The Neglected Social Psychology of Institutional Racism

Theories of institutional racism and institutionalized discrimination have been remarkably influential in the understanding of continuing racial inequality and contemporary race relations. These theories and related claims have also been criticized as being improperly conceptualized, employing circular reasoning, neglecting nonracial dimensions of inequality, failing to specify causal mechanisms, and employing questionable inferences and attributions. These issues can be illuminated by critically reviewing how theories of institutional racism and institutionalized discrimination handle issues of social psychology. Issues of social psychology are often treated only minimally or implicitly, and often dismissively. This neglect is the root of many concerns about theories of institutional racism and institutionalized discrimination. Increased attention to and employment of scholarship in social psychology can contribute greatly to an understanding of contemporary racial inequality and race relations that advances both academic interests and practical interests in the evaluation and reform of the institutional practices that perpetuate racial inequality.     

Reframing Black Social Work Students' Experiences of Teaching and Learning

This article draws on critical race theory (CRT) to foreground the role of race and racism in the ways in which Black students experience social work teaching and learning. It reviews some of the available literature on Black social work students' experiences of teaching and learning. The article reframes understandings of the perceived failures of this group of students to adapt to the world of higher education. It is argued that race and racism are salient determining factors in the experiences of Black students within social work education. Emphasis is placed on understanding the specificity of this group of students taking into cognisance the social, cultural, economic, and political contexts within which they are located. The article uses CRT as critical lens to reflect on peer support groups as potential counter spaces that can disrupt the negative experiences of black social work students.     

Incorporating Struggles with Racism and Ethnic Identity in Therapy with Adolescents

Ethnic and racial minority adolescents enter therapy with the behavioral, emotional, social, familial, and educational problems common to clinical practice. However, therapy with these youth necessitates attention to the effects of racial discrimination on their psychological functioning and to matters of how their ethnic or racial identities are integrated. Of the myriad issues that become part of therapy with minority adolescents, the profound effects of racism and the process of ethnoracial identity development can be seen in adolescents' sense of self and behavior. Experiences with racism and with their own ethnic reference group and others may have led to distortions and partial understanding of their identities that may affect adaptation and functioning. In this paper, the author draws from experiences in clinical practice with minority youth to highlight issues of racism and ethnic identity emergent in treatment. Three cases illustrate discussions of struggles with racism and ethnic identity as they emerged in therapy. In each case, the struggles were made salient by the therapist's purposeful eliciting of them to clarify issues of transference, family relations, peer group relations, and achievement.     

Black Jacobins in Contemporary France: On Identities on Politics,Decolonial Critique,and the Other Blackness

Formerly, issues of race were written out of the public landscape of the French Republic. Now the “black condition” is openly debated. This shift is informed by self-identified black movements and their responses to French Republican avoidance of thematizing racialized social inequalities. It is simultaneously contested by groups that experience anti-black racism as it reduces their alternate use of race and ethnicity. Does blackness lead to the homogenization of black experiences or can it initiate solidarity? This article examines current debates on blackness in Paris by drawing upon ethnographic activist research with a black activist group. I analyze how the group maneuvers through a supposedly race-blind discourse, in which the act of identifying race risks being disqualified as communitarian. I argue that a conception of blackness is introduced that provides the potential to recognize the pluralities of blackness, re-shaping notions of blackness, and the abstract Republican model itself.     

Racism, ‘second generation’ refugees and the asylum system

This paper explores ‘second generation’ refugee experiences of racism in London, drawing on 45 qualitative interviews. The article analyses specific histories of racialisation for three different refugee groups from Vietnam, Sri Lanka and Turkey and the generational shifts in reproducing race. The asylum system is foregrounded as an essential framework in which to analyse experiences of racism. This was most evident for the first generation refugee, however for their children less is known on how these forms of racism shaped experiences. Within our study, ‘everyday’ mundane forms of racism were recounted by the ‘second generation’ which were often contrasted with that of their parents in severity. This paper analyses this inter-generational relationship further in relation to racism, through the lens of the asylum system. The paper therefore contributes to a greater empirical understanding on earlier modalities of racism and how they survive into the present.     

Reviewing the Reviews: Discussions of Race by Film Reviewers

Color-blind racism has transformed how race scholars understand race relations in contemporary society. Previous researchers mainly utilized this theory to identify frames of color-blind racism in various social settings and interactions. What has received less attention, however, is how frames of color-blind racism are produced within material conditions in which social interactions and relations occur. In this study we use film reviews to exemplify how color-blind racism is produced in a specific materialist context—film reviews. Film reviews garner discussion among scholars for their impact on the box office revenues of films. Less attention is given to the content of these reviews and, particularly, how their writers address issues of race. This study provides a qualitative content analysis of film reviewer’s discussions of race in their reviews of twenty-first-century films featuring black protagonists to illuminate some ways in which mainstream and niche media outlets discuss race. Results suggest that the source of the reviews influences how race is considered and communicated among film reviewers. Mainstream reviewers differ widely from niche reviewers in both content and delivery in their discussions of race.     

