Resituating race into the movement toward multiculturalism and social justice

Cobham, B. Afeni; Parker, Tara L.

doi:10.1002/ss.260

Cited by 11 publications

(14 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Motivated by the Black student movement, as well as feelings of isolation and marginalization, other racially underrepresented student populations began to make demands for support and advocacy services at PWIs. Latina/o, Asian, and Native American students began to request that PWIs expand their services and curriculum to reflect their experiences and heritage (Cobham & Parker, 2007;Liu, Cuyjet, & Lee, 2010;Lozano, 2010;Shotton, Yellowfish, & Cintron, 2010). The movements initiated by racially underrepresented students were representative of the political nature of racial equity at PWIs.…”

Section: The Depoliticization Of Mss: a Historical Overviewmentioning

confidence: 99%

“…The movements initiated by racially underrepresented students were representative of the political nature of racial equity at PWIs. As stated by Cobham and Parker (2007), "Students from all racial/ethnic backgrounds protested and fought for these programs in the name of democracy and social justice" (p. 88).…”

Section: The Depoliticization Of Mss: a Historical Overviewmentioning

confidence: 99%

“…The Bakke case and decision affected higher education broadly, and MSS in particular, by creating a platform for the creation of race neutral initiatives. By challenging affirmative action, the Bakke case served as an impetus for PWIs to slow down the progress made by race-based initiatives and the case simultaneously increased resistance to affirmative action programs (Cobham & Parker, 2007). For example, race-based programs and scholarships administered by MSS offices were challenged and in some cases these programs were either terminated or changed to exclude race as a prerequisite for selection (Cross, 2000, Autumn;Schmidt, 2006;D.…”

Section: The Depoliticization Of Mss: a Historical Overviewmentioning

confidence: 99%

“…Highly politicized movements, like the Black, Chicano, Native American, and Asian American students' movements of the 1960s and 1970s demanded the creation of political spaces at predominantly white institutions (PWIs), such as cultural centers and minority students services (MSS) offices, that were charged with recruiting, retaining, and advocating for underrepresented students, faculty, and staff (Cobham & Parker, 2007;Patton, 2006b;Sutton, 1998;C. A. Taylor, 1986;Williamson, 1999;Wolf-Wendel, Twombly, Tuttle, Ward, & Gaston-Gayles, 2004;Yamane, 2001).…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

“…By expecting MSS administrators at PWIs to serve as the primary, if not sole, advocates for all things regarding race and diversity, their ability to challenge the status quo is stifled. MSS administrators often find themselves overwhelmed with managing and/or avoiding racial conflicts such that they are often unable to devote time and thought to initiating transformational change across campus (Cobham & Parker, 2007;Sutton, 1998;Sutton & McCluskey-Titus, 2010;D. A. Williams, 2003).…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

More than a window dressing?: A critical race institutional ethnography of a multicultural student services administrator at a PWI

Ranero

View full text Add to dashboard Cite

Finally, I want to acknowledge that the faith my family instilled in me is a source of peace. My agua bendita and tarjetas protect my loved ones and me every day, so gracias a La Virgen de Guadalupe por illuminar mi camino. xiv ABSTRACT Multicultural student services (MSS) emerged on predominantly white institutions (PWIs) as a result of student of color movements demanding equitable access, representation, and culturally relevant support systems. Over time, the goal and purpose of MSS has shifted away from its political roots and these offices are now expected to provide diversity education for all students thus limiting their ability to serve as advocates for racial equity. The purpose of this study was to gain a deeper understanding of how the policies, unwritten rules, and practices of institutions of higher education shape the work of MSS and influence the overall access and success of students of color in American higher education. Through the use of institutional ethnography and critical race theory, this study mapped out how organizations, policies, unwritten rules, and practices shape the everyday work life of a MSS administrator at a public, land-grant, Midwestern university. The organizations that emerged were Midwestern State, Midwestern University, the College of Innovation, and Joshua as the MSS administrator for the College of Innovation. A series of master and counternarratives bring forth how racism shapes the policies, practices, and unwritten rules in each organization that mediate Joshua's work as a MSS administrator. Implications for practice and research aim to challenge institutions to examine how they define and practice racial equity and encourage colleges and universities to do more than simply decorate their windows with diversity. xv DEFINITIONS OF KEY TERMS This section provides definitions of key terms that will be used throughout the study. 1. Depoliticization: The process of removing the political intentions of MSS. 2. Deracialization: The process of removing race as the primary focus of MSS. 3. Policy: A high-level plan that encompasses the general goals and procedures of a governing body (Iverson, 2007). 4. Problematic: The point of entry and inquiry in institutional ethnography (M. Campbell & Gregor, 2004). 5. Practice: the action of or process of performing or doing something (Practice, 2010). 6. Racial equity: Equitable outcomes for students of color in higher education that include access, retention, and graduation. Racial equity also encompasses the social transformation of predominantly white institutions, where equity for all students is an integral part of the institution. 7. Ruling relations: The sites such as legislation, governing boards, and administration, where power is produced and enabled throughout society (Wright, 2003). Ruling relations are also mediated by dominant cultural ideologies and serve the interests of the dominant society (D. E. Smith, 2005). 8. Social relations: "Sequences of action in which people are involved at different stages but not necessaril...

show abstract

Section: The Depoliticization Of Mss: a Historical Overviewmentioning

confidence: 99%

Section: The Depoliticization Of Mss: a Historical Overviewmentioning

confidence: 99%

Section: The Depoliticization Of Mss: a Historical Overviewmentioning

confidence: 99%

Section: Chapter 1: Introductionmentioning

confidence: 99%

Section: Chapter 1: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

More than a window dressing?: A critical race institutional ethnography of a multicultural student services administrator at a PWI

Ranero

View full text Add to dashboard Cite

show abstract

Reasoning through race: College students of color and the dynamics of racial authority.

Johnston‐Guerrero

2017

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

As racial tensions continue on college campuses across the nation, more attention is needed to understanding the ways in which students of color gain a level of authority in speaking on racial issues. Based on interviews with 31 undergraduate students of color from 2 public research universities on the U.S. West Coast, this study asked participants to reason through the concept of race. Using a constructivist grounded theory methodology along with a lens of self-authorship, the findings suggest participants' reasoning is influenced by different types of racial authority, or who or what is used to support confidence in claims made regarding what race is and how race matters. The findings inform a model of racial authority, which exists across 2 dimensions (holders and sources of authority) that lead to different outcomes. If students of color do not develop their own level of authority on racial issues, they might defer to so-called experts when reasoning through racial realities.

show abstract

Differential effects of colorblindness and multiculturalism on racial categorization and stereotyping

McManus¹

2011

PsycEXTRA Dataset

View full text Add to dashboard Cite

Two studies were conducted to explore the effects of the sociopolitical ideologies colorblindness and multiculturalism on perceivers' (1) automatic awareness of race and (2) automatic racial stereotyping. Study 1 showed that a colorblind prime caused White perceivers to notice White targets' race more compared to a no prime condition, although non-White perceivers were able to ignore race when primed with colorblindness. Multiculturalism, on the other hand, caused individuals to notice race no differently than the control. In terms of stereotyping, Study 2 showed that a colorblind prime did not change automatic stereotyping of Black or White targets. In contrast, multiculturalism increased automatic positive stereotyping of Black targets compared to the control condition, but did not affect stereotyping of White targets. Implications discussed include why colorblindness might affect White and non-White perceivers differently as well as whether or not decreased positive stereotyping of Whites (in the case of colorblindness) and increased positive stereotyping of both Blacks (in the case of multiculturalism) are beneficial ways to attain national unity.

show abstract

Resituating race into the movement toward multiculturalism and social justice

Cited by 11 publications

References 7 publications

More than a window dressing?: A critical race institutional ethnography of a multicultural student services administrator at a PWI

More than a window dressing?: A critical race institutional ethnography of a multicultural student services administrator at a PWI

Reasoning through race: College students of color and the dynamics of racial authority.

Differential effects of colorblindness and multiculturalism on racial categorization and stereotyping

Contact Info

Product

Resources

About