thesis statement about racism in schools

The Study Blog :

5 examples of thesis statements about racism for your next paper.

By Evans Apr 28 2021

Racism is a hot topic worldwide. It is one of the topics that never lack an audience. As expected, racism is also one of the most loved topics by teachers and even students. Therefore, it is not a surprise to be told to write an essay or a research paper on racism. You need to come up with several things within an incredible paper on racism, the most important one being a thesis statement. The term thesis statement sends shivers down the spine of many students. Most do not understand its importance or how to come up with a good thesis statement. Lucky for you, you have come to the right place. Here, you will learn all about thesis statement and get to sample a few racist thesis statements.

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Tips to writing a strong racism thesis statement

Keep it short.

A thesis statement is supposed to appear in the first paragraph of your essay. However, this does not mean that it should be the entire paragraph! A strong thesis statement should be one sentence (not an annoyingly long sentence), usually placed as the last sentence in the first paragraph.

Have a stand

A thesis statement should show what you aim to do with your paper. It should show that you are aware of what you are talking about. The thesis statement prepares the reader for what he or she is about to read. A wrong thesis statement will leave the reader of your paper unsure about your topic choice and your arguments.

Answer your research question

If you have been tasked with writing a research paper on why the Black Lives Matter movement has successfully dealt with racism, do not write a thesis statement giving the movement's history. Your thesis statement should respond to the research question, not any story you feel like telling. Additionally, the thesis statement is the summary of your sand and answer to the question at hand.

Express the main idea

A confused thesis statement expresses too many ideas while a strong, suitable one expresses the main idea. The thesis statement should tell the reader what your paper is all about. It should not leave the reader confused about whether you are talking about one thing or the other.

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thesis statement about racism in schools

Thesis Statements About Racism Samples

Racism in workplace thesis statement examples.

Racism is so rampant in the workplace. Thousands face discrimination daily in their workplaces. While this is definitely bad news, it gives us more data to choose from when working on an essay or research paper on racism in the workplace. Here are a few examples of thesis statements about racism in the workplace:

1. Despite being in the The 21st century, racial discrimination is still rampant in the workplace. The efforts made by governments and world organizations have not helped to do away with this discrimination completely.

2. Even with the unity that comes with digitalism, colour remains the one aspect of life that has continually caused a rift in this life. A lot of efforts have turned futile in the war against racism. The workplace is no exception. It is infiltrated with racial ideologies that remain within man's scope despite the professionalism within the workplace.

3. Systemic racism is no new concept. It remains the favoured term with the tongues of many after food and rent. This is an indicator of how rooted the world is when it comes to the issue of racism. The now world has been configured to recognize racial differences and be blind to human similarity. Organizations have been established upon this social construct, and more often than it has led them into a ditch of failure. The loot that comes with racism is of great magnitude to bear.

Thesis statement about Racism in schools

Many academic institutions have been recognized for producing students who have passed with distinctions. Unfortunately, behind these overwhelming results lies a trail of many students who have suffered racism and have missed the honors board because of the color differences. Let's look at some of the examples of thesis statements on racism in schools:

1. Merit should be the S.I unit upon which humanity is graded. Unfortunately, this is not the case, especially in schools, for the new merit score is the person's color. Many have found their way to the honour's board not because of merit but because they of the same color affiliation as the teacher.

2. Enlightenment and civilization have found their way to the world through one important institution called schools. We owe that to it. Unfortunately, even with the height to which the world has reached civilization and enlightenment, one area has been left out and remains unaddressed- the world view of color. Despite the light and glamour, we see globally, one predominant view is called race. We continue to paint the world based on human color, even in schools.

3. Bullying falls among the vices that have dire consequences to the victim. One of the spheres to which bullying exists is the sphere of color and race within the context of schools. Many student's confidence and esteem have been shuttered only because they are black or white. Many have receded to depression because they feel unwanted in the schools. One of the prominent times within American History is the Jim Crow Era, where racial segregation in schools within North Carolina was rampant. We saw schools have a section for white students and a separate section for black students within this era. The prevailing flag was black and white, and racism was the order of the day.

Final Thought

Coming up with a thesis statement does not have to difficult. No, not at all. Evaluate the topic or question and express yourself through the thesis statement from your stance or the answer. Mastering this one key in writing exams or assignments is one of the keys to scaling up the ladder of lucrative grades. However, practice is a discipline that will see you become a pro in writing a prolific strong, and catchy thesis statement. Henceforth, regard yourself as a pro, regard yourself as the best in thesis statement writing. If you are still having trouble with coming up with an excellent thesis statement, do not beat yourself up because of it. Paper per hour has the best writers who can help you with all your racism thesis statement needs.

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Understanding Our Commitment to Anti-Racism

Posted April 14, 2021
By News editor
Counseling and Mental Health
Diversity, Equity, and Inclusion
Human Development
Moral, Civic, and Ethical Education

Amid pandemic losses and continuing shocks of racist violence, one legacy of this year’s trauma is a greater willingness on the part of many to take stock of their own role in perpetuating or responding to racism. Schools and communities have a key part to play in this necessary accounting, and for many educators and parents, the work is central and non-negotiable. Join us for a conversation in which we explore our commitment to anti-racism — and how the events of this past year have deepened our understanding of those commitments. We’ll share insight, inspiration, and actionable ideas for how schools, parents, and school leaders can work — from their individual roles, and collectively — to confront racism in our society and our schools. How can our own commitments help to empower communities — and the young people we are raising and educating?

Moderator: Tracie Jones, Director, Diversity, Inclusion and Belonging, HGSE

Malcolm Cawthorne, Teacher and civic leader, Brookline (MA) High School
Jennifer Perry Cheatham, Senior Lecturer on Education and Co-Chair of the Public Education Leadership Project (PELP), HGSE
Heidi Shin, Journalist and a public radio and podcast producer
What Does Leading for Racial Justice Look Like? — a webinar from Education Week featuring Jennifer Cheatham
Talking to Children about Anti-Asian Bias — a reflection by Heidi Shin in the New York Times
The Exhaustion of Being a Black Teacher in a School When You’re One of Too Few Educators of Color — a Boston Globe Magazine piece featuring Malcolm Cawthorne

Classroom and family resources to teach about anti-racism:

Embracing Race : Resources for caring for and raising kids in the context of race
Immigrant History Initiatives : Classroom resources for teaching about immigrant history
Teaching for Change : Culled list of children's books with diverse characters

Mental Health resources to support Asian American students:

MGH Cross-Cultural Student Awareness Center : Educator and parent resources to support Asian American students and educators' mental health in the face of anti-Asian racism
Harvard Graduate School of Education's Let's Talk Conference

Resources to learn about the Asian American experience and history

Fiction and non-fiction writers, who have written about the Asian American experience in the United States
PBS documentary series about the Asian Americans experience

Education Now

A webinar and newsletter series to shape new approaches to challenges in education

Navigating Tensions Over Teaching Race and Racism

Chalkboard illustration of three students at their desks

Talking Race in the Suburbs

Discussing race in classes where white students outnumber students of color? Strategize, acknowledge, and check in

Disrupting Whiteness in the Classroom

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Neag School of Education

Reducing racism in schools: the promise of anti-racist policies.

by: Britney L. Jones
September 22, 2020
Community Engagement

Introduction

In 2020, the deaths of Ahmaud Arbery, George Floyd, Breonna Taylor, and others led to a resurgence of the Black Lives Matter movement across the nation and around the globe. The revitalization of this movement has come with increased public demand for policy change, and specific calls for anti-racist policies in schools. As a result, many educational leaders are grappling with what this means for their respective contexts, and the extent to which their school or district’s current policies measure up to public demand.

