Examples Of Racism Research Articles

¿No Hay Racismo?: application of the levels of racism framework to Latinx perspectives on barriers to health and wellbeing

Background The purpose of this study is to increase understanding of the forms of systemic racism experienced by Latinx communities in North Carolina during the COVID-19 pandemic as identified by Latinx community health workers (CHWs) and community-based organization (CBO) leaders.MethodsWe held three focus groups in July 2022 (N = 16) with CHWs and CBO leaders in Spanish to discuss policy and community interventions that improved access to resources during the COVID-19 pandemic; policy or community interventions needed to improve care of Latinx communities; and lessons learned to improve the health of Latinx communities in the future. We performed directed and summative qualitative content analysis of the data in the original language using the Levels of Racism Framework by Dr. Camara Jones to identify examples of implicitly and explicitly discussed forms of systemic racism.ResultsLatinx CHWs and CBO leaders implicitly discussed numerous examples of all levels of racism when seeking and receiving health services, such as lack of resources for undocumented individuals and negative interactions with non-Latinx individuals, but did not explicitly name racism. Themes related to institutionalized racism included: differential access to resources due to language barriers; uninsured or undocumented status; exclusionary policies not accounting for cultural or socioeconomic differences; lack of action despite need; and difficulties obtaining sustainable funding. Themes related to personally-mediated racism included: lack of cultural awareness or humility; fear-inciting misinformation targeting Latinx populations; and negative interactions with non-Latinx individuals, organizations, or institutions. Themes related to internalized racism included: fear of seeking information or medical care; resignation or hopelessness; and competition among Latinx CBOs. Similarly, CHWs and CBO leaders discussed several interventions with systems-level impact without explicitly mentioning policy or policy change.ConclusionOur research demonstrates community-identified examples of racism and confirms that Latinx populations often do not name racism explicitly. Such language gaps limit the ability of CHWs and CBOs to highlight injustices and limit the ability of communities to advocate for themselves. Although generally COVID-19 focused, themes identified represent long-standing, systemic barriers affecting Latinx communities. It is therefore critical that public and private policymakers consider these language gaps and engage with Latinx communities to develop community-informed anti-racist policies to sustainably reduce forms of racism experienced by this unique population.

HISTORICAL SPECIAL INTEREST TOURISM: THE EVOLUTION OF MOUNTAINEERING IN SOUTH AFRICA

Scholarship on special interest tourism has burgeoned since the 1980s. Although this expanding research interest is relatively new, the phenomenon of special interest tourism is not of recent origin as many of its forms, such as mountaineering, exhibit a long historical record. Most research on special interest tourism concentrates on contemporary issues. The objective is to present a historical perspective on special interest tourism. Using archival sources an analysis is undertaken of the evolution of mountaineering in South Africa as a recreational sport and incipient form of special interest tourism. Cape Town’s Table Mountain and the Drakensberg mountains provide the geographical focus of discussion. The results demonstrate that during the 1920s and 1930s tourism promoters in South Africa acknowledged the potential of special interest mountaineers to contribute to tourism growth. The documented experience of early mountaineering in South Africa provides an example of racism in recreation by showing that the country’s recreational practices became constructed around politicallyimposed racial hierarchies.

Ways of (Not) Seeing: (In)visibility, Equality and the Politics of Recognition

ABSTRACT This article explores the theorization of (in)visibility in Honneth, Ranciere, Cavell and Tully. It situates the work of Honneth and Ranciere against the background of Wittgenstein's account of continuous aspect perception and aspect change in order to draw out their accounts of invisibility and the aesthetic character of transitions to visibility. In order to develop a critical standpoint on these theoretical positions, it turns to Cavell's concept of soul-blindness and investigates the form of invisibility through the example of racism as addressed by Gaita, Fanon and Memmi. This analysis provides the basis for a critical evaluation of the strengths and limitations of Ranciere's and Honneth's approaches and leads to the proposal that Tully's public philosophy provides a more adequate way of addressing the issues of struggle and uptake that are central to the transition from invisibility to visibility.

