Thesis (Ph.D.)--York University, 2008. Graduate Programme in Higher Education. / Typescript. Includes bibliographical references (leaves 410-422). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR38984

This thesis focuses on the Centre for Education for Racial Equality in Scotland (CERES), based in Edinburgh, which was funded by the Scottish Executive and Scottish Government to develop several programmes to promote equality in education. Drawing together the disparate approaches to anthropology of organisations, the methodology has included both a focus on a small core group of workers as well as the flow of the materials produced throughout a larger network. Rather than conduct fieldwork at various locations as network or policy studies emphasise, I chose to work for two years with CERES due to their geographic and creational centrality to the ‘mainstreaming equality’ initiative. Beginning at a time when questions of identity in Scotland flourished as a result of devolution, increased immigration and the UK publication of the Race Relations (Amendment) Act 2000, the mainstreaming equality projects signify the Scottish Executive’s attempt to uphold its duty of promoting race equality. CERES managed three of the seven funded mainstreaming equality projects. The production of these resources contributes to a campaign through which the Scottish Government has worked to reformulate understandings of what it means to be Scottish. This is achieved by drawing upon the myths of a new and egalitarian Scotland in order to displace the myth that there is no racism in Scotland. Within this context, the research’s central questions revolve around this creation in the stages undertaken at CERES. Examining the Centre’s daily tasks, this research demonstrates that although commissioned to contribute to the same overall initiative, the way in which CERES depicts equality is ultimately very different than the approaches developed within the government. The materials created by CERES, which unlike One Scotland, do not include national symbols, have engaged with the complexities of equality and discrimination more than the media campaigns yet have had a smaller audience. Once the idea is developed it encounters further manipulation, both physical in the case of teaching tools and ideological in working to make the identities included reflect Scotland through statistics and discussions of subjects already embedded in the national curriculum. From the vantage point of the creation process, this ethnography contributes to the anthropology of organisations and highlights the legal and policy negotiations undertaken across various levels of governance.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (p. 476-504).

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New Ways To Express Old Hatred is a sociological account of the consistencies and changes comic racist discourse has experienced over the past forty years in British popular culture, accounting for both content and communicative form in relation to the ethics and aesthetics of humour. The main focal point of the study concerns a case study representative of the communicative changes installed by the digitalisation of media in the cultural public sphere. Sickipedia.org which demonstrates a contemporary, participatory comic community that is simultaneously representative of popular culture. Sickipedia.org circulates explicit comic racist material on a large scale across several formats including its main website, several smart phone applications and a range of social media including Facebook and Twitter. This contemporary emergence of comic racism is discussed in relation to the historical context of wider comic racism in British popular culture, comparatively evaluating the form and content of material from the 'clubland' humour of the 1970s, the anti-racist tradition of 1980s Alternative comedy, the thematically fragmented popular comedy of the 1990s through to prejudicial liquidity evident in more recent comedy. The central argument being asserted is that comic racist discourse has been consistently reproduced for the last forty years. However its communicative form, aesthetic presentation and in some cases its content has undertaken a process of transformation in order for it to be circulated in contemporary popular cultural products unchallenged by both social critics and institutional authorities. Critical humour studies stresses that ridicule-based humorous discourse must be treated critically, especially if that ridicule is directed at groups who are socially marginalised. Comic racism represents the discursive stability of traditional racist discourses that have circulated in society since the Enlightenment, reproducing the ideological perspectives of white supremacy, social exclusion of 'Others' and the perceived, amalgamated biological and cultural inferiority of non-white 'races'. Drawing from content analysis and critical discourse analysis of Sickipedia.org, this study, on a textual level, with reference to theory and history, critically discusses the persistent reproduction of comic racism in the cultural public sphere of the UK, deconstructing the hateful messages embedded in racist jokes and providing an original contribution to critical humour studies.

In this thesis I analyse the dynamics of youth, race and rurality by considering the life experiences of young people in relation to race and racism through a small –scale study I have conducted over eight months. The study also investigates the aspirations of eight black and minority ethnic young people living in the Scottish Highlands. The study found that young people’s experiences of racism and racial microaggressions were exacerbated by a ‘conspiracy of silence’ in which institutional actors such as service providers, who are there to support and encourage young people, have knowingly, or inadvertently, contributed to undermining, marginalising and excluding black and minority ethnic young people through misunderstanding or misrecognition of experiences of racialisation in rural areas. I observed how these minority young people engaged in strategies of resistance and resilience as a prevalent response when negotiating racist experiences and racial microaggressions. It was further evident that the deficient practices of institutional actors, such as teachers, youth workers and most service providers play a tangible role in perpetuating racism and racial discrimination in the Highlands. The study recommends that to reduce bias and discrimination against black and minority ethnic pupils requires a range of strategies ranging from enhancing teacher confidence in teaching and addressing different forms of racism, a need for teachers to have training on anti-racist education and pedagogical approaches, recruitment of black and minority ethnic practitioners for different service provision, recognition and promotion of the benefits of multilingualism and opportunities for white majority pupils to have greater exposure to diversity in rural Scotland.

