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This paper examines the contemporary racial attitudes of white American adults towards black Americans, using data from the General Social Surveys and classifies these attitudes using latent class analysis. The purpose of the analysis is to resolve ongoing debates between (a) those who contend that overt forms of racism have largely been replaced by more socially acceptable forms of racism, and (b) those who contend that overt forms of racism are still so strong in the United States that even the survey form can successfully detect them. Consistent with the second of these two views, a full 55.6 percent of the population adopts a pattern of responses consistent with deeply essentialist accounts of racial inequality. [ABSTRACT FROM AUTHOR]

This paper introduces a historically informed antiracist approach to psychological practice aimed at disrupting American psychology's legacy of racism by first saying "No More" to the whiteness engulfing it. Its end goal is to detour psychological practices away from enduring legacies of oppression, reimagine psychological practice as an antiracist endeavor, and extricate the deep-seated structural whiteness rotting the profession at its core. No more building resiliency takes aim at the White discourses directing people suffering under the weight of White supremacy to bear it instead of compelling mental health professions to dismantle the systems of oppression causing the harm. Seven historical themes reveal how organized psychology has shaped and been shaped by racism and whiteness since its inception. By identifying the language and strategies used to cover up and sustain the racist harm by design, the themes provide starting points for antiracist psychological practices that interrogate and dismantle both forms of oppression. They issue the imperative for a critical, transparent, and transgressive psychology of the future, one that requires not a revision of existing practices, rather a complete redo. The closing section imagines where we go from here by offering immediate action steps for bringing this antiracist future closer within reach. [ABSTRACT FROM AUTHOR]

Internalized racial oppression is a multi-dimensional interdisciplinary phenomenon that plagues many ethnic groups in America. However, little attention has been given to this race-based issue. The aim of this research paper is to highlight internalized racial oppression as a socio-psychological phenomenon in the novel of the African American writer Teresa Ann Willis’ Like A Tree Without Roots which is a story of suffering as well as of healing. In this young adult fiction, the protagonist is subjected to an internalized set of values that creates its own cycle of victimization leading to feelings of self-hatred, self-doubt and disrespect for her race and herself. An integral part of this culture is the White standards of beauty. The paper unravels the severe psychological effects of the internalization of Western beauty standards on the identity formation of African American teen girls. The paper focuses on oppression theory in relation to sociology and psychology to analyze the novel understudy. In addition, Liberatory/critical consciousness will be tackled as a concept in the educational system that proves to be highly important to fully comprehend this phenomenon of internalized racial oppression. [ABSTRACT FROM AUTHOR]

This paper elaborates on the idea of the epistemology of ignorance developed in Charles Mills's work beginning in the 1980s and continuing throughout his writings. I I argue that his account developed initially from experiences of racism in north America as well as certain methods of organizing within parts of the Caribbean left. Essentially the epistemic practice of ignorance causes knowers to discredit or push away knowledge they in fact have. But this gives us cause for hope, for restoring existing knowledge through changing ideas about who knows. [ABSTRACT FROM AUTHOR]

Black people in America have often been labeled outlaws, deviants, and nonconformists who are disinterested in complying with the laid down rules. However, from a long range experience dating back to slavery, they recognize that rules in the American context whether the Slave Codes, Black Codes, Jim Crows, or the contemporary law, are machinations of the legal system to perpetuate oppression and violence against Blackness. Toward self-preservation, they have learned to radically resist acts of oppression such as wrongful arrests by the police and the functional denial of their rights to be presumed innocent, protest and bear arms, even if such resistance necessitates a stark disobedience to the law enforcement. The Stono Rebellion of 1739 and other slave uprisings used resistance to achieve the abolition of chattel slavery. In the contemporary times, the Black radical tradition pursues the eradication of criminal enslavement by promoting Black protests and resistance against wrongful arrests: wrongful arrests have been identified as the preliminary steps toward mass Black incarceration. In opposition to the mainstream perspective in American literature, this paper uses a functional-analytical approach to legal reasoning to analyze key legal, historical, and sociological issues surrounding the existence of Black people in America in order to show that slavery is still functionally alive: it argues positively for the legitimacy and appropriateness of the Black radical tradition as a reliable means of effectuating the myriad black-letter rights that started in 1865 under the Thirteenth Amendment. [ABSTRACT FROM AUTHOR]

Copyright of Carta Internacional is the property of Associacao Brasileira de Relacoes Internacionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Thi Qar Arts Journal is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

American media is very quick to ask victims of anti-Black violence if they forgive their victimizers. The media's nearly reflexive framing is a symptom of the broader, cultural demand that Black victims grant forgiveness for racist violence. Reading Juliet Hooker and Myisha Cherry, this paper links the current preponderance of such demand for forgiveness to a demand for apology in America's lynching tradition. Drawing from Sonya Renee Taylor, Ida B. Wells, and Frederick Douglass, I give a history to both kinds of normative demands and show how, though they appear as seem-ing contraries, demands for forgiveness and apology function together as methods of anti-Black violence. I then draw from work in transformative justice to differentiate the perspectives of asking, giving, and demanding forgiveness. When understood through the perspective of victims, a certain kind of embodied forgiveness can have liberatory potential. However, observers' demands for forgiveness too often function as a method of racial oppression. [ABSTRACT FROM AUTHOR]