Educating and training teachers and administrators on how to enact culturally relevant and inclusive practices is one step towards eliminating racism in schools.

Educating and training teachers and administrators on how to enact culturally relevant and inclusive practices is one step towards eliminating racism in schools. Expressing a commitment to anti-racism through school policies, statements, guidelines, or codes takes these efforts a step further. Within the last decade, some schools and districts have penned their own anti-racist policies to detail the steps they are taking to disrupt racism within their locale. In this brief, I describe these policies and highlight recent initiatives aimed at eliminating racism in schools. As school and district leaders advance their own anti-racist policies and objectives, this policy brief provides guidance based on the practices of diverse districts in the U.S. and elsewhere.

Anti-Racist Policy in Schools

Anti-racist policies are usually documents drafted by a governing body and disseminated to staff, parents, and students in a particular district or school. Similar to a code of conduct, school handbook, or anti-bullying policy, the policy states the organization’s commitment to anti-racism and lays out procedures that must be followed in order to uphold the organization’s commitment to the cause of dismantling racism to create an inclusive, equity-oriented environment. Over the past decade, schools and districts, both nationally and internationally, have written and adopted policies to address racism, discrimination, and inequity in schools. U.S. districts often refer to these policies as equity policies, while in places such as the United Kingdom (U.K.), Australia, Ireland, and South Africa, similar policies are usually entitled anti-racist policies. Despite the difference in name, they often share similar objectives and features. Anti-racist and equity policies typically start with a statement of assurance that the board or governing body has considered the importance of racial equity, followed by a renunciation of discriminatory behavior within their context. Next, the document includes a definition of racism. Then, these policies describe the steps taken by the governing body to ensure equity or anti-racism.

Components of Anti-Racist Policy: Areas to Address

For this brief I examined over 25 publicly available equity or anti-racist policies from several states in the U.S. and from schools in Australia, South Africa, Ireland and the U.K. I found that most policies address racism through the lenses of:

school environment,
incident reporting,
data analysis, and

After addressing these components, policies typically offer guidance or present action steps to support implementation. These include:

providing a clear and accurate definition of racism for consumers of the policy,
devising a plan for policy dissemination,
appointing an anti-racist committee or point person,
coupling equity/anti-racist policy with other school or district-wide policies, and
partnering with external organizations.

Below I briefly describe each of these components.

School Environment: Creating an Anti-Racist/Equity-Oriented Culture and Climate

Most of the policies discuss the school environment at length. Generally, they describe ways in which school staff can create and maintain a welcoming and inclusive environment for all students. One way policies describe achieving this goal is through representation of multiple racial and ethnic backgrounds in curricula, texts, hallway displays, and digital media. They also state the importance of incorporating positive role models and discussing issues of race and diversity within classrooms and during school-wide events. Several anti-racist/equity policies advocate events focusing on diversity and empathy building, such as Friendship Week or Multicultural Week. Policies also describe building teachers’ awareness of racism and bias as a means to shift culture and climate in the school. These policies require teachers to be mindful of cultural assumptions and bias, develop racial literacy, enact cultural responsiveness, and understand their own identity. In the Anti-Racist Policy of Bure Valley School in the U.K., the authors offer specific examples of how this can be done, asserting that students “should be confident to speak, hear or read in their home language in school” and have their names “accurately recorded and correctly pronounced” by teachers (p. 2).

Reporting: Developing a System for Reporting Racial Incidents

Most policies also detail reporting requirements. Authors of these policies aim to ensure a system is in place to deal with incidents of racism and discrimination. This component often lays out a specific procedure for responding to an incident including requiring a written report, timeline for resolution, documentation of resolution, and family notification. In addition to forms for reporting, many anti-racist/equity policies require a racism logbook or place for complaints to be recorded permanently. These policies also describe ways in which schools could support students who may be victims of a racist or discriminatory act. Some policies note that support for students involved in an incident should be ongoing and coupled with psychological or mental health services. Additionally, some policies encourage schools to help students feel empowered to report incidents and develop strategies for dealing with racial conflict.

Staffing: Recruiting, Hiring, and Retaining Diverse Staff with Equity/Anti-Racist Mindsets

Many of the policies emphasize the need to recruit and retain staff members dedicated to anti-racism, and committed to providing equity-based training for new and veteran educators. In its equity statement, the Princeton Public Schools District in New Jersey states, “The goal is to attract, develop, inspire, and retain a diverse workforce within a supportive environment.” Several other schools and districts echo this sentiment within their policies by describing their efforts to diversify their staff, both in terms of demographics and beliefs. They attempt to fulfill this goal through recruitment of culturally and linguistically diverse teachers and administrators. They articulate the importance of hiring staff that mirrors the student population. Some districts or schools call for staff hiring to follow equal opportunity hiring procedures and the use of equity-oriented criteria for selection. For teachers already employed, policies name professional development and new staff training as opportunities to provide new learning around racial consciousness and inclusivity.

Data Analysis: Employing an Equity Lens to Identify Disparities and Inform Decision-Making

Several policies aim to challenge racism through race conscious data collection and review. According to these policies, “effective” review of data means testing for differences across student demographic groups in access, performance, and discipline. The Portland Public School District in Oregon suggests using data to identify and modify assessments that lead to over or under-representation of minoritized groups. For example, some policies identify focus areas such special education identification and suspension for review given the history of over-representation of students from minoritized groups in special education and among suspensions. Some state the goal of increasing the number of minoritized students enrolled in Advanced Placement courses. Others call for a closer look at how selective admissions criteria for enrollment may lead to adverse effects and the ways in which admissions testing may disadvantage students of color. Baltimore City Public Schools in Maryland states their plan to disaggregate data to “analyze trends, identify gaps, and develop racial equity priorities” (p. 4). To fulfill this objective of equity-oriented data analysis, some policies highlight the need for constant monitoring and reporting on progress towards goals.

Funding: Assessing and Allocating Funds for Equity Purposes

While undoubtedly important, funding is mentioned in only a few of the anti-racist/equity policies. Policymakers in Baltimore include the following line in their policy: “Ensure that purchasing/procurement practices provide access and economic opportunities within communities represented by students of color” (p. 4). This is one way that educational institutions can be mindful of their economic impact on the community. Schools may also decide to allot funds to ensure attainment of aforementioned objectives such as equitable hiring, staff training, and data analysis resources.

While undoubtedly important, funding is mentioned in only a few of the anti-racist/equity policies.

In sum, the policies reviewed tend to address five areas to enhance anti-racism and equity in their contexts. Creating equity-oriented objectives in the areas of school environment, incident reporting, staffing, data analysis, and funding is an important start. However, when drafting these documents, policymakers should include additional guidelines to support the implementation of anti-racist policies. Next, I describe some of the ways existing policies attempt to ensure attainment of policy objectives.

Components of Anti-Racist Policy: Process Elements to Support Implementation

Clearly and Accurately Define Racism

One way to create strong anti-racist policy is by providing a clear definition of racism to frame the policy. In addition to setting context for the policy, opening with a definition creates an opportunity to educate readers and norm on the school or district’s understanding of racism. Such definitions vary across policies. Some of the international anti-racist policies begin by distinguishing between personal and institutional racism and offer clear definitions for each. For example, in the U.K. the Truro School’s Anti-Racist policy relies on a definition from The Stephen Lawrence Inquiry Report, which states that institutional racism is “the collective failure of an organisation to  provide an appropriate and professional service to people because of their colour, culture or ethnic origin.” The policy continues: “when a child is subject to racist bullying or harassment, their behaviour and attainment are likely to be affected; if the behaviour is treated in isolation without taking into consideration the issues and effects of racism, this can be described as institutional racism. The racist element must be explicitly recognised and dealt with” (p. 2). This definition is provided before any other components of the policy are explained. Policymakers should consider how their context defines equity and racism before laying out a plan to address these issues. Consumers of anti-racist policy may be better equipped to follow subsequent guidelines if they have a foundational understanding of the problem and the purpose of the policy.

