A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

Tichavakunda, Antar A.

doi:10.1177/0895904820983031

Cited by 18 publications

(10 citation statements)

References 32 publications

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“…As protests grow across Ivy League campuses fueled by increased awareness of these legacies, the ways institutions respond further signals to students who belongs and who matters within the campus community (Alderman & Reuben, 2020; Butler, 2014). Viewed as “racist symbols,” Tichavakunda (2021) argues that un/naming of monuments and buildings or public statements made by campus leaders to redress such policies and practices do little to address the realities of those racially marginalized on campus.…”

Section: Literature Reviewmentioning

confidence: 99%

Ivy issues: An exploration of black students’ racialized interactions on Ivy League campuses.

Johnson¹,

Scott²,

Phillips³

et al. 2024

Journal of Diversity in Higher Education

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Recent attention to reports of racial bias and the vestiges of slavery and segregation on Ivy Leagues campuses raises concerns about physical and psychological safety of Students of Color attending these elite colleges and universities. This qualitative study centers the voices of 14 Black students attending five different Ivy League Institutions and contextualizes the impact of experiencing racism and racially motivated incidents on students' sense of belonging. Findings illustrate the ways students' experiences traversing the campus physical environment and engaging with others in academic and communal campus spaces, continue to be influenced by racist campus histories and racial bias against Black people. Consequently, students navigated experiences of "everyday racism" and grappled with institutional responses that served to invalidate their experiences and undermine their sense of belonging on campus. Institutional leaders must continue to establish specific, timely strategies to acknowledge, assess, and address racialized tensions within the collegiate environment in order to achieve the true benefits of racial diversity in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Ivy issues: An exploration of black students’ racialized interactions on Ivy League campuses.

Johnson¹,

Scott²,

Phillips³

et al. 2024

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…First, an increasing number of universities are beginning to grapple with their histories of slavery and some have already proposed and/or engaged in reparative efforts. Although Black students tend to support more comprehensive forms [88], prior forms of higher education reparations have largely been symbolic [89], which do little to change the structural conditions negatively shaping Black students' experiences and outcomes [90,91]. Furthermore, largely ignored is the continual impact of the institution's enslavement history on Black students' college experiences and success [52,89], including their relationships with faculty.…”

Section: Discussionmentioning

confidence: 99%

Does a University’s Enslavement History Play a Role in Black Student–White Faculty Interactions? A Structural Equation Model

Garibay

Mathis

2021

Education Sciences

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Drawing upon Hartman’s (1997) notion of the afterlife of slavery and Critical Race Quantitative Inquiry, this study examines whether Black college students’ emotional responses to their institution’s history of slavery plays a role in contemporary interactions with white faculty. Using structural equation modeling techniques on a sample of 92 Black students from a southern U.S. institution historically involved in slavery, findings highlight the significance of background characteristics, students’ emotional responses to their institution’s slavery history, and experiences with racial microaggressions during college in predicting negative interactions with white faculty. Implications for research, policy, and practice are discussed.

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“…Here, an institutional commitment to antiracism may be a “self-declaration that ironically can participate in the concealment of racism within the university” (Ahmed, 2006, p. 110). For example, often institutional commitments to antiracism do not divulge how the institution stole freedom and labor from slaves (Tichavakunda, 2021a) or land and culture from Indigenous tribes (Ambo & Beardall, 2022).…”

Section: Whiteness In Equity Workmentioning

confidence: 99%

Whiteness and racialized emotions in leaders’ planning and implementing equity in graduate education organizations.

Southern

2024

Journal of Diversity in Higher Education

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Designing racial diversity and equity initiatives is increasingly prevalent in higher education organizations, often in response to social demands for racial justice, yet many leaders are often underprepared to lead their program or school toward change that centers racial justice in policy, practices, and culture. Moreover, the prevalence of whiteness and racialized emotions challenge leaders as they attempt to carry out change. In this critical comparative case study of one graduate school and six graduate programs across three historically white-serving public institutions, I examine how whiteness via racialized emotions emerged in leaders' diversity and equity planning and implementation. I consider ramifications for racially just organizational transformation in higher education and suggest leaders decenter white-racialized emotions prevalent throughout the equity planning and implementation process.

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A Critical Race Analysis of University Acts of Racial “Redress”: The Limited Potential of Racial Symbols

Cited by 18 publications

References 32 publications

Ivy issues: An exploration of black students’ racialized interactions on Ivy League campuses.

Ivy issues: An exploration of black students’ racialized interactions on Ivy League campuses.

Does a University’s Enslavement History Play a Role in Black Student–White Faculty Interactions? A Structural Equation Model

Whiteness and racialized emotions in leaders’ planning and implementing equity in graduate education organizations.

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