Extensive literature has documented The United Methodist Church’s’ (UMC) commitment to social justice. A current focus in the church is working with economically marginalized populations, including the 231,170 Black children and youth in Mississippi. To better understand adults that serve this population, I conducted an exploratory study to gather baseline data about UMC adults’ contemporary attitudes and beliefs about race, racism, and discrimination. A cross-sectional survey was administered at the 2017 Mississippi Annual Conference of The UMC. Using a critical race lens, I found that most of the attendees espoused moderate color-blind racial attitudes and beliefs about the frequency that low-income, Black youth experience racial discrimination. I suggest that espousal of these attitudes and beliefs may promote notions of white privilege or internalized oppression and may lead to increased acts of racial prejudice and discrimination when these adults interact with low-income, Black youth.

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Traditional policies dictate that Black-White multiracial people conform to monoracial minority status arising from Hypodescent (the “One-Drop Rule”) and White privilege. Despite some social recognition of Black-White persons as multiracial, racial microaggressions persist in daily life. Subtle racist acts (Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007b) negatively impact multiracial identity development. Since 2007, studies have increasingly focused on the impact of racial microaggressions on particular monoracial ethnic groups. Johnston and Nadal (2010) delineated general racial microaggressions for multiracial people. This project examines the effects of racial microaggressions on the multiracial identity development of 11 part-Black multiracial university students, including the concerns and challenges they face in familial, academic, and social racial identity formation. Data were analyzed through a typological analysis and Racial and Multiracial Microaggressions typologies (Johnston & Nadal, 2010; Sue et al., 2007b). Three themes arose: (a) the external societal pressure for the multiracial person to identify monoracially; (b) the internalized struggle within the mixed-race person to create a cohesive self-identity; and (c) the assertion of a multiracial identity. Participants experienced Racial Microaggressions (Sue, 2010a; Sue et al., 2007b), Multiracial Microaggressions (Johnston & Nadal, 2010), and Monoracial Stereotypes (Nadal, Wong, Griffin, Sriken, Vargas, Wideman, & Kolawole, 2011). Implications included encouraging a multiracial identity, educating the school community, and eliminating racial microaggressions and stereotypes.

On 13 November 1942, Thelma E. Page, a black high school teacher in Dallas, Texas, brought suit against the Dallas Board of Education in order to bring about the equalization of black and white teachers' salaries. This suit was part of a national movement of blacks, under the direction of the NAACP, and was an indirect attack upon segregation. Most of these suits were filed against large city school systems, in the South, in order to effect the greatest possible number of black teachers. This suit was won by the plaintiff and brought about equalization.

This research is an ethnography which investigates the effects of Hurricane Katrina upon the capacity of African American Protestant churches in New Orleans to provide spiritual and social ministry to the city's underprivileged. More than three years after Hurricane Katrina unleashed its fury upon the city, fifty per cent of the churches remain as the hurricane left them. Pre-Katrina, fifty per cent of the population lived at or below the poverty line and depended upon faith-based programs as part of their support network and ladder toward selfsufficiency. Because of the disaster, there was substantive loss of parishioners, financial resources, and program operational infrastructure that severely limited or destroyed faith-based capacity to serve. The purpose of the study is to examine what social vulnerabilities and barriers hinder churches' capacity to serve community needs in four particular areas, including providing and advocating for affordable housing, quality health care, strategies for eliminating poverty, and disaster evacuation education, preparedness and response. The researcher hypothesizes that structural and institutional racism were already undermining that capacity pre-Katrina and continues to hinder it more than three years since. The study investigates the veracity of this hypothesis. It attempts to offer strategies to help mitigate the social vulnerabilities and increase the community's resiliency and sustainability against future disasters. This research is important because it provides increased awareness and understanding of how pre-existing social vulnerabilities in combination with Hurricane Katrina contributed to the lingering diminished capacity of the church and community. It also provides insight into how the faith community's attitude and action toward handling its vulnerabilities lead to increased resiliency and sustainability, and suggest a course of action toward the alleviation of marginalization of both the faith institutions and the people they serve.

