The United States has a troubled history with race relations. African Americans have immeasurably experienced racism and racial oppression in various forms and in many sectors of the American society. One of the sectors that the racial inequalities of our past have affected is the employment sector. Many Americans experience the workplace on a daily basis and therefore experience the inequities that persist in such environments. This study explores African American experiences with race in the workplace and the way that race shapes today's workplace. Specifically, this study analyzes the experiences of African American professionals working at for-profit organizations and their perceptions of the way that race shapes their organization's culture. This study employs a constant comparative analysis of qualitative interviews using Critical Race Theory as a guide. The interviews explored the manner in which race, Diversity and Inclusion (DandI) programs, and communication affect organizational culture. The thesis further questions if and how organizations are working to create and sustain a more equitable workplace for all employees. The findings suggest that African American professionals perceive that their organizations are welcoming and inclusive of all minority groups. They also perceive the organizational culture to be friendly and family-oriented where open, positive, and encouraging communication exists. The professionals feel that their organizations are generally interested in diversity, however they feel the organization's engagement with diversity practices is not sufficient. The findings of this study could be used as a tool for organizations to reevaluate their diversity practices and to ensure that they are creating an equitable workplace. / Master of Arts / The inequalities caused by racism and the systematic oppression of African Americans in the United States are present in many areas of contemporary American life. African Americans are still faced with problems that stem from the country’s past with race and are affected by these problems in many ways. One area that African Americans must deal with race is the workplace. The inequalities that were created in the past have caused race to play a significant role in the way that African Americans experience the workplace. This study explored the experiences of African American professionals in the workplace and the way they perceive race to play a role in shaping their organization’s culture. The findings of the study explain that African American professionals perceive that race has a definite effect on their organization’s culture. The professionals believe that their organizations have a general interest for diversity, but they have not adequately addressed the lack of racial and ethnic diversity in the workplace. They reported that the organizations are inclusive and provide an environment where they can be productive and develop professionally. Today’s organizations have made a step in the right direction of diversity, but there is much work left to do.

Thesis advisor: Ana M. Martinez-Aleman / More than 98 percent of college-aged students use social media and social media usage has increased nationally by almost 1000 percent since 2007 (Griffin, 2015). College students’ social media profiles can be understood as cultural performances and narratives of identity that possess aspects of both fiction and real life (Martínez Alemán & Wartmann, 2008). According to Dalton & Crosby (2013), social media have and will continue to transform the experiences and objectives of colleges and universities and the ways in which students choose to share components of their experience and identity must be examined. This dissertation uses a critical race theory framework to examine how African American college women perform race and gender on social media. This dissertation addresses the following questions: • How do black college women construct identity on social media? • How do black college women perform race and gender on social media? 15 participants from three predominately white institutions (Oxford, Cambridge, Kings College) engaged in individual interviews, participant observations, artifact collection and focus groups as a part of this study. The findings suggest that in person experiences inform what is presented and performed on social media and social media experiences enhance participants lives as college students on their campuses. Black women respond to and are affected by the campus environment in which they routinely encounter racial stress and stereotypes and choose to share some of these experiences on social media. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The Canadian medical education system is to increase curricula on Indigenous health as outlined in the Truth and Reconciliation Commission’s (TRC) Call to Action #24; medical schools need instructors with cultural competency. As most instructors are non-Indigenous Medical Educators (NIMEs), medical educators urgently need to understand what it means to be culturally competent within Indigenous health and engage with the TRC Calls to Action #24, which states: “We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues... This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism (TRC, 2015, 3).” This research examines what constitutes competency in teaching Indigenous health curricula in medical education. Using critical race theory for analysis, three areas are explored: 1. understanding competency; 2. the role of Indigenous health in medicine; and 3. educator and learner perspectives. One-to-one interviews were conducted with Indigenous learners and medical educators, frontline non-Indigenous medical educators and senior leadership from across Canada’s medical schools. The data allowed for a robust understanding of what competency to teach Indigenous health means when the participants in systems of Indigenous health curricula share their views on NIMEs and account for how Indigenous and Western knowledge often difer in conceptualization and expression. The analysis provided recommendations for NIME training and a snapshot of NIME professional competencies from their perspectives and those of people receiving their teaching. From this research, an initial framework of ethical standards for the teaching of Indigenous health was developed. This framework can be instrumental in developing territorial-based standards between medical schools and local Indigenous communities in which medical schools are situated. It can also support medicine’s regulatory, policy, and academic bodies of medicine in addressing the TRC Call to Action #24. / Dissertation / Doctor of Philosophy (PhD) / The Canadian medical education system is to increase curricula on Indigenous health as outlined in the Truth and Reconciliation Commission’s (TRC) Calls to Action; medical schools need instructors with cultural competency. Non-Indigenous medical educators (NIMEs) urgently need to understand what it means to be culturally competent in Indigenous health. This research examined what constitutes competency in teaching Indigenous health curricula in medical education.