Policy Dissemination

The second way policymakers intend to make these policies come alive is through a plan for dissemination. Many policies are available online, on the school or district website. Other strategies for distribution include a physical copy in a designated location such as a school’s main office and inclusion in student and staff handbooks. One district states that a summary of the policy will be included in students’ yearly planners. Other ideas for dissemination include public displays in prominent areas of the school, placement in newsletters, and discussions during assemblies. Importantly, several anti-racist/equity policies name all parties that should review the policy, including staff, parents, students, contractors, service provides, and any other school visitors.

Appointing a Committee or Point-Person

The third way policymakers support implementation of these policies is by putting an individual or group in charge of monitoring the school’s progress towards goals. In some cases this is the superintendent or another school leader; in other contexts, an equity committee is charged with this responsibility. For example, in Shaker Heights, Ohio there is an equity task force made up of 11 educators, nine community members, and two students. In general, the governing body or individual is required to report to the school board, make recommendations based on data, promote alignment between equity and other goals, present tools or resources, and ensure compliance with state and federal laws. Most policies describe the need for an annual report or review as part of their action plan.

Coupling Anti-Racist/Equity Policies with Other School Policies

A fourth way to promote accountability and adherence to anti-racist/equity policy is by associating it with other school policies, especially those that are well established. Most of the policies reviewed for this brief are linked to other policies focusing on topics such as: discipline, behavior, anti-bullying, school safety, the staff code of conduct, and the student code of conduct. Several anti-racist/equity policies identify their relationship to standards and curriculum and federal laws regarding race and discrimination. Attaching these policies to existing initiatives helps to integrate them into the organizational fabric of these educational institutions.

Partnering with External Organizations

Finally, to support implementation of anti-racist policy, schools and districts should seek guidance from organizations already committed to anti-racist work. Several policies name equity-based or anti-racist organizations with which they were affiliated. This is an important component because it lessens the burden on educational systems to deal with complex issues of race and equity on their own and presents the opportunity to rely on the expertise of government agencies, universities, community organizations, research organizations, and anti-racist nonprofits. This can also facilitate and strengthen relationships between schools and communities.

A Promising Example

As mentioned above, many of the existing anti-racist and equity policies were drafted after 2010. Yet, recent events and the current sociopolitical climate signal the need to revisit and strengthen these policies. One district has done just this. In June 2020, the Indianapolis Public School District in Indiana, led by superintendent Aleesia Johnson, unanimously adopted a new Racial Equity Policy and publicly affirmed that Black lives matter in a resolution. Resolution No. 7861 and Board Policy 1619 – Racial Equity Mindset, Commitment, and Actions comes at a time when the momentum of the Black Lives Matter movement is palpable. This district is demonstrating how to use policy, first, to take responsibility for systemic failure to adequately support Black and Brown students in the past, and, second, to plan for a better future.

In June 2020, the Indianapolis Public School District in Indiana, led by superintendent Aleesia Johnson, unanimously adopted a new Racial Equity Policy and publicly affirmed that Black lives matter in a resolution. Resolution No. 7861 and Board Policy 1619 – Racial Equity Mindset, Commitment, and Actions comes at a time when the momentum of the Black Lives Matter movement is palpable.

With this new policy, the Indianapolis Public School District details specific action steps to increase racial equity. These include:

partnership with the Racial Equity Institute (which helps organizations challenge systems of power and increase equity);
restructuring, reducing, and auditing police presence and practices in schools;
implementing a Supplier Diversity Policy with the aim of supporting local businesses (particularly those owned by women, people of color, and veterans);
creating school-based equity teams for data analysis;
increasing the recruitment and retention of Black staff;
ensuring equitable enrollment across school types;
shifting the budget to be more student centered and allocating funds to aid schools demonstrating the highest need; and
considering how housing segregation impacts school choice and limiting boundaries to school access in the enrollment process.

We can all learn from this policy, with its high level of detail alongside the very public commitment by the board and superintendent. Not only does this new policy incorporate many of the aforementioned components such as commitment to reform in the areas of funding, data analysis, and school environment, the Indianapolis Public School (IPS) District has also developed strong plans to support its implementation. The district has partnered with the Racial Equity Institute to refine goals and train staff. IPS also signals the importance of considering other areas of anti-racist policy reform such as police presence in schools, and recognizing Juneteenth as a district holiday. It is also worthwhile to note that the IPS district acted swiftly by moving up the release of this new policy (initially set to be released later in the summer) to respond to recent acts of racism and injustice in the national news. Other districts around the country should follow IPS’s lead.

Recommendations for Creating Anti-Racist Policies

The components of existing equity/anti-racist education policies described above provide a general understanding of what these policies should include: equity-oriented objectives for school climate, incident reporting, staffing, data analysis, and funding. The creators of these policies should also consider providing a clear definition of racism, laying out a plan regarding how to communicate the objectives of the policy to the broader community, specifying the individual(s) who will oversee policy implementation, identifying the connections between anti-racist policy and other school policies, and outlining how to leverage partnerships with external organizations committed to increasing equity.

In addition to these components, I share two additional suggestions for those drafting anti-racist policy. The first addresses the accessibility of anti-racist policy and associated tools or resources. The second deals with attention to the personal and interpersonal work that must be done to implement anti-racist policy. I describe each in further detail below.

Accessibility

Several schools and districts made their policies and equity tools easily accessible to staff and the public alike. Having materials and policies readily available increases the likelihood that teachers and school leaders have access to and use resources. It also creates a more collegial environment as other schools and districts attempt to create their own anti-racist policies. For example, the Minneapolis Public School District in Minnesota shares an Equity and Diversity Impact Assessment tool on their website, and the Jefferson County Public School District in Louisville, Kentucky publicly shares their tools for equity analysis. Rather than reinventing tools, other districts may choose to cite and borrow from such existing assessments. The Shaker Heights, Ohio School District website provides a link to an equity resources page with suggested reading and links to equity-oriented organizations, while the Indianapolis Public Schools website has a link to its “Say Their Names” toolkit “to help foster productive conversations about race and civil disobedience.” Links to these sorts of additional resources, readings, and campaigns offer helpful guidance as schools and districts across the country, and beyond, attempt to strengthen their anti-racist efforts.

Attention to the Personal and Interpersonal Work of Anti-Racist Policy Implementation

Districts and schools seeking to advance anti-racism and equity can attend to the aforementioned components to create effective policy. However, they must also consider the deeply personal work that is required alongside anti-racist reform. Many of these policies ask school staff to interrogate their own biases, positions of power, and privilege. The extent to which these types of personal reflection are encouraged and occur contextualizes policy implementation. Based on a study done with schools in California, the Stanford Center for Opportunity Policy in Education identified characteristics of schools with a record of narrowing the impact of racism and inequity. The authors stress the need for equity-oriented school leaders to guide staff and high levels of trust among members of the school community. This report highlights the need to consider the ways in which school-level features and interactions matter for the implementation of anti-racist or equity policy. Thus, in addition to focusing on the components within anti-racist or equity policies, we must also consider the characteristics and dispositions associated with positive change and increased student performance at the school and district level.

