"Why Are All the Black Kids Sitting Together in the Cafeteria?": And Other Conversations About Race by Beverly Daniel Tatum

Stewart, Dafina–Lazarus

doi:10.1353/csd.2019.0066

Cited by 75 publications

(124 citation statements)

References 7 publications

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“…(e.g., the institution of slavery against enslaved Africans, detention of Japanese people in concentration camps, and native language loss among people whose first language was not English) informs which racial/ethnic groups have collective power to perpetuate and receive racism. Focusing solely on individual-level racism absolves White people from taking ownership of their role in the development and perpetuation of systemic racism (Tatum, 2017). Thematic analysis also revealed that colorevasive ideology was expressed when youth described racism as an intrapersonal/interpersonal phenomenon, suggesting that egalitarian beliefs that stress the importance of human equality may also coincide with beliefs that diminish power differentials between White people and people of color (Neville et al, 2013).…”

Section: Racism As An Intrapersonal/interpersonal Phenomenonmentioning

confidence: 97%

“…Youth possess sociocognitive skills (e.g., perspective taking and abstract thinking) that allow them to identify and analyze institutional racism, or the ways in which culture, laws, and policies privilege White people and disadvantage people of color in institutions, such as schools (Tatum, 2017). Thus, youths' ability to identify institutional racism is a developmental skill that is likely to increase across adolescence (Bañales et al, 2020;Brown & Bigler, 2005;Seider et al, 2021).…”

Section: Racial Consciousness During Adolescencementioning

confidence: 99%

“…By relying on these "American values" to explain life dynamics, people avoid discussing how race, colonization, and slavery have shaped people's access to resources and the larger structure of society (Bonilla-Silva, 2006). Colorevasive attitudes are fluid, cyclical, context dependent, and multidimensional (Neville et al, 2013;Tatum, 2017),…”

Section: Racism Beliefs As a Spectrum: From Minimizing Race To Critiq...mentioning

confidence: 99%

“…A small number of youth responses (3.1%) expressed an analysis of structural racism that describes racism as a "system" and "institution," or an unequal opportunity structure, as opposed to simply people's endorsement of stereotypes and prejudice and engagement in behavioral and verbal forms of racial discrimination (Tatum, 2017). Recognizing the institutional and structural nature of racism, youth indicated that racism operates at unconsciousness psychological levels and through the passive functioning of intuitions.…”

Section: "To Be Racist You Must Have Power + Prejudice:" a Structural...mentioning

confidence: 99%

See 3 more Smart Citations

Something You Can See, Hear, and Feel: A Descriptive, Exploratory Mixed-Methods Analysis of Youths’ Articulations About Racism

Bañales

Aldana

Richards‐Schuster

et al. 2021

Journal of Adolescent Research

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This descriptive, exploratory, sequential mixed-methods study investigated youths’ articulations about racism via an open-ended survey question, and the extent to which these articulations differed based on youths’ demographic characteristics. This study included 384 youth who identified as African American ( n = 98), Latinx/o/Hispanic ( n = 74), Asian/Pacific Islander ( n = 52), Multiracial ( n = 38), Native American ( n = 20), and White ( n = 100). Youth were between 14 and 18 years of age ( Mage = 16.66, SD = 1.28) and were primarily cisgender girls (51.3%) followed by cisgender boys (44.5%) and transgender (4.2%) youth. Thematic analysis was used to analyze youths’ responses, finding that youth displayed an analysis of intrapersonal/interpersonal racism, structural racism, and color-evasive ideology. Cross-tabulation analysis revealed that youth from lower socioeconomic statues (SES) were more likely than higher SES youth to describe racism as an intrapersonal/interpersonal phenomenon, and girls and transgender youth were more likely than boys to express a structural analysis of racism. Study findings suggest that youths’ beliefs about racism are multidimensional and primarily characterize racism as an intrapersonal/interpersonal phenomenon. Results may be used to inform the development of youth programs that aim to discuss racism in critical ways.

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Section: Racism As An Intrapersonal/interpersonal Phenomenonmentioning

confidence: 97%

Section: Racial Consciousness During Adolescencementioning

confidence: 99%

Section: Racism Beliefs As a Spectrum: From Minimizing Race To Critiq...mentioning

confidence: 99%

Section: "To Be Racist You Must Have Power + Prejudice:" a Structural...mentioning

confidence: 99%

See 2 more Smart Citations

Something You Can See, Hear, and Feel: A Descriptive, Exploratory Mixed-Methods Analysis of Youths’ Articulations About Racism

Bañales

Aldana

Richards‐Schuster

et al. 2021

Journal of Adolescent Research

View full text Add to dashboard Cite

show abstract

“…Specifically, race or racism was not explicitly defined in the study, and inequality is described only with respect to the constructs used for analysis (a race difference score); that is, the disparity between Black and White students was operationalized without naming the sociohistorical structure of race (or racism) in which schools and adolescents are nested. Leaving this key construct un(der)specified misses a critical opportunity to name racism as a system of advantage and disadvantage, 9 which is necessary for interpreting racial differences and disparities. 1,10 Without such intentionality, racial disparity in school belonging can incorrectly become a stand-in for racism.…”

mentioning

confidence: 99%

Documenting Racial Disparities or Disrupting Racism?

Rogers

Heard-Garris

2023

JAMA Pediatr

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Spotlighting racism in schools: Teacher mentors and the mediating effect of school safety

Flitner

McQuillin

Kornbluh

et al. 2023

American J of Comm Psychol

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Youth are more likely to succeed when they feel safe at school and have access to caring relationships with adults. Systemic racism interrupts access to these assets. Within schools, racially/ethnically minoritized youth encounter policies rooted in racism, leading to decreased perceptions of school safety. Having a teacher mentor may mitigate some of the harmful effects of systemic racism and discriminatory practices. Yet, teacher mentors may not be accessible to all students. In this study, the authors tested a putative explanatory hypothesis for differences between Black and white children's access to teacher mentors. Data from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict access to teacher mentors, and a mediational analysis was conducted to determine the effect of school safety on the relationship between race and teacher mentor access. Results indicate that students from higher SES backgrounds and those with parents who have greater educational attainment are more likely to have a teacher mentor. Furthermore, Black students are less likely than white students to have a teacher mentor, and school safety mediates that relationship. The implications of this study suggest that challenging institutional racism and structures may improve perceptions of school safety and teacher mentor accessibility.

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"Why Are All the Black Kids Sitting Together in the Cafeteria?": And Other Conversations About Race by Beverly Daniel Tatum

Cited by 75 publications

References 7 publications

Something You Can See, Hear, and Feel: A Descriptive, Exploratory Mixed-Methods Analysis of Youths’ Articulations About Racism

Something You Can See, Hear, and Feel: A Descriptive, Exploratory Mixed-Methods Analysis of Youths’ Articulations About Racism

Documenting Racial Disparities or Disrupting Racism?

Spotlighting racism in schools: Teacher mentors and the mediating effect of school safety

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