This thesis is a transdisciplinary study aimed at exploring the role of race, racism and stress as determinants of health for indigenous populations and other oppressedethnoracial groups. Commencing with an analysis of continuing racialisation in health research, it is shown that there is no consistent evidence that oppressed ethnoracial groups, who suffer disproportionately from type 2 diabetes, are especially genetically susceptible to this disease. Continued attribution of ethnoracial differences in health to genetics highlights the need to be attentive to both environmental and genetic risk factors operating within and between ethnoracial groups. This exploration of racialisation is followed by a theoretical examination of racism as a health risk factor. This includes a comprehensive definition of racism, a diagrammaticrepresentation of the aetiological relationship between racism and health and an examination of the dimensions across which perceived racism can be operationalised.An empirical review of 138 quantitative population-based studies of self-reported racism as a determinant of health reveals that self-reported racism is related to ill-health(particularly mental health) for oppressed ethnoracial groups after adjustment for a range of confounders. This review also highlights a number of limitations in thisnascent field of research. This thesis then attempts to clarify the plethora of conceptual approaches used in thestudy of stress and health as a first step towards comprehending how stress interacts with both racism and health. A review of the empirical association between stress and chronic disease for fourth world indigenous populations and African Americans was also conducted. This review, which located 65 studies, found that a range of chronic diseases (especially chronic mental conditions) were associated with psychosocial stress. Utilising the conceptual work on operationalising racism discussed above, an instrument was developed to measure racism and its correlates as experienced by Indigenous Australians. This instrument demonstrated good face, content, psychometric andconvergent validity in a pilot study involving 312 Indigenous Australians. The majority of participants in this study (70%) reported some experience of inter-personal racism, with this exposure most commonly reported in employment and public settings, from service providers and from other Indigenous people. Strong and consistent associations were found between racism and chronic stress as well as between racism and depression (CES-D), poor/fair self-assessed health status/poor general mental health (SF-12) and a marker of CVD risk (homocysteine), respectively. There was also evidence that the association between inter-personal racism and poor mental health outcomes was ediated by somatic and inner-directed disempowered reactions to racism as well as by chronic stress and a range of psychosocial characteristics. To conclude this thesis, an examination of approaches to addressing racism forIndigenous Australians is undertaken. The theoretical issues pertinent to the study of anti-racism are discussed along with empirical findings from social psychology oneffective approaches to anti-racism. Recommendations for implementing these approaches through institutional and legal policies are also presented. Strategies for engendering political will to combat racism in the current neo-liberal capitalist climate are also briefly considered.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 137-146).

abstract: This case study explores American Indian student activist efforts to protect and promote American Indian education rights that took place during 2007-2008 at a predominantly white institution (PWI) which utilizes an American Indian tribal name as its institutional athletic nickname. Focusing on the experiences of five American Indian student activists, with supplementary testimony from three former university administrators, I explore the contextual factors that led to activism and what they wanted from the institution, how their activism influenced their academic achievement and long-term goals, how the institution and surrounding media (re)framed and (re)interpreted their resistance efforts, and, ultimately, what the university's response to student protest conveys about its commitment to American Indian students and their communities. Data was gathered over a seven-year period (2007-2014) and includes in-depth interviews, participant observation, and archival research. Using Tribal Critical Race Theory and Agenda Setting Theory, this study offers a theoretically informed empirical analysis of educational persistence for American Indian students in an under-analyzed geographic region of the U.S. and extends discussions of race, racism, and the mis/representation and mis/treatment of American Indians in contemporary society. Findings suggest the university's response significantly impacted the retention and enrollment of its American Indian students. Although a majority of the student activists reported feeling isolated or pushed out by the institution, they did not let this deter them from engaging in other social justice oriented efforts and remained dedicated to the pursuit of social justice and/or the protection of American Indian education rights long after they left the in institution. Students exercised agency and demonstrated personal resilience when, upon realizing the university environment was not malleable, responsive, or conducive to their concerns, they left to advocate for justice struggles elsewhere. Unfortunately for some, the university's strong resistance to their efforts caused some to exit the institution before they had completed their degree. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2014

Magister Artium (Psychology) - MA(Psych) / Violence against women is a profound social problem which has received much attention from feminists, academics, activists, media, and also government. One such form of violence is interracial rape. In South Africa, little is known about interracial rape (rape across race groups). The main aim of this study is to examine students' perceptions of power, gender and race in interracial rape. This thesis also explores what White male and female students said, and what Black male and female students said about power, race and gender when examining interracial rape. This study is based within an interpretive-hermeneutical paradigm, using qualitative methodology. Data was collected in six focus groups, three of which were held at a historically Black university and three at a historically White university. Both men and women participated in these groups. The data was analysed thematically with the aid of a computerised software package, Atlasti. The analysed text identified dominant and minor themes. The main themes that emerged were as follows: 1) a power and domination theme, 2) a justification of rape theme, 3) a race, racism and apartheid theme. The results indicate that power plays an important role in interracial rape. Power underpins both gendered and racial oppression. In interracial rape, racial oppression becomes dominant and takes on more prominence than gender oppression. It is thus fore mostly perceived as a racial issue