Originalism, Infallibility, and the Institutionalization of White Supremacy

2020 ◽  
pp. 55-84
Author(s):  
Joanna Brooks
Keyword(s):  
Predominantly White ◽  
Black People ◽  
White Supremacy ◽  
Religious Community ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
The Will ◽  
Will Of God

When a predominantly white religious community casts its lots, chooses whiteness, and designates its Black scapegoats, history shows that it attributes these outcomes to the will of God. White Christians begin to tell themselves that although Black suffering is regrettable, it is inevitable. Predominantly white institutions assume the facade of inevitability and timelessness and the exclusion of Black people hardens into a self-perpetuating fact. This chapter examines how systematic theologies produced by American Protestant “fundamentalists” and Mormon theologians alike contributed to the erasure of histories of Black exclusion and normalized anti-Black racism as timeless, essential, and originating with God. This in turn contributed to the institutionalization of anti-Black segregation and discrimination in Church bureaucracies.

Negotiations of Women’s Black and Activist Identity Through Dress on the College Campus, 2013–2019

2020 ◽  
pp. 0887302X2096880
Author(s):  
Dyese L. Matthews ◽  
Kelly L. Reddy-Best
Keyword(s):  
College Students ◽  
Black Women ◽  
Predominantly White ◽  
Black People ◽  
College Campus ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
Women College Students ◽  
White Campuses ◽  
Embodied Practice

Black people, especially Black women, have used dress to reject racism and discrimination and as a means for negotiating their Black and activist identities. Building on past work, we examine how Black women use dress as an embodied practice to negotiate both their Black and activist identities. We focus on a particular space and time: campus life at predominantly White institutions during the Black Lives Matter movement era from 2013 to 2019.To achieve this purpose, we conducted 15 in-depth, semistructured wardrobe interviews with current Black women college students. Overall, we identified three themes relating to Black women college students: experiences on predominantly White campuses, negotiating Black identity through dress, and negotiating activist identity through dress. Examining how Black women negotiate identity through dress recognizes their stories as important through counter-storytelling, allowing Black women to write their own history in their own voices.

The Chronicle of the Resurrection Regalia: Or Why Every Black Hire Is the First

2020 ◽  
Vol 64 (14) ◽  
pp. 1961-1974
Author(s):  
Glenn E. Bracey ◽  
David F. McIntosh
Keyword(s):  
Predominantly White ◽  
Black People ◽  
Jim Crow ◽  
Predominantly White Institutions ◽  
People Of Color ◽  
Racial Groups ◽  
Historically White ◽  
White Institutions ◽  
Historically White Institutions ◽  
Institutional Space

This article uses Wendy Moore’s concept of White institutional space to explain why Black people experience ostracization, microaggressions, and other forms of othering in predominantly White institutions. More than five decades since the official end of Jim Crow, Black people report Whites treating them as though they do not belong in predominantly White institutions. It is as though Black people are still integrating White spaces, even when other Black people are members in those spaces. Drawing on sociology, psychology, and education literatures and our own ethnographic research, we argue that Black people feel like they are integrating White institutional spaces because they are. White people have constructed a three-part system to protect the Whiteness of spaces as people of color struggle for increased membership in historically White institutions. The first part of the system is physical segregation, accomplished primarily through residential segregation and institutional siloing. The second part is segregation via microaggressions that ensure that only a few people of color enter White institutional space, that the few who enter are unlikely to disturb White institutional space, and any people of color who no longer consent to White normativity are quickly discovered and excised. Finally, Whites use cognitive tricks like subtyping, which define colleagues of color as special exceptions to their otherwise undesirable racial groups. Through a fictional chronicle, the authors demonstrate how White colleagues use physical separation, microaggressions, and subtyping to maintain the Whiteness of their White institutional space.

scholarly journals Double Punch to the Glass Ceiling: Career Experiences and Challenges of Ethnic Minority Female Athletic Directors

2021 ◽  
Vol 29 (1) ◽  
pp. 20-28
Author(s):  
Natalie M. Welch ◽  
Jessica L. Siegele ◽  
Robin Hardin
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Athletic Directors ◽  
Collegiate Athletics ◽  
Predominantly White Institutions ◽  
Leadership Identity ◽  
Collegiate Sports ◽  
Professional Networks ◽  
White Institutions ◽  
Semistructured Interviews

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.

Transitioning Courses During COVID-19

2021 ◽  
pp. 99-125
Author(s):  
Kanita K. DuCloux ◽  
Michelle S. Jones ◽  
Jeffrey D. Herron
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Time Frame ◽  
Colleges And Universities ◽  
Predominantly White Institutions ◽  
Black Faculty ◽  
Face To Face ◽  
White Institutions ◽  
Face To Face Instruction ◽  
Short Time

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.

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