Are the Americas ‘sick with racism’ or is it a problem at the poles? A reply to Christina A. Sue

Bonilla‐Silva, Eduardo

doi:10.1080/01419870902883536

Cited by 18 publications

(8 citation statements)

References 19 publications

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“…The degree to which policymakers understand these social determinants of inequities directly influences how they frame educational problems and, importantly, the potential policy solutions offered (Perna et al, 2019). To examine the racial discourse in federal policymaking, we weave theoretical elements of CRT (Bell, 1987(Bell, , 1992Ladson-Billings & Tate, 1995;Solórzano & Yosso, 2002) and Bonilla-Silva's (2006, 2009 racial frames. In the following sections, we discuss how combining these theories allows us to interrogate the ways race, structural racism, and racial disparities are discussed and embedded in higher education federal policymaking.…”

Section: Theoretical Framingmentioning

confidence: 99%

“…Guided by critical race theory (CRT) (e.g., Bell, 1987;Delgado & Stefancic, 2001;Ladson-Billings & Tate, 1995) and Bonilla-Silva's (2006, 2009 racial frames, we build on the premise that racism is endemic. Further, we recognize that policy action and inaction-both in education and in other policy domains (e.g., housing)-have contributed to the manifestation and reproduction of the extant disparities we observe in educational attainment across racialized groups (Anderson, 2016;Hochschild & Shen, 2014;Michener & Brower, 2020;Reskin, 2012;Rodriguez et al, 2022).…”

mentioning

confidence: 99%

“…To answer these questions, we employ critical discourse analysis (CDA; Fairclough, 1993Fairclough, , 2013Reisigl & Wodak, 2001) undergirded by CRT (Bell, 1987;Delgado & Stefancic, 2001;Ladson-Billings & Tate, 1995) and Bonilla-Silva's (2006, 2009 racial frames. Our data comprise 14 hours of policy discourse within the U.S. House of Representatives Committee on Education and Labor.…”

mentioning

confidence: 99%

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“All Students Matter”: The Place of Race in Discourse on Student Debt in a Federal Higher Education Policymaking Process

Felix,

Gándara,

Jones

2024

Teachers College Record: The Voice of Scholarship in Education

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Background: Nearly two decades have passed since the last successful reauthorization of the Higher Education Act. Since then, student loan debt and the accumulation patterns based on race have become a pressing issue to address in U.S. society. Purpose: Student debt is one of the key issues on the federal higher education policy agenda. The purpose of this paper is to examine how race is addressed in a congressional hearing held to discuss the reauthorization of the Higher Education Act. Specifically, we examined one congressional policy markup hearing to understand how members frame student debt and the racialized dynamics embedded within. Research Design: We combined critical race theory and racial frames to discursively analyze 14 hours of congressional hearings on the reauthorization of the Higher Education Act. Through critical discourse analysis, we interrogated the racialized discourse among policymakers as they proposed solutions and alternatives to address the issue of student debt during the policy markup process. Conclusions/Recommendations: Our findings highlight four types of discourse within a policy markup hearing: “All Students” Matter, Paternalistic, Race-Evasive, and Explicit Racial Discourse. We offer recommendations for policymakers and researchers to contend with ahistoricism and race-evasiveness prevalent in policy markup hearings and ways for future policy proposals to be more explicit in naming the groups facing disproportionate negative impact, the mechanisms that produce such inequities, and interventions that can address them.

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Section: Theoretical Framingmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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“All Students Matter”: The Place of Race in Discourse on Student Debt in a Federal Higher Education Policymaking Process

Felix,

Gándara,

Jones

2024

Teachers College Record: The Voice of Scholarship in Education

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“…Invisible boundaries are the subliminal ways whereby ethnic hierarchies are expressed by members of the dominant group. This process occurs through behaviors such as subtle verbal remarks toward nonmembers, physical avoidance while in proximity of non-members, and startled responses to the unexpected presence of members of the non-dominant groupresponses that do not overtly address ethnicity, but tacitly signify to minority group members their ethnic difference (Bonilla-Silva, 2009).…”

Section: Literature Review: How Do Class and Ethnicity Meet?mentioning

confidence: 99%

The stratified middle class and the formation of ethnic identities

Selinger

Shnider

2021

Ethnicities

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This article analyzes the relationship between middle-class belonging and minority ethnic identification through the narratives of Israeli adolescents in contrasting middle-class spaces. While current literature suggests that middle-class belonging will either weaken or strengthen ethnic identification, this paper demonstrates that the effect of class on ethnic identity varies between different spaces. Analyzing the narratives of 52 middle-class minority adolescents shows that spatial ethnic boundaries operating in the rural middle class lead these adolescents to construct a salient ethnic identity that can produce feelings of incongruence and subordination. However, in the urban middle-class, where spatial ethnic boundaries are less significant, adolescents develop a thin, interchangeable ethnic identity in accordance with shallow and superficial public classifications. These findings demonstrate that the middle classes are not monolithic but diverse within themselves, and point to the need to study the variety of ways diverse middle classes can affect the shaping of minority ethnic identification.

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“…Furthermore, the percentage of Asians, Latinos, and American Indians intermarrying with whites is at least 20 percentage points higher than the percentage of blacks doing so (Qian and Lichter 2011). This scenario has prompted some social scientists to argue that the racial landscape in the United States is shifting to reflect a triracial hierarchy more akin to the racial structure in Latin America, though the subject has been debated vigorously (Bonilla-Silva 2004, 2009; Sue 2009).…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Race and Social Boundaries: How Multiracial Identification Matters for Intimate Relationships

Littlejohn

2018

Social Currents

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While researchers have explored in detail how multiracial identification shapes symbolic boundaries (conceptual distinctions), they have paid less attention to its effects on social boundaries (how people behave). This study examines multiracial individuals’ odds of marriage and cohabitation with blacks and whites to examine whether this population challenges current race-based social boundaries via partner choice. Analyses of data from the 2008–2012 American Community Survey (ACS) show that while those who identify with more than one race are indeed more likely to have a black (white) partner than their nonblack (nonwhite) monoracial counterparts, this phenomenon is driven by the choices of multiracials with at least a part black (white) identity. For example, multivariate results show that multiracial individuals who do not report any white identity are not more likely than nonwhite monoracials to marry a white partner. Moreover, part-white multiracials are more likely than nonwhite multiracials to have a white partner. These findings largely reflect expectations derived from theories of ingroup/outgroup behavior. In sum, although multiracial individuals may contribute to challenging symbolic boundaries, the results suggest that they are not necessarily disproportionately likely to challenge race-based social boundaries via their partner choices.

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Are the Americas ‘sick with racism’ or is it a problem at the poles? A reply to Christina A. Sue

Cited by 18 publications

References 19 publications

“All Students Matter”: The Place of Race in Discourse on Student Debt in a Federal Higher Education Policymaking Process

“All Students Matter”: The Place of Race in Discourse on Student Debt in a Federal Higher Education Policymaking Process

The stratified middle class and the formation of ethnic identities

Race and Social Boundaries: How Multiracial Identification Matters for Intimate Relationships

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