Some districts have supported educators in engaging in the vital personal and interpersonal work necessary to advance anti-racism and equity. Pat Savage-Williams, president of Evanston Township Board of Education in Illinois, shares advice for fellow board members looking to challenge racial inequity. In her article posted on the school board website , she promotes many of the components described in this brief, such as being data informed, using school budgets to limit disparities, and developing external partnerships. Additionally, she suggests that board members be willing to undergo a personal journey of reflection and understanding to expand their knowledge of racial issues, and should “expect opposition.” This example underscores the work that must be done on an individual and interpersonal level to make these policies come alive.

This policy described the topics addressed in anti-racist schooling policies and outlined the shifts educational leaders are making to strengthen and clarify not only their policies, but also their personal stance on racism and equity.Policymakers must consider how they define racism, the objectives of anti-racist policy, and how to make the policy actionable. After creating and revising anti-racist policies, policymakers must also consider the characteristics of the school community in which these documents will live. Following these steps can lead to policy changes that interrupt the status quo. As students and communities demand change, educational institutions must consider how they will respond and whether that response disrupts or facilitates systems of inequity.

Chart outlining steps on policies aimed at implementing anti-racism in schools.

Britney L. Jones is a doctoral candidate in the Learning, Leadership, and Education Policy program at the University of Connecticut’s Neag School of Education. Her research interests include culturally relevant and inclusive practices in K-12 contexts with a focus on teachers’ sociopolitical consciousness. Her doctoral work follows a BA in education studies and an MA in elementary teaching, both from Brown University. Britney also worked previously as a fourth-grade teacher and science curriculum developer. For more information, contact [email protected] .

CEPA is a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and consequences of education policies. Learn more about CEPA at cepare.uconn.edu . Access the original PDF of this issue brief (including the complete Appendix).

Educator bias is associated with racial disparities in student achievement and discipline

Subscribe to how we rise, tasminda k. dhaliwal , tasminda k. dhaliwal assistant professor of education policy - michigan state university @tasmin_dhaliwal mark j. chin , mjc mark j. chin doctoral candidate - harvard university @mememedianmode virginia s. lovison , and vsl virginia s. lovison doctoral candidate - harvard university @virginialovison david m. quinn david m. quinn assistant professor of education - university of southern california.

July 20, 2020

Education leaders across the country have joined the chorus condemning the recent police killings of Black people. Statements released by superintendents and teachers’ unions suggest a reckoning with the institutional racism and bias embedded within schools. Some school districts have seized on this period of national reflection to propose actions and policy changes intended to reduce racial disparities in education and create anti-racist school systems.

Education scholars have hypothesized that implicit bias, or unconscious beliefs, may contribute to stubborn racial disparities in education, such as differences in student achievement and school discipline between Black and white students. For instance, teachers’ unconscious racial beliefs could produce biased evaluations of students’ academic performance, which translates into real implications for educational attainment . Yet evidence linking teachers’ bias to these disparities has been lacking.

In a study published in Educational Researcher this month, we examine teachers’ implicit biases and their correlates. Our findings, described in more detail below, largely confirm hypotheses that connect county-level teacher implicit bias to disparities in achievement and school discipline between Black and white students at the county level.

Measuring implicit bias requires tapping into implicit cognition—a difficult task. In our study, we leverage data from Project Implicit’s white-Black implicit association test (IAT) . The white-Black IAT assesses test-takers’ automatic associations for white and Black people. The IAT identifies biases through a series of high-speed computerized tasks, which compare how quickly individuals associate white and Black people with certain attitudes (e.g., favorable, unfavorable). We pair these data with nationwide data on racial achievement gaps, made available by the Stanford Education Data Archive , and racial discipline gaps, made available by the Civil Rights Data Collection .

It is important to note that our research design does not allow us to definitively conclude that teachers’ biases cause racial disparities in student outcomes or identify the mechanisms behind the bias-outcome relationship. Still, the results described below persist even after accounting for important contextual factors (e.g., socio-economic status and segregation measures) and instructional factors (e.g., per-pupil expenditures and student/teacher ratio).

Our first key finding is that educators, like the general public, hold “slight” pro-white/anti-Black implicit bias and that this bias is more strongly related to individual factors than contextual factors. Teachers of color show lower average bias than white teachers, with Black teachers showing the least anti-Black bias. But teachers of color are a far smaller share of the teaching workforce than white teachers. Female teachers, who continue to substantially outnumber male teachers, show lower average bias. We also find that teachers working in counties with larger shares of Black students exhibit lower levels of implicit bias. This might be because teachers with lower bias prefer to work in counties with more Black students and/or that working in schools serving more Black students leads to lower bias. Regardless, there is some relief that we do not observe the reverse pattern.

Our second key finding is that we observe larger racial disparities in test scores and suspensions in counties with stronger implicit and explicit pro-white/anti-Black bias among teachers. In Figure 1, we plot predicted white-Black differences in test scores for counties with varying levels of teacher implicit bias (assuming average values on other contextual characteristics). The solid vertical line identifies counties with average teacher bias; in these counties, Black students score approximately 0.55 standard deviations (SDs) lower than white students on tests. Contrastingly, counties with “little or no” pro-White/anti-Black teacher bias lie to the left of the dashed vertical line; for these counties, test score differences range up to approximately 0.40 SDs. The predicted differences in disparities emerge even after accounting for several context-varying factors that contribute to achievement or opportunity gaps, including individual-based factors (e.g., poverty) and school-based factors (e.g., racial segregation). Unfortunately, very few counties exhibit low levels of teacher implicit bias: Of the 764 we analyze, only in seven were teachers, on average, demonstrating “little or no” pro-white/anti-Black bias.

Black students in counties where teachers hold average levels of bias also have predicted probabilities of being suspended that are far greater than those for Black students in counties with low pro-white/anti-Black bias.

In Figure 2, we show the predicted probabilities for in-school (left) and out-of-school suspensions (right) for Black and white students. Again, the solid vertical line identifies counties with average teacher bias and the dashed vertical line helps delineate those with low pro-white/anti-Black bias. In counties with average bias, we estimate that Black students have a 13% and 16% predicted probability of being suspended in and out of school, respectively, whereas white students have a 5% probability of being suspended either in or out of school. Meanwhile, Black students in counties with low teacher bias have up to an 8% predicted probability of being suspended both in and out of school, while white students have up to 2% and 4% suspension probabilities. These results are generally similar to those from a study published last year that examined implicit biases of the broader population and racial discipline gaps using a slightly different analytical approach.

Overall, our research suggests that teachers’ biases may contribute to the seemingly entrenched disparities in academic achievement and suspensions between Black and white students. Education reformers and policymakers have sought to reduce unequal outcomes for Black students for decades. Many of these efforts, even when undertaken by well-intentioned educators, have largely failed. The undercurrents of educator implicit bias could be part of the explanation as to why well-meaning reforms to address racial disparities have little to show for.

But addressing implicit bias is likely more complicated than requiring educators attend a training. In fact, recent evidence on interventions designed to reduce implicit bias show little overall impact on behavior. That may be because implicit bias has a large contextual component. According to some scholars of implicit bias , aggregate measures of bias, like the ones we use, are better thought of as measuring the psychological residue of structural racism (e.g., redlining and policing) rather than fixed attitudes that people hold regardless of the context. In other words, as long as structural racism looms large, implicit biases will too. Working to both dismantle the contextual factors that induce greater implicit bias and attending to individual teachers’ implicit attitudes is likely necessary for this most recent wave of action to realize its potential.

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Theses, Dissertations, and Projects

Critical race theory : a lens for viewing racism in american education policy and school funding.

Susan A. Klupchak , Smith College

Publication Date

Document type.