A presente pesquisa tem como objeto de estudo as relações raciais na infância no ambiente escolar, e como pano de fundo o contexto de mudanças político-institucionais observadas no Brasil a partir de 2003, com a promoção da igualdade racial e combate ao racismo. Nesse sentido, a pergunta de pesquisa colocada foi: como são construídas as relações raciais entre as crianças em um ambiente escolar que assume a existência de racismo e desigualdade racial no Brasil? A etnografia foi empregada como metodologia, tal como presente nos estudos sociais da infância, e complementada por perspectivas clássicas e estudos no ambiente escolar. Envolveu estratégias e procedimentos que incluíram a entrada em campo e aceitação, coleta de informações por meio de observação e interações, escrita constante de notas de campo e posterior elaboração de descrições detalhadas, interpretações e teorizações a partir dos dados. A pesquisa foi realizada em uma escola da rede municipal de São Paulo, onde foi acompanhado o cotidiano de uma turma de quarto ano, dentro e fora da sala de aula, durante o ano letivo de 2016. Por meio da observação das relações entre as crianças, foi possível compreender aspectos referentes às atitudes e aos comportamentos raciais (preconceito e discriminação racial, respectivamente). Como resultado, em relação às atitudes, temos que as preferências estéticas das crianças estavam relacionadas ao fenótipo branco, tido como o padrão, o que ficava evidente inclusive pela maneira com que algumas crianças negras se retratavam. Apesar disso, era possível notar contrapontos a esse padrão. Em relação aos comportamentos, destacam-se as ofensas verbais entre as crianças, que revelam características do tratamento dado à questão racial: (1) as crianças que sofrem com práticas racistas costumam denunciar tais atos para um adulto responsável, não se calando (diferentemente do que foi visto em estudos anteriores); (2) as crianças têm percepção de que é errado ofender colegas com palavras ligadas à cor/raça; (3) o insulto racial não é visto enquanto um tipo específico de discriminação, mas colocado juntamente com outros problemas de violência entre pares da infância/ adolescência: é denominado genericamente enquanto bullying pelas crianças e também pelos adultos na escola; (4) as ofensas em tom de brincadeira caracterizam boa parte das ocorrências de discriminação racial entre as crianças, denotando ambivalência da prática. Por fim, aponta-se a importância da inclusão da infância na agenda dos estudos sociológicos sobre relações raciais, dado seu potencial para explicação do limite na redução de desigualdades raciais na educação, como também para reflexões sobre o que ocorre na vida adulta e para que se reflita sobre as políticas de Estado que visam combater a discriminação e a desigualdade racial no Brasil. / The present study has the study of racial relations in childhood in the school environment as its object, and as a background the context of political and institutional changes observed in Brazil since 2003, with the promotion of racial equality and the fight against racism. In this sense, the research question was: how are racial relations constructed among children in a school environment that assumes the existence of racism and racial inequality in Brazil? The methodology used was the ethnography, as presented in the social studies of childhood, and complemented by classical perspectives and studies in the school environment. This methodology involved strategies and procedures that included entry into the field and acceptance, information gathering through observation and interactions, constant writing of field notes and subsequent elaboration of detailed descriptions, interpretations and theorizations. The research was carried out in a school managed by São Paulos city, where I followed the daily life of a fourth year class, inside and outside the classroom, during the school year of 2016. Through the observation of the relationships among children, it was possible to understand aspects related to racial attitudes and behaviors (prejudice and racial discrimination, respectively). As a result, with regards to attitudes, we noticed that the aesthetic preferences of the children were related to the white phenotype, taken as the pattern, which was evident even by the way some black children portrayed themselves. Despite this, it was possible to note counterpoints to this pattern. Concerning behaviors, verbal offenses among children reveal characteristics of the treatment given to the racial issue. The following aspects stand out: (1) children who suffer racism often report such acts to a responsible adult (unlike which was seen in previous studies); (2) children have a perception that it is wrong to offend peers with words related to color/ race; (3) racial insult is not seen as a specific type of discrimination but placed alongside other peer violence problems of childhood/ adolescence: it is generally termed as bullying by children and also by adults in school; (4) playful offenses characterize most of the occurrences of racial discrimination among children, denoting ambivalence. Finally, the importance of the inclusion of childhood in the agenda of sociological studies on race relations is pointed out, considering its potential to explain the limit in the reduction of racial inequalities in education, as well as for reflections on what happens in adult life and for what to reflect on state policies aimed at combating racial discrimination and inequality in Brazil.