The rise in COVID-19 cases has not only generated anxiety and uncertainty but has also caused an upsurge in anti-Asian racism all over the world. The racially motivated attacks have forced us to rethink the concept of migration, integration, and racism in a global context. In this paper, I look back at Meena Alexander's Manhattan Music and relying on Arjun Appadurai's critical theory in Fear of Small Numbers: An Essay on the Geography of Anger I investigate the dynamics that go into making the dominant culture hostile towards immigrants and ethnic populations. Drawing a connection between my reading of the novel and the COVID-fueled racism, I debunk the myth of assimilation as a means of integration and attest that race and ethnicity still play crucial role in the politics of power. That is, despite the ethnic protagonists' negotiation of their subjectivity, their ethnic body will continue to be victims of racial politics and used as scapegoats as long as white supremacy prevails and is considered normative. Revisiting Manhattan Music and rendering the connection between race, ethnicity and racism opens up avenues for critical rethinking and compels us to ever more consider the intersection of ethnic identity and race today in an era of global pandemic that has targeted Asian migrants in and beyond America. [ABSTRACT FROM AUTHOR]

We are haunted by "ghosts" derived from the cultural history in which we are immersed. Many of these ghosts are deeply unconscious in a psychodynamic sense―repressed, disavowed, or denied. Experiences of triangulation, via prolonged emotional exposure to a different culture, may assist in gaining awareness of the presence of these ghosts. Cultural beliefs such as the nature of reality, causality, and time are fundamental for the developing child. These beliefs develop in a child through the very earliest identifications with primary caretakers. Hence, they form the fabric of reality for the child. Loewald makes a very similar point about the development of reality sense. Evidence for the child's primary identification with the mother as subject is presented in Trigant Burrow's writing nearly a century ago, and in contemporary writing about gender development in women and in men. Further support for the very early role of culture in promoting "learning from experience" is provided by Mark Solms who demonstrates the crucial role of "precision"―that is, the ability to assess the significance of each perception. Studies of the relationship between dream reality and waking reality for an indigenous people in the Amazon rainforest show that the very fabric of reality depends upon culture. In this paper, the author discusses ghosts from his own childhood and from recent American cultural history. As a Jewish child in America, he absorbed resonances of Eastern European pogroms, Holocaust history, and ancient Jewish slavery in Egypt, commemorated in the Passover Seder. As an American boy, he grew up with the legacies of racism, the enslavement of African–Americans, and genocidal attacks on indigenous peoples. These ghosts (and others) were simultaneously displayed, hidden in plain sight, and deeply repressed in cultural artifacts such as Edward Steichen's Family of Man photographic exhibition. Discussion of that exhibition illustrates the multiple ways that culture is constitutive of conscious, preconscious, and deeply unconscious mental life. In a variety of ways, psychoanalysis both helps and hinders exploration of cultural influences. To shed light on what is culturally repressed, and to triangulate the culture one grows up in, it's helpful to live in another culture for a while. Experiences with the Achuar people in the Amazon rainforest provide a lens for examining culture, reality, and dreaming. [ABSTRACT FROM AUTHOR]

This paper explores the nature of racial inequality in America, both in terms of its historical variations and contemporary realities represented by a selected woman character (Pecola) in Toni Morrison’s work The bluest eye. Pecola believes that beauty and self-respect are connected with the color of the skin and whiteness, Toni Morrison as a black writer wants to reflect the struggles and difficulties which confront the black women community in united states represented by her black character girl Pecola, she can’t accept herself as a black girl in white people society and search for a way to get rid of her self-loathing and and her low self-respect, this way of thinking shows how the white beauty standards affect on the black community. Morrison through out her work wants to make the world aware of the misery and gloomy life of the black women in united states, Pecola has nothing to do with her black skin and its her nature, as one kind of racism, Pecola ill-treated and degraded and this is the reason of her desire that pushed her to wish to gain a blue eyes, to be accepted black girl by her community and settle in peace. This paper explores the nature of racial inequality in America, both in terms of its historical variations and contemporary realities represented by a selected woman character (Pecola) in Toni Morrison’s work The bluest eye. Pecola believes that beauty and self-respect are connected with the color of the skin and whiteness, Toni Morrison as a black writer wants to reflect the struggles and difficulties which confront the black women community in united states represented by her black character girl Pecola, she can’t accept herself as a black girl in white people society and search for a way to get rid of her self-loathing and and her low self-respect, this way of thinking shows how the white beauty standards affect on the black community. Morrison through out her work wants to make the world aware of the misery and gloomy life of the black women in united states, Pecola has nothing to do with her black skin and its her nature, as one kind of racism, Pecola ill-treated and degraded and this is the reason of her desire that pushed her to wish to gain a blue eyes, to be accepted black girl by her community and settle in peace. [ABSTRACT FROM AUTHOR]