Masters Thesis

School for Social Work

United States-Race relations, Racism in education-United States, Racism in education-Economic aspects-United States, United States. No Child Left Behind Act of 2001, Federal aid to education-United States-States-Finance, Racism, Funding, Education, Race to the top, Constitution

This thesis discusses Critical Race Theory (CRT) as a foundation to understand race and racism in the U.S. and provides a brief introduction to how components of CRT can be used as a conceptual framework to understand how educational inequity undergirds the No Child Left Behind (NCLB) and Race To The Top (RTTT) policies. This thesis also provides a comprehensive review of CRT and uses CRT as a method of analysis to fully understand how race and racism are applied in NCLB policy. CRT is used as a method of analysis to show that race and racism are embedded in RTTT policy and supports educational inequity. The author looks at CRT and policy implications and reviews how educational practices, policies, and funding impact race, racism, and educational equity. This examination ends with an introduction to international policies and models that may be applicable to the U.S. educational system in addressing education inequity. An explanation of the importance of the U.S. Supreme Court mandating education a constitutional right that must be uniformly applied if education inequities are to be eliminated, and racism removed from our schools is provided and is followed by a call to action.

iii, 60 pages. Thesis (M.S.W.)-Smith College School for Social Work, 2014. Includes bibliographical references (pages 54-60)

Recommended Citation

Klupchak, Susan A., "Critical race theory : a lens for viewing racism in American education policy and school funding" (2014). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/818

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Navigating Responses to Racism in Your School Community

A Spotlight on Public Responses
Making a Statement
Centering Equity and Justice Over Reputation

A Spotlight on Public Responses

Instances of racial violence in schools require school leaders to be prepared to be bold, courageous, and decisive in their responses..

James Bridgeforth

Making a statement.

“We will not be silent in the face of racist language in our schools—and we cannot perpetuate it. We will not make excuses for actions that hurt the students . . . we have a lot of work to do to repair harm and rebuild trust with our students and our community. We take that responsibility seriously.”

“We are beginning our own work to open a dialogue and take real steps towards being our best selves as well. We have just created an Equity Committee that will be examining our curriculum and our practices to look for our own biases and to seek out new perspectives. I would also like to invite our parents to join us in these conversations to lend their voices and expertise. We are limited to our own experience, and the only way to grow is to invite others in.”

Centering Equity and Justice Over Reputation

Bensimon, E. M., Dowd, A. C., & Witham, K. (2016). Five principles for enacting equity by design. Diversity and Democracy: The Equity Imperative, 19(1).

Davis, B. W., Gooden, M. A., & Micheaux, D. J. (2015). Color-Blind Leadership: A Critical Race Theory Analysis of the ISLLC and ELCC Standards. Educational Administration Quarterly, 51(3), 335–371.

Flores, O.J., & Gunzenhauser, M.G. (2019). The problems with colorblind leadership revealed: a call for race-conscious leaders. International Journal of Qualitative Studies in Education, 32(8), 963-981.

Harris, C. I. (1993). Whiteness as Property. Harvard Law Review, 106(8), 1707–1791.

Ray, V. (2019). A Theory of Racialized Organizations. American Sociological Review, 84(1), 26–53.

Solórzano, D. G., & Yosso, T. J. (2002). Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8(1), 23–44.

Young, B. L., Madsen, J., & Young, M. A. (2010). Implementing Diversity Plans: Principals’ Perception of Their Ability to Address Diversity in Their Schools. NASSP Bulletin, 94(2), 135–157.

James Bridgeforth is a former public school teacher and a current PhD student in the Rossier School of Education at the University of Southern California. His research primarily focuses on racial crises in schools; the ways that educational leaders navigate those crises; and the policies, beliefs, and conditions that shape their responses.

ASCD is a community dedicated to educators' professional growth and well-being.

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Black students experience trauma from racist incidents at school, experts say

Saama Sane said that when he was a junior at Noble and Greenough School in Dedham, Massachusetts, a white student repeatedly called him the N-word as he sat at a table in the library. Sane said he responded by yelling insults back and ended up on the floor in a headlock, all while five white students, some of them laughing, stood by watching. He reported the incident, and the school, which enrolls just over 600 and charges tuition upward of $58,000 a year for boarding students, took disciplinary action against the student, he said.

But Sane felt suffocated at the school, he told NBC News. And the wounds from that incident and many others seemed to still be fresh even after graduating.

https://www.instagram.com/p/CBgZJiODe2T

"I stopped loving myself because I realized the community did not love who I actually was," Sane said.

Since he graduated, he feels as though he can finally be himself, said Sane, a rising sophomore at Boston College. He has reclaimed his love for making music, something he felt he had to give up at Nobles, as the school is commonly known, for fear of being made fun of by classmates.

A spokesperson said the school could not comment on the specifics of the incident but said, "Noble and Greenough School takes expressions of racism — spoken or physical — with great seriousness and responds accordingly."

In recent weeks, Black students and alumni of elite private high schools, including Nobles, the Brearley School in New York, Phillips Academy in Andover, Massachusetts, and Trinity School in New York, have created Instagram accounts where their peers can anonymously share experiences with racism .

The accounts, with usernames that begin with the words "BlackAt," are part of a broader trend of students' exposing racism through social media, Taylor Lorenz and Katherine Rosman reported in The New York Times .

While many schools have released statements vowing to change, in some cases, the damage has been done, students and graduates say. In their posts on Instagram, Black students have described racist incidents, an inability to ask faculty for help and support, a lack of confidence and trust in authority figures and general feelings of being outsiders.

Catherine Hall, head of school at Nobles, said the school is listening to the stories shared by graduates and striving to be more equitable and inclusive.

"We are working with a group of current student leaders and have also established a Graduates of Color Task Force — a group of graduates spanning six decades — to help plan our work ahead," Hall said in a statement provided to NBC News.

The experiences detailed in social media accounts can affect Black students' mental health and how they approach education, experts said.

Black students are prepared for the academic stress of top private schools, said Howard Stevenson, a clinical psychologist and professor of urban education who researches racial trauma at the University of Pennsylvania. "But what really bothers them is the social status, having to navigate who they are as people of color," he said.

Stevenson studies racial stress and how educators, community leaders and parents can address it. He said Black students often lack a sense of belonging within their private school environments, which — in combination with the racism they experience — affects their long-term mental health.

JahAsia Jacobs, 22, is a graduate of Blair Academy, a private school of about 460 in Blairstown, New Jersey. "I don't feel like I ever belonged to a 'Blair community,'" she said. "I don't think of myself as being a part of the people who the Blair administration protects."

https://www.instagram.com/p/CBYUEqGs5o7

Jacobs said that while she was at the school, she internalized the hurt and lost a part of herself because of the constant microaggressions she battled. As a result, she said, "I really wasn't involved in much outside of classes at Blair and beyond what they required me to do."

"There were so many opportunities, and I found myself not really taking those up, because I just didn't want to endure anything that was more racist or more alienating than I already had," she said.

Jacobs said she got involved in extracurricular activities again only once she got to college, where she has worked as an activist and co-hosted a race and resistance symposium.

"I am just very deeply involved in all the things that I wanted to be doing at Blair but didn't feel comfortable doing," she said.

in a recent statement to the Blair community, Chris Fortunato, Blair's head of school, revealed a plan to further diversity, equity and inclusion.

"We are all committed to more fully ensure that we are an inclusive, safe and welcoming community for every student and every adult," he said. The plan includes increased faculty training, a curriculum audit, efforts to hire a more diverse faculty and a commitment to engage with issues of bias with transparency.

The sense of belonging that Jacobs said she lacked at Blair is essential for the development of young people, said Beverly Daniel Tatum, a psychologist and author of "Why Are All the Black Kids Sitting Together in the Cafeteria: And Other Conversations About Race."

"When you are an adolescent in particular, trying to define your sense of identity, who you are, what you hope to be in the future — if you don't feel understood, you're likely to experience a sense of alienation and discomfort," Tatum said.

