archives@tulane.edu / There is a veil that divides those willing to discuss the construct of race and those participating in racial ambivalence or color blindness. It is because of that veil or divide that discussing race, racism, and the traumatic effects of racism is a task that many are still learning how to do successfully. This study is among the first to question how social workers engage with the construct of racism-based trauma. Furthermore, this study beckons a consideration to racism based stressed experienced by the incarcerated person. By not considering racialized stress and harm, one not only has limitations in the intervention process but runs the risk of perpetuating more harm. The goals for the study were as follows: To identify how justice system social workers define racism-based trauma; to understand whether or not justice system social workers consider the carceral experience to be racially traumatic; to inform practice approaches to racism-based trauma among justice system social workers. In-depth, semi-structured interviews were conducted with twelve social workers to learn how they conceptualized racism-based trauma in their work with the incarcerated person. Inductive and abductive coding from the transcribed interviews revealed that racism-based stress was considered to be an experience often unbeknownst, long-lasting, and accentuated by locale. Reflections on the incarceration experience also suggest that the experience is racially stressful and that it occurs before, during, and after incarceration. Findings highlight the importance of increasing knowledge in the construct of racism-based trauma to be beneficial in practice while confronting whiteness and allyship were identified challenges. The findings for this study suggest that an engagement with one’s racial identity before and during a critique of racialized systems is beneficial in social work practice. Some examples of engagement include conceptualizing race and racism-based trauma experienced by the client, considering how to assess and relieve stress from racism, and how to maintain wellness while doing so. In these engagements, a shift from being culturally competent to being racially competent is possible and encouraged for the social worker. The aims of engaging with construct ultimately strengthens and diversifies social work pedagogy, training, and policies. / 1 / Curtis Davis

This thesis examines the problem of racist disinformation on the World Wide Web and the role played by anti-racist sites in providing balance. The disinformation capacity of the Web is an important issue for those who provide access to the Web, for content providers, and for Web users. An understanding of the issues involved, including the characteristics of racist disinformation, is vital if these groups are to make informed decisions about how to deal with such Web content. However, in Australia especially, there has been limited research into racism in general and racism on the Web in particular. To address this deficiency, the integration of perspectives from the fields of race relations and information science is facilitated utilising a critical realist methodology to provide new insights. Through an extensive examination of the literature, including Australian media reports, terms are delineated and the problem situated within an historical, cultural and political environment. Alternatives for tackling racist disinformation are evaluated and the issues involved in the provision and utilisation of balancing information are discussed. The literature analysis underpins an assessment of anti-racist sites using three data collection methods to gain multiple perspectives on the balancing qualities of these sites. These methods are an assessment of anti-racist website longevity, an assessment of website reliability, and a questionnaire of content providers of anti-racist websites. This thesis provides a synthesis of the academic literature and media coverage related to Australian racism and racist disinformation on the Web, leading to new insights about the range and depth of issues concerned. An analysis of the data collected concludes that while anti-racist websites take on diverse roles in tackling racism, few provide content directly to balance Web racist disinformation. Approaches that seek to control or censure the Web are ineffective and problematic, but balancing disinformation is not in itself an adequate solution.

Human beings are condemned to freedom, according to Jean-Paul Sartre's Being and Nothingness. Every individual creates his or her own identity according to choice. Because we choose ourselves, each individual is also completely responsible for his or her actions. This responsibility causes anguish that leads human beings to avoid their freedom in bad faith. Bad faith is an attempt to deceive ourselves that we are less free than we really are. The primary condition of the racist is bad faith. In both aware/blatant and aware/covert racism, the racist in bad faith convinces himself that white people are, according to nature, superior to black people. The racist believes that stereotypes of black inferiority are facts. This is the justification for the oppression of black people. In a racist society, the bad faith belief of white superiority is institutionalized as a societal norm. Sartre is wrong to believe that all human beings possess absolute freedom to choose. The racist who denies that black people face limited freedom is blaming the victim, and victim blaming is the worst form of racist bad faith. Taking responsibility for our actions and leading an authentic life is an alternative to the bad faith of racism. / Graduation date: 2000

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: James M. Jones, Dept. of Black American Studies. Includes bibliographical references.