In this paper, I insert the importance of teaching race through Middle Eastern America and Muslim America. By bringing in critical analysis of Middle Eastern America and Muslim America, I offer theoretical insights and pedagogical strategies in the education curriculum to teach race that will deconstruct, destabilize, and interrogate the dominant White-Black racial logic in the United States. While my theoretical engagement with Critical Race Theory complicates how we theorize race in the United States, I couple the theory with transhistorical, transnational, embodied, performative pedagogical strategies to enable a wide assortment of ways to engage with the dynamism, fluidity, and constantly shifting nature of race and Whiteness through an engagement with scholarship on Middle Eastern America and Muslim America. I present a way to teach race that enriches the curriculum on race in the education program while preparing future educators with resources to support students and expand the conversation on race and racism during this time of the "global war on terror" and rising Islamophobia. [ABSTRACT FROM AUTHOR]

The Social Literary Criticism Underpins This Study. Literary Work Is A Reflection Of Human Existence, Expressing A Wide Range Of Human Emotions, Feelings, And Behaviours. Through Literary Art, People Can Transcend Human Ingenuity Into Something Larger Than Life And Beyond Their Imagination. Racism Has Been The Subject Of Numerous References, Scientific Studies, And Literary Works. "Gloria" By Branden Jacobs-Jenkins Is One Of The Literary Works That Analyze Such Phenomena. The Researcher Is Classed As A Literary Critic Since She Evaluates And Analyzes The Selected Literary Work To Achieve The Study's Objectives. The Researcher Looks At This Literary Endeavour From Two Angles: Intrinsic And Extrinsic And Then Applies Genetic Structuralism Theory. This Paper Tries To Answer Some Questions Such As "Do Asians In America Confront A Variety Of Forms Of White Racism?" And "What Are The Important Things For Asians To Continue Their Struggle Against Racism And Win Equity?". [ABSTRACT FROM AUTHOR]

American archaeology is rooted in the behaviors of our predecessors, yet our criticism of those forbearers is often disconnected from the issues of today's practice. Contributors to this volume seek to bridge that gap with a healthy dose of reflection. First, this introduction touches on some issues that are not more fully covered in the chapters that follow, specifically the #MeToo movement and field/conference safety, race, and class inequalities especially the costs of field schools and unpaid internships, and the need for inclusive practices for those who are differently abled. Then we summarize those issues that this volume does focus on, pointing out connections and interrelationships. Three major themes are explored: (1) how the identity of an archaeologist can impact their legacy; (2) how the careers of celebrated "big men" and "big projects" are often misrepresented; and (3) the relationship of archaeology to Black and Indigenous peoples, women, and other marginalized groups, including those who are archaeologists. To conclude, each editor presents a reflection of their own relationship to American archaeology and how that inspired this volume. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: African Americans have the highest rates of hypertension-related disease of any ethnic group in the USA. Importantly, racism and discrimination have been linked to these higher rates of morbidity and mortality. Discrimination is deleterious not only to those that are the recipients of this unfair treatment but also to the partners and family members of those affected as well to those that perpetrate this bias.Purpose: In this paper, we identify a unique pattern of physiological response to unfair treatment, we have called the "cardiovascular conundrum." This pattern is characterized by greater heart rate variability and greater total peripheral resistance in African Americans compared to their European American counterparts.Methods and Results: We review the evidence supporting the existence of this pattern and propose several physiological and psychological factors that might underpin it. We also propose a number of factors that might help to mitigate the deleterious effects associated with it.Conclusions: Whereas the context of the current review is on Black/White disparities the framework we propose may be relevant to others exposed to unfair treatment. Ultimately, the systemic factors that perpetuate these inequalities will require that we first acknowledge and then face the challenges they present if we are to address the wealth and health disparities in our country. [ABSTRACT FROM AUTHOR]

It has been consistently observed that black Americans receive psychotic disorder diagnoses at higher rates than white Americans. While this finding has proven robust across time and setting, with other demographic variables accounted for, reasons for the disparity remain obscure. This paper aims to provide a psychoanalytic and historical framework for thinking about this correlation. Rather than categorizing black liberation as insane (a well-worn trend within American psychiatry) or dismissing the elevated rates of insanity as mere racist fabrication, here, I propose to listen to what speaks through insanity for what it may reveal about the historical and present realities of being black in America. To do so, I will first outline Francoise Davoine and Jean-Max Gaudilliere's framework for thinking about psychosis alongside historical trauma and then turn to clinical experiences at a city hospital in the Bronx. [ABSTRACT FROM AUTHOR]