The consequences of working to fit in

Kynnedi Hines, 17, said she has hidden a part of herself to fit in at Woodward Academy, a private school near Atlanta. She self-censors her speech and tries not to bring any unwanted attention to herself.

https://www.instagram.com/p/CBjh4-gpDyJ

The anxiety is the residual effect of a racist encounter with her middle school principal four years ago, Kynnedi said. In her post on the @ blackatwoodward page, she describes the time she and a classmate tried to plan a prom for their entire class. When they met with the principal to get approval, they were told they could not have an "African American-only dance" and that they would need to get signatures from their white peers supporting the event.

When reached by NBC News, the principal had no comment.

Stuart Gulley, president of Woodward Academy, said the former middle school principal retired in May. He said the school will encourage teachers and faculty to participate in "intensive diversity training," which has been offered for at least 11 years. The school will also host discussions with faculty and trained facilitators to digest their mandatory summer reading of "So You Want to Talk About Race."

"Over time, our hope is that we're going to create systemic change and that that change will be long term and regularly evaluated and reflect our commitment to diversity, equity and inclusion," Gulley said.

Kynnedi, a rising senior, is captain of the basketball cheerleading team and a tour guide for prospective students, but the encounter, which happened her first year at Woodward, has stuck with her, making her feel intimidated and wary of standing out.

When Black students experience racism, they are often just as hurt by the teachers who stand by and say nothing as they are by the perpetrator, Stevenson said. Black students need to know that their teachers will stand up for them and that acts of racism are not their burden to carry alone, he added.

What has stuck with Kennedy Austin, 22, is the feeling of powerlessness in the face of authority figures.

"I don't know what it's like to be a white student, and if you feel that, but especially as a Black student, you know that [teachers] have a lot more power than you do. And a lot of times they can say or do whatever they want," she said.

https://www.instagram.com/p/CBbN3PplDOA

Austin started in kindergarten at the Berkeley Carroll School, a private pre-K-12 school in Brooklyn, New York, and graduated in 2015. The stories she shares in the @blackatbc group span elementary through high school. Her accounts include having been hypersexualized by teachers during health class, a white classmate's insistence that she would have helped her escape slavery, having been forced to translate the word "negrita" in class and a general sense of doubt about her ability to get into the colleges of her choice from peers and teachers.

She said that by the time she was given the chance to be herself and to feel empowered, the belief that she was powerless had already been ingrained.

"I've never felt comfortable going to office hours or having those 'I need help' conversations with my teachers, because historically they had never been the ones to help me," Austin said.

The exception came in ninth grade, when Black teachers allowed Austin to feel comfortable asking for support. Even then, she said, it took until her junior year of college to really build the skill.

A representative of the school wrote in a statement to NBC News: "We have been reading and carefully processing the stories from our Black alums and students on the 'Black at BC' Instagram and share their goal of ensuring that Berkeley Carroll is a supportive and welcoming environment for the Black community."

Austin said that although her main interest is in sociology, she is more comfortable in the Africana studies department at her college because of the support she feels she will get.

Despite their traumas, students have found ways to heal. Since graduating, many have found happiness at their colleges and in new communities.

"The only reason I'm thankful for Nobles is because I had to become a way stronger kid because of that school," Sane said.

But, according to Tatum, surviving the schools is not what is in question. These students have the ability to make it through, she said.

"The question is, should it have to be that hard? It should not."

Isoke Samuel is a news fellow with NBC News Digital.

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HealthyChildren.org

Statement of the Problem

Racism as a core determinant of child health, the development of race as a construct, childhood experiences of racism, racism at the intersection of education and child and adolescent health, how pediatricians can address and ameliorate the effects of racism on children and adolescents, optimizing clinical practice, optimizing workforce development and professional education, optimizing systems through community engagement, advocacy, and public policy, optimizing research, conclusions, acknowledgments, section on adolescent health executive committee, 2018–2019, council on community pediatrics executive committee, 2018–2019, committee on adolescence, 2018–2019, the impact of racism on child and adolescent health.

POTENTIAL CONFLICT OF INTEREST: The authors have indicated they have no potential conflicts of interest to disclose.

FINANCIAL DISCLOSURE: The authors have indicated they have no financial relationships relevant to this article to disclose.

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Maria Trent , Danielle G. Dooley , Jacqueline Dougé , SECTION ON ADOLESCENT HEALTH , COUNCIL ON COMMUNITY PEDIATRICS , COMMITTEE ON ADOLESCENCE , Robert M. Cavanaugh , Amy E. Lacroix , Jonathon Fanburg , Maria H. Rahmandar , Laurie L. Hornberger , Marcie B. Schneider , Sophia Yen , Lance Alix Chilton , Andrea E. Green , Kimberley Jo Dilley , Juan Raul Gutierrez , James H. Duffee , Virginia A. Keane , Scott Daniel Krugman , Carla Dawn McKelvey , Julie Michelle Linton , Jacqueline Lee Nelson , Gerri Mattson , Cora C. Breuner , Elizabeth M. Alderman , Laura K. Grubb , Janet Lee , Makia E. Powers , Maria H. Rahmandar , Krishna K. Upadhya , Stephenie B. Wallace; The Impact of Racism on Child and Adolescent Health. Pediatrics August 2019; 144 (2): e20191765. 10.1542/peds.2019-1765

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The American Academy of Pediatrics is committed to addressing the factors that affect child and adolescent health with a focus on issues that may leave some children more vulnerable than others. Racism is a social determinant of health that has a profound impact on the health status of children, adolescents, emerging adults, and their families. Although progress has been made toward racial equality and equity, the evidence to support the continued negative impact of racism on health and well-being through implicit and explicit biases, institutional structures, and interpersonal relationships is clear. The objective of this policy statement is to provide an evidence-based document focused on the role of racism in child and adolescent development and health outcomes. By acknowledging the role of racism in child and adolescent health, pediatricians and other pediatric health professionals will be able to proactively engage in strategies to optimize clinical care, workforce development, professional education, systems engagement, and research in a manner designed to reduce the health effects of structural, personally mediated, and internalized racism and improve the health and well-being of all children, adolescents, emerging adults, and their families.

Racism is a “system of structuring opportunity and assigning value based on the social interpretation of how one looks (which is what we call ‘race’) that unfairly disadvantages some individuals and communities, unfairly advantages other individuals and communities, and saps the strength of the whole society through the waste of human resources.” 1 Racism is a social determinant of health 2 that has a profound impact on the health status of children, adolescents, emerging adults, and their families. 3 , – 8 Although progress has been made toward racial equality and equity, 9 the evidence to support the continued negative impact of racism on health and well-being through implicit and explicit biases, institutional structures, and interpersonal relationships is clear. 10 Failure to address racism will continue to undermine health equity for all children, adolescents, emerging adults, and their families.

