Utifrån tidigare forskning om rasifiering undersöktes i denna studie hur elever med invandrarbakgrund gav mening åt erfarenheter och upplevelser av rasifiering. Rasifiering är en process där man skapar raskategoriseringar och genom vilken icke-vita har blivit socialt konstruerade. Syftet med studien var att undersöka om det finns en relation mellan rasifiering och självkänsla. Ambitionen var att ge en ny kunskap och ökad medvetenhet om rasifiering och dess påverkan på elevers självkänsla. Semistrukturerade intervjuer med nio gymnasieelever genomfördes. Intervjuerna transkiberades och analyserades med en tematisk analys. Genomgången av intervjuerna visade att gymnasieeleverna upplevde att de någon gång under sitt liv blivit rasifierade då de upplever känslor som utanförskap och underlägsenhet i förhållande till svenskheten. Resultatet visade att intervjupersonerna har en självbild i form av en rasifierad sådan. Självkänslan är intimt sammankopplad med kategorierna ”svensk” och ”invandrare” eftersom att man inte ser sig själv som ”svensk” då man har föräldrar födda utanför Sverige.

Orientador: Dagoberto José Fonseca / Banca: Renata Medeiros Paoliello / Banca: Ivan Aparecido Manoel / Banca: Afonso Maria Ligorio Soares / Banca: Vagner Gonçalves da Silva / Resumo: O racismo é um fenômeno que está presente nas relações sociais e acompanhou a modernidade. Ele moldou as relações entre grupos humanos durante a expansão marítima comercial européia, acompanhou o desenvolvimento do capitalismo, da industrialização e urbanização. Pode-se dizer que o racismo e suas manifestações de xenofobismo, segregação, e discriminação foram responsáveis por inúmeros massacres, genocídios e etnocídios. Mas se estas práticas estiveram quase sempre presentes no relacionamento entre grupos humanos, cabe dizer que o racismo é transnacional e no Brasil ele se apresentou como política pública do Estado imperial republicano. A política do branqueamento praticada no Brasil durante boa parte de sua história baseava-se no racismo científico, no darwinismo social e na ideologia do progresso. A presente pesquisa tem por objetivo identificar a renovação do racismo e da política de branqueamento. A hipótese dessa pesquisa está centralizada na análise do discurso da igreja Universal do Reino de Deus. Através dos discursos desta denominação religiosa, acredita-se que se pode identificar todos os elementos indicativos de crença no progresso e no evolucionismo, caracterizando o pensamento racista / Abstract: Racism is a phenomenon that is present in social relations and accompanied modernity. It shaped the relations between human groups during the expansion of European maritime trade, followed the development of capitalism, industrialization and urbanization. We can say that racism and its manifestations of xenophobia, segregation and discrimination were responsible for countless massacres, genocides and ethnocides. If these practices were almost always present in relationships between human groups, it should be said that racism is transnational and in Brazil it performed as a public policy of the Imperial State Republican. The policy of "whitening" practiced in Brazil for much of its history, was based on scientific racism, social Darwinism and the ideology of progress. This research aims to identify the renewal of racism and the policy of "whitening". The hypothesis of this research is centered on discourse analysis of the "Universal Church of Kingdom of God". Through the discourses of this religious denomination, its believed to identify all elements indicative of belief in progress and in evolutionism, characterizing racist thinking / Doutor

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While previous literature successfully demonstrates that racial prejudice is nourished and augmented by conventional societal notions of morality, it rarely explicates the social psychological mechanisms underlying this process. We know a relationship exists between racial prejudice and morality, but we do not fully understand how society's moral codes become operational within the human mind, and thus, how intractable they might be. My dissertation bridges this gap by developing `apathetic racism theory', an interdisciplinary approach that combines neurological and sociological theories and methodologies, suggesting that moral apathy towards blacks constitutes the main mechanism for contemporary racism. The theory distinguishes between two forms of racism that rely on distinct neural processes: a) sympathetic gradationalism towards the middle class (for which the ventromedial prefrontal cortex is pivotal) and b) blended racism against the upper and lower classes (for which the amygdala and the insula are crucial). Using three experiments: 1) a pictorial vignette study, 2) a lesion study with patients with damage to the hypothesized brain regions, and 3) a functional Magnetic Resonance Imaging (fMRI) study, this dissertation provides partial support to my theory. By shedding light on some of the unexplored emotional mechanisms of race bias, this dissertation elucidates how seemingly positive evaluations of members of racial out-groups might actually sustain a racially inequitable status-quo.

I argue that structural racism offers a unique explanation of durable racial inequality. However, the lack of consensus over the meaning of structural racism makes it difficult to theorize its explanatory power. To overcome this challenge, I develop an account of structural racism in terms of racially oppressive social structures. Structural racism explains durable racial inequality insofar as it motivates agents who benefit from relations of race-based advantage/disadvantage to act in ways that preserve those advantages. This motivational effect of structural racism ensures the support of enough advantaged agents to maintain racial inequality. I develop this explanatory claim with reference to a recent sociological case study of a U.S. high school in which white parents support social practices that reinforce racial disparities in students' educational attainments. Given its explanatory power, structural racism is key for developing a comprehensive analysis of the resilience of racial inequality, and for devising effective strategies to solve this social problem.

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The goal of this thesis is to find out if racial and antisemitic propaganda had an impact on Czech people. This goal was realised on antisemitic programmes which were aired in Český rozhlas during the years 1938- 1945. Then I made interviews with people who lived during Protectorate Bohemia and Moravia and who already participated on my previous research. The interviews helped to find out whether the antisemitic propaganda had any impact on the people and if it had, to what extent.

This study examined perceptions among non-racists, aversive racists, and blatant racists of differentially-performing African-American employees and the effects of the evaluation manipulation on future hiring decisions of an African-American applicant. Using a procedure for categorizing participants into one of these three racism groups, which utilized both implicit and explicit measures of racism, an internet-based sample (n = 221) rated the job performance of a European- or African-American incumbent law associate in a positive or mediocre performance condition and then provided performance ratings of the incumbent associate. Participants also evaluated a moderately-qualified African-American's hireability. Racism group, incumbent performance, and incumbent race were hypothesized to interact to differentially affect mediocre-performing African-American incumbent performance ratings and African-American applicant hireability and qualification ratings. The hypothesized three-way interactions were not significant. However, a significant two-way interaction of incumbent race X incumbent performance was found for incumbent performance ratings, F(1, 191) = 6.06, p = .015, ηp2 = .031, and African-American applicant hireability, F(1, 191) = 7.31, p = .007, ηp2 = .037. Hierarchical regression analyses probing the interactions showed that the positive-performing African-American incumbent's performance was rated significantly higher than the positive-performing European-American's performance, simple slope = .13, SE = .10, t = 2.10, p = .037. Participants also rated an African-American job applicant's hireability lower after viewing a mediocre-performing African-American incumbent, as compared to a mediocre-performing European-American incumbent, simple slope = -.18, SE = .14, t = -2.36, p = .019. These findings are consistent with the theoretical tenets of aversive racism. This study also explored the political ideologies of non-racists, aversive racists, and blatant racists. Using chi-square analysis, the political ideologies (conservative or liberal) of the three racist groups were significantly different, χ2 (2) = 43.03, p < .001. The majority of non-racists and aversive racists identified as liberal, whereas the majority of blatant racists identified as conservative. Although several key hypotheses were not supported, this study did provide further distinctions between aversive racists, blatant racists, and non-racists. Although differences were not found between the racism groups, the pattern of findings is suggestive of aversive racism. Furthermore, the finding that aversive racists were predominantly liberal supported previous findings concerning aversive racists' political ideologies.

Thesis advisor: Andrew Miller / Despite reform, de facto segregation is still prominent in cities and towns across the country, and schools are no exception. White students are likely to attend schools that are 70% White, Black and Latinx students are likely to attend schools that are at least 50% Black or Latinx. Research has shown that predominantly White schools (>70% White) tend to perpetuate structural racism through tracking, inequitable grading practices, and parents’ opportunity hoarding. Furthermore, students of color in predominantly White schools often experience deficit thinking, racial spotlighting, microaggressions, and isolation. Since true integration of America’s public schools is not likely, it is important to determine how, if at all, school leaders perceive the emergence of anti-racism in predominantly White schools, especially given the disproportionate racial impact of the COVID-19 pandemic and raised consciousness around structural racism. It is also important to identify the conditions that support or constrain anti-racist initiatives in these mostly White spaces. Using qualitative methods, this case study of a predominantly White school district finds that anti-racism in predominantly White schools can be enacted, most notably in the areas of grading practices, leveling, curriculum, and student support programs. However, the findings also demonstrate that resistance from White teachers and parents, combined with a fear of burning teachers out, did not allow for accountability for anti-racist practices, which ultimately slowed the pace of systemic anti-racist change. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Aboriginal nursing faculty have a positive impact in the recruitment and retention of Aboriginal nursing students, informing and implementing culturally responsive curricula, and engaging in research that is responsive to the needs of Aboriginal communities. Given the continued health disparities experienced by Aboriginal peoples, there is a need to recruit and retain increased numbers of Aboriginal nursing faculty. However, Aboriginal faculty have experienced racism in academia for decades. A focus on individual factors as opposed to institutional causes has resulted in little effectiveness in resolving experiences of racism. The purpose of this study was to explore the experiences of Aboriginal nursing faculty to determine if and how they experienced institutional racism. A multiple case study approach utilizing an Institutional Racism Framework (Chesler, Lewis & Crowfoot, 2005) was undertaken. Institutional racism was identified in each of the eight cases explored. Two major findings arose from this study. First, although Aboriginal nursing faculty were expected to be the keeper of all Aboriginal knowledge, Aboriginal participants were often not viewed as ‘authentic’ Aboriginal persons at the university. The perception was that by having attained the credentials to be university faculty, the Aboriginal nursing faculty were no longer considered Aboriginal enough to have an authentic voice. Second, Aboriginal nursing faculty experience ‘walking between two worlds’. They felt that they did not fully belong in their home communities. They also identified that they did not feel that they completely belong, or were supported in the university. Rather than identifying as ‘bicultural’, Aboriginal nursing faculty clearly articulated inhabiting this new space situated between cultures. The identification of institutional elements that address or perpetuate institutional racism allowed for recommendations to be determined. The shift from an individual to an institutional perspective allows for an alternative approach to reducing racism experienced by Aboriginal nursing faculty. / Thesis / Doctor of Philosophy (PhD)