America has a mythologized reputation as an accommodative "melting pot" nation that welcomes individuals from all races and countries seeking improved quality of life and reduced material hardship. However, our U.S. social welfare system is more broadly characterized as underdeveloped, restrictive, and exclusionary, especially toward immigrants and people of color. Public health benefits (e.g., Medicaid), food assistance programs (e.g., SNAP), rental assistance (e.g., HCV/Section 8), and cash assistance (e.g., TANF) are oftentimes restricted for immigrants and racial minorities, making them more vulnerable to material hardship and more exposed to pandemic conditions under COVID-19. Moreover, these welfare restrictions are oftentimes rooted in negative social construction and unflattering stereotypes of Black and Latine people. This paper connects deliberately racialized social welfare barriers, developed under the banner of "welfare reform" in the 1990s, to contemporary difficulties accessing benefits by minority groups, and subsequently heightened vulnerabilities around COVID-19. We suggest areas for improvement in social welfare policy development to better address systemic racism and COVID-19, and deepening inequalities from lack of access to the social safety net for immigrants and racial minorities in the U.S. [ABSTRACT FROM AUTHOR]

To Kill a Mockingbird by Harper Lee published in 1960 is still considered to be one of the most effective criticisms of racial prejudice depicting Atticus Finch as an example of a righteous person. However, the subsequent Go Set a Watchman (2015) has a different Atticus who seems to have changed his stand on race issues. This research employs Lucien Goldmann's genetic structuralism with comparative analysis to trace the development of Atticus Finch's approach to racism in Harper Lee's To Kill a Mockingbird (1960) and Go Set a Watchman (2015). This research examines the major social changes in the mid-20th century American South through Atticus' transformation from a hero for racial justice to a segregationist and racist. It explores how social pressures and personal struggles influence people's beliefs. This research further examines Jean Louise Finch's disenchantment with her father's changing views on race that portrays the generational and moral conflicts triggered by social transformation. The findings of this research are anticipated to offer profound understanding of how literature can mirror societal changes and offer valuable prescription for how the relation between history and literature can be understood. [ABSTRACT FROM AUTHOR]

The authors deploy Marxist theory—and Gramscian hegemonic theory in particular—to investigate the subtleties of racial "othering" in the media representations of African Americans in a putatively postracial America. The paper's objects of inquiry are an opinion article in the Atlanta Journal-Constitution and the reaction it instigated in the Atlanta Black Star. We argue that the contestations of signification between the dominant narrative about African Americans in the Atlanta Journal-Constitution and the rhetorical pushback it actuated in the alternative Atlanta Black Star both reproduce and legitimate dominant media framing by highlighting the alterity of subordinate ethnic groups and providing a site for contestation. [ABSTRACT FROM AUTHOR]

Pre-arrival integration tests used by European countries suggest discriminatory measures subtly persist in immigration laws. This paper draws on a comparison across the Americas and Europe to identify and explain historical continuities and discontinuities in ‘assimilability’ admissions requirements. We attribute legal shifts at the turn of the twenty-first century to the institutionalised delegitimisation of biological racism and the rise of permanent settlement immigration to Europe. Efforts to reduce Muslim immigration largely motivate contemporary European policies, but these policies test putative individual capacity to integrate rather than inferring it from a racial group categorisation, as did historical precedents in the Americas. [ABSTRACT FROM AUTHOR]

Racism and poverty are intertwined throughout American society as a result of historic and current systemic oppression based on class and race. As the processes of pediatric preventive care, or well-child care, have evolved to better acknowledge and address health disparities due to racism and poverty, the structures of care have remained mostly stagnant. To cultivate long-term health and wellness of Black and Brown children, we must adopt an explicitly antiracist structure for well-child care. The pediatric medical home model is touted as the gold standard for addressing a host of health, developmental, and social needs for children and their families. However, the medical home model has not resulted in more equitable care for Black and Brown families living in poverty; there are ample data to demonstrate that these families often do not receive care that aligns with the principles of the medical home. This inequity may be most salient in the context of well-child care, as our preventive care services in pediatrics have the potential to impact population health. To appropriately address the vast array of preventive care needs of families living at the intersection of racism and poverty, a structural redesign of preventive care in the pediatric medical home is needed. In this paper, we propose a re-imagined framework for the structure of well-child care, with a focus on care for children in families living at the intersection of racism and poverty. This framework includes a team-based approach to care in which families build trusting primary care relationships with providers, as well as nonclinical members of a care team who have shared lived experiences with the community being served, and relies on primary care connections with community organizations that support the preventive health, social health, and emotional health needs of families of young children. Without a structural redesign of preventive care in the pediatric medical home, stand-alone revisions or expansions to processes of care cannot appropriately address the effects of racism and poverty on child preventive health outcomes. [ABSTRACT FROM AUTHOR]

