Denna uppsats är en litteraturstudie av Roots: The Saga of an American Family. Studien syftar till att undersöka argumentet att rasism har en långvarig effekt på de människor som utsätts för rasism. I detta fall, karaktärerna i romanen som utsätts för rasismens olika hemskheter så som slaveri. Genom användningen av Robert Jensen, WEB Du Bois och Edward Saids teorier (dvs. Privileged/unprivileged, The Veil, Double Consciousness och Others) har romanen Roots analyserats. Slutsatsen visar på hur slaveriet påverkade huvudpersonerna och hur effekten av slaveri lyckats beröva de svarta människorna i romanen deras ursprungliga identitet. Slaveriet ersattes istället av en kollektiv identitet av mindre värde än vita människors identitet vilket lämnat långvariga psykiska ärr för karaktärerna i romanen. Det pedagogiska fokus som används i uppsatsen är den så kallad cooperative learning metoden.

Using a phenomenological approach, this study examined the lived experiences of students and instructors in relation to culturally diverse classrooms in an urban Canadian post-secondary institution, and what meanings they ascribed to those experiences. Data were collected through individual interviews with nine students and seven instructors, who had experienced the phenomenon. Findings revealed that first, all participants, students and instructors, were keenly aware of differences in how they personally differed and how they observed differences in those around them. Second, participants’ social location impacted how they experienced differences. Third, in their fears and hopes, participants expressed a range of emotional responses to differences. Both students and instructors seemed to have similar hopes and fears. Emotional responses were dependent upon the nature of the critical events pertaining to difference which, in turn, prompted participants to adopt strategies to deal with these events. Fourth, the discussion about cultural diversity exposed a paradox and irony between what participants said and what they actually experienced. Although participants enthusiastically attested to the richness of diversity, when looking beneath the façade, a dystopian utopia emerged where participants were “surrounded by all these contradictions.” Participants experienced a form of every day culture shock every time they entered a university classroom, and they uniformly talked about valuing difference, but practice often demonstrated the opposite. This became evident when participants talked about the pressure to fit in and about wanting to belong. Fifth, most participants evidenced varying levels of ambiguity about their personal and public identity, demonstrated in seemingly self-deprecating language. Sixth, although the traditional academic system illustrated evidence of nontraditional methods, at times the impression of openness seemed paradoxical. The distinctive nature of this study revealed that when using Freire’s critical pedagogy and Mezirow’s transformative learning as theoretical frameworks, results showed a continuum on the spectrum of power sharing with some instructors still seeing themselves as vessel fillers, to instructors on the other side of the spectrum, willing to reevaluate traditional models. Such a study is important because cross-cultural competency and sensitivity, as Street (1984) says, are essential components in today’s culturally diverse work, academic, and social environment.

Intersectionality theory has been put forth to explain how gender and race dually impact and act upon African American women (e.g., Settles, 2006; Thomas et al., 2008). Although there is a growing body of literature on the negative effect that perceived racism has on Black/African Americans well-being and that sexism has on women’s well-being, there is a paucity of research on the intersection of racism and sexism (i.e., gendered racism) and its influence on African American women’s well-being (e.g., Perry, Pullen, & Oser, 2012; Thomas et al., 2008). To address this gap in the literature, the current study examined gendered racism’s impact on African American women’s well-being (i.e., depressive and anxiety symptoms, life satisfaction, and the quality of their social relationships). Additionally, the protective (moderating) influence of racial identity, in particular racial centrality, racial public regard, and racial private regard, on the gendered racism and well-being relationship was examined. Self-identified African American, adult women (N = 249) were recruited from a southeastern metropolitan university. Lastly, the gendered racism measure used in the study, the Revised Schedule of Sexist Events (Thomas et al., 2008), appears to be a valid and reliable measure of African American women’s gendered racism experiences. Regression analyses found that more frequent experiences with gendered racism was associated with more depressive and anxiety symptoms. More frequent experiences of gendered racism were also associated with less optimal social relationships and poorer life satisfaction. Furthermore, racial identity dimensions did not moderate the impact of gendered racism on African American women’s well-being. Future studies should consider identities or worldviews that are theoretically aligned with the tenets of intersectionality theory as protective factors against the effect of gendered racism on African American women’s well-being.