The cross-fertilization of critical race theory and Disability Studies: points of convergence/ divergence and some education policy implications

This article discusses the ways in which insights from critical race theory can be used in order to supplement and reinforce the field of Disability Studies by highlighting the intersecting and contextually contingent ways in which the notion of disability is constructed and positioned. The cross-fertilization of critical race theory and Disability Studies can enhance understanding of the intersecting effects of racism and disablism through a reflexive process of exploring points of convergence and divergence of racial and corporeal markers of difference. These understandings should permeate anti-discrimination legislation and other education policy frameworks aimed at redressing systemic injustices and power inequities that impact upon disabled people’s identities and lived experiences.     

Opposing the toxic apartheid: The painted veil of the COVID‐19 pandemic,race and racism

This article is a personal reflection of how the coronavirus exposes ‘shocking’ levels of racism against us, and our vulnerability as Chinese women living in Britain. By reflecting our experiences of verbal and physical race‐based violence connected to coronavirus, we explore the fluidity of our racial identities, the taken‐for‐granted racial stereotypes and white privilege, and everyday racism in the UK. Can the vulnerable use vulnerability as an agent to shift the moment of helplessness? We contribute to the uncomfortable yet important debate on racism against Chinese women living in the UK through voicing up our embodied vulnerability as invisible and disempowered subjects to this viral anti‐Chinese racism. This is a form of resistance where we care for the racialized and marginalized others. In doing so, we lift the painted veil of the pandemic, race and racism to collectively combat racial inequalities.     

What do we know the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning

ABSTRACT

In social work education there have been very few attempts to empirically capture and measure how professional training programmes prepare students to work with ‘race’ equality and cultural diversity issues. This paper interrogates the experiences and outcomes of anti-racist social work education and evaluates the pedagogic relevance and practice utility of teaching social work students about ‘race’, racism and anti-racism. The data presented in this paper suggests that it is possible to discover the situated experiences of learning about anti-racism and measure how this teaching can affect and lead to knowledge, skills and attitudinal change. The triangulated mixed methods evidence presented in this paper combines nomothetic and idiographic approaches with quantitative data for a matched pair sample of 36 social work students and uses non-parametric statistical tests to measure at two time intervals (before and after teaching); knowledge, skills and attitudinal change. The paper explores how anti-racist social work education enables students to move from ‘magical consciousness’, where racism and racial oppression is invisible and thereby left unchallenged and maintained, to more critical and reflexive level of awareness where it is named, challenged and no longer shrouded in a culture of professional denial and silencing.     

Applying critical race theory in social work education in Britain: pedagogical reflections

ABSTRACT

This paper draws on personal experiences of teaching white British and Black African students on a social work Master’s course in England. In this paper, I critically discuss the fire at Grenfell Tower in London (14 June 2017) and how it served as a pedagogical tool to open up critical discussions among students about racial in/justice, intersectionality and neoliberal racism. I also explore how Black students were enabled to share their experiences of immigration, racism, and racial inequality in Britain as part of these discussions. Inviting personal experiences of race in the classroom can be highly emotive; but, as this paper shows, these voices can also highlight institutionalized racism and provide a way for Black and ethnic minorities’ histories to be told and learned. These histories matter and can develop student consciousness about racial inequality for pursuing a social agenda. They also challenge claims that Britain is now a ‘post-racial’ society. Using Critical Race Theory (CRT) provided a way to counter such claims and critique my ‘whiteness’ and socio-economic class in my teaching, as well as challenge the neoliberal ideologies and structures that reproduce and mask ‘white privilege’ and racial injustice in Britain today.     

Freedom ossified or economic crisis? A comment on Holger Henke

This article contends with the view that the political crisis in some Anglophone Caribbean countries—primarily Jamaica—can be understood as arising from the black middle‐class leadership's use of race and nationalism to obscure class issues. It argues that the race and national issues were and are legitimate class issues and that it is theoretically and practically a mistake to counterpose the two. The black middle class achieved important victories against colonialism and racism but now is faced with global economic and political forces for which it is ill‐equipped to address. The political crisis that it faces is more a result of these global forces than it is of the internal weakness of this class.     

The Utility of Social Class,Race, and Gender in Clinical Practice: A Case Study Involving Intraracial Dyads

This article focuses on clinical work involving a male Black practitioner and a male Black client in which issues of social class, race, and gender were prominent in the treatment process. Three questions raised by the client early in the therapeutic encounter informed assessment, treatment, and the clinician's countertransference. Tenets from self-psychology, relational theory, intersubjectivity, and sociocultural factors relative to Black men are used to ground the discussion. Finally, the article illustrates why intraracial therapy should be understood in the context of the delivery of culturally competent services, highlighting how the intersection of a client's psychological issues, social class, race, and gender can emerge as functional features in psychotherapeutic work.     

