understanding of the ways in which racism is encoded in victims’ lives and how they perceive risk and suffer harm.
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Machado, Lúcia Helena de Assis. "Professores negros, experiências de discriminação, de racismo e pedagogias anti-racistas." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/2569.
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Previous issue date: 2010-05-07<br>The presente work has a objective the a analysis by the memory and telling of personal and professional experiences of discriminations and racism lived by eight black teachers, for through them to understand the position accepted by the same teachers up against the racial question, or in the school circle or out of it. It also analizes how the discriminatitory experiences contribute in bigger or smaller grade for these teachers build anti-racism strategies or educations with the object to finish with the racial discrimination and prejudice. The position of the teachers varied between a combative position of fight, silence, refuse, face in the personal circle till the build of strategies, even if in the individual fighter field of discrimination.<br>O presente trabalho tem como objetivo a análise, por meio da memória e narrativa das experiências pessoais e profissionais de discriminação e racismo vividos por sete professoras e um professor negro, para através delas entender o posicionamento assumido pelos mesmos diante da questão racial, seja no ambiente escolar ou fora dele. Analisa-se também de que maneira as experiências discriminatórias contribuem em maior ou menor grau para que esses professores construam estratégias ou pedagogias anti-racistas com o objetivo de acabar com a discriminação e o preconceito racial. O posicionamento das professoras e do professor oscilou entre uma postura combativa de luta, de silenciamento, de negação, de enfrentamento na esfera pessoal até a construção de estratégias, mesmo que no campo individual de combate a discriminação.
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Mateyka, Peter J. "Symbolic Racism 1986-2000: How and Why Racial Prejudice is Changing." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33184.
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Recent racial attitude research has focused on whites' increasing support for the principles of racial equality and lack of support for programs meant to bring about racial equality. As one explanation for this gap some researchers have hypothesized that a new form of symbolic racism with origins in early-learned feelings of individualism and antiblack affect is taking the place of traditional prejudice. According to symbolic racism theory, whites oppose programs such as affirmative action out of moral resentment toward blacks for not living up to traditional protestant values. However, longitudinal studies of racial attitudes continue to focus on whites increased support for the principles of equality. No study has focused on symbolic racism over time. Using data from the American National Election Studies I analyze symbolic racism among whites from the years 1986-2000 by decomposing the time trend into its attitudinal change and cohort replacement components. Results of the analyses support the view that symbolic racism is not decreasing, and has actually increased slightly since 1986. Results of the analysis do not support the view that symbolic racism has origins in early-learned feelings such as antiblack affect. In fact, the effect of antiblack affect on symbolic racism is decreasing over time as symbolic racism is increasing. Based on this finding, an alternative conceptualization of symbolic racism that places the origins of racial prejudice in competition between groups for status and not in feelings and emotions is offered.<br>Master of Science
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Ramamurthy, Anandi. "Representations of colonial and imperialist ideologies through the images of African and Asian people in British advertising 1880-1960." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298255.
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Weaver, Simon John. "Humour, rhetoric and racism : a sociological critique of racist humour." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/51e45dac-cd8d-448f-840a-506d4d9f9953.
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This thesis is a sociological examination of racist humour that uses a) linguistic models of humour to highlight how the mechanisms of humour work rhetorically, and b) the sociological theories of Zygmunt Bauman on the characteristics of order-building discourse in modernity and postmodernity. These ideas are applied to four specific modes or case studies of racist humour to show how it impacts on modem and postmodern discourse. In my first case study, embodied racist humour, a derivative of biological racism, is identified as a racism primarily aimed at black people in the US context, by expressing racist dichotomies and images of the removal of the black `other'. Second, culturally racist humour is shown to have a similar impact on racism aimed at British Asians. Third, the humour of black and Asian comics is examined as a key site of resistance to embodied and cultural racism, but one that is fraught with problems associated with the rearticulation of racism. Lastly, in the postmodern period, liquid racism is highlighted as an increasingly confused and diluted type. Throughout the thesis, racist humour is shown to have a series of interconnected roles in supporting the meaning systems of racism. Overall, the thesis provides a means of analysing racist humour, and in so doing moves sociological humour studies beyond accounts that fail to negotiate the particular semantic frame and functions of racist humour.
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Tarazona, La Torre José Oscar. "Percepción Racial en niños de educación primaria de instituciones públicas y privadas de Lima Metropolitana." Bachelor's thesis, Universidad Ricardo Palma, 2016. http://cybertesis.urp.edu.pe/handle/urp/711.
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La percepción racial, definida como la forma en que una persona interpreta a otra de una diferente etnia racial, nos ayuda a entender el aprendizaje sobre las diferentes razas que los niños tienen a corta edad y saber si sobre ésta predominan aspectos positivos o negativos en su expresión. Los participantes (n= 65; 33 mujeres y 32 hombres), de edades entre 6 y 7 años, de primer grado de primaria de dos centros educativos diferentes (estatal y particular), fueron expuestos a la presencia de dos muñecos de diferente etnia racial (raza blanca y raza negra) y a preguntas para poder determinar sus preferencias sobre estos. Resultados obtenidos reflejan que hay una alta preferencia de los participantes hacia el muñeco de raza blanca, además de una alta identificación con su color a pesar de los participantes ser de raza mestiza, además hay tendencia de atribuir al muñeco de raza negra aspectos negativos. La percepción de los participantes hacia el muñeco negro corresponde el ser feo, ser malo, pobre, poco estudioso, mientras que por el blanco corresponde el ser bueno, bonito, millonario, estudioso. Por lo que se puede discutir en los resultados, es que se observa que la percepción racial a esta edad ya es inadecuada debido a la atribución negativa que se hace sobre los muñecos de raza negra, lo que puede condicionar las actitudes que se tengan sobre esta raza. The racial perception, defined as the way a person interprets another of a different racial ethnicity, helps us to understand learning about the different races that children are at a young age and whether this expression are predominantly positive or negative. Participants (n = 65; 33 women and 32 men) aged between 6 and 7 years, from first grade of two different schools (public and private), were exposed to the presence of two dolls of different racial ethnicity (white and black) and questioned to determine their preference over them. Results show that there is a high preference of participants to the white doll, along with a high identification with their color despite the participants being of mixed race; in addition, there is a tendency to attribute negatives concepts to the black doll. The perception of the participants on the black doll corresponds being ugly, bad, poor, little studious, while to the white doll corresponds being good, beautiful, millionaire, studious. As can be discuss in the results, it is shows that the racial perception at this age is already inadequate by negative attribution on the black dolls, which can influence the attitudes on this race.
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SANTOS, J?lio C?sar Ara?jo dos. "Outra educa??o ? poss?vel? A lei 10.639/03 na forma??o docente dos Institutos de Educa??o da Baixada Fluminense." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1449.
