Result Of Racism Research Articles

Judges’ Perceptions of Systemic Racism in the Criminal Justice System

Recognition of the causes and consequences of systemic racism, particularly related to the criminal justice system, has increased in recent years, in part because of the Black Lives Matter movement. Awareness of racism and how it intersects with the justice system is a first step to addressing it; thus, it is critical to understand the sentiment of justice employees regarding systemic racism. This content analysis assessed the sentiment of 632 judges who responded to The National Judicial College's Question of the Month. Approximately 65% believed that systemic racism exists in the criminal justice system. Assessment of open-ended responses revealed many themes. Some judges pointed toward disparate treatment, while others denied racism exists. Some claimed that racism occurs but is not systemic. Many said that disparities are not a result of racism, but a result of SES, education, etc. Judges specified training and reforms (e.g., bail) that are needed. Suggested solutions included increasing accountability for police, prosecutors, and judges who display discriminatory behavior. These solutions indicated that judges are amenable to training and other reforms; such policy shifts should be pursued.

The 2020 Social and Environmental Apocalypse: Reimagining Black America

The 2020 Social and Environmental Apocalypse:Reimagining Black America Tatiana Height, Olivia T. Ngadjui, Fushcia-Ann Hoover, and Jasmine A. Dillon Prelude: Writing as Community While the COVID-19 pandemic has had disastrous impacts on marginalized communities, the global situation has also set the stage for a number of activist movements and virtual writing spaces as a form of resistance. In the midst of the pandemic, the founder of Black Women PhDsⓇ and a former colleague/friend came up with the idea of starting a writing accountability group for women of color. Women of color from several countries and generations began convening to write together in a virtual setting. Writing soon evolved into inviting speakers, holding virtual happy hours, sharing resources, and creating a sisterhood. This article is a product of that virtual space of accountability, and we are all ever grateful to have the opportunity to work together. The lead author, an environmental justice scholar-activist, came across the call and first thought that it would be great to blend their voice with that of a counselor educator and cross-cultural relations enthusiast. This circle was then expanded to bring in the perspectives of two others who would add breadth, depth, and biophysical considerations to the piece. As we each proposed our ideas for the direction of this writing, we realized our ideas were all connected. This article embodies the cohesive, transdisciplinary vision of four scholars and scholar-activists across three time zones. Inception Just what is a "shared" planet? Equitable distribution of resources? Optimization of population dynamics across taxa? Shared governance of [End Page 163] resources and communities? Has the planet ever been "shared," or is it even "shareable?" While arguments abound as to whether or not Earth has ever been a truly shared planet, since colonialism, humanity has existed in an unshared or inequitable sharing of planet. This is evidenced by the exploitation and marginalization of Black, brown, and Indigenous communities to support the mass proliferation and outsized consumption of communities of European descent. As it stands, unshared space is a hotbed for inequity and degradation of both the land and the communities who occupy it. Space (shared or unshared) is an important factor in any future visioning, as food, water, shelter, and space are the basic needs for survival. Humanity's current inequitable consumption of Earth's resources is driven by socioeconomic ideologies developed by white oppressors. Much of these beliefs lie at the root of myriad contemporary environmental, economic, and social injustices—which are both the source and an exacerbating factor of the disparate effects of climate change (Martinez 2020). Perhaps the most perverse thing about racist policies and ideals, as both source and aggravator of climate change, is that the very countries most responsible for the massive anthropogenic greenhouse gas emissions leading to this humanmade phenomenon are those least negatively affected (Nugent 2019). Indeed, climate change itself is a result of racism (Martinez 2020) and is so deeply tied to other social issues that it is considered by Kamala Harris, vice president of the United States, to be a national security threat (Harris 2019). Despite the promise of free markets, buy-ins to this economic system have magnified preexisting inequitable distributions of exploitative power structures that not only create but also preserve Earth's status as an unshared planet. The U.S. environmental justice movement has arisen to triage some of the damage caused by an unshared planet by marrying the civil rights and environmental movements. In desperate attempts to rectify the impacts of centuries of discriminatory housing, lending, and policing policies, as a society we keep repackaging the injustices of the past; this is the basis for reform. This is why revolution is the necessary step toward justice and a shared planet. However, as we will illustrate in this article, revolution has been long stifled in the United States because it has been intertwined with reformist attitudes and actions. In this article, we first set the stage for how the planet has never been a shared space, citing examples from the U.S. police and vigilante brutality and longstanding environmental trauma that has existed as a result. Next, we discuss one activist response...

The Impact of Poverty on First Nations Mothers Attending a Parenting Program

Urban Aboriginal mothers’ experiences with Family Preservation Services indicate that while such interventions ameliorate the challenges they face, poverty is not adequately addressed. Prominent are the importance of prevention; attention to process; cultural context; and attention to actual needs, however, First Nations mothers (a) feel lucky when they get things they need, (b) feel ‘inadequate’ about the inability to manage finances, and, (c) perceive the lack of support in meeting needs to be a result of racism. As well, poverty often leads to forced compromises which can perpetuate risk of coming to the attention of child welfare.