Corporate social advocacy or social issues management? Examining state flagship universities’ responses to the killing of George Floyd

Colleges and universities are social institutions often called on to speak about socio-political issues (e.g., racism). Critics have suggested that when responding to instances of racism on their campuses, institutional leaders often ignore the racist acts and harm caused and focus their discourse on diversity and inclusion. Considering this critique, this study examined how state flagship universities in the United States (U.S.) responded to the killing of George Floyd through the lenses of social issues management and corporate social advocacy (CSA). Through my critical thematic analysis of all 50 U.S. state flagship universities’ initial public statements, I forward three key findings: (1) institutions constructed Floyd’s killing as an example of racism; (2) through their statements institutions localized the issue by focusing on their values or centering marginalized community members’ experiences; and (3) the majority of institutional responses functioned to reinforce the individualistic logics of whiteness. Based on these findings, I argue that to advance research on organizational communication about social issues, CSA should be considered beyond overt statements for or against issues and suggest that as organizations discuss socio-political issues their communication may reinforce hegemonic ideologies and create paradoxes for their marginalized publics. I conclude by proposing an approach to social issues management that could be used by organizations seeking to promote social justice.

Not just in the past: Racist and sexist biases still permeate biology, anthropology, medicine, and education.

In the past decades, it has been increasingly recognized that some areas of science, such as anthropology, have been plagued by racist, Western-centric, and/or sexist biases. Unfortunately, an acculturation process to racism and sexism has been occurring for generations leading to systemic inequities that will take a long time to disappear. Here, we highlight the existence of current examples of how racism, Western-centrism and sexism within: (1) the most popular anatomical atlases used in biological, anthropological and medical education; (2) prominent natural history museums and World Heritage Sites; (3) biological and anthropological scientific research publications; and (4) popular culture and influential children's books and educational materials concerning human biology and evolution.

Introduction: Assimilation, integration or transnationalism? An overview of theories of migrant incorporation

Introduction: Assimilation, integration or transnationalism? An overview of theories of migrant incorporation

The Racial Projects of White Social Work Students

Despite a theoretical shift toward anti-racism, racial projects within social work assert public positions against structural racism, while upholding mechanisms that perpetuate its existence. Analyzing the perceptions and intentions of incoming white liberal social work students is necessary for any effort to deconstruct racial projects in the social work profession. The sample used in the present study is composed of a white (n = 139), mostly liberal-identified (84%) group of incoming first year MSW students. Students were asked to provide open-ended responses to a vignette about a Black mother engaging with Child Protective Services (CPS). The vignette was designed to assess structural analysis and decision-making in response to real-world examples of racism and anti-Blackness. The study employed semantic thematic analysis to describe the ways social work students make meaning of the vignette and how this process informs their proposed actions. Students varied significantly on the level of analysis they provided in response to the vignette. The analysis examines patterns of racial projects across 3 main response categories: 1) Descriptive, 2) Analytical, and 3) Action. This analysis is important for informing pedagogical innovations aimed at training anti-racist and anti-oppressive social workers.

Racism and Quality of Neonatal Intensive Care: Voices of Black Mothers.

Black preterm infants are more likely to die than White preterm infants within the same NICU. Racism may lead to disparate quality of NICU care contributing to disparities in preterm infant health outcomes. The objective of our study was to understand Black mothers' perspectives of the impact of racism on the quality of care for Black preterm infants in the NICU and what might be done to address it. Using qualitative research methods, we conducted in-depth, semistructured interviews with 20 Black mothers of preterm infants in a single Level IV NICU 6 to 18 months after hospital discharge regarding experiences with disparate quality of NICU care. We developed themes iteratively and conducted interviews until thematic saturation was reached. The majority of mothers believed that racism impacted the quality of NICU care and described examples of racism in the NICU at structural, institutional, and interpersonal levels. Mothers also provided ideas for interventions that would decrease racism and improve quality of NICU care for Black families, including increased Black representation, increased peer support, and improved staff education and training. Black mothers of preterm infants experienced racism during NICU hospitalization that impacted the quality of care they received. Interventional studies directed toward mitigating these racial disparities may focus on addressing racism during the NICU period and should include input from Black stakeholders at all stages of design, implementation, and analysis.

Performing the Other: Post-Humanism and Mediatized Senses in The Wooster Group’s Production of The Room

The Wooster Group’s 2015 production of Harold Pinter’s The Room addresses the play’s neglected post-human elements. By juxtaposing trans-cultural media and simulacra, among other performance elements, the Wooster Group compelled spectators to engage with how, at the time of its original composition, Pinter raised questions of alterity, identity, and displacement as the United Kingdom was experiencing a demographic shift that challenged then-contemporary racist and masculinist definitions of the “human.” Additionally, The Wooster Group engaged with various aspects of post-humanism through embodied performance: the performers use prosthetic technologies to expose how characters express or fail to manifest agency, and incorporate various trans-cultural aesthetic sources as well as a strict and unconventionally literal adherence to the source text to underscore the distributed nature of selfhood. I suggest that these features of The Room can be brought to bear on more contemporary examples of racism, misogyny, xenophobia, and classism and might be staged to speak to recent social movements, including Black Lives Matter.

Neither here, nor there, but all good: my personal journey with respect to Equality, Diversity and Inclusion

I am delighted to have been asked to write an editorial about Equality, Diversity and Inclusion (EDI). It speaks to me that attitudes are hopefully changing, with individuals and organisations making this a core priority. Across the globe we have seen high profile examples of racism, inequality and privilege. This is not right, and there is no reason my melanocytes should determine my treatment or how I am perceived. The same is true of any protected characteristic.

Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.

Introduction: Women in Medicine.

Introduction: Women in Medicine.

Special education teachers of color and their beliefs about dis/ability and race: Counter-stories of smartness and goodness

Teacher beliefs about race and dis/ability 1 are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color with dis/abilities in US public schools. Using qualitative counter-stories of goodness and smartness, this study highlights the expressed beliefs of two special education teachers of color, Leena and Leonardo, who were completing a special education teaching credential program at a Hispanic Serving Institution (HSI) in Southern California. The teachers were asked to compose a series of short and long reflections as part of two courses centering dis/ability and race. They also participated in follow-up interviews in which they reflected on their beliefs and experiences with the intersections of dis/ability and race. Courses were intentionally restructured using Dis/ability Studies and Critical Race Theory (DisCrit), and analyses specifically focused on how participants were positioned through the framework of smartness and goodness. Findings revealed how the experiences of special education teachers of color across time and space were filled with examples of racism and ableism that shaped their beliefs and identities as teachers of color and teachers committed to racial and dis/ability justice. Each counter-story also highlights the challenges special education teachers of color face because of their experiences of multiple and intersecting oppressions.

Black social workers: Identity, racism, invisibility/hypervisibility at work

Summary This article provides a reflexive account of qualitative research with Black female social workers in the North of England. It uses ‘Africanist Sista-hood in Britain’ as the theoretical framework guiding the research. The data are gathered from six semi-structured interviews and two focus groups. Data were analysed via thematic analysis. Participant data are used to discuss issues of identity, race and racism as they contribute to positions of visibility, invisibility and hypervisibility within the social work spaces discussed. The article challenges Western forms of knowledge production as the dominant discourse in social work research, practice, education and training and links this to wider issues of power, privilege and suppression of marginalised voices. Findings The findings section reveals examples of racism, marginality, invisibility and hypervisibility as part of the lived experiences of Black female social workers in the study. It includes discussions of ‘collective strategic projection’ as a consequence of the development of the ‘race taboo’ often present in these work environments. Applications The article calls for social work educators, practitioners and the wider academic field to do more to centralise anti-racist approaches in an attempt to challenge racism in social work.

The development of awareness of racism in adolescents of color over 4 years of high school.

