56 pages / This thesis analyzes the depictions of Whites and Blacks in crime stories in local television news in Portland, Oregon. Previous studies have concluded that television news reinforces "modern racism" by the way in which Blacks and Whites are shown in crime stories. This study analyzed two randomly constructed weeks in early 1994. Black suspects were shown more often in handcuffs and in jail uniforms, and each Black suspect depicted in a crime story was a suspect in a homicide. The results were divided into two categories to reflect the influence of the attach on skater Nancy Kerrigan, which dominated the local news because of the Tonya Harding connection.

This dissertation is an exploration of how teaching and learning about race and racism happens in the context of a particularly racially charged political and cultural climate—Black Lives Matter rallies and activism, the Presidential Election and subsequent election of Donald Trump, and shifting racial discourse and logic. Using a 2016 course on racism as a site of inquiry, I consider how experimental and arts-inspired approaches to pedagogy open up new possibilities for how teaching and learning about race can happen. The course, made up, of undergraduates in their senior year, planning to become elementary school teachers resisted dominant discourse about becoming anti-racist as became a space for young, white, mostly women to learn through encounters with texts, moving their bodies through space in ways that they might have otherwise avoided, and participating in ongoing, persistent, nuanced race dialog through a variety of modes—digital, art, music, film, literature, and public events. This learning was often not conclusive but provided ongoing practice for engaging race in ways that allowed for meaningful shifts in how they notice and know the world, implicating how they imagine becoming a teacher in a raced world.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

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M.A. / The objective of this study was to explore the experiences of racism of a sample of educated young South Africans and to establish to what extent their understanding of racism is associated with demographic variables. The most prominent recent study on racism in South Africa was the South African Human Rights Commission (SAHRC) inquiry into racism in the media undertaken in 2000. An analysis of the reports that comprised the investigation revealed two key weaknesses. Firstly, racism was not defined adequately. Because of this, and since the terms 'race' and 'racism' are prone to emotive interpretation, a brief historical analysis of the concepts was conducted. A second criticism against the SAHRC inquiry was its failure to engage the audience. This study was done partly in response to that challenge. The respondents were first-year Sociology and Mathematics students at the Rand Afrikaans University (RAU). Their conceptualisations and experiences of racism were gauged in a survey with quotations from mainstream newspapers in Gauteng. Key findings were that sex and race were both associated with respondents’ experience of racism, but that sex was the more important of the two. The joint effect of race and sex was however more significant than either in isolation, and white men were set apart from all other respondents by their lack of sensitivity to discrimination. In conclusion, the results were located in the broader academic debate on racism. / Prof. J.M. Uys Ms. J.E. Lochner

Since the conjoint development of capitalism and the nation-state in eighteenth century Europe, the practical and theoretical problems of socio-economic reproduction and socio-political order have confronted social scientists of all ilks as different sides of the same coin. In its infancy, sociology drew its formative inspiration from classical political economy, and long after the new discipline had carved out its own niche from the theoretical vacuum created by the rise of neoclassical economics, the dialogue between social and economic theory persisted, especially within the Marxist tradition. Nowhere is this symbiotic relationship more apparent than in the field of labour market studies. The labour market constitutes a microcosm of capitalist society where the related problems of economic reproduction and social order are manifest in their myriad, contradictory forms. One such form is the dyad of racial inequality and conflict. This thesis focuses on how racial conflict is conceived in the contemporary Marxist, neoclassical economic and Weberian literature, and examines the contribution of radical labour market theory to a Marxist theory of racial conflict. The purpose is to meet the challenge extended by a recent, neo-Weberian critique and reformulation of class theory as a unified, theoretico - methodological framework for articulating the relationship between racial groups and social classes, racial conflict and class struggle in the labour market, community, state and international system. It concludes that radical labour market theory represents an important departure from previous Marxist approaches to race and class. Theoretically, radical labour market theory breaks with Marxist tradition by distinguishing group forms of domination like discrimination, from class forms like exploitation, and by relating group and class, market and production relations to racial conflict and class struggle. Methodologically significant is the attempt to apply a non-reductionist class analysis that situates the race - class nexus in the historical context of collective struggles in a dynamic, open-ended class formation process. The implications of these theoretical and methodological directives for Marxist theories of race, class and the State are critically evaluated, and a non-reductionist model of racial conflict is proffered as a preliminary step toward a Marxist theory of inter-group conflict. / Arts, Faculty of / Sociology, Department of / Graduate

The Mexican War served as a social battleground for issues such as professionalism, racism, and anti-Catholicism for American regular and volunteer junior officers. Their reaction to these issues influenced and changed the nature of debates to destroy the regular army and close the military academy at West Point. Many in Congress and the United States held a deep-seated fear of the regular army that dated back to the colonial era. They feared that a standing army would become a tool of tyranny and destroy a republican government. Instead, many Americans preferred a volunteer system. They argued that volunteers were virtuous citizens who responded to danger and returned to civilian life when the danger was over. The Mexican War demonstrated that these ideals were not reality, though. Because of this, many in the United States realized that the regular army could safely exist within a republican government, and that the volunteers were not the virtuous patriots many thought. Both regular and volunteer officers reacted with bigotry toward their Catholic opponents in Mexico. Anti-Catholicism impacted the service experience of the junior officers in Mexico. As members of a mostly protestant nation, they pillaged and stole from the many Catholic churches that lay in their path. As members of what they viewed as a superior religion, many officers felt that the Catholic church and faith was a fair target during the Mexican War. Race impacted the service of the junior officers in Mexico. American officers created a racial hierarchy in Mexico that ranked the Mexican populace in various stages of whiteness. The highest social order consisted of those they viewed as white. The lower classes they viewed as a mix of African and Native American. Both regular and volunteers responded in the same manner to these issues.

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