Background: A challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians. Methods: We developed a six-hour elective continuing education (CE) series for faculty and staff with the following objectives: (1) describe and discuss race as a social construct; (2) describe and discuss the decolonization of the health sciences and health care; (3) describe and discuss the history of systemic racism and structural violence from a socio-ecological perspective; and (4) describe and discuss reconciliation and repair in biomedicine. The series was spread over a six-month period and each monthly lecture was followed one week later by an open discussion debriefing session. Attendees were assessed on their understanding of each objective before and after each series segment. Results: We found significant increases in knowledge and understanding of each objective as the series progressed. Attendees reported that the series helped them grapple with their discomfort in a constructive manner. Self-selected attendees were overwhelmingly women (81.8%), indicating a greater willingness to engage with this material than men. Conclusions: The series provides a model for AHCs looking to promote anti-racism and structural competency among their faculty and staff. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The tendency to reduce the movements of performers in media art to data results in a flattening of identities and makes the performers' essence seemingly insignificant. Two case studies showcase what might be lost through datafication, even as they resist it: Lucinda Childs "walking" in Bach 6 Solo by Robert Wilson, and Michael Jackson standing still at the start of his 1993 Super Bowl Halftime show. The desire to detach the body from aesthetic significance can be traced back to America's historical racism. [ABSTRACT FROM AUTHOR]

There is a dearth of literature on practice with American Indians that adequately translates cultural knowledge, such as the historical and contemporary experiences of this population, into direct skills for practice. The literature insinuates a need for practitioner knowledge of these experiences to provide culturally appropriate services. However, it does not directly address how practitioners, especially non-Indian practitioners, can turn that knowledge into practice skills. The qualitative study reported in this paper contributes to filling this gap in the literature. Analysis of data collected from Indian practitioners uncovers five themes and the skills for their application in culturally respectful practice. [ABSTRACT FROM AUTHOR]

Utilizing the work of Wilfred Bion, Harry Stack Sullivan, and other theorists and practitioners, as well as philosophers and students of race in America, this article argues that racism/white supremacy sabotages our work, and yet is fundamental to our way of doing, being, and thinking in our society. As a result of the centrality of racism/white supremacy, the author lays out four challenges which, if met, will aid in overcoming racism/white supremacy: (a) the first challenge of denial, (b) the second challenge of impaired empathy (and the failure to think), (c) the experience of shame, and (d) the denial of death. The article discusses each of these and concludes with a word on the possibility of passion—if we are able to overcome racism/white supremacy. [ABSTRACT FROM AUTHOR]

Asian Americans are lauded as the model minority who are intelligent and industrious. Simultaneously, they are deemed as perpetual foreigners. The current research examines how racial microaggressions expressed by a White American source toward an Asian American target affect perceptions of the perpetrator and target. White Americans and Asian Americans read about an interaction between two college students, where the racial microaggression made was either an ambiguous expression of the model minority myth (MMM; all studies), an ambiguous perpetual foreigner stereotype (all studies), an unambiguous MMM (all studies), or no racial bias (Studies 2 and 3). Findings indicate that both Whites and Asian Americans respond differently—when exposed to the aforementioned conditions—regarding perceived racism of the White perpetrator and appropriateness of response by the Asian American target; however, they respond similarly regarding perceived legitimacy of collective action by the target. Nevertheless, Whites and Asian Americans deemed the ambiguous microaggression against the target as a model minority not racist relative to unambiguous MMM. Our findings show that ambiguous forms of bias toward Asian Americans go "under the radar" of both Whites and Asian Americans as being racist and contribute to the maintenance of the racial status quo. [ABSTRACT FROM AUTHOR]

Copyright of Cartographica is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

St. Louis, Missouri, is a case study in America's long legacy of racism and a prominent example of a "shrinking city." This paper expands the notions of "core" and "periphery" using the highly segregated city and its suburbs to include not just economic exploitation but also racial exploitation. Using historical and contemporary census data and spatial data delineating the boundaries of Home Owner Loan Corporation grades (i.e., "redlining" maps), this paper examines the relationship between historical racism, contemporary segregation, and economic consequences. I find that St. Louis's peripheral areas expanded over the twentieth century, first in the city and then in the county, creating dual zones of exploitation where poverty, segregation, and income inequality remain persistently higher. These findings identify the historical roots of contemporary segregation, and suggest that addressing the long term consequences of both racial and economic exploitation in peripheral spaces remains critical for improving African American families' life chances. • Provides an empirical analysis of redlining's contemporary effects in St. Louis, MO. • Redlining has a moderate bivariable relationship with segregation in St. Louis. • Finds contemporary socioeconomic factors to be more salient for understanding segregation and home values than redlining. • These findings inform an extension of the core-periphery model by pairing it with a racial capitalism perspective. [ABSTRACT FROM AUTHOR]

While the issue of microaggressions has been studied for marginalized groups, research on microaggressions directed at Caribbean and Central American immigrants, a population whose identities are merged in the more visible Latinx, African American or Asian-American identities, is rare. Semi-structured interviews were conducted with 20 participants – fourteen immigrants and six American-born adult children of immigrants. This research explores how ethnic and racial identification of black and brown immigrants and their American born children connect to experiences of daily microaggressions in the workplace. The results revealed that due to their intersecting identities they pay a heavy emotional price to assimilate into the workplace. This research has implications for organizations, human resources and organizational development. [ABSTRACT FROM AUTHOR]

"Stonebreakers" is a documentary film that explores America's historical commemorative landscape and the controversies surrounding monuments. The film presents different perspectives on the issue, including those who advocate for a more inclusive and accurate representation of history and those who defend a more exclusionary view. It highlights the tensions and divisions that arise from debates over monument removal and preservation, as well as the racist vitriol that can emerge. The film also examines the ongoing discussions surrounding Mount Rushmore and its colonialist symbolism. Overall, "Stonebreakers" offers a nuanced exploration of the complexities and evolving narratives surrounding controversial monuments in the United States. [Extracted from the article]

Histories of 19th-century U.S. education center White experiences, while formal education policy and practice pertaining to Black and Native Americans are treated as marginal phenomena that had little impact on schooling at a national level. Furthermore, current historical framings overwhelmingly analyze Native, White, and Black American education as separate entities, which conceals the political economic character of race as a relational phenomenon. To explore connections between race, school, and nation building, this review presents a relational analysis of scholarship on Native, White, and Black American education through the 19th century. In doing so, it outlines how formal U.S. education expressed, created, and adjusted racial hierarchies through the 19th century; and more importantly, it highlights how America's education system developed in a context where Native, White, and Black American experiences were deeply interrelated. The review ends by identifying paths for new research on the racial dimensions of U.S. education during its foundational years and beyond. [ABSTRACT FROM AUTHOR]

Considering the ways in which class and space inform the varied experiences of Black people is essential to a more complete understanding of the African reality. Situating these constructs within the context of the Black Intellectual Tradition sheds light on the history of scholars who, for decades, have encouraged this analysis. Starting with Du Bois, this study pays homage to and continues the work of analyzing race and class in Black spaces. Relying on thirty-four in-depth interviews, this research highlights the racialized and classed experiences of Black Atlantans. Drawing on the theoretical frames of Black placemaking, a premise that is encouraged in the Black Intellectual Tradition, I explain how, even in a Black mecca like Atlanta, certain class groups are left out of the educational opportunities and social privileges afforded to whites and economically advantaged Blacks. I use the term Black meccanisms to elucidate the way city institutions act as agents to help Atlanta maintain its Black mecca status, while simultaneously reinforcing class inequality. Community-engaged research empowers people to suggest and create solutions to the social problems they encounter. Therefore, my research gives voice to solutions participants agree would help undermine the effects of structural inequality – improved and diverse educational institutions. [ABSTRACT FROM AUTHOR]

Anti-Black racism is a pernicious problem that has plagued the USA throughout history. In 2020, we saw intense moments that highlighted the stark anti-Black racism and racial inequity in America. Namely, the murder of George Floyd coupled with the disproportionate levels of negative outcomes from the COVID-19 pandemic affecting Black people in the USA. These instances called attention to the considerable racial inequality in US society and reminded many people that racism seeps throughout all facets of life. Our first goal with this special issue was to call attention to research within in the organizational sciences that focuses on anti-Black racism. The articles in this issue call attention to some of the manifestations and consequences of anti-Black racism as well as ways to reduce its insidious effects. Our second goal was to intentionally highlight the work of Black scholars in the field of I-O psychology. As such, we engaged in targeted recruiting that allowed us to successfully curate articles from a racially diverse group of scholars, and we are able to highlight the work of Black scholars and practitioners in the field. [ABSTRACT FROM AUTHOR]

The last few years have been a testament to the fact that anti-Black racism is alive and well in America. It manifests not only in macro-level indicators of social inequity (e.g., housing, education) but also manifests within individual organizations. Importantly, individuals in organizations can endorse anti-Black attitudes and other racist sentiments that influence others' expressions of bias. In the current research, we examine the power of proximal organizational norms in two studies. In Study 1, 269 participants heard a member of their organization condone or condemn anti-Black attitudes and were then asked to give their own attitudes about Black Americans. Results revealed that participants were strongly influenced by the organization member's stance on anti-Black racism; compared to those in the control condition, those who heard an organizational peer condone anti-Black attitudes were also more likely to condone, and those who heard an organizational peer condemn these attitudes were also more likely to condemn. In Study 2, we continued to examine the impact of norms on expressions of anti-Black bias by investigating the relationship between bias expression and both proximal (within an organization) and distal (within a more socially and physically distant reference group, i.e., country) norms. Consistent with Study 1, results from 183 participants showed that the proximal norms (but not the distal norms) were strongly related to the expression of anti-Black bias. We discuss the results by considering the critical role that both individual workplace allies and collective organizations can play in shaping the expression of anti-Black bias. [ABSTRACT FROM AUTHOR]

The stories we tell about ourselves and our communities have the power to impact perceptions of marginalized communities, both positively and negatively. Narratives affect how people view themselves, their town, and other members of their community and thus shape personal interactions, local culture, social situations, and even decisions about allocation of resources. When those stories are rooted in discursive frames—what we can understand as the links between ideology and narrative—they can also perpetuate and reify power inequities. Within rural America, local elites and residents alike use narratives and discursive framing to erase or exclude communities of color and, at times, poor whites in unique ways. This happens through explicit and willful ignorance of narratives of difference that could both complicate normative assumptions and highlight histories of dispossession within rural towns. Drawing on 30 interviews and 12 months of ethnography in the midwestern town of Moses, we provide a case study that demonstrates how narratives perpetuated by both decision makers and residents, across racial and class backgrounds, are rooted in colorblind racism and classblindness regarding African Americans, Mexican Americans, and poor whites. These narratives frame perceptions of residents and neighborhoods, influence town‐level decisions, and erase local histories. [ABSTRACT FROM AUTHOR]

The key argument that Fields makes is that Whites' "racial fear" motivates the enforcement of segregation in American society. Fields contends that these tactics are used by White Americans to maintain the informal apartheid that exists in U.S. society. In I Neighborhood Watch: Policing White Spaces in America i , Shawn E. Fields digs into both the institutional and interpersonal ways in which this color line is enforced in the United States. [Extracted from the article]

Racisms are plural, taking different forms in different countries, subject to change in focus and intensity over time. Colonialism and slavery influence attitudes and policies in both countries through to modern times. In examining the British and American contexts, one needs to particularise by a) country, b) ethnicities, c) histories, d) contemporary economic forces which sustain racisms and e) anti-racist and decolonising practices in the school curriculum, instructional relationships and wider public education contexts. Racisms are about power and exploitation, generally exercised by a White population through the devaluing of minorities and denial of their rights, needs and pain. Despite Civil Rights laws and Affirmative Action, the USA has a brand of racism that is at times barbaric, extreme and recurrent, bolstered by discriminatory law and law enforcement. Britain's racisms, despite Race Relations Acts, discriminate across a range of sectors with interventions funded which have been too limited, seldom sustained and with variable impacts. Until attributes of 'Whiteness' are openly interrogated, the folk histories of the countries rebalanced, the school curriculum reconsidered and historical roots for contemporary 'erasure of Black suffering' are recognised, 'White premium' will persist. That is the challenge to public pedagogies in educational establishments and the wider society. [ABSTRACT FROM AUTHOR]

The field of education in America—oft-viewed as a catalyst for change and self-improvement—has a racist history, which is often undiscussed by teachers and likely unknown to students. This article guides high school students to explore how educational texts, tasks, and policies have been products and producers of racist ideas in the past and today. Examining racism in U.S. schooling situates students to better detect the figurative fingerprints of racism's evolving, oft-hidden hand. The guided inquiry format enables high school U.S. history students to examine primary and secondary sources, contribute to informed dialogue, and participate in civic action. Disciplinary scaffolding directs students to scrutinize historical and modern U.S. curricula, common pedagogy, and educational policy for racist and antiracist ideas. Social studies classrooms are logical spaces to spark students' scrutiny of educational policy, pedagogy, and curriculum for racist intent or racially disparate results. The article situates high school American history students to apply disciplinary thinking, literacy, and argumentation skills to analyze past and present racism within American schools. [ABSTRACT FROM AUTHOR]

In the current article, we argue that the current conceptualization of grief as "the acute pain that accompanies the loss of a loved one" is too narrow in scope. Specifically, our current conceptualization of grief fails to account for the various ways in which grief is manifested amongst Black Americans. Throughout the article, we explore how the history of the racialization of Black people in America has resulted in a unique experience of loss, grief, and bereavement which previous research has largely failed to elucidate. Additionally, we explore how grief catalyzes political and social action. The article also proposes a novel theoretical conceptualization of personal and collective grief to deepen our conceptualization of grief amongst Black Americans. Finally, we posit that we must also consider how to further research on this collective grief to increase our understanding of it and to account for similar phenomena that may exist in communities who've had similar experiences (e.g., Indigenous peoples in the Americas and Dalits in India). [ABSTRACT FROM AUTHOR]

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The slogan "I can't breathe" reverberated in 2020 with the Black Lives Matter movement protests against police brutality and racial injustices in America. As much as there was an uncanny coincidence with that phrase and the root of the COVID-19 pandemic, the immediate association of those words for me, a dance educator in South Africa, was the 2015 #RhodesMustFall national student protests in South Africa. Black students at the University of Cape Town, and eventually across the nation, vehemently protested racism and the suffocating whiteness of their institutions and curricula. Their motto of "We can't breathe" resonated in our dance studios and lecture halls. Through personal narratives the author aims to reveal multiple ways in which racism can permeate dance teaching and learning and the adverse effects of this abhorrent phenomenon on dancers and dance education. A lacuna in the dance scholarship on race and racism are first-person accounts that provide rich descriptions of individual's lived experiences with racism in dance. As a step toward healing and transformation, such storytelling is useful for demystifying a phenomenon that is complex and prone to blind spots and denial. [ABSTRACT FROM AUTHOR]

