White faculty struggling with the effects of racism

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The behavior of racism at the white institution can be gleaned from the thoughtful reports of white faculty struggling with the effects of racism.

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... This, again, is corroborated by many other studies. Katz's (1983Katz's ( /1991) study of university faculty showed that sorne White professors avoided contact with Blacks and "looked away from issues of race" through a re1uctance to face up to the significance of race in society and in their own lives. Hyland's (1998) case study of a White female mathematics teacher showed that she too was "re1uctant to discuss race" (p. ...
... 27). Katz's (1983Katz's ( /1991) and Mclntyre's teachers also mentioned an apprehension about discussing race-related issues in the classroom for fear of Black anger and, in the Katz study, for the fear of arousing guilt in White students. ...
... Not only must we pay attention to race, and acknowledge it as an organlzmg principle in our society, we must also be explicit about racism. Katz (1983Katz ( /1991 conc1udes that "one effective way of countering racism in the c1assroom is to bring the facts of the black situation into the open in the c1assroom and to give black and white students full opportunity to express their views, attitudes and feelings about them" (p. ...
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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects. The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education. The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.
Personal and institutional racism and sexism have not been eradicated, and the policies implemented a few years ago have not necessarily changed practices and behaviors, even though they may have driven some underground.
By most statistical indicators, the educational gains made by black women during the past decade are rapidly being eroded: high school completion rates and college enrollment figures are declining, and dropout rates are increasing. The increase in black women earning bachelors and graduate degrees is due almost entirely to their higher participation rates in college. A higher proportion of blacks than whites are below 24 years of age; declining enrollments at a time when the black population is expanding reflects a significant loss. Important areas for policy initiatives include increases in financial aid. a critical factor in college attendance by black women-particularly at the graduate and professional degree levels-improvement in quality of primary and secondary education and counseling, and continuing education programs for teenage mothers.
In this article, the author argues that black female academicians, in particular sociologists, are in a “victim-bind,” which indicates their paradoxical ambivalence and produces stereotypical perceptions. This article examines the purpose and functions of stereotypic perceptions of black females in various phases of graduate school and early career development. It draws on the limited literature as well as the experiences and observations of the author and points out how the political culture and institutional structures of academic communities and departments shape images and career patterns of black women being professionalized as sociologists and social scientists in general. It concludes that stereotypic perceptions of black females are tied into the institutional systems of gender, race and power relations which represent in microcosm, the society at large.
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Also PCMA Working Paper #50.
A comprehensive analysis of the situation of the American Negro, conducted by a Swedish sociologist with the cooperation of leading American social scientists. An exhaustive study of social and economic data, supplemented by a large amount of material from interviews which leads to formulating the dilemma as a conflict between the American creed of egalitarianism and discrimination against Negroes. An example of the sociological approach to problems of prejudice. Harvard Book List (edited) 1949 #465 (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The Classroom C l i u : A Chilb One for Worn? Wash-ington, D.C.: Association of American Colleges
  • R M Hall
  • B R Sandier
Hall, R. M., and Sandier, B. R. The Classroom C l i u : A Chilb One for Worn? Wash-ington, D.C.: Association of American Colleges, 1982.
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