The social environment in which children are raised shapes child and adolescent development, and pediatricians are poised to prevent and respond to environmental circumstances that undermine child health. Pediatrics as a field has yet to systematically address the influence of racism on child health outcomes and to prepare pediatricians to identify, manage, mitigate, or prevent risks and harms. Recognizing that racism has significant adverse effects on the individual who receives, commits, and observes racism, 11 , 12 substantial investments in dismantling structural racism are required to facilitate the societal shifts necessary for optimal development of children in the United States. The American Academy of Pediatrics (AAP) is committed to reducing the ongoing costs and burden of racism to children, the health care system, and society. 13 , 14

Today’s children, adolescents, and emerging adults are increasingly diverse. Strategies to address health and developmental issues across the pediatric life span that incorporate ethnicity, culture, and circumstance are critical to achieving a reduction in health disparities. Accordingly, pediatrics should be at the forefront of addressing racism as a core social determinant. The inclusion of racism is in alignment with the health equity pillar of the AAP strategic plan. 15 In a series of workshops in 2016 during national meetings of pediatricians, 3 strategic actions were identified: (1) development of a task force within the AAP to address racism and other forms of discrimination that impact the health status and outcomes of minority youth, (2) development of a policy statement on racism, and (3) integration of evidence-based anticipatory guidance about racism into Bright Futures . 16

The objective of this policy statement is to provide an evidence-based document focused on the role of racism in child and adolescent development and health outcomes. This policy statement will allow pediatricians to implement recommendations in practice that will better address the factors that make some children more vulnerable than others. 13 The statement also builds on existing AAP policy recommendations associated with other social determinants of health, such as poverty, housing insecurity, child health equity, immigration status, and early childhood adversity. 9 , 17 , – 19

Racism is a core social determinant of health that is a driver of health inequities. 20 , – 22 The World Health Organization defines social determinants of health as “the conditions in which people are born, grow, live, work, and age.” These determinants are influenced by economic, political, and social factors linked to health inequities (avoidable inequalities in health between groups of people within populations and between countries). These health inequities are not the result of individual behavior choices or genetic predisposition but are caused by economic, political, and social conditions, including racism. 23

The impact of racism has been linked to birth disparities and mental health problems in children and adolescents. 6 , 24 , – 30 The biological mechanism that emerges from chronic stress leads to increased and prolonged levels of exposure to stress hormones and oxidative stress at the cellular level. Prolonged exposure to stress hormones, such as cortisol, leads to inflammatory reactions that predispose individuals to chronic disease. 31 As an example, racial disparities in the infant mortality rate remain, 32 and the complications of low birth weight have been associated with perceived racial discrimination and maternal stress. 25 , 33 , 34

Investments in policies to address social determinants of health, such as poverty, have yielded improvements in the health of children. The Food Stamp Program, a War on Poverty initiative first developed in the 1930s during the Great Depression and later revived in the 1960s, is linked to improvements in birth outcomes. 35 Efforts in education, housing, and child health insurance have also led to improved health outcomes for issues such as lead poisoning, injuries, asthma, cancer, neurotoxicity, cardiovascular disease, and mental health problems. 20 , 36 , 37 Expansion of child health insurance has improved health care access for children, with significant gains for African American and Hispanic children in terms of access to well-child, doctor, and dental visits. 38 Despite these improvements, it is important to recognize that children raised in African American, Hispanic, and American Indian populations continue to face higher risks of parental unemployment and to reside in families with significantly lower household net wealth relative to white children in the United States, posing barriers to equal opportunities and services that optimize health and vocational outcomes. 39 , – 45

Juvenile justice involvement is also a critical social determinant of health. Because racial inequity continues to shape the juvenile justice system, this area is a modern example of race being an important determinant of short- and long-term outcomes. The AAP published a statement in 2011 46 focusing on key health issues of justice-involved youth, which was recently revised to include an in-depth discussion on racial and ethnic inequalities for this population. 47 Although the overall rates of youth incarceration have decreased, African American, Hispanic, and American Indian youth continue to be disproportionately represented. 48 While incarcerated, youth experience additional adverse experiences, such as solitary confinement and abuse, that have the potential to undermine socioemotional development and general developmental outcomes. 49 , – 51 Differential treatment of youth offenders on the basis of race shapes an individual’s participation and ultimate function in society. This type of modern racism must be recognized and addressed if the United States seeks to attain health equity. 52

Race as a social construct is rooted in history and remains a mechanism through which social class has been controlled over time. Flawed science was used to solidify the permanence of race, reinforce the notions of racial superiority, and justify differential treatment on the basis of phenotypic differences as people from different parts of the world came in contact with each other. 53 Race emerged as a social classification used to assign dominance of some social classes over others. 53 Scientific, anthropologic, and historical inquiry further solidified race as a social construct. 54 Modern science, however, has demonstrated that there is only 1 biological race and that the clines (phenotypic differences in skin and eye color, hair texture, and bone structure) at the core of early anthropologic research were insufficient to establish different races among human beings. Dr Francis Collins, former director of the National Human Genome Project and presently the director of the National Institutes of Health, has affirmed that humans are 99.9% the same at the level of their genome. 55 Despite this, efforts to collect, organize, and categorize individuals on the basis of the plausibility of the 0.01% human variation remain a force of scientific discovery, innovation, and medical-pharmaceutical collaborations. 56 Rather than focusing on preventing the social conditions that have led to racial disparities, science and society continue to focus on the disparate outcomes that have resulted from them, often reinforcing the posited biological underpinnings of flawed racial categories. 57 Although race used in these ways has been institutionalized, linked to health status, and impeded our ability to improve health and eliminate health disparities, 58 , 59 it remains a powerful measure that must be better measured, carefully used, and potentially replaced to mark progress in pediatric health disparities research. 60 , 61

As such, it is important to examine the historical underpinnings of race used as a tool for subjugation. American racism was transported through European colonization. It began with the subjugation, displacement, and genocide of American Indian populations and was subsequently bolstered by the importation of African slaves to frame the economy of the United States. Although institutions such as slavery were abolished more than a century ago, discriminatory policies, such as Jim Crow laws, were developed to legalize subjugation. As the United States expanded west in North America and into Alaska and the Pacific Islands, the diversity of populations encompassing the United States also expanded. Native Hawaiian and Pacific Islander, Alaskan native, Asian American, and Latino American populations have experienced oppression and similar exclusions from society. 62 , – 65 Although some racial and/or ethnic groups have received reparations 66 and fared better than others over time, remnants of these policies remain in place today and continue to oppress the advancement of people from historically aggrieved groups. 67 , – 72

Through these underpinnings, racism became a socially transmitted disease passed down through generations, leading to the inequities observed in our population today. Although the endemic nature of racism has powerful impacts on perceived and actual health outcomes, it is also important to note that other forms of discrimination (eg, sex, religion, sexual orientation, immigrant status, and disability status) are actively at play and have created a syndemic with the potential to undermine child and family health further. It is important to address racism’s impact on the health and well-being of children, adolescents, and emerging adults to avoid perpetuating a health system that does not meet the needs of all patients. 52 Pediatricians are uniquely positioned to both prevent and mitigate the consequences of racism as a key and trusted source of support for pediatric patients and their families.

Children can distinguish the phenotypic differences associated with race during infancy 73 , – 75 ; therefore, effective management of difference as normative is important in a diverse society. To identify, address, and manage the impacts of racism on child health, it is critical that pediatricians understand 3 key levels through which racism operates: (1) institutional, (2) personally mediated, and (3) internalized. The experience of race is also impacted by other identities that people have related to ethnicity, sex, religious affiliation, immigrant status, family composition, sexuality, disability, and others that must be navigated alongside race. Much of the discussion to date related to the historical underpinnings of race deals with institutionalized (or structural) racism, expressed through patterns of social institutions (eg, governmental organizations, schools, banks, and courts of law) that implicitly or explicitly discriminate against individuals from historically marginalized groups. 22 , 52 , 76 , 77 Children experience the outputs of structural racism through place (where they live), education (where they learn), economic means (what they have), and legal means (how their rights are executed). Research has identified the role of implicit and explicit personally mediated racism (racism characterized by assumptions about the abilities, motives, or intents of others on the basis of race) 78 as a factor affecting health care delivery and general health outcomes. 79 , – 86 The impacts of structural and personally mediated racism may result in internalized racism (internalizing racial stereotypes about one’s racial group). A positive racial identity mediates experiences of discrimination and generates optimal youth development outcomes. 12 , 87 , 88 The importance of a prosocial identity is critical during adolescence, when young people must navigate the impacts of social status and awareness of personally mediated discrimination based on race. 89 , – 91

