Other People’s Racism

Hardie, Jessica Halliday; Tyson, Karolyn

doi:10.1177/0038040712456554

Cited by 31 publications

(4 citation statements)

References 34 publications

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“…Cultural Racism was often linked closely with Minimization. For example, while the faculty often referred to a lack of academic preparation in Students of Color, they often did not consider the structural inequities the students might have experienced in K–12 education (Fiel, 2013; Hardie & Tyson, 2013; Ogbu, 1994; Posey-Maddox, 2014) and in higher education (Mullen, 2010; Winkle-Wagner, 2009). Ignoring structural inequities often linked White faculty to the concept of Minimization where inequalities were minimized and passed off as flaws with the students’ respective cultures.…”

Section: Discussionmentioning

confidence: 99%

Colorblind mentoring? Exploring white faculty mentoring of students of color.

McCoy¹,

Winkle-Wagner²,

Luedke³

2015

Journal of Diversity in Higher Education

107

114

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In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva's Colorblind Racism Frames, we sought to understand White faculty members' perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a "colorblind perspective." Their use of race-neutral, colorblind language (avoiding racial terms but implying them) allowed White faculty members to describe their students as academically inferior, less prepared, and less interested in pursuing research and graduate studies while potentially ignoring structural causes. Faculty perceptions of students may influence the way Students of Color perceive their academic abilities and potential to achieve success in STEM disciplines and in graduate education.

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Section: Discussionmentioning

confidence: 99%

Colorblind mentoring? Exploring white faculty mentoring of students of color.

McCoy¹,

Winkle-Wagner²,

Luedke³

2015

Journal of Diversity in Higher Education

107

114

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“…Observational methods might uncover the various ways that racial discrimination impacts minority youth, given that racial discrimination is multidimensional (e.g., individual, cultural, and institutional), operating across multiple contexts such as schools, neighborhoods, and social media (García Coll et al, 1996; Tynes et al, 2012). Observational techniques are especially needed, given that prior research has documented White administrators’ and teachers’ unwillingness to discuss racial incidents in school settings even in the context of a race riot between Black and White students (Hardie & Tyson, 2013). Observational techniques might also identify how institutional practices in school settings result in educational disparities.…”

Section: Measurement and Methodology In The Context Of The Integrativ...mentioning

confidence: 99%

New directions for racial discrimination research as inspired by the integrative model.

Seaton¹,

Gee

Neblett

et al. 2018

American Psychologist

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In 1996, Cynthia García Coll and colleagues introduced a groundbreaking model that articulated factors that influenced the development of ethnic-racial minority and immigrant youth. One of the key arguments was that racial discrimination is a stratification mechanism resulting in negative developmental outcomes for minority youth, and this argument has been supported by several meta-analyses. Against the backdrop of the rise of White nationalism, increasing hate crimes against ethnic-racial minority individuals, implementation of national policies that disproportionately affect communities of color, and the shift to a majority-minority country, it is imperative for future research to refine key aspects of the integrative model that are intricately connected to these trends. The present article offers recommendations for future research in 4 areas: (1) expansion of segregation indicators to include mass incarceration and mass deportation, (2) expansion of the study of resilience factors among minority youth, (3) application of the integrative model to White youth, and (4) the development of comprehensive measures and utilization of diverse methodologies. It is imperative that future research clarify these issues to further understanding of the development of all children in the context of racial discrimination. (PsycINFO Database Record

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“…Leaders may deny racism exists within its walls and systematically ignore the experiences of its students of color, who repeatedly report overt and implicit racist actions by fellow students. Should racist incidents become public, the logic of individualized responsibility would drive school leaders to blame individual actors and to release statements denouncing the racist behavior, claiming it inconsistent with the school’s valuing of diversity, minimizing the particularly racist animus, and prioritizing the school’s reputation (Ahmed, 2012; Bridgeforth, 2021; Hardie & Tyson, 2013). Alternatively, leaders acting with communal responsibility could instead address the systemic conditions that continue to support racism, such as taking responsibility for delayed action on overt racism and more subtle and race-evasive actions and structures that place image ahead of education.…”

Section: What Does It Mean To Be Responsible?mentioning

confidence: 99%

Race-Conscious Caring for Anti-racist Leadership: A Narrative Ethics for Cultivating Communal Responsibility

Gunzenhauser

Flores

Quigley

2023

Journal of School Leadership

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Background -- Limited work has been done to integrate ethical leadership and anti-racist school leadership practice. Through narrative ethics, this paper links caring with race-consciousness to form a foundation for critical praxis. Purpose -- The authors address the limitations of caring leadership by arguing for a race-conscious narrative ethics that promotes communal responsibility for students, with specific attention to racialized and marginalized students. Research Design – This conceptual paper draws on caring theory, feminism, womanism, and culturally responsive leadership. The paper considers racism within a United States context, drawing from theory developed in additional contexts. Analysis – The paper builds from the limitations of caring theory and seeks alternative caring ethics from critiques and African-American historical struggles for sustainable and anti-racist praxis. Results -- The authors argue that predispositions toward caring among teachers and school leaders are insufficient for the project of anti-racist education because of uncritical assumptions of sameness, misplaced empathy, and the evasion of race and racism. The resulting impersonal caring reproduces racist power relations and reinforces standardized and competitive notions of responsibility for children, forestalling opportunities for collective action. Conclusions -- As an alternative to impersonal caring, the authors explore the possibilities of deepening leaders’ engagement in race-conscious caring through the significance of experience, the quality of caring relations, and the value of narrative ethics. A key implication is that race-conscious caring is necessary but insufficient for the work of anti-racism unless it informs changed practices, structures, and systems.

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Other People’s Racism

Cited by 31 publications

References 34 publications

Colorblind mentoring? Exploring white faculty mentoring of students of color.

Colorblind mentoring? Exploring white faculty mentoring of students of color.

New directions for racial discrimination research as inspired by the integrative model.

Race-Conscious Caring for Anti-racist Leadership: A Narrative Ethics for Cultivating Communal Responsibility

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