Following the George Floyd protests, psychoanalysts, along with corporations and yoga studios, made statements and offered anti-racism reading lists. But what if there is something about psychoanalysis' attempts to interpret racism that eludes such secondary process thinking? The occasion for this essay is an encounter with a published 1967 Bion seminar that featured a patient's dream of black people, in which the author examines examples of patient dreams about black people recorded in psychoanalytic articles from the 1940s to the 1970s. The author also recontextualizes Bion's 1967 seminar in terms of what is not included in the volume: the fact that it took place at the dawn of what came to be known as the "Long, Hot Summer of 1967" of racial unrest in America. Finally, the author briefly reconsiders what it might mean to practice without memory and desire when it is the memory of racism, both in the culture and psychoanalysis itself, which is at stake. [ABSTRACT FROM AUTHOR]

Refugee resettlement services in the United States usually prioritize education, employment, and language skills. However, a more holistic approach to supporting refugees beyond the initial resettlement period is needed. Specifically, more attention should be focused on the social and cultural discrimination, particularly racism experienced by refugees who are Black. This is even more urgent for women who experience additional intersectionality of race, gender, and refugee status. We conducted longitudinal photovoice research with Congolese women refugees in the United States in 2016 after they had been resettled for approximately two years and then again three years later in 2019. Photovoice data was supplemented with semi-structured interviews in 2016 and interviewer-administered questionnaires in 2019. The paper shares three major themes highlighting social and cultural challenges—including raising kids in America and the related fear of the police; increasing experiences of discrimination; and the importance of social connection. Our findings indicate the need for more comprehensive and culturally tailored support from social services beyond the initial resettlement period. [ABSTRACT FROM AUTHOR]

From the nation's first non‐white President, to prevalent narratives of demographic change, a surging reactionary Right and emerging social awareness of white identity, the social context in which white Americans relate to whiteness and white privilege has changed since the early 1990s foundations of whiteness studies. In this article we review work on white Americans and whiteness generally to grapple with their (dis)positions within, and provide a roadmap for sense‐making through, recent cultural and racial‐political developments. We begin with an overview of now canonical critical‐theoretical scholarship, set in the context of other (more limited) empirical work about specific white American subgroups. We highlight how these related, frequently overlapping, though certainly non‐synonymous tracks of inquiry into whiteness and white Americans have since evolved, emphasizing that iterative exchange between them may best situate potentially different, cross‐cutting orientations toward whiteness and privilege held by various contemporary American whites. We then focus our discussion on several socio‐historical developments that will have significant, if somewhat uncertain implications for the reproduction, possible transformation, and study of white America in coming years. Specifically, we detail literatures surrounding recent questions upon the shapes of the white color line, contemporary white nationalisms, and prospects for white antiracism. [ABSTRACT FROM AUTHOR]

This article discusses various issues of race and law enforcement in the USA through the lenses of critical race theory and Black radical tradition, precisely to convey the fact that racism is still alive and well in the USA and reverberates through the criminal justice system against Black people. American legal scholars are divided on which legal methodology is most appropriate in addressing racial cum legal issues. However, this article argues that tackling the systemic racism and the perilous proclivity of the police in brutalizing Black people in the USA cannot be adequately achieved through the current (mainstream) frameworks of rule of law and democracy because, arguably, these institutions were erected on the foundations of slavery and racism to principally serve the interests of White Americans. Using legal storytelling, the article narrates specific cases of police brutality and amplifies the voices of critical race theorists that racism in the USA cannot truly be dismantled solely via democratic dialogues and legal formalism as the mainstream view tends to always suggest. It posits that the hefty intellectual effort required to positively bend the mainstream towards realizing the constitutional rights of Black people in the USA can only be shouldered on Black radicalism and 'racial realism', as Derrick Bell, Cedric Robinson, and other scholars have opined. [ABSTRACT FROM AUTHOR]

His friend Stead praised him as the "leading exponent" of racial re-reunion (Stead qtd. in Bell 43). Recognizing that Britain had been surpassed in the global race by "the conquering American" (Stead qtd. in Bell 100) he had "toiled like a Titan" (Gilbert Keith Chesterton qtd. in Bell 100) for the Anglo-American idea and "the unity of the English-speaking race" (Stead qtd. in Bell 100). However, American sympathizers such as Theodore Roosevelt, a champion of those he preferred to call "English-speaking peoples", were also ardent nationalists, jealous of their hard-won political independence and proud of their republic (Roosevelt qtd. in Bell 14). [Extracted from the article]

This article argues that Du Bois's tripartite framework consisting of the Veil, souls, and double-consciousness helps us analyze and understand the resurgence of racialized nationalism today. I juxtapose Du Bois's early writings on German nationalism and antisemitism with his later writings on American nationalism and anti-black racism to demonstrate how antisemitism in Germany and anti-black racism in America function as constitutive elements for their respective nationalist discourses at the turn of the twentieth century. I argue that Du Bois's analysis of the "double problem" of German nationalism served as an important precursor of his theory of the "double problem" of American nationalism. Du Bois's concepts, when taken together, provide a still-relevant framework through which to understand contemporary expressions of racism and xenophobia that typify emergent nationalist movements in the twenty-first century. [ABSTRACT FROM AUTHOR]