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

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.

2020 ◽  
pp. 0887302X2096880
Author(s):  
Dyese L. Matthews ◽  
Kelly L. Reddy-Best

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.


Author(s):  
Tiffanie Turner-Henderson ◽  
Maureen Leary

To discuss the disparity of education among minorities in this country, the understanding of the problem is essential. Education equality for people of color is based on their socioeconomic status and ethnic backgrounds. The lack of knowledge and appreciation of Black culture is a practice of disengagement that prohibits the connection between instructor and student. Utilizing Tinto's Model of Attrition and the Self-Determination and Resilience Theories, the chapter will explore the history of fictive kinship models, their impact on minority persistence in higher education and provide recommendations for the creation of networks on predominantly white institutions.


2018 ◽  
Vol 5 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Kristen Clayton

This study explores biracial students’ racial regard, an evaluative component of racial identity that captures positive and negative feelings about the racial groups to which one belongs. Drawing on data from interviews with 62 black-white biracial students attending predominantly white institutions (PWIs) or historically black colleges and universities (HBCUs), I explore the conditions of educational contexts that promote or hinder development of positive racial regard. HBCU students highlighted the importance of college for improving their evaluations of blackness, while narratives of improved regard were rare among PWI students. Students’ evaluations of blackness and descriptions of contact with black peers support contact theory’s propositions about the type of contact likely to improve racial attitudes; specifically, I show how HBCUs can improve racial regard by facilitating institutionally supported contact between equal-status black and biracial students in the pursuit of common goals. My findings also extend contact theory by suggesting another condition of contact that can improve evaluations of blackness: contact with a heterogeneous group of black peers. These findings add to the literature on biracial identity by exploring racial regard, an understudied dimension of racial identity with important mental health implications. The findings also speak to the importance of HBCUs for fostering positive racial regard at a time when the purpose and longevity of these institutions is often questioned.


Author(s):  
Joanna Brooks

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.


Sign in / Sign up

Export Citation Format

Share Document