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Previous issue date: 2016-02-25<br>The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questioning on the training of teachers in relation to the hegemonic discourse on ethnic-racial relations in the country and practices that contributed to the consolidation of our model of exclusion. Thus, the research was compiled from the numerous difficulties of / colleagues in the early years, when required / them deal with Brazilian racial reality and the implications of these issues to propose another possible education in my work as a professional in more than twenty years in basic education. These reflections have become responsible for structuring the survey of fulcrum in shaping that process of future professionals of the early years in education institutes in the Baixada Fluminense region, with cut in the cities of Duque de Caxias and Nova Igua?u territory where the processing social and racial tensions of exclusion that has shaped our historical links with the past. From this perspective, the survey is present the actions and procedures that hinder the participation and implementation of the respective laws in the training of future professionals of education in the early grades Institutes of Education. The difficulties filed by the responsible agency of the State of Rio de Janeiro to carry out the research institutions also help to observe the possible correlation between the questioning regarding the myth of racial democracy and the state of neglect of changes in LDBEN and DCN Erer and real possibility of changes in teaching practices. These difficulties raised in the investigations, reinforced the methodological organization of working documents that gave rise to these institutes, the literature review, interviews with teachers trained in these institutions and students in an attempt to reflect and understand, therefore, on the speeches and on possible pertinence regarding the practices and effects of the constant process of cultural negotiation, which end up causing the impressions of those who suffered from the emptying of their cultural references and consequently of their ethnic and cultural identity.<br>A san??o da Lei 10.639/03 alterou a LDBEN com inclus?o do artigo 26.-A e a obriga??o pelos governos em implementar as DCN ERER refor?ou a problematiza??o sobre a forma??o dos docentes em rela??o ao discurso hegem?nico sobre as rela??es ?tnico-raciais no pa?s e as pr?ticas que contribu?ram para a consolida??o o nosso modelo de exclus?o. Dessa forma, a pesquisa foi elaborada a partir das in?meras dificuldades das/os colegas dos anos iniciais, quando obrigadas/os a lidar com a realidade racial brasileira e as implica??es desses problemas em propor uma outra educa??o poss?vel em minha atua??o enquanto profissional em mais de vinte anos na educa??o b?sica. Essas reflex?es tornaram-se respons?veis por estruturar a pesquisa com fulcro na forma??o que se processa dos futuros profissionais dos anos iniciais nos Institutos de Educa??o na regi?o da Baixada Fluminense, com recorte nas cidades de Duque de Caxias e Nova Igua?u, territ?rio onde se processam as tens?es sociais e raciais da exclus?o que moldou as nossas liga??es hist?ricas com o passado. Dessa perspectiva, a pesquisa apresenta as a??es e os procedimentos que dificultam a participa??o e a implementa??o das respectivas Leis na forma??o dos futuros profissionais da educa??o das s?ries iniciais nos Institutos de Educa??o. As dificuldades interpostas pelo ?rg?o respons?vel do Estado do Rio de Janeiro para realiza??o da pesquisa nas institui??es tamb?m ajudam observar a poss?vel correla??o entre o questionamento em rela??o ao mito da democracia racial e a neglig?ncia do estado sobre as altera??es na LDBEN e as DCN ERER e a real possibilidade de mudan?as nas pr?ticas docentes. Essas dificuldades levantadas nas investiga??es, refor?aram na configura??o metodol?gica do trabalho os documentos que deram origem aos referidos Institutos, an?lise bibliogr?fica, entrevistas com os docentes formados nessas institui??es e discente na tentativa de refletir e compreender, por conseguinte, sobre os discursos e a sobre poss?veis pertin?ncias em rela??o as pr?ticas e aos efeitos dos processos constantes de negocia??o cultural, que acabam acarretando as impress?es de quem sofreu com o esvaziamento de seus referenciais culturais e, consequentemente, da sua identidade ?tnico-cultural.
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Frazer, Edorah. "Unlearning Racism:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.
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Racism damages all of us. It degrades the lives of some, it diminishes the integrity of others, and it saps our resources and threatens our peace as a nation. Racism in the United States takes place on multiple levels: within and between individuals, in our cultural milieu, and in our social institutions. In this dissertation, I describe ways in which I have both encountered and perpetrated racism personally and professionally as an educator. I then explore ways in which racism can be unlearned by individuals and dismantled institutionally, particularly in the arena of education, so that our nation can be liberated from this most crippling disease. As a European American woman raised in affluence, my story is about unearned privilege on several levels, and my research asks the question of what I can responsibly do about that. However, my upbringing and the ongoing influences of mainstream America ask very different questions about dominant status; namely, what can one do with it? And how can one get more? This tension between power and responsibility forms the context for an examination of privilege in this scholarly personal narrative about unlearning racism.
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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.<br>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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Nishimuta, Yumiko. "Coping with racism : Japanese students' experiences of racist encounters in Britain." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404525.
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Cremer, Douglas J. "Toward an Anti-Racist Theology: American Racism and Catholic Social Thought." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/924.
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In the writings of the Vatican, the United States and Latin American bishops, and various theologians since the 1950s, Catholic social thought has generally failed to understand the pernicious depth of the system of racial classification, discrimination, and violence in the Americas. Catholic social thought still sees racism as based on the pre-existing, valid category of "race," requiring individual conversion and social effort. What is required instead is seeing the very concept of " race" as what must be rejected as the product of a racist ideology of politico-economic oppression and developing an anti-racist theological response that overcomes and eliminates this deadly ideology. It involves a re-imagining of the Imago Dei as the image of Jesus on the cross, of Mary and the women at the foot of the cross, as a direct confrontation with the principalities and powers that are invested in racist ideology, where the human and divine are connected through the cross and affirmed in the resurrection. It invokes a re-imagining of Laudato Si' as an anti-racist teaching, using many of the same ideas Pope Francis uses for his integral ecology to overcome the racist ideology that is inextricably tied up with modern capitalism and environmental despoliation.
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Gibb, Robert Alexander. "The politics of a republican anti-racism in contemporary France : an ethnographic study of the anti-racist association SOS-Racisme." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23014.
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Through a detailed study of the anti-racist association SOS-Racisme, this thesis examines the relationship between party politics, anti-racism and republicanism in contemporary France. It is based on fieldwork conducted in Paris over an eighteen-month period (1993-1994), involving long-term participant observation, semi-structured interviewing and archival research. Two principal themes are explored: (1) how republican ideologies and institutions have played a crucial part in determining both the form and content of SOS-Racisme's opposition to racism; and (2) how the collective identity of the association itself, as a part of a broader anti-racist movement and in relation to the political process, has been (re-)negotiated over time by its members, at both a local and a national level. It is argued that SOS-Racisme's use of a 'republican' concept of integration and its relationship to the sphere of party politics remain problematic and the implications of this for the future efficacy of its action are discussed.
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Lee, Jae Hyun. "Asian American perceived racism acculturation, racial identity, social context, and sociopolitical awareness as predictors of Asian American perceived racism /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08062007-145632/.
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Thesis (M.A.)--Georgia State University, 2007.<br>Title from file title page. Roderick J. Watts, committee chair; Gabriel P. Kuperminc, Julia L. Perilla, committee members. Electronic text (124 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 3, 2008. Includes bibliographical references (p. 95-102).
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Lee, Jae Hyun (Julia). "Asian American Perceived Racism: Acculturation, Racial Identity, Social Context, and Sociopolitical Awareness as Predictors of Asian American Perceived Racism." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/40.
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Asian Americans are believed to be immune to social barriers and challenges, because of their successes in the U.S. society. This belief, also known as the model minority myth, has caused Americans including Asian Americans themselves to believe that they are not faced with social challenges such as racism. The goal of this study was to examine the relationship among acculturation, racial identity, social context and sociopolitical awareness. Series of multiple regressions were conducted to examine the predictive model. The findings suggested three plausible models of perceived racism among Asian Americans. First two models suggested that racism should be distinguished from stereotypes. Third possible model suggested that racial identity and social context may mediate the relationship between assimilation and perceived racism. The study’s psychological and societal implications are discussed.
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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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Previous issue date: 2016-02-04<br>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<br>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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Shohfi, Kyle Daniel. "Racial, not rational : economic threat, symbolic racism, and affirmative action." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104568.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Political Science, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 51-54).<br>For decades, scholars have debated the determinants of whites' attitudes about racialized policies such as welfare, busing, and affirmative action. While some have argued that whites formulate their positions rationally according to perceived economic threat, others have asserted that such policy attitudes are the function of one's level of symbolic racism, with little to no influence from economic considerations. Using data from the 2012 Cooperative Congressional Elections Study and demographic data, I assess the effects of actual economic competition and an individual's other attitudes on white opposition to affirmative action. Furthermore, in order to identify the levels, if any, through which the economic threat mechanism operates, this paper measures economic threat in several different ways: at both the level of the individual and the level of whites as a group, and each of these at both the zip code and county levels. I find strong support for the symbolic racism theory of policy attitude formation, as respondent attitudes are driven mostly by racial affect, ideology, and party identification. No matter the level at which economic threat is measured, objective economic conditions do not seem to influence one's attitudes about affirmative action.<br>by Kyle Daniel Shohfi.<br>S.M.
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Facemire, Vanessa Caitlynn Facemire. "Understanding the Insidious Trauma of Racism: An Exploration of the Impact of Racial Socialization, Gender, and Type of Racist Experiences." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1525285448114384.
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Jepson, Peter Arthur. "Tackling militant racism." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1382239/.
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I start by first considering the obligations of local authorities to tackle racism. I do this by exploring the legal responsibilities of a local authority, to promote equality of opportunity and by looking at what steps can be taken - considering the civil and criminal legal options available. To pursue the theme of tackling militant racism further, in Chapter three I provide an analysis of racist speech and literature. This involves analysing certain racist materials to see if they could possibly provide grounds for criminal prosecution under British criminal laws. This emphasis on racist literature and material derives from a perception that such material can be potentially damaging in a multi-cultural society, since it can help raise racial tensions between citizens, though it is important to recognise that there is no irrevocable proof that racist literature and materials are directly responsible for racist crime. As I discussed earlier when referring to material from Hounslow, and with regards to "Searchlight material", there does exist some anecdotal evidence that shows that in areas where there is a high incidence of racist material being distributed - racial crime is often on the increase. Chapters four and five are key chapters within my thesis. In Chapter four I outline two key proposals for legislative change, considering the practicalities and problems associated with making it an offence to stir up racial discrimination and/or hatred through the use of 'racially offensive' words. In Chapter five I develop this further, by refining the proposals and giving consideration to determining if, as amended, they are compatible with the (European) 'Convention on Human Rights'. 9-5 Having established my arguments for legislative change, I continue with Chapter six in which I look for a philosophical basis for the changes I propose - with consideration given to jurisprudential elements deriving from the works of John Stuart Mill, Jean-Jacques Rousseau and John Rawls. In Chapter seven I look at the Crime & Disorder Act 1998 and a new approach to tackling racist crime which enables courts to pursue a harsher sentencing policy where it is determined that there exists evidence of racial motivation or hostility. Chapter eight provides my concluding comment upon this research.
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Watkin, Lalage. "Racism and psychosis." Thesis, Open University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390557.
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Crabtree, Michael F. "Strategies against racism." Thesis, Aston University, 1988. http://publications.aston.ac.uk/10833/.
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The thesis compares two contrasting strategies employed with the aim of combating particular forms of racism within contemporary Britain. Both are assessed as political strategies in their own right and placed within the broader context of reformist and revolutionary political traditions. The sociology of social movements is examined critically, as are Marxist and post-Marxist writings on the role of human agency within social structures and on the nature of social movements. The history of the Anti Nazi League (ANL) in the late 1970s and its opposition to the National Front is considered as an example of anti-racist social movement based on the Trotskyist model of the United Front. The degree to which the Anti Nazi League corresponded to such a model is analysed as are the potential broader applications for such a strategy. The strategy with which the ANL is compared is the development of anti-racist and equal opportunities policies within local government in the 1980s, primarily by Labour-controlled local authorities. The theory of the local state and the political phenomenon of municipal socialism are discussed, specifically the role of various groups operating in and around local authorities in the formation and implementation of anti-racist policy and practice. Following this general discussion, two case studies in each of the areas of local authority housing, education and employment are explored to consider in depth the problems of specific anti-racist policies. In summation the efficacy of the two strategies are considered as parts of wider political currents in tandem with their declared specific objectives.
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Fernández, Guerra Carrillo Fabiola. "Campañas sobre racismo: análisis de la campaña racismo en México." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/405994.
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En aquesta investigació es reflexiona sobre la relació entre la comunicació social i el racisme a Mèxic; específicament sobre l’efectivitat de les campanyes sobre racisme i les possibles metodologies d'anàlisi i de redisseny. En aquest sentit, s’explora la Campanya Racisme a Mèxic de 2011 i un dels seus productes comunicacionals, el Viral Racisme a Mèxic, un vídeo en el qual s’ha replicat l'experiment de les nines fetes pels Clark al 1939, a les escoles segregades i integrades dels EUA.
Aquest Viral, té més de 6 milions de visites a Youtube i 10 mil comentaris en aquesta xarxa social. Aquest document, analitza els comentaris fets sobre el Viral durant el seu primer any a Youtube; i com a conclusions principals destaquem: saber quines varen ésser les línies de debat al voltant del Viral, profunditzant en els perquès, i en la relació que aquests tenen respecte als debats acadèmics sobre el racisme a Mèxic i a Llatinoamèrica; i d'altra banda, identificar les motivacions (insights), des de la publicitat social, que permetin generar missatges socials més assertius en les campanyes sobre el racisme.<br>En esta investigación se reflexiona sobre la relación entre la comunicación social y el racismo en México; específicamente sobre la efectividad de las campañas sobre racismo, y las posibles metodologías para su análisis y rediseño. En este sentido, se estudia la Campaña Racismo en México de 2011, y su pieza comunicacional, el Viral Racismo en México, video en el que se replica el Experimento de los Muñecos realizado por los Clark en 1939 en las escuelas segregadas e integradas en EUA.
Este Viral, cuenta con más de 6 millones de visitas en Youtube y con 10 mil comentarios en esta red social. En este trabajo, se analizan los comentarios hechos sobre el Viral durante su primer año en Youtube; y entre sus principales hallazgos, se destacan: el conocer cuáles fueron los ejes de debate en torno al Viral, profundizando en su porqué, y en la relación que éstos tienen con respecto a la discusión académica sobre el racismo en México y en América Latina; y por otro lado, el identificar las motivaciones (insights), en términos de publicidad social, que permitan generar mensajes sociales más asertivos en las campañas sobre racismo.<br>In this research we are reflecting on the relationship among the social communication and racism in Mexico; in specific about the efficiency of the campaigns about racism, the possible methodologies for its analysis and re-design. For that matter, we are studying the Racism Campaign in Mexico of the year 2011, and its communicational segment, the Viral Racism in Mexico, which is a video that replicates the Experiment of the Dolls in Mexico made by the Clark in 1939 in the segregated and integrated schools of the United States of America.
This Viral has more than 6 million visits in YouTube and with 10 thousand comments in this social network. In this work the comments made about the Viral during its first year in YouTube are analyzed; and among its main discoveries, the outstanding ones are: to know which were the debate axis surrounding the Viral, further evaluating the reason why, and the relation that they have with regard to the academic discussion about racism in Mexico and in Latin America; In the other hand, to identify the insights in terms of the social advertising, which allows us to generate more assertive social messages within the racism campaigns.
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Smith, Timothy B. "Modern Racism: A Cross-Cultural View of Racial and Ethnic Attitudes." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6051.
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The study and measurement of attitudes toward racial and ethnic groups are important parts of the field of cross-cultural psychology. The present study examined a theory of racial attitudes, that of symbolic racism, and several demographic variables. The sample population consisted of 575 Caucasians and 122 Far-East Asian college students. Results indicated that Symbolic Racism is a unique theoretical construct, that Caucasian students were less racially biased than their Asian peers, and that group differences in racial attitudes existed across religious affiliation, number of reported interracial friendships, and gender.
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Petean, Antonio Carlos Lopes. "O racismo como questão epistemológica : uma interpretação do discurso religioso evolucionista da Igreja Universal do Reino de Deus /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/106250.
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Orientador: Dagoberto José Fonseca<br>Banca: Renata Medeiros Paoliello<br>Banca: Ivan Aparecido Manoel<br>Banca: Afonso Maria Ligorio Soares<br>Banca: Vagner Gonçalves da Silva<br>Resumo: O racismo é um fenômeno que está presente nas relações sociais e acompanhou a modernidade. Ele moldou as relações entre grupos humanos durante a expansão marítima comercial européia, acompanhou o desenvolvimento do capitalismo, da industrialização e urbanização. Pode-se dizer que o racismo e suas manifestações de xenofobismo, segregação, e discriminação foram responsáveis por inúmeros massacres, genocídios e etnocídios. Mas se estas práticas estiveram quase sempre presentes no relacionamento entre grupos humanos, cabe dizer que o racismo é transnacional e no Brasil ele se apresentou como política pública do Estado imperial republicano. A política do branqueamento praticada no Brasil durante boa parte de sua história baseava-se no racismo científico, no darwinismo social e na ideologia do progresso. A presente pesquisa tem por objetivo identificar a renovação do racismo e da política de branqueamento. A hipótese dessa pesquisa está centralizada na análise do discurso da igreja Universal do Reino de Deus. Através dos discursos desta denominação religiosa, acredita-se que se pode identificar todos os elementos indicativos de crença no progresso e no evolucionismo, caracterizando o pensamento racista<br>Abstract: Racism is a phenomenon that is present in social relations and accompanied modernity. It shaped the relations between human groups during the expansion of European maritime trade, followed the development of capitalism, industrialization and urbanization. We can say that racism and its manifestations of xenophobia, segregation and discrimination were responsible for countless massacres, genocides and ethnocides. If these practices were almost always present in relationships between human groups, it should be said that racism is transnational and in Brazil it performed as a public policy of the Imperial State Republican. The policy of "whitening" practiced in Brazil for much of its history, was based on scientific racism, social Darwinism and the ideology of progress. This research aims to identify the renewal of racism and the policy of "whitening". The hypothesis of this research is centered on discourse analysis of the "Universal Church of Kingdom of God". Through the discourses of this religious denomination, its believed to identify all elements indicative of belief in progress and in evolutionism, characterizing racist thinking<br>Doutor
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Sarzedas, Letícia Passos de Melo [UNESP]. "Criança negra e educação: um estudo etnográfico na escola." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/97703.
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sarzedas_lpm_me_assis.pdf: 946351 bytes, checksum: 6d67a25b01ffeb8750957b1d2b880fed (MD5)<br>Para se estudar as relações raciais no Brasil é imprescindível reconhecer a construção social e histórica das etnias que formaram, e formam, a nação brasileira. Ter por objetivo conhecer a visão que a escola, a família, as crianças e a própria criança negra tem em ser negra é adentrar um espaço constituído numa sociedade na qual os dizeres sobre o negro são permeados por ideologias e saberes desprovidos de uma visão histórica do problema. Atualmente, a implantação das Ações Afirmativas no Brasil despertou discussões ao redor da polêmica de se reconhecer, ou não, a condição desigual a que se vê submetido o negro brasileiro. A escola, como um espaço da vida cotidiana, está permeada por conceitos e pré-conceitos, podendo tornar-se um espaço de manutenção do racismo. Tendo por orientação teórica a Psicologia Sócio-Histórica, essa pesquisa teve por objetivo conhecer a visão que se tem da criança negra no espaço escolar. Foram realizadas observações livres registradas em um diário de campo, segundo uma metodologia etnográfica, tendo por foco uma turma de 1ª. série do Ensino Fundamental de uma escola pública da Cidade de Londrina, estado do Paraná. A pesquisa compreendeu, também, um levantamento das principais leis que respaldam o anti-racismo no Brasil tendo por foco a educação. O que se pôde verificar, a partir das observações livres, foi um discurso que culpabiliza o negro por sua condição, corroborando a idéia de mito da democracia racial, assim como a busca por atingir um ideal estético branco devido ao mesmo estar associado a um ideal de caráter e beleza...<br>To study the racial relations in Brazil is indispensable to recognize the social and historical from the ethnical constructions that were formed, and still are forming, the brazilian nation. To have as objective to know the opinion that the school, the family, the children and the afrodescending child have about being a afro-descending person is to get inside of a space constituted in a society where the words about the subject “being black” are full of ideologies and speechs without a historical vision of the problem. At present, the implementation of affirmative actions in Brazil brought discussions around the polemical subject about to recognize or not the disproportional condition that seems a afrodescending person is submitted in Brazil. The school, as a space of the routine life, is surrounded by conceptions and preconceptions, becoming this way possible the maintenance of the racism. Having as theoretical orientation the social-historical psychology, this research has as objective to know the vision that people have about the afro-brazilian infant at the school place. There were made free recorded observations in some sort of a field’s diary, following an ethnographic methodology, having as focus a 1st grade’s group of the public school’s fundamental education of Londrina, a city that belong to the state of Paraná. The research agglomerates a selection of the main laws that uphold the anti-racism in Brazil, having as focus the education. What could be verified from the free observations was a speech that blames the afro-descending person by his condition, corroborating the idea of the racial democracy myth, such as the seek to reach a white esthetic ideal due to the fact that this last one is associated to a character and beauty ideal, despite of the most recent... (Complete abstract click electronic access below)
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Clarke, Tamsin Law Faculty of Law UNSW. "Racism, pluralism and democracy in Australia : re-conceptualising racial vilification legislation." Awarded by:University of New South Wales. School of Law, 2005. http://handle.unsw.edu.au/1959.4/20530.
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Australian debates about racial vilification legislation have been dominated by mainstream American First Amendment jurisprudence and popular American notions of 'free speech' to the exclusion of alternative Europeans models. This can be seen from notions of Australian racial vilification legislation as inconsistent with 'free speech' rights as well as the influence of some of the basic assumptions of First Amendment jurisprudence on political speech cases in the Australian High Court. Despite the widespread existence of legislation that penalises racial vilification at State and Federal levels, there has been a rise in Australia over the past 10 years of divisive 'race' politics. Against that background, this thesis considers the scope and limits of racial vilification legislation in Australia. It is argued that First Amendment jurisprudence is inadequate in the Australian context, because it is heavily dependent upon economic metaphors, individualistic notions of identity and outdated theories of communication. It assumes that 'free speech' in terms of lack of government intervention is essential to 'democracy'. It ignores the content, context and effect of harmful speech, except in extreme cases, with the result that socially harmful speech is protected in the name of 'free speech'. This has narrowed the parameters within which racial vilification is understood and hindered the development of a broader discourse on the realities of racist harms, and the mechanisms necessary for their redress. The author calls for the development of an Australian jurisprudence of harmful speech. Failing an Australian Bill of Rights, that jurisprudence would be grounded upon the implied constitutional right of free political speech, informed by an awareness that modern structures of public speech favour a very limited range of speech and speakers. The jurisprudence would take advantage of the insights of Critical Race Theory into the connections between racial vilification and racist behaviour, as well as the personal and social harms of racial vilification. Finally, it is argued that the concepts of human dignity and equality, which underpin European discrimination legislation and notions of justice, provide a way forward for Australian jurisprudence in this area.
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Munoz, Brianna. "Racism in American Foreign Policy and Racial Bias in Conflict Intervention." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1971.
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The purpose of this thesis was to take a deep look into the history of race in American foreign policy in two White House administrations. The presidencies of Dwight D. Eisenhower and Bill Clinton were examined in which the influence of racism in domestic politics was demonstrated as a factor which shaped, and continues to shape, U.S. foreign policy. The research found that 1) segregation, 2) the concept of “primitiveness” formed due to the history between black and white nation-states and 3) the idea of “the other” used by the media and political elite are three manifestations of the consideration of race in Eisenhower’s foreign policy, particularly with respect to Ethiopia. The research also found that 1) American discomfort with white suffering, 2) the normalization of violence in black countries and usage of the term “tribalism,” and 3) the significance of ethno-racial identity all demonstrate the role of race in Clinton’s foreign policy which resulted in the disproportionate political prioritization of the Western Balkans over Rwanda.
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Driggers, Dyann Maureen. "White adolescent racism: An integrative assessment including white racial identity theories." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1949.
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Lewis, Carlton Deshawn. "Racial Identity, Skin Tone, and Intragroup Racism among African American Males." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6348.
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Abstract
Skin tone of an African American is a key primer for prejudicial attitudes among Whites,
with darker skin tones eliciting more negative reactions. No previous studies have
examined this phenomenon with African Americans as the evaluators. Social identity and
social categorization theories, and Cross' theory of nigrescence, provided theoretical
frameworks for this study. It was proposed that male African American observers'
evaluations of another African American male may depend not only on the skin tone of
the target (job candidate) and the quality of his credentials, but also on the observer's
own skin tone and stage of racial identity. Using Harrison and Thomas' methodology
with White observers, 136 self-identified African American males were randomly
assigned to 1 of 3 conditions that varied skin tone (light, medium, dark) of the male
shown in a photo and the quality of the resume (lower, higher) presented with that job
candidate. In addition, each participant was assessed for stage of racial identity and self
reported skin tone. After viewing the photo and resume, participants evaluated the job
candidate on hireability, trustworthiness, expertise, and attractiveness. There were no
statistically significant findings. Outcomes suggested possible problems with the
experimental materials that had been used previously with White observers. Further,
there were problems with gaining adequate sample sizes for the person variables,
suggesting a need for larger samples for future research. Despite the nonsignificant
statistical findings, intraracial discrimination continues to be an important area for future
study. Indeed, understanding intraracial social judgments related to skin tone among
African Americans has as much social significance as understanding evaluations of
African Americans by Whites and others.
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Martin, Peter. ""I hope I'm not a racist". The investigation of everyday racism using surveys." Thesis, City University London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520666.
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Santos, Marcio Henrique Casimiro Lopes Silva. "Crime de racismo ou injuria qualificada? = tipificações e representações das ocorrencias de praticas racistas entre os delegados de policia de Campinas." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/278843.
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Previous issue date: 2009<br>Resumo: A partir das dificuldades observadas entre os agentes jurídicos quanto a prerrogativa legal que possuem de qualificar as ocorrências policiais de práticas racistas em crime de racismo ou de injúria qualificada, buscou-se compreender os usos e sentidos atribuídos à legislação antirracismo, assim como as próprias concepções dos agentes sobre o tema. Entre aqueles agentes, os delegados de polícia da cidade de Campinas foram escolhidos para entrevistas pessoais nos distritos onde atuavam. Com as entrevistas, procurou-se trilhar os caminhos do tratamento jurídico destinado às discriminações racistas, tornando possível observar como operam alguns padrões de valor cultural ante àquela prerrogativa. Pôde-se observar como esta prática não se restringia àquela prerrogativa e nem à esfera das relações jurídicas, mas fazia parte de um contexto institucional maior, revelando-se como uma das faces de um racismo institucionalizado e que possuía implicações significativas sobre o exercício efetivo da cidadania plena. Tomou forma, assim, uma situação de subordinação social na qual o quadro normativo da sociedade não oferecia o suporte necessário à participação paritária na vida social, constituindo-se as práticas jurídicas como um importante mecanismo de reprodução das desigualdades sociais<br>Abstract: From the difficulties between the legal staff on legal prerogative to qualify the police occurrence of racist practices in crime of racism or qualified injury, sought to understand the uses and meanings attributed to the anti-racism law and the own conceptions of the officers on the subject. Among those officials, delegates of police of the city of Campinas were selected for personal interviews in the districts where they work. In the interviews, we tried to walk the ways of the legal treatment aimed at racial discrimination, making it possible to observe how some patterns of cultural value operates against that prerogative. It was noted how this practice is not restricted to that prerogative or to the sphere of legal relations, but was part of a larger institutional context, revealing itself as one of the faces of an institutionalized racism and that had significant implications on the effective exercise of full citizenship. Thus, took shape a situation of social subordination in which the normative framework of society did not offer the support necessary to participate as peers in social life, becoming legal practices as an important mechanism of reproduction of social inequalities<br>Mestrado<br>Pensamento Social<br>Mestre em Sociologia
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Moran, Anthony F. "Modernity, racism and subjectivity /." Connect to thesis, 1995. http://eprints.unimelb.edu.au/archive/00001238.
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Hall, Bryan T. "Characteristics of Aversive Racism." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/33/.
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Rocha, Carmem Silvia Moretzsohn. "Classificação étnico-racial e ações afirmativas no contexto do vestibular." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=2546.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Os conceitos de raça e etnia são basilares para a antropologia desde o seu surgimento como área do conhecimento humano e, ainda hoje, são fundamentais para diversos debates nas esferas política, social e das ciências humanas em geral. No pensamento social brasileiro muitos foram os autores de diversas áreas a se debruçarem sobre a questão racial. A instituição do sistema de cotas para o ingresso em universidades acalorou e expandiu o debate tanto no senso comum como na academia e nos meios de comunicação em geral. Essa pesquisa partiu da intenção de investigar a relação entre as ações afirmativas e as identidades de cor/raça. Como metodologia, utilizamos os recursos tanto dos instrumentos quantitativos como qualitativos. Nosso foco foram estudantes do cursinho pré-vestibular Grupo Perspectiva Integral (GPI). Buscamos acessar o ponto de vista dos vestibulandos, seus significados e associações acerca de suas identidades étnico-raciais, opiniões e sentimentos sobre a questão racial no Brasil e, em especial referente às ações afirmativas no contexto da educação e investigar a relação entre quem sou eu e qual é a minha cor/raça no universo proposto. Para tanto, foram aplicados cento e vinte e um questionários e realizadas doze entrevistas. A intenção não era estabelecer uma relação direta e causal entre as ações afirmativas e as identidades de cor/raça e, sim, traçar um perfil geral e racial da população estudada, perceber e analisar diversos elementos referentes às classificações de cor/raça e opiniões e sentimentos acerca das ações afirmativas, do racismo e das expectativas profissionais dos vestibulandos.<br>The concept of race and ethnicity are basic for the anthropological theory since its appearance as human knowledge and nowadays are fundamental for many debates in the political and social sphere and in the human sciences in general. In the social brazilian thought were many authors of different areas that dedicated themselves to the racial studies. The affirmative action insertion as a way of getting in the universities has heated and increased the debate in the common sense, the academy and in the media in general. This research began with the intention of investigate the relation between the affirmative action and the race/colour identity. As methodology we used the quantitative and qualitative analysis. Our centre was students of a preparation course for the universities exams called Grupo Perspectiva Integral (GPI). We searched for getting the point of view of this students about their ethnic-racial meanings and relations, opinions and feelings about racial matters in Brazil and specially referred to affirmative action in the education context and investigate the relation between who am I and which is my race/colour in the population. Then, we applied one hundred and one questionnaires and twelve interviews. Although we didnt intend to establish a direct and cause relation between affirmative action and race/colour identities, we were able to make a general and racial profile of the studied population, perceive and analyze many elements referred to racial classification and opinions and feelings about the affirmative action, racism and the professional expectations from the students.
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Dunnion, Fiona. "Racism in Northern Ireland : the Racial Equality Strategy from policy to practice." Thesis, University of Ulster, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535141.
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Van, Schalkwyk Theunis. "Transformation from racism to appreciation of racial diversity : an autoethnographic research project." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97287.
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Thesis (MBA)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The author is an Afrikaans-speaking, white male person, who was previously an extreme, selfdeclared
racist. The author was also a member of an elite unit in one of the right-wing political
organisations, which resulted in being author arrested during the 1994 National South African
elections. The author transformed from being an extreme self-declared racist to become a person
who respects and appreciate racial diversity.
The author conducted a reflective autoethnographic study from his personal life experiences, which
is complemented with critical feedback from people whom the author holds in high esteem.
Feedback was gathered in order to identify the transformation process, which the author
experienced in the quest of becoming an authentic leader. The aspects identified in the
transformation process enabled the author to understand what is required in the future to become
a truly authentic, value-based leader.
This research study could assist white Afrikaans-speaking people and the broader community of
South African people to transform towards acceptance and appreciation of racial diversity.
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Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.
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Wheeler, Ivy G. "Colorblind Racism: Our Education System's Role in Perpetuating Racial Caste in America." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430765564.
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Diatkine, Manuel. "Racismo, anti-racismo, nação: estudo sobre a obra de Pierre-André Taguieff." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-07062017-082029/.
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O estudo responde às seguintes perguntas: quais foram as etapas que levaram à ruptura entre Pierre-André Taguieff e a esquerda intelectual antirracista francesa? Em qual medida essa ruptura pode nos fornecer elementos de compreensão da história do antirracismo na França, em particular no caso do antirracismo dos intelectuais, desde os anos 1970 até a década de 2010? O primeiro capítulo focaliza as fontes, a metodologia história das ideias e história do tempo presente, a historiografia do racismo e do antirracismo , e enfim P.-A. Taguieff, historiador das ideias racistas, um aspecto de sua obra que será deixado de lado no resto do trabalho. A década de 1980 é o tema do capítulo II. P.-A. Taguieff se torna famoso por suas análises dos discursos da chamada Nouvelle Droite e do Front National, partido que propôs o conceito de nacional-populismo. Avança um modelo ideal-típico da confrontação racismo antirracismo: o antirracismo diferencialista confrontar-se-ia prioritariamente com o racismo universalista, e o antirracismo universalista com o racismo diferencialista. O assunto do capítulo III é a tentativa por P.-A. Taguieff de pensar um antirracismo republicano na década de 1990; isto é articulado à noção de nação cívica, e não étnica. É essa evolução que o leva a romper com a maioria da esquerda política e intelectual. No final dessa década, inicia uma reflexão aprofundada sobre a noção de progresso e sobre o progressismo, que interpretamos como uma reflexão sobre os motivos de sua própria ruptura com a esquerda. Os capítulos IV e V se referem aos anos posteriores a 2000. No capítulo IV, abordamos a querela da nova judeofobia, isto é, o papel fundamental jogado por P.-A. Taguieff na identificação da difusão de um novo racismo judeófobo na França. Estudamos as reações hostis, essencialmente por parte de intelectuais de esquerda preocupados com a necessidade de não estigmatizar os jovens. No capítulo V, evocamos dimensões do debate contemporâneo na França em torno do racismo e do antirracismo. Mostramos que o antirracismo deixou de ser um universo intelectual e político coerente. Ao contrário, dividiu-se e, portanto, se enfraqueceu. Esta divisão e este enfraquecimento contribuem a explicar uma parte uma parte somente das evoluções eleitorais recentes da França. Enfim, o capítulo VI, conclusivo, se interroga sinteticamente sobre o que evoluiu e o que não evoluiu na reflexão e na produção intelectual de P.-A. Taguieff. Concluímos, primeiro, que P-A. Taguieff ficou fiel a uma concepção patriótica do antirracismo, enraizada da tradição do republicanismo francês, exatamente a tradição que muitas correntes da esquerda política e intelectual pretendem ultrapassar, em nome do multiculturalismo, do cosmopolitismo, da convergência das lutas; e, segundo, que desde os primeiros textos suas intervenções no debate público visam a defender a pluralidade das ideias, condição da existência de uma verdadeira esfera do debate público.<br>This study answers the following questions: What were the steps that led to the rupture between Pierre-André Taguieff and the French intellectual antiracist Left? To what extent can this split provide us with elements to understand the history of anti-racism in France, in particular in the case of the anti-racism of intellectuals from the seventies to the 2010 decade? The first chapter focuses on the sources, the methodology - the history of ideas and the history of present times, the historiography of racism and anti-racism - and at last, P.-A. Taguieff, the historian of racist ideas, an aspect of his work that will be left aside in the rest of the paper. The 1980 decade is the theme of chapter II. P.-A. Taguieff becomes famous for his analysis of the discourses of the so-called New Right and the National Front. To describe this party, he proposes the national-populist concept. He advances a typical ideal model of confrontation of racism - anti-racism: the differentialist anti-racism would, by way of priority, oppose itself to the universalist racism, and universalist anti-racism to the differentialist racism. Chapter III is about P.-A. Taguieff\'s attempt to consider a republican anti-racism in the 1990 decade, i.e., articulated around the notion of a civic nation, not ethnic. It is this evolution that leads him to break off with the majority of the intellectual political Left. At the end of this decade, he starts deepening his reflection on the notion of progress and progressivism, which we interpret as a reflection about the motives of his own breach with the Left. Chapters IV and V refer to the years after 2000. In chapter IV, we approach the quarrel of the \"new judeophobia\", i.e., the fundamental role played by P.-A. Taguieff in identifying the diffusion of a new judeophobic racism in France. We study the hostile reactions, mostly from Left intellectuals worried about the need of not stigmatizing youth. In chapter V, we evoke the dimensions of the contemporary debate in France around racism and anti-racism. We show that anti-racism ceased to be a coherent intellectual and political universe. On the contrary, it became divided and thus, weakened. This division and weakening contribute to explain - only partly however - the recent electoral evolution in France. Finally, chapter VI, conclusively, interrogates itself synthetically about what evolved or not in P.-A. Taguieff\'s reflection and intellectual production. We conclude, firstly, that P-A. Taguieff remained loyal to a patriotic anti-racist conception, rooted in the tradition of the French republicanism, precisely the tradition that many political and intellectual Left currents intend to leave behind, in the name of multiculturalism, cosmopolitanism and the \"convergence of the fights\"; and secondly, that from the very first texts, their interventions in the public debate aim at defending the plurality of ideas, the condition for the existence of a true public debate sphere.
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Costa, Wellington Narde Navarro da. "Sociologia em “Mangas de camisa” : representação do negro brasileiro nos livros didáticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168822.
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O presente trabalho busca investigar de que maneira os livros de Sociologia do Programa Nacional do Livro Didático (2015) abordam a temática étnico-racial no que concerne à população negra brasileira. Através do suporte estabelecido pelas políticas de ações afirmativas na área da Educação e da legislação em vigor – artigo 26-A da LDB – a pesquisa pretende verificar de que forma as Ciências Sociais têm elaborado estudos e compreensões referentes à questão racial na confecção do material didático destinado ao Ensino Médio. Nesse sentido, a pesquisa parte do respectivo problema: os livros didáticos limitam-se a apresentar o “lugar de negro” na literatura sociológica e na sociedade brasileira, ou permitem ir além e evidenciam o “negro como lugar” na Sociologia, sujeito político e integrante da nação brasileira? A posicionalidade do intelectual negro integra a produção de conhecimentos sociológicos, sobretudo no que se refere aos estudos das relações étnico-raciais? A partir de conceitos/categorias engendradas através do referencial teórico sustentado por autores negros da Sociologia – Guerreiro Ramos e Clóvis Moura –, constituímos o caminho metodológico da Análise Crítica do Discurso, pois permite investigar junto ao material empírico em que medida a “práxis negra” se apresenta como ferramenta pedagógica na produção de conhecimento sociológico destinada aos jovens e adultos do Ensino Médio. A concepção crítica de ideologia de John B. Thompson também nos inspira metodologicamente, pois auxilia-nos a verificar as relações de poder e dominação que podem aparecer nos livros didáticos, caracterizando ideologia como o “sentido a serviço do poder”, e propondo uma análise crítica para desmascarar esse sentido. No contexto/delimitação deste trabalho, trata-se de sentidos que possam reforçar e (re)produzir os padrões institucionalizados que subordinam historicamente a população negra brasileira, razão que nos levou a construir essa Análise Crítica do Discurso à luz de uma Sociologia da “práxis negra”.<br>The present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.