This mixed methods, longitudinal study considered the developing awareness of racism of adolescents of color over 4 years of high school. A series of latent growth models were fit to consider participating adolescents' (n = 643) developing awareness of interpersonal and institutional forms of racism over five waves of surveys. Additionally, four waves of interviews with a subset of adolescents (n = 70) were analyzed through a multistep process consistent with qualitative research methods that seek to balance etic/outsider and emic/insider perspectives Participating adolescents demonstrated significant, linear growth in their awareness of interpersonal and systemic forms of racism between middle and late adolescence. Participating adolescents also most frequently cited examples of racism in the systemic domain of power to demonstrate their understanding of racism, and their invocation of examples of systemic racism grew more frequent as they advanced through high school. The present study revealed that, on average, adolescents' awareness of racism increases significantly between middle and late adolescence, but also that there is considerable heterogeneity in the ways that adolescents of color recognize and understand racism.

Race Based Medicine, Colorblind Disease: How Racism in Medicine Harms Us All

The genome between socially constructed racial groups is 99.5%–99.9% identical; the 0.1%–0.5% variation between any two unrelated individuals is greatest between individuals in the same racial group; and there are no identifiable racial genomic clusters. Nevertheless, race continues to be used as a biological reality in health disparities research, medical guidelines, and standards of care reinforcing the notion that racial and ethnic minorities are inferior, while ignoring the health problems of Whites. This article discusses how the continued misuse of race in medicine and the identification of Whites as the control group, which reinforces this racial hierarchy, are examples of racism in medicine that harm all us. To address this problem, race should only be used as a factor in medicine when explicitly connected to racism or to fulfill diversity and inclusion efforts.

Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study

This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.

Boundaries Through the Prism of Post-secondary and Professional Orientation: The Views of Young Québec Adults of Immigrant Background

Based on our collection of life stories (n = 25), our qualitative study seeks to better understand, after the fact, how young, immigrant-background adults in Québec negotiate ethnocultural boundaries through their post-secondary and professional orientation experiences, particularly in terms of linguistic choices. The analyses highlight the strengthening of boundaries within Québec’s educational institutions and workplaces. The results expose different examples of racism experienced by young adults in their relations with the Québec francophone majority that led them to integrate into English-language post-secondary education and workplaces. In addition, young adults from “black” and “Arabic” minorities more frequently report racist attitudes from francophone Quebecers.

The Trials of Sala Bogi: Race, Racism and Resistance in Sport

ABSTRACT Acts of resistance to racism in Australian sport are associated mainly with the 1990s and onwards, especially in Australian rules football. A century earlier, however, on the running tracks of Victoria and in the swimming baths at Kalgoorlie, Western Australia, a Fijian athlete called Sala Bogi stood up to racism on several occasions. This article analyses the personal and legal trials of Bogi in his encounters with, and resistance to, racism. While his case conjures later examples of racism, including the prohibition on the use of swimming pools by Aboriginal people in New South Wales towns in the mid-20th century, it holds deeper significance. Through his personal agency and public stance against racism, Bogi suggests that individual resistance to institutionalised racism has a longer history than previously realised.

How American Media Affects Perceived Racism in Canada

This study aims to identify how perceptions of racism in Canada are influenced by the consumption of American media. The current study hypothesized that: 1) individuals exposed to an American news story regarding racial discrimination (Group 1) would have a more favourable evaluation of Canada than those who were not exposed to the story (Group 2); 2) that participants who were people of colour (PoC) would have no significant differences in scores between the two groups, and; 3) that Canadians would overall rate Canada more favourably than America, but that this difference would be more pronounced in Group 1. Seventy-two (72) participants contributed data by completing one of two versions of a questionnaire, which had questions regarding satisfaction of one’s life in Canada, perceived ethnic diversity or acceptance in Canada, perceived racism in Canada, and a comparison between Canada and the USA. One version opened with a short vignette describing an example of racism that had recently occurred in America (Group 1; 47 questions), while the other version did not (Group 2; 46 questions). A 2x2x2 analysis of the data revealed that PoC and those with a different national affiliation exhibited lower scores of perceived diversity in Group 1 than Group 2. Caucasian participants evaluated Canada more favourably than America in Group 1, whereas PoC rated Canada better in Group 2. Limitations of this study included sample size, diversity of the sample, reliability of the scales, and self-selection/self-report biases. Future research should aim to rectify these limitations and further explore the significant differences present in this study.