The Role of Contact and Information in Racial Attitude Change among White College Students*

While much research has been done on the determinants of change in prejudice among whites, relatively little is known about the process of change in contemporary racial attitudes, variously described as symbolic racism, laissez‐faire racism, or color‐blind racism. This article uses data from a sample of white college students to examine the impact of intergroup contact and exposure to information about racial issues on changes in contemporary racial attitudes and feelings toward blacks (a key component of prejudice), using Pettigrew's (1998) model of the process by which contact produces change in racial attitudes. Results provide support for Pettigrew's model, showing while contact is important in changing whites’ feelings about blacks, both contact and exposure to information about race are important predictors of changes in contemporary racial attitudes. A comparison of longitudinal and cross‐sectional models of contemporary racial attitudes suggests that contact, especially in setting with “friendship potential,” has an impact on attitudes both directly and indirectly, through providing avenues through which racial information can be obtained as well as by providing motivation to pay attention to it.     

How is ‘racism’ understood in literature about black and minority ethnic social work students in Britain? A conceptual review

ABSTRACT

This conceptual review interrogates a body of literature concerned with black and minority ethnic (BME) social work students in Britain since 2008. This period has coincided with an increasing focus on diversity in Higher Education, but also lower prominence being given to race in social work. In social work education, there has been increased attention to the needs and experiences of BME students. While most of this literature acknowledges racism, what constitutes racism and how it can be understood usually remain implicit. This review aimed to explore influential concepts in the literature and the ways these affected how racism is understood and identified. A search was carried out for articles in peer-reviewed academic journals between 2008 and 2018. In this article, we discuss four recurring concepts of racism in this literature: subtle racism, institutional racism, cultural difference and pedagogical solutions. The article analyses the assumptions underpinning these concepts, and the implications for how racism has been understood and investigated in this literature. The subsequent discussion calls for a more reflexive approach and identifies questions that future research could explore, which could lead to improved understandings of racism in social work education.     

Talking about race using critical race theory: recent trends in the Journal of Marital and Family Therapy

This study uses critical race theory as an interpretive lens to critique recent race related articles in the Journal of Marital and Family Therapy (JMFT). Our primary goal is to contribute to and inspire dialogue about the perspectives marriage and family therapists (MFTs) are taking in relationship to race. We situate our exploration within the broader context of continuing professional education. We describe the main themes of critical race theory and use them as the conceptual framework. Analyzing 127 articles, we found that only topics related to couples and divorce occurred more frequently than race and social justice. Within the articles on race, evidence suggests that issues of race and racism are emerging as key informants of MFT practice. We point to areas for consideration in future MFT research and practice.     

Enough is Enough: Race,Cricket and Protest in the UK

Abstract

This piece considers ethnicity in sport from the perspective of grass roots efforts to confront racism within the quintessentially English game of cricket. Cricket has a long history of discrimination, originally predicated on the basis of class, although recent events have very publicly raised issues of race and national identity. This piece explores how and why cricket became a positive focal point for successful protest against the apartheid regime of South Africa and proceeds to trace the current expression of racism within English cricket. By contrasting the anti-racist campaigns of the late 1960s and early 1970s with a currently emerging movement, we will show that legislative change in the UK has radically altered the ability to effectively demonstrate and campaign on such causes.     

Analysis of Social Planning Problems: A New Design for a Component of the Community Organization Curriculum

This paper identifies and discusses specific strategies for incorporating information relevant to the effects of racism and ageism in our society into the curricula of social work programs. Content related to the existing policies, programs, and the special needs of the aged, including the minority aged, should be integrated into the class and field experiences of social work students and practitioners. The importance of positively altering existing perceptions of the strengths and needs of groups subject to the jeopardies of age and race is emphasized.     

On the Contributions of Cognitive Sociology to the Sociological Study of Race

In this article, we argue for cognitive sociology as a framework for studying the sociology of race. Cognitive sociology concerns itself with classification, identity construction, meaning and collective memory and is thus centrally concerned with generic issues that apply well to racial category construction and maintenance. We, first, outline the cognitive sociology framework. We then elaborate on traditions in the sociology of race and racism that have implicit affinities to cognitive sociology. We argue that cognitive sociology provides a useful generic framework with which to look at specific issues in racial classification, the social construction of race, and to racist cognitions, while critical race theory and other sociology of race frameworks can compliment cognitive sociology by addressing issues of power and domination in cognitive frameworks.     

Drug markets,violence, and the need to incorporate the role of race

While race has proven to be a critical variable in the sociological understanding of multiple social outcomes, scholars have yet to fully appreciate the nature by which it shapes drug‐related violence. Empirical responses to the 1980s urban proliferation of illicit drugs generally relied on systemic explanations of drug market violence and how participants, by virtue of social positioning, are unable to use the criminal justice system to address grievances. Contrarily, the contingent causation hypothesis suggests that drug markets engender violence in settings where socioeconomic conditions are already favorable for violence. In spite of the contributions of these two themes, we argue that both represent oversimplifications of the complex ways by which race structures drug‐related violence. To truly understand drug market violence, the dominant narrative of emerging research must contextualize the proliferation of illicit drugs within the socio‐historical context of race and institutional racism. Only if and when that happens will the field move towards realistic solutions to ameliorate this social problem.