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Rocha, Elaine Pereira. "Racism in novels : a comparative study of Brazilian and South African cultural history." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-0822200-183728/.
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Petean, Antonio Carlos Lopes [UNESP]. "O racismo como questão epistemológica: uma interpretação do discurso religioso evolucionista da Igreja Universal do Reino de Deus." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/106250.
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petean_acl_dr_arafcl.pdf: 467870 bytes, checksum: 5891271d8c3e1ff70f6ac37674c28a9d (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O racismo é um fenômeno que está presente nas relações sociais e acompanhou a modernidade. Ele moldou as relações entre grupos humanos durante a expansão marítima comercial européia, acompanhou o desenvolvimento do capitalismo, da industrialização e urbanização. Pode-se dizer que o racismo e suas manifestações de xenofobismo, segregação, e discriminação foram responsáveis por inúmeros massacres, genocídios e etnocídios. Mas se estas práticas estiveram quase sempre presentes no relacionamento entre grupos humanos, cabe dizer que o racismo é transnacional e no Brasil ele se apresentou como política pública do Estado imperial republicano. A política do branqueamento praticada no Brasil durante boa parte de sua história baseava-se no racismo científico, no darwinismo social e na ideologia do progresso. A presente pesquisa tem por objetivo identificar a renovação do racismo e da política de branqueamento. A hipótese dessa pesquisa está centralizada na análise do discurso da igreja Universal do Reino de Deus. Através dos discursos desta denominação religiosa, acredita-se que se pode identificar todos os elementos indicativos de crença no progresso e no evolucionismo, caracterizando o pensamento racista<br>Racism is a phenomenon that is present in social relations and accompanied modernity. It shaped the relations between human groups during the expansion of European maritime trade, followed the development of capitalism, industrialization and urbanization. We can say that racism and its manifestations of xenophobia, segregation and discrimination were responsible for countless massacres, genocides and ethnocides. If these practices were almost always present in relationships between human groups, it should be said that racism is transnational and in Brazil it performed as a public policy of the Imperial State Republican. The policy of “whitening” practiced in Brazil for much of its history, was based on scientific racism, social Darwinism and the ideology of progress. This research aims to identify the renewal of racism and the policy of “whitening”. The hypothesis of this research is centered on discourse analysis of the “Universal Church of Kingdom of God”. Through the discourses of this religious denomination, its believed to identify all elements indicative of belief in progress and in evolutionism, characterizing racist thinking
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Bonilha, Tamyris Proença 1987. "O "não-lugar" do sujeito negro na educação brasileira." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250937.
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Orientador: Ângela Fátima Soligo<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-20T19:53:37Z (GMT). No. of bitstreams: 1
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Previous issue date: 2012<br>Resumo: Este estudo tem por objetivo analisar dados estatísticos educacionais acerca da trajetória do sujeito negro, na educação básica, de modo a identificar as regiões do Brasil que apresentam os maiores índices de exclusão escolar, e relacioná-los ao contexto político e social, a fim de identificar possíveis mecanismos que influenciam o sucesso e o fracasso escolar destes sujeitos. Foram utilizados para coleta de dados algumas fontes oficiais de pesquisa, tais como: IBGE (Instituto Brasileiro de Geografia e Estatística); INEP (Instituto Nacional de Estudos e Pesquisa) ; DIEESE (Departamento Intersindical de Estatística e Estudos Socioeconômicos), bem como outras fontes de natureza teórica que fundamentaram as discussões e análise dos dados. A partir da análise dos dados, constatou-se: disparidade entre o número de alunos pretos e alunos pardos, em todos os níveis de ensino, situação esta, compreendida na lógica do ideal de branqueamento; os anos finais do Ensino Fundamental e o Ensino Médio representam os níveis de ensino com exclusão escolar do aluno negro. A exclusão do negro é um problema nacional, não estando circunscrita a uma região específica, isto é, o aluno negro sofre as consequências da discriminação racial em todas as regiões do país, e em todos os níveis de ensino. Esta pesquisa é de grande relevância acadêmica e social, na medida em que revela as fragilidades e deficiências existentes nos dados do Censo Escolar, e ressalta a urgência na melhora das estratégias de coleta dos dados, bem como a necessidade de maior acompanhamento e conscientização sobre sua importância para a sociedade.<br>Abstract: This study aims to analyze statistical data about the black person educational history in basic education. It is intended to relate and to question the School Census data, identifying the Brazilian regions with the greater reduction in the black student's proportion over the education levels, in order to relate them to social and political context and to identify mechanisms that influence scholar success or failure of these subjects. It was used for data collection some official sources, such as: IBGE (Brazilian Institute of Geography and Statistics); INEP (National Institute of Studies and Research); DIEESE (Department of Statistics and Socioeconomic Studies), as well as other theoretical sources to substantiate data discussions and analysis. From the data analysis, we identified: disparity between the number of black students and brown students at all levels of education, a situation, understood into the bleaching ideal logic; the highest proportion of black students are concentrated in children education, specifically in pre-school; the elementary school final years and high school levels of education represent the smallest proportion of black students, that is, as the passage of years in elementary school, black students gradually disappear from the educational statistics and, therefore, the school. The exclusion of black person is a national problem, not being limited to a specific region, that is, black students suffer the consequences of racial discrimination in every region of the country, and in every level of education. This research reveals the weaknesses and deficiencies in the school census data, and highlights the urgency in improving data collection strategies, as well as the need for increased monitoring and awareness of their importance to society.<br>Mestrado<br>Psicologia Educacional<br>Mestre em Educação
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Allen, Keyona. "Critical Consciousness, Racial Identity, and Appropriated Racial Oppression in Black Emerging Adults." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5687.
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The present study explored private regard and public regard, two subcomponents of racial identity, as mediators of the association between critical consciousness and appropriated racial oppression. In a sample of 75 Black emerging adults, ages 18-25, the current study examined (1) the relationships between critical consciousness, racial identity, and appropriated racial oppression and (2) whether racial identity mediates the relationship between critical consciousness and appropriated racial oppression. Relationships in the expected direction were evident between private regard and both critical consciousness and appropriated racial oppression. Relationships in the expected direction were evident between public regard and critical consciousness. Further, mediation analyses indicated that the relationship between critical consciousness and appropriated racial oppression was mediated by private regard. These findings indicate how critical consciousness and private regard may play a significant role in influencing appropriated racial oppression in Black emerging adults.
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Zak, Frederick J. "The development of racial sensitivity seminars to address the problem of racism and enhance the Ecumenical Campus Ministry program at the University of Akron, Akron, Ohio." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Maher, Virginia Audene. "Microaggressions Between the Races." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1458297343.
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Sale, Lucinda E. "The discursive constructions of racism /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpss163.pdf.
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