Post-Racialism

Franks, Danielle N.; Wilcox, Melanie M.; Azarani, Michael

doi:10.1163/9789004444836_064

Cited by 1 publication

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“…Gushue et al (2022) noted that it is possible—indeed, likely the default for most people—to deeply believe in egalitarianism but lack the ability to critically analyze why racial and social inequities remain pervasive. Such uncritical egalitarianism is essentially White liberalism, a White supremacy-enabling ideology that lends an appearance of addressing racism and social inequity via vague and decontextualized descriptions of racial disparities in the absence of critical understanding or concrete solutions (Franks et al, 2021). Gushue et al (2022) argued that the key, then, to adequate social justice training in counseling psychology is intentional critical consciousness-raising.…”

Section: Introductionmentioning

confidence: 99%

Are Training Programs Addressing Anti-Black Racism and White Supremacy? A Descriptive Analysis

Wilcox,

Reid Marks,

Franks

et al. 2023

The Counseling Psychologist

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Counseling psychology increasingly centers addressing and dismantling anti-Black racism and White supremacy among its values. It is unclear, however, whether training programs are attending to antiracist paradigm shifts. We conducted a study of counseling psychology programs’ attention to antiracism and White supremacy. Students and faculty in counseling psychology programs were asked to complete an online survey. Faculty were also asked to submit multicultural course syllabi. Qualitative results demonstrate that syllabi ( N = 29) generally do not reflect modern antiracist paradigms. Both faculty and student participants ( N = 179) rate their programs as above-average on social justice and antiracism commitments, social justice program norms, and multicultural training, but students ( n = 127) observed greater discrepancies between what their programs claim to do and what their programs actually do; and, faculty ( n = 52) rate their programs more positively than students. There also appeared to be individual-level differences in ethnic-racial identity, such that White students were more critical of Whiteness.

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Section: Introductionmentioning

confidence: 99%