Racial inequalities in the education system are an issue that has yet to be adequately addressed. Given how discriminatory experiences adversely impact African American students, it is important to understand how their educational attitudes are impacted and ways that students can be protected from these harmful experiences. The study aims to answer six research questions: 1) How does racial discrimination predict African American college students’ value placed in education? 2) How does racial discrimination predict African American college students’ expectations for success? 3) How do preparation for bias messages predict the value they place in education? 4) How do preparation for bias messages predict African American college students’ expectations for success? 5) Do preparation for bias messages buffer the effect of racial discrimination on value placed in education? 6) Do preparation for bias messages buffer the effect of racial discrimination on expectations for success?

babel is a collection of nonfiction essays in which I explore a female twenty-something’s crossdimensional dilemma of spirituality, racism, art, and love in the wake of Bible-belt hipsterdom. I board the train that is human pride, that great metal snake by which we essayists craft our lives, and measure out my stories by cities and coffeespoons—dotted with dark roast, preferably. The train of my collection glides through the first ‘burg and its Godlike aspirations, Babel; travels a ways to Virginia, specifically Jerry Falwell’s Liberty University and Prince Edward County, which was the hotbed of the Civil Rights in Education Movement; says hello to Bowling Green; and emerges a world away, in a mosaic of people on cow-peppered Indian streets. This master’s thesis—as a tangible fixture of my own words in a realm where greater folks have preceded me and still fallen (far and hard as Icarus)—is prideful, exploratory, and ultimately human. The titular pun may be taken more or less seriously. Hear the train whistle. It is our attempts at the Divine, a nexus of journeys and somehow in itself too a destination.

Bakgrund: Vi lever i en globaliserad värld och Sverige är en nation med en stor demografisk mångfald. Detta gäller även hälso- och sjukvården. Tidigare vetenskapliga studier och rapporter från fackföreningar visar att diskriminering mot sjuksköterskor av etnisk minoritet är vanligt i hälso- och sjukvården. Rapporter från fackföreningar i Finland och Storbritannien visar att uppemot 40 till 50 procent av sjuksköterskorna upplevt diskriminering på ett eller annat sätt. Diskrimineringen uttrycks på olika sätt och yttras från patienter, deras anhöriga samt personal. Syfte: Syftet med studien är att beskriva konsekvenserna för sjuksköterskans arbete när denne upplever diskriminering. Metod: Detta är en litteraturstudie baserad på tio stycken vetenskapliga artiklar av kvalitativ ansats. Resultat: Vid analysen av artiklarna hittades följande sex teman om hur sjuksköterskans arbete påverkas av diskriminering: otrygghet, osynliggörande, särbehandling, benägenhet att byta arbetsplats, underbetalda & brist på karriärmöjligheter och nedvärdering av färdigheter. Slutsats: Konsekvenserna av diskrimineringen av sjuksköterskor av etnisk minoritet är stora för de utsatta sjuksköterskornas arbete. I slutändan påverkar diskrimineringen av sjuksköterskor patientsäkerheten och leder till en större personalomsättning. Klinisk betydelse: Denna studie kan ge större förståelse för hur diskriminering yttras och visar vad konsekvenserna blir för de utsatta sjuksköterskornas arbete. Att man blir medveten om detta på vårdinrättningarna kan vara till hjälp vid utformningen av riktlinjer för hanteringen av diskriminering vilket på sikt kommer öka patientsäkerheten. / Background: We live in a globalized world and Sweden is a nation with a great demographic diversity both in the society as a whole but also in the healthcare industry. Previous scientific studies and reports from trade unions show that discrimination against ethnic minority nurses is common in health care. Reports from trade unions in Finland and Great Britain show that as much as 40 to 50 percent of nurses have experienced discrimination in one way or the other. The discrimination is manifested in different ways and are being expressed by patients, their relatives and staff. Aim: The aim of this study is to describe the consequences on nurses’ work when he or she experiences discrimination. Method: This is a literary review based on ten scientific studies with qualitative approach. Results: The analysis revealed the following six themes on how the nurses’ work is affected by discrimination: insecurity, invisibility, different treatment, propensity to change job, underpaid & lack of career opportunities and devaluation of skills. Conclusion: The impact of discrimination against ethnic minority nurses is great for the victimized nurses’ work. Ultimately this affects the safety of patients and lead to a greater employee turnover. Clinical significance: This study may provide a better understanding how discrimination is expressed and what consequences follow for the exposed nurses’ work. By being aware of the discrimination in the healthcare industry it might be of help when developing policies how to handle discrimination which in the long-term will improve the safety of patient.