The vicious circle: effects of race and class on university entrance in Brazil

Brazil has high levels of socio-economic inequality and an inequitable distribution of access to higher education. How much of this inequality is associated with race or class is an important question in light of the current debate over affirmative action and the suitability of race and social targeted policies. There are those who claim that racial disparities in the educational system are a result of students’ social status and not a result of racism, while others believe race is an important factor that superposes the effect of class. This study uses national survey data from Brazil’s Exame Nacional do Ensino Médio (National Secondary Education Exam [ENEM]) to examine the relationship between race and access to higher education of high school students between 2004 and 2008. The results document a vicious circle which connects the schooling of the young with their race, socio-economic status, and university attendance.

From Under-Diagnoses to Over-Representation: Black Children, ADHD, and the School-To-Prison Pipeline

This study argues that the under-diagnosis of attention deficit hyperactive disorder in Black children is a result of racism that is structurally and institutionally embedded within school policing policies and the tendency to not recognize Black illness. The purpose of this research is to examine how micro-processes lead to structural inequality within education for Black children. It seeks to better understand how institutional racism and flawed behavioral ascriptions lead to the under-diagnosis of attention deficit hyperactive disorder (ADHD) in Black children and how that may also contribute to their over-representation in the “school-to-prison pipeline.” The goal of this study was to review ethnographic, empirical data and examine the ways (1) how racism within some schools may contribute to the under-diagnosis of ADHD in Black children, (2) how their under-diagnosis and lack of treatment leads to their over-punishment, and (3) how they are over-represented in today’s school-to-prison pipeline phenomenon, possibly as a result of such disparities.

‘Ironman’: Joseph Daniels and the white history of South Africa's deep south

ABSTRACTPolar history has historically been white history, nowhere more so than in South Africa, The recent attempt to imagine a post-apartheid deep south through the public recovery of a black boatman who drowned in the annexation of the Prince Edward Islands in 1948 has ironically left the white history largely intact. Re-reading the annexation not as ceremony and survey, but as labour calls the central claims of this white history into question; that the annexation was a triumph of white seamanship not black stevedoring; that Daniels’ death was a tragic accident not a result of racism; and that black labour was merely the manual appendage to white intellects. It reveals that the landing of 300 tons of cargo by black boatmen. was what enabled the ‘effective occupation’ of the islands. Daniels death was the avoidable result of an institutional racism that discounted the lives of black labour and exposed them at Marion Island to the dangerous work conditions of long hours in open boats in rough sea without adequate safety provisions; and that Daniels was a boatman, not an ‘unskilled labourer’, with a tradition of co-adventuring that valued an individual for their strength, skill and courage, not the colour of their skin and in which the individual was defined by their contribution to the group

Institutional Racism and Civil Justice

This article investigates the utility of the term ‘institutional racism’, using a study of the experiences of Black and Minority Ethnic [BME] people within the civil justice ‘system’ in England and Wales. The study is based on the results of the Legal Services Research Centre's Periodic Survey of Justiciable Problems, detailing 5,611 respondents’ experiences of civil justice problems over a four-year period. The article concludes that although disparity of experience between white and BME people does exist in the civil justice system, it is not clear whether, or to what extent, this is the result of racism. It also suggests that a notion of ‘institutional racism’ is unhelpful in interpreting these results and gives rise to difficulties in identifying relevant sources of social agency. The article argues for an alternative concept of ‘institutionalized’ racism, applied only when evidence is found of the existence of racist beliefs or practices, as opposed to disparity of experience/outcome.

Images of native americans still photography

Abstract For most people the image of Native Americans has been defined primarily by John Wayne movies and the Buffalo nickel. The image of the “Redman”, whether noble or savage, has become a distorted and seldom challenged part of the American myth. The existence of such a situation is partly the result of ignorance. It is also partly the result of racism, for the story of the way non-Native Americans have dealt with Native Americans is not a pretty one. We have seen Native Americans as we want to see them, rather than as they were and are. One factor in shaping our concepts has been the still photograph. Photographs were taken for a variety of reasons, and the examination of some examples raises numerous questions about the “reality” of the images of Native Americans as well as about photography's role in capturing or influencing those images.

Making Social Work Education More Responsive to the Needs of Black Students

Abstract As social work deals with human deprivation that is often a direct result of racism, social work educators need to be aware that Black students may approach the field with different insights and objectives than white students. Without understanding and appreciation for Black culture, social work educators may perpetuate racist policies and stereotypes of Blacks as clients. University and departmental policies that violate a student's right to grow and to assert a positive Black identity must be challenged. Social work educators should demonstrate a commitment to the development of future Black professionals.