Currently, there is a significant gap in the literature on what Latino students are subjected to at predominately white universities regarding white racism and discrimination. If students of color face racism on university campuses, this could negatively impact their experiences while in college and perhaps the likelihood of their matriculation. This research focuses on whether or not Latino students are being treated differently because of their race, what patterns of discrimination exist for this group, and whether or not regional factors, as well as demographic factors influence these experiences. Feagin’s theory of systemic racism was the guiding framework for this study. According to this perspective, white racism permeates various levels of our society and is a foundational aspect of our country, both historically and contemporarily. Individual actors operate in the context of a system of racism, which occurs at the individual, institutional, and societal levels all at once. This dynamic informs this research. In order to get at the lived experiences of Latino students, qualitative interview methodology was used. Approximately 28 students on three campuses participated in face-to-face, in-depth interviews. Overwhelmingly, students faced various types of discrimination and racism both on and off-campus. This study contributes to the race and education literature by providing an in-depth analysis of how mistreatment based on race plays out for these students on both the individual and institutional level. It also suggests that white racism is still an issue for students of color and that the system of racism can have an impact on their educational experiences. Suggestions are made about how the institution of education could change in order to better suit the needs of its increasingly diverse student population.

Currently, there is a significant gap in the literature on what Latino students are subjected to at predominately white universities regarding white racism and discrimination. If students of color face racism on university campuses, this could negatively impact their experiences while in college and perhaps the likelihood of their matriculation. This research focuses on whether or not Latino students are being treated differently because of their race, what patterns of discrimination exist for this group, and whether or not regional factors, as well as demographic factors influence these experiences. Feagin’s theory of systemic racism was the guiding framework for this study. According to this perspective, white racism permeates various levels of our society and is a foundational aspect of our country, both historically and contemporarily. Individual actors operate in the context of a system of racism, which occurs at the individual, institutional, and societal levels all at once. This dynamic informs this research. In order to get at the lived experiences of Latino students, qualitative interview methodology was used. Approximately 28 students on three campuses participated in face-to-face, in-depth interviews. Overwhelmingly, students faced various types of discrimination and racism both on and off-campus. This study contributes to the race and education literature by providing an in-depth analysis of how mistreatment based on race plays out for these students on both the individual and institutional level. It also suggests that white racism is still an issue for students of color and that the system of racism can have an impact on their educational experiences. Suggestions are made about how the institution of education could change in order to better suit the needs of its increasingly diverse student population.

The study of race/ethnicity and leisure has been an area of great interest to researchers since at least the 1970s. Numerous studies have shown that differences exist in the ways people from different racial/ethnic groups participate in outdoor recreation. Most of these studies have found that racial and ethnic minorities (i.e. non-White groups) participate in many outdoor recreation activities at proportionally lower levels than do Whites. While these studies present numerous hypotheses to help explain this phenomenon, no study has been conclusive. In this dissertation, I present a theoretical framework and three empirical studies to investigate the nuances of this issue. The first study examines the theory of systemic racism (Feagin, 2006) and its utility to deepen our understanding of the factors that play into African Americans relationship with nature and outdoor recreation. The second study analyzes narrative and historical autobiographical accounts of African Americans from the three major racial eras in United States history in order to examine African Americans’ relationship with nature over time. The third study examines the racially related constraints of African Americans who are involved in serious leisure pursuits of activities generally considered outdoor recreation, as well as African Americans who are involved in nature related careers. The constraints I found with this group are reservations of family and friends regarding being in “the woods,” collective memory and fear, being the “only one, ” discrimination and “reverse curiosity,” assumption of novice status, and balancing identity between being Black, and “acting White.” In the fourth study I analyze this same study group, but explore their experiences of being involved in serious leisure and look at the negotiation schema that this group employed to sustain participation. These negotiation schema are childhood formative experiences, realizing deep connections to nature, transcendental experiences in nature, leaning on knowledge of nature, comfort with White people/places/groups, and positive experiences with White people in nature. The four studies in this collection represent a rethinking and deepening of our knowledge of African American participation in the outdoors.

Thesis (M.A.)--University of Ottawa, 1999. / Includes bibliographical references (p. 131-137). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp01/MQ38757.pdf.

Thesis ( Ph.D. ) -- University of Texas at Arlington, 2008.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.