Considerando os princípios da igualdade, solidariedade e direito à diferença, que regem a Constituição Federal e os documentos internacionais de Direitos Humanos, o presente trabalho, com base em produção teórica da área da psicologia social, antropologia, direito e educação e experiência empírica, investiga os componentes presentes nas relações sociais entre os jovens brancos e negros, que se caracterizam como componentes fornecidos pela cultura brasileira que contribuem para a perpetuação das condutas preconceituosas e da discriminação étnico-racial contra os negros e, conseqüentemente, a desigualdade racial no Brasil. Para a investigação empírica, foram realizadas entrevistas, por meio de um questionário semi-estruturado, com os jovens brancos e negros cotistas que são alunos de algumas universidades brasileiras que implementaram a política de ação afirmativa por meio de cotas raciais. Tudo isso com a finalidade de produzir elementos que venham contribuir para o desenvolvimento de programas educacionais que tenham como objetivo efetivamente promover a eliminação da discriminação racial e o convívio mais igualitário nas relações sociais em um contexto de diversidade, como é o caso da Educação em Direitos Humanos. / Considering that the fundaments of the Brazilian Federal Constitution and the international documents of Human Rights lies under the principals of equality, solidarity and the rights of diversity, this research, based on academic theory of the social psychology, anthropology, law and education subject, including also empiric research, investigates the Brazil cultural components that lies in the youths white and black social relations, and contribute for the perpetuation of ethnic prejudices behaviors and racial discrimination against black population, and, therefore, to the racial inequality in Brazil. The empiric investigation was realized through some interviews using semiframework questionnaires on white and black students in some Brazilians universities witch implemented the politic of affirmative action of racial quote. The purpose of this was to produce elements that will contribute to the development of educational programs that have, as their goal, effectively promote the elimination of the racial discrimination and the equality conviviality at the social relations in the diversity context, accordant with the Human Rights Education.

Made available in DSpace on 2016-04-28T19:34:45Z (GMT). No. of bitstreams: 1 Joana dArc da Penha Batista.pdf: 32634855 bytes, checksum: 17e5cd4788a0eae529b68d882b746f3f (MD5) Previous issue date: 2010-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Aim: This piece of work, in the field of the studies in Portuguese language, aims at analyzing multimodal expressions used in the processes of socially representing the Brazilian Negro. These expressions are embodied in (1) one full news text, (2) four segments of news texts, and (3) five advertisement texts which were published in news papers of the city of São Paulo, from August 2008 to June 2009. Justification / Hypothesis: In order to accomplish this, we adopt a number of theoretical and methodological assumptions provided by the Critical Discourse Analysis, within the scopes of two of its study lines, namely the sociocognitive and sociosemiotic ones. According to the sociocognitive line, we analyze the texts based upon the perspective that the nowadays social representations of the Negro were, actually, construed in the past, when the black people used to be seen as objects of commercial trade, due to their status of nom-human beings. As for the sociosemiotic line, as a basis for the analysis of the expressions employed, we understand that the multimodal composition processes comprehend the sum of meanings construed thanks to the ties of complementarity between verbal and visual elements. Results: The analyses allow us to verify that, in current newspapers of São Paulo city, the image of the Negro may be related to poverty, violence, and supposed lower class occupations, such as soccer players and maid servants on interfaces with slave work / Objetivo: Este trabalho, situado no âmbito dos estudos em Língua Portuguesa, tem por objetivo analisar expressões multimodais usadas na representação social do negro brasileiro, em (1) um texto de notícia, na íntegra, (2) quatro segmentos de textos de textos de notícia e (3) cinco textos de propaganda veiculados em jornais paulistanos, no período entre agosto de 2008 e junho de 2009. Metodologia: Para tanto, adotamos um número de postulações teóricas e metodológicas apresentadas pela Análise Crítica do Discurso, dentro dos escopos de duas de suas vertentes, a saber: a sociocognitiva e a sociossemiótica. Justificativa / Hipóteses: No que se refere à vertente sociocognitiva, abordamos os textos a partir da perspectiva de que as representações sociais que a presente contemporaneidade possua do negro brasileiro atual tenham sido construídas em outras contemporaneidades, as quais representaram os negros como objetos comerciáveis, uma vez que eles eram vistos como seres destituídos de traços humanos. Quanto à vertente sociossemiótica, analisamos as expressões empregadas na representação do negro tendo por base os processos de composição multimodal, a qual compreende o somatório dos sentidos construídos graças a relações de complementaridade entre elementos verbais e visuais. Resultados Obtidos: As análises permitem a verificação de que, em jornais paulistanos desta contemporaneidade, a imagem do negro brasileiro é, muitas vezes, associada à miséria, à violência e, no sentido profissional, a ocupações consideradas como de baixo nível, tais como o futebol e o trabalho doméstico profissional, em interface com o trabalho escravo

The purposes of this study were: (1) to present data resulting from an analysis of the ninety-seven published grievance-arbitration awards involving issues of racial discrimination occurring between April 1, 1974, and December 31, 1980? and (2) to determine from the data how labor arbitrators have reacted to Alexander v. Gardner-Denver Co., 415 U.S. 36 (1974) . The Supreme Court held that labor arbitration was a "comparatively inappropriate" forum for the resolution of employment discrimination disputes. However, the Court said that an arbitral award could be "accorded great weight" by a lower court when certain relevant factors are present in an award. The cases were analyzed to determine the extent to which arbitrators responded to the factors set forth in the Gardner-Denver decision.