The presidency of Barack Obama has given racial framing in the news media a new salience particularly because of the role that media coverage plays in shaping ideas about race. The racial framing that unfolds through the news media reflects new forms of racism that work to justify and explain racial inequalities without explicit references to race. In this study, I analyze the media discussion of welfare reform following a 2012 Mitt Romney attack advertisement that claimed that President Obama “gutted” welfare reform. I use discourse analysis to analyze the prevalence of controlling imagery, colorblind racist rhetoric, and the white racial frame in 91 prominent newspaper articles and political blogs that discussed this controversial advertisement. This study aims to contribute to sociological knowledge about specific language and strategies used by the media to perpetuate racism, and to demonstrate the relationship between political and social welfare discourse and racial ideologies.

This dissertation offers a revised historical account of how scientific experts associated with the United Nations Education Scientific and Cultural Organization (UNESCO) in the post-WWII era sought to overcome the legacy of scientific racism. Situating UNESCO’s anti-racism initiatives within the geographic context of the South and North Atlantic and the intellectual context of Latin American, Francophone, and Anglo-American social science this study shows that mid-century discussions of ‘race’ were intertwined with the multiple narratives of modernization and societal change that emerged in tandem with decolonization and the Cold War. Thus, one of this dissertation’s key arguments is that anti-racist projects in the post-war era were often cast as projects of redemption that involved coming to terms with the painful and destructive legacy of scientific racism and the anticipation of an improved and harmonious future where ‘race’ did not figure as a source of conflict and tension. However, because mid-century anti-racist scientists hailed from a variety of cultural, linguistic, and racial backgrounds the question of redemption took on different meanings and involved different stakes. This study examines social science experts’ anti-racist narratives of redemption in the context of four different UNESCO initiatives from the 1950s: 1) in projects of ‘cultural change’ (which were predicated on the anti-racist notion of the inherent educability of all peoples) 2) in UNESCO’s study of race relations in various locations in Brazil 3) in the elaboration of anti-racist approaches to ethnographic observation, and 4) in UNESCO attempts to produce anti-racist handbooks for teachers. These projects reveal how anti-racist experts from the 1950s were very much haunted by ‘race’ and concerned with neutralizing and dampening the affective and political impact of racial conceptions in the geopolitics of post-war era. Thus, this dissertation argues that rather than indicating a definitive retreat from ‘race’ UNESCO’s anti-racism initiatives in the 1950s speak to the persistence and plasticity of ‘race’ and of the fraught attempts to escape its legacy.

This study explores the experiences of oppression Lesotho students studying at the University of Natal (Durban). The study explored the experiences in relation to oppression in relation to racism, xenophobia and sexism. Interviews and observation were the research tools used in this study. The results reveal that most of these students experience a vertical racism in the same way black South Africans experience it and they also experience xenophobia from black South African students. / Thesis (M.A.)-University of KwaZulu-Natal, 2004.

In asking about the experiences of professors embodying and enacting tools of critical pedagogy, this thesis seeks to explore strategies of resistance to the hegemony of neoliberalism in the Academy. This research focuses on the Canadian university as characterized by neoliberal logic and the hierarchical practices of capitalism, patriarchy, and colonialism. By exploring the themes of neoliberalism, violence, tension, critical pedagogy, and anti-oppression, that are in turn rooted in personal testimony and lived experience of educators, this study seeks to challenge normative systems of knowledge production to expand and explore subjugated knowledges. What is at stake is developing strategies that may be cultivated and documented as critical pedagogical tools that work toward collective imaginings of resistance.