This study is the first to analyze news coverage of a hegemonic struggle over a crisis that threatened to close a Southern safety net hospital. Such closure could have left indigent, African American men and women without health care access. The study utilizes critical discourse analysis to focus on news portrayals of patients and the struggle over whether the hospital would continue to be governed by a majority-Black, public board of directors or a nonprofit, private board recommended by a majority-White civic group. Results indicate that newspaper coverage privileged the elite, White view, while stereotypically representing indigent, Black patients as problematic. Coverage legitimized privatizing the hospital’s board through a neoliberal discourse that also portrayed its majority-Black board as incompetent.

The aim of the present inquiry is to analyze the depiction of racism through given or withheld voice in Harper Lee’s novel To Kill a Mockingbird. A thematic analysis of marginalized and commonly occurring voices in the novel reveals discrepancies along an ethnic divide. Applying Critical Race theory affords the analytical tools of voice, ethnicity and stereotypes, while Critical Race Pedagogy provides the grounds for a discussion of how students can learn how to criticize ethnic hierarchies in classic works, such as To Kill a Mockingbird. The results of the inquiry show a clear hierarchy in which African American characters are often silenced. The critical lens focusing on voice, ethnicity and stereotypes, enables the reader to reach a more multifaceted examination of the novel by generating an in-depth view of racism. Discussing racist occurrences in a novel often lauded as the epitome of anti-racism in the EFL classroom, can possibly illustrate just how ingrained racism can be. As a result, the students may develop critical tools that, hopefully, empower them to raise their voices against racist acts in today’s society.

abstract: Using Critical Race Theory (CRT) and Tribal Critical Race Theory (TribCrit) as a theoretical framework, this dissertation analyzes a contemporary cinematic film directed by an American Indian filmmaker about American Indians and answers the question of whether the visual texts are unmasking, critiquing, confronting, and/or reinforcing reductive and stereotypical images of American Indians. Using Critical Thematic Analysis as a process, this dissertation interrogates Drunktown’s Finest (2014) to understand ways a contemporary American Indian filmmaker engages in counterstorying as a sovereignist action and simultaneously investigates ways the visual narrative and imagery in the film contributes to the reinforcement of hegemonic representations—the static, constrained, White-generated images and narratives that have been sustained in the hegemonic culture for over a century. With an increase in the number of American Indian filmmakers entering into the cultural elitist territory of Hollywood, moving from the margins to the center, I believe Natives are now in a better position to apprehend and reconstruct a multidimensional and complex American Indian identity. I posit that the reshaping of these mass-mediated images can only be countered through the collective and sustained fostering of a more complex imagery of the American Indian and that authorship of the representation is crucial to changing the hegemonic imagery of American Indians. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2017

No description available.