Although children and adolescents who are the targets of racism experience the most significant impact, bystanders are also adversely affected by racism. As an example, young adults who were bystanders to racism and other forms of victimization as youth experience profound physiologic and psychological effects when asked to recall the memory of a past anchoring event as a victim or bystander that are comparable to those experienced by first responders after a major disaster. Three core features that characterized the abusive event(s) were as follows: (1) an individual gets hurt psychologically or physically, (2) a power differential exists (eg, age, size and/or stature, or status) versus the target individual resulting in domination and erosion of the target’s self-esteem, and (3) the abuse is repetitive, causing stress levels to increase because of anticipation of future events. 11 Internalized negative stereotypes related to race can unconsciously erode self-perception and capacity and may later play out in the form of stereotype threat or the fear of confirming a negative stereotype of one’s race. 91 Stereotype threats can undermine academic and vocational attainment, key developmental milestones for the victim. Underachievement then reinforces the stereotype held by both the perpetrator and victim, further enhancing the vulnerability of the victim and the bystander to repeated acts of overt or covert victimization. These observations suggest that universal interventions to eliminate racism (experienced as a victim or bystander) from the lives of children and to engage in active societal antiracism bystander behavioral intervention may optimize well-being for all children and the adults who care for them. For individual intervention to occur, however, bystanders must identify critical situations, view them as an emergency, develop a sense of personal responsibility, have self-efficacy to succeed with the intervention, perceive the costs of nonintervention as high, and consciously decide to help. 11 , 92 Research has demonstrated that racism has an effect on health across racial groups in communities reporting high levels of racism 93 but that racially diverse environments, such as schools, can benefit all youth by improving cognitive skills such as critical thinking and problem-solving. 94

Educational and vocational attainment are key developmental outcomes that pediatricians monitor to assess for successful growth and development. After accounting for sleep and time spent at home, children spend a significant portion of their time in educational settings. 95 , – 97 Educational achievement is an important predictor of long-term health and economic outcomes for children. Adults with a college degree live longer and have lower rates of chronic disease than those who did not graduate from college. 98 It is critical for pediatricians to recognize the institutional, personally mediated, and internalized levels of racism that occur in the educational setting because education is a critical social determinant of health for children. 99

Disparities in educational access and attainment, along with racism experienced in the educational setting, affect the trajectory of academic achievement for children and adolescents and ultimately impact health. Chronic absenteeism, defined as missing ≥10% of school days in an academic year, is a strong predictor of educational achievement. Chronic absenteeism disproportionately affects children of color, children living in poverty, children with disabilities, and children with chronic diseases. 100 In high school, 21.2% of Hispanic, 23.4% of African American, and 27.5% of American Indian children were chronically absent in 2013–2014 compared with 17.3% of white children. 101 Immigration enforcement and the fear of apprehension by authorities can negatively affect school attendance for Hispanic and black immigrants, thereby perpetuating inequalities in attendance. 102 According to the National Center for Education Statistics, the graduation rate for white students nationally in 2015–2016 was 88% compared with 76% for African American students, 72% for American Indian students, and 79% for Hispanic students. 103 Disparities in chronic absenteeism and high school graduation rates prevent children from realizing the full benefits of educational attainment and can increase the development of chronic disease and reduce overall life expectancy. 104

Although the landmark US Supreme Court case Brown v Board of Education banned government-sponsored segregation and laid a foundation for equal access to a quality public education, the US Department of Education continues to report institutional or structural inequality in educational access and outcomes, 105 even in the most diverse and well-resourced communities in the United States. Students from historically aggrieved groups have less access to experienced teachers, advanced coursework, and resources and are also more harshly punished for minor behavioral infractions occurring in the school setting. 105 They are less likely to be identified for and receive special education services, 106 and in some states, school districts with more nonwhite children receive lower funding at any given poverty level than districts with more white children. 107

Children may also experience personally mediated racism early in their schooling, which may be internalized and ultimately affect their interactions with others. 108 Early teacher-child interactions are important for long-term academic outcomes. The relationship of teacher to student across ages and grade levels influences school adjustment, literacy, math skills, grade point average, and scholastic aptitude test scores. 109 , – 111 Given the critical nature of the student-teacher relationship, it is important to explore how racism and implicit bias affect this dynamic. Student-teacher racial mismatch can impact academic performance, with studies showing that African American children are more likely to receive a worse assessment of their behavior when they have a non-Hispanic white teacher than when they have an African American teacher. 112 This finding may result from racial bias in teachers’ expectations of their students, with data demonstrating that white and other non–African American teachers are more likely than African American teachers to predict that African American students would not finish high school. 113 Similarly, data indicate that teachers may underestimate the ability of African American and Latino students, which can lead to lower grade point averages and fewer years of schooling. 114 African American students who have 1 African American teacher in elementary school are more likely to graduate from high school and enroll in college than their peers who do not have an African American teacher; the proposed mechanism for this improved long-term educational outcome is the exposure to a role model early in the educational experience. 115 These findings indicate the importance of ensuring a diverse teacher workforce, particularly as the population of students in US schools continues to diversify. 116 School racial climate, which refers to norms, curricula, and interactions around race and diversity within the school setting, also impacts educational outcomes for students. 117 Students who had a positive perception of school racial climate had higher academic achievement and fewer disciplinary issues. 118 Racial inequities in school discipline begin early, and school discipline has long-term consequences for children. Although federal civil rights laws prohibit discrimination in the administration of discipline in public schools, the US Government Accountability Office found that African American and American Indian students are overrepresented among students experiencing suspension. 119 Data from the US Department of Education confirm that a disproportionate number of African American children receive more than 1 out-of-school suspension in preschool and overall in kindergarten through grade 12 are suspended 3 times more and expelled 1.9 times more than white students. 120 To mediate the effects of institutional and personally mediated racism in the educational setting and prevent internalized racism, studies show that a positive, strong racial or ethnic identity and parental engagement in families is protective against the negative effects of racial discrimination on academic outcomes. 121 , – 123

Pediatricians and other child health professionals must be prepared to discuss and counsel families of all races on the effects of exposure to racism as victims, bystanders, and perpetrators. 124 , – 126 Pediatricians can implement systems in their practices that ensure that all patients and families know that they are welcome, that they will be treated with mutual respect, and that high-quality care will be delivered regardless of background using the tenets of family- and patient-centered care. 127 To do this, it is critical for pediatricians to examine their own biases. 128 Pediatricians can advocate for community initiatives and collaborate with government and community-based organizations to help redress biases and inequities in the health, justice, and educational systems. These strategies may optimize developmental outcomes and reduce exposure to adverse events that dramatically alter the lived experiences, health, and perceived self-value of youth. 48 , 129 , 130

In practice, pediatricians and other child health care providers encounter children every day who have experienced racism. There are interventions available for use in the medical home that can identify and potentially ameliorate inequities.

Create a culturally safe medical home 131 where the providers acknowledge and are sensitive to the racism that children and families experience by integrating patient- and family-centered communication strategies and evidence-based screening tools that incorporate valid measures of perceived and experienced racism into clinical practice. 132 , – 136

Use strategies such as the Raising Resisters approach during anticipatory guidance to provide support for youth and families to (1) recognize racism in all forms, from subversive to blatant displays of racism; (2) differentiate racism from other forms of unfair treatment and/or routine developmental stressors; (3) safely oppose the negative messages and/or behaviors of others; and (4) counter or replace those messages and experiences with something positive. 137 , 138

Train clinical and office staff in culturally competent care according to national standards for culturally and linguistically appropriate services. 139 , