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This enquiry investigates the entanglement of the Natural History and Ethnographic museums in the construction of racist ideologies, the perpetuation of colonial reasoning and its continuities in South Africa today. It draws our attention to the fact that the museological institution was complicit and colluded in the perpetuation of colonial "crimes against humanity", thereby rendering its own institutionality a colonial "crime scene" that requires rigorous "de-colonial" investigation in the "post-colonial" era. In the attempt to shed more light into the miasma caused by colonial and apartheid rule, I turn to the practices of 'scientific enquiry' and public exhibitions to advance an argument that these museum exhibits were a precursor to genocide. The study further argues that, these public exhibits of Africans were instrumental in popularizing theories of racial ideology and white 'supremacy', dehumanizing Africans and thereby creating public justification for colonial dispossession of Africans. To support my argument I discuss the underpining politics that informed the making and dismantling of the South African Museum's "Bushman" diorama. Further to the discussion about dioramas, human zoos and other forms of racializing spectacles, I make reference to the haunting narratives of the African Diasporas to provide context and perspective. These African individuals are: Sarah Baartman ('The Hottentot Venus') and El Negro 'object 1004' and then Ota Benga, the "Congolese Pygmy", who was displayed with an orangutan at the Bronx Zoo in America in 1906, and labelled "the Missing Link". Part of my attempt to understand the story of Benga, I set on a journey to track him to the United States (US). To point out and expose these human wrongs I incorporate and discuss images of decapitated heads, prepared skulls and images of emaciated Africans, not to reproduce colonial traumas, but to unveil the gravity of the violence that was emitted against those who were deemed 'lesser' beings, namely the black Africans and KhoiSan in particular. The colonial museum collected these human remains for race 'science' under politically motivated circumstances to feed to the idea that black 'inferiority' and white 'superiority' as a new global socio-political order. The evidence of diverse materials (photographs, manuscript letters etc) that I have used here point to the toxic collusion between the colonial administration and the museological institution in the perpetuation of racial violence in South Africa. The contribution among many other contributions of this study is the interrogation of these colonial traces in the museological institution and the proposal of a decolonial project framed in the form of a Museum Truth, Repatriation and Restitution Commission (#MuseumTRRC). The MuseumTRRC as both a socio-political and museological tool sharply invokes the interplay between the construction of race and the establishment of the colonial museum in a way that helps us understand how the museological institution influenced laws of racial separation that South Africa's apartheid past was built on. The MuseumTRRC is presented as the sine qua non in the framing of the 'new museum' of the future. In a nutshell, the study presents to us new ways of seeing museums and their sociological impact of their collections on people's lives today. It presents what I term in this thesis as 'museumorphosis', a process of radical epistemological shift that should take place in the museum in order for the museological institution to effectively respond to the sensibilities of the 21st Century and beyond.

Due to the on-going growth of the Multiracial population in the U.S. (Rockquemore, et al., 2009; Shih & Sanchez, 2005, 2009) and the continuous struggle minorities face regarding racial attitudes, discrimination, and understanding their own racial identity, it is more important than ever for mental health professionals, including professional counselors and counselor educators, to work to further understand how these factors interact and ultimately impact Multiracial people. This study explored the relationships between the constructs of Multiracial identity, color-blind racial ideology, and discrimination in Multiracial individuals through data analysis including correlation, hierarchical regression, and moderation analysis. Participants (n = 287) were Biracial and Multiracial adults living in the U.S. Participants were recruited primarily through a southeastern university and through social media, and they each anonymously completed a questionnaire packet that included the following measures: demographic questions, the Multiracial Identity Integration Scale (MII; Cheng & Lee, 2009), the Color-Blind Racial Attitudes Scale (CoBRAS; Neville et al., 2000), the Brief Perceived Ethnic Discrimination Questionnaire – Community Version (PEDQ-CV; Brondolo et al., 2005), and the Marlowe-Crowne Social Desirability Scale (short version) (M-C II; Strahan & Gerbasi, 1972). Bivariate correlations revealed significant relationships among the color-blind racial attitudes outcome factors of Unawareness of Blatant Racial Issues and Unawareness of Institutional Discrimination with Multiracial identity integration and all four subscales of the experiences of discrimination variable (Exclusion, Workplace Discrimination, Stigmatization, and Threat and Harassment) with Multiracial identity integration. Controlling for social desirability and gender, a blockwise hierarchical regression indicated that several subscales of the constructs contributed to Multiracial Identity Integration. Surprisingly, participants’ Unawareness of Blatant Racial Issues and experiences of discriminatory Exclusion, most significantly predicted Multiracial Identity Integration. A moderation analysis revealed that color-blind racial attitudes does not moderate the relationship between experiences of discrimination and Multiracial identity integration in Multiracial people. Implications for professional counselors and counselor educators working with Multiracial clients, students, and supervisees, as well as limitations, and future research are discussed.

Is there support for voluntary sterilization incentives in the U.S.? Nine semi-structured interviews were conducted with a snowball sample of four families spanning three generations in Bucktown, a 95% white, middle-class neighborhood which sent David Duke, former Grand Wizard of the Ku Klux Klan, to the Louisiana House of Representatives in 1989. Interviews explain support and opposition to current Louisiana State Representative John LaBruzzo's policy suggestion to "end generational welfare" by offering citizens $1000 in exchange for having their fallopian tubes tied or receiving vasectomies. Most respondents expressed that the sterilization proposal was targeted at low-income blacks. Although work ethic deficiency was used to frame poverty and welfare-dependency, support and opposition for the proposal was ultimately divided along racial ideological lines. Although Bucktonians have disassociated themselves from Duke and are upwardly mobile socio-economically, right-wing populist ideology remains salient.

abstract: This study examined relations between White parents’ color-blind and implicit racial attitudes and their children’s racial bias as well as moderation by diversity in children’s friends and caregivers, parental warmth, child age, and child sex. The sample included 190 White/Non-Hispanic children (46% female) between the ages of 5 and 9 years (M = 7.11 years, SD = .94) and their mothers (N = 184) and fathers (N = 154). Data used were parents’ reports of color-blind racial attitudes (Color-blind Racial Attitudes Scale; CoBRAS), parental warmth, and racial/ethnic diversity of children’s friendships and caregivers, direct assessment of primary parent implicit racial attitudes (Implicit Association Test; IAT), and direct assessment of children’s racial attitudes. Results supported hypothesized relations between parent racial attitudes and some child racial bias variables, especially under certain conditions. Specifically, both mothers’ and fathers’ color-blind racial attitudes were positively related to children’s social inclusion preference for White children over Black children and parents’ implicit White preference positively predicted child social inclusion racial bias, but only for younger children. Fathers’ color-blind racial attitudes positively predicted children’s social inclusion racial bias only when children’s pre-K caregivers were mostly White and were inversely related to children’s implicit White preference when children’s caregivers were more racially heterogeneous. Finally, parental warmth moderated relations such that, when mothers’ warmth was low, mother color-blind attitudes were negatively related to children’s racial bias in social distance preference and fathers’ color-blind attitudes positively predicted children’s social inclusion bias only when father warmth was low or average. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2020

This ethnography of white farmers and industry workers considers the interconnections of privilege and property through farming and how white farmers and industry workers justify and explain existing disparities in who farms and who does not. Data for this ethnography is from semi-structured interviews with white farmers and industry workers, participant observation at agricultural events, and analysis of relevant materials published by agricultural organizations. The stories that white farmers and industry workers tell and share to explain white rural wealth related to agriculture and whiteness in farming ignore the ways in which property was and is distributed in the U.S. from the arrival of the first white Europeans until now and instead rely on individually centered explanations rooted in the ideology of the American Dream and colorblind racial ideology.

In this ethnographic study, I draw on interviews, audiorecordings of course meetings, observation notes and student work to explore the experiences of White preservice teachers in two sections of a Social Contexts of Education course. The instructors of both sections sought to challenge students’ color-blind racial ideologies. Whereas prior research documents prospective teachers resisting learning about race, this study’s participants evidenced a willingness to engage with this content. Nevertheless, most participants still remained committed to color-blind ideologies at the end of the course. This research offers insights into two obstacles that hindered most participants from adopting color-conscious ideologies as well as four pedagogical strategies that successfully interrupted, at least temporarily, some participants’ color-blind ideologies. The findings lead to pedagogical recommendations for teacher educators, structural suggestions for teacher education programs, and a theoretical contribution about the important role of socio-cultural understandings of identity in the preparation of color-conscious teachers. / Urban Education

This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology. / Urban Education

Given the extensive literature and findings on contemporary racial dynamics, analysts have yet to fully theorize a critical perspective on the role that Asian and Asian Americans play as transnational racial actors in upholding the dominant racial ideology today; Diversity, Equity, and Inclusion (DEI). This is central to the global, transnational racial order that structures a racially affective economy of language use. Such racially affective economy extends to other facets culture, particularly the reception of Hallyu. This dissertation is a qualitative study spanning approximately three (3) years of participant observation across multiple sites incorporating open-ended interviews with Asian and Asian Americans at a historically and predominantly white university in the Southeastern United States. This study also utilizes autoethnographic reflections and archival materials in conjunction with participant observation and interview data. Through approaching every aspect of the qualitative design in this study as a participant myself, such as ethnographic participant observation, open-ended interviews, autoethnography, and archival materials, I locate and explore how Asian and Asian Americans reproduce their racial position in the hierarchy by the reification of the racial category, "honorary white" (i.e., wedge between Black and white). The racial apathy intertwined with the imperial modality observed in this dissertation is indispensable to the global construction of race. This dissertation critically engages and interrogates how DEI initiative aimed at Asian Americans at Southern University (pseudonym) works in tandem with the nation-state, effectively producing and matriculating bicultural and transnational racial actors while taking advantage of the racialized laborers in DEI. This dissertation brings together three (3) analytic points of exploratory findings from Asian and Asian American students, staff, and faculty at SU in illustrating some of the key reasons why white supremacy reigns despite the higher visibility of Asian popular culture (i.e., Hallyu) and institutional emphasis on DEI. / Doctor of Philosophy / This dissertation is a study of Asian and Asian American student communities at a historically and predominantly white university located in the Southeastern United States. This dissertation deals with how Asian and Asian American communities are unable to come to ethnic solidarity in various exchanges in language, pop-culture, and nationalistic viewpoints. From analyzing data deriving from three years of observing and interviewing Korean and Korean American student organizations, library, and Diversity, Equity, and Inclusion administration, this dissertation identifies the case of the United States as a white supremacist empire.

David Mamet's Race is overdetermined by the paratexts hovering around it, most notably the essays in which he publicizes his conservative turn. This textual environment accentuates the text's participation in a contemporary political discourse that social scientists have theorized as post-racialism. But Race accommodates more complex and conflicted meanings: I read the play not so much as an advertisement of post-race ideology but as a text that exposes and deconstructs this ideology. I argue that this layer of meaning is primarily an effect of the legal drama genre on which the text draws. The conventions of the legal drama that Race invokes activate meanings in the text that cannot be fully controlled by the backlash-agenda articulated in the author's essays. / "Der vorliegende Beitrag ist die pre-print Version. Bitte nutzen Sie für Zitate die Seitenzahl der Original-Version." (siehe Quellenangabe)