En France, entre les années 70 et fin 90, alors que la notion de crime raciste occupait fréquemment la sphère militante et médiatique, elle ne constituait pas une catégorie juridique dans la sphère judiciaire. La mésentente concernant le traitement des crimes racistes semble trouver son origine dans le fait que deux conceptions d’une même réalité ont pu coexister pendant une trentaine d’années : la réalité du groupe concerné par ces violences d’une part et celle émanant du droit étatique d’autre part. Alors que pour les premiers, le caractère raciste des violences ne faisait aucun doute, pour les parlementaires l’idée même d’un mobile raciste a régulièrement été rejetée. D’un point de vue législatif, il a fallu attendre l’année 2003 pour que la France adopte une loi permettant de prendre en compte l’intention raciste d’un crime. Depuis cette date, sous certaines conditions, le mobile raciste peut constituer une circonstance aggravante dans les infractions de type criminel. Cette thèse s’intéresse à ces deux vérités et aux circonstances qui ont déterminé leur existence. Elle vise notamment à interroger le rôle joué par le droit étatique dans la production et le maintien des catégories ethnoraciales par delà la politisation des violences qui en résultent. D’un point de vue empirique, l’enquête a consisté à confronter la parole des militants ayant dénoncé une double violence, celle provoquée par les agressions d’une part et celle induite par leur traitement pénal d’autre part, à un ensemble de sources archivistiques émanant des services du ministère de l’Intérieur et du Parlement. D’un point de vue théorique, les apports de la sociologie et de l’histoire de l’immigration ont été complétés en intégrant les réflexions des théories de l’ethnicité et de la Critical Race Theory. En définitive, cette recherche met en évidence le fait que l’universalisme républicain fait partie intégrante du processus de racialisation. En revenant sur les dispositions majeures de la politique d’immigration et sur la figure stigmatique de l’homme arabe, un premier axe s’intéresse à la manière dont le droit étatique a particularisé une catégorie d’individus en participant à la production des catégories ethnoraciales. Un deuxième axe vise à caractériser les crimes racistes qui ont été dénoncés entre les années 70 et fin 90. Un dernier axe enfin étudie la carrière juridique du mobile raciste durant cette même période. Il expose la manière dont la législation antiraciste a invisibilisé la question des crimes racistes et maintenu les catégories ethnoraciales en appliquant des règles universelles à des groupes qui ont auparavant été différenciés. / In France between the 1970s and the 1990s, while the notion of racist crime was frequently brought up in the activist and media fields, it was not a legal category in the field of justice. The disagreement regarding the treatment of racist crimes seems to find its roots in the fact that two different conceptions of a same reality could coexist for thirty years: thereality of the group that was primarily concerned by such violence on the first hand, and that flowing from the State law on the other hand. Whereas for the former, the racist component of the violence was out of doubt, the members of the Parliament regularly rejected the mere idea of racist motive. In legal terms, it was not until 2003 that France adopted a law allowing toconsider the racist motive of a crime. Since then, and only under certain circumstances, the racist motive can constitute an aggravating factor for criminal offenses. This dissertation investigates these two truths and the circumstances that led to their existence. In particular, this research seeks to interrogate the role that the State law played in the production andconservation of ethnoracial categories, beyond the politicization of the violence flowing from such categories. In empirical terms, the study compared the discourses of the activists that denounced this dual violence, that provoked by the aggressions and that of their penal treatment, to an array of archival sources from the Interior Ministry’s services and theParliament. In theoretical terms, this research completes the contributions made by the sociology and history of immigration by integrating the theories of ethnicity and Critical Race Theory. Overall, this dissertation sheds light on the fact that Republican universalism is an integral part of the process of racialization. Through the study of the main dispositions of theimmigration policy and of the stigmatic figure of the Arab man, a first part investigates the way the State law particularized a category of people by taking part in the production of ethnoracial categories. A second part seeks to characterize the racist crimes that were denounced between the 1970s and 1990s. A last part investigates the judicial career of theracist motive. It shows how the anti-racist legislation blinded the question of racist crimes and maintained the ethnoracial categories by enforcing universal rules to groups that were formerly differentiated.

The right to non-discrimination is a fundamental part of human rights. Sweden has enacted legislation which prohibits employers from discriminating or harassing employees and job seekers. Swedish authorities also receive a substantial amount of complaints concerning ethnic discrimination in the workplace every year and there are volumes of research showing structural injustices related to discrimination. Despite these facts few employers have so far been found guilty of discrimination on ethnic grounds in Swedish courts. This thesis aims to shed lights on and analyse how the Swedish anti-discrimination legislation is utilised in the Swedish Labour Court regarding discrimination and harassment on ethnic grounds. On the basis that very few lawsuits brought on behalf of employees/job seekers have been successful it is hypothesized that there are problems either with the form of the legislation or the assessment of the court. Firstly the shape of statutes, their legislative history and preparatory works are illustrated to create an understanding for the legal pre-conditions, thereafter the judgements of the Labour Court are analysed within the theoretical framework of the thesis – composed of Critical Race Theory and Sociology of Law. The study has shown problems concerning both the legislation and the assessment of the Labour Court. The legislation does not seem to embody the awareness of discriminating structures shown by the works of the preparatory committees. Further the assessments of the Court suggest a lack of understanding of the interaction between different pre-conditions and how these create a disadvantage for people of a minority standing which affects them both in the workplace and in the judgments of the Court.

This qualitative dissertation study examined the ways that nine gifted, bilingual Mexican/Mexican-American students negotiated paradoxes in their academic, linguistic, and cultural identities in a public high school in a large, south central Texas city. One theoretical lens, Critical Race Theory/Latino Critical Race Theory (CRT/LatCrit) was combined with phenomenological research methods to privilege the students' perspectives during the data collection process. An additional theoretical lens, the concept of Figured Worlds, was used to contextualize the setting, Chase High School. Both CRT/LatCrit and Figured Worlds were used to analyze interview, classroom and field observation, participant, school, and district artifacts, federal, state and local data collected over ten months of study. The investigation revealed that the participants braided the domains of community cultural wealth -- aspirational, navigational, linguistic, social, resistance, and familial capital -- into practices that grounded them in their bilingual, bicultural Mexican/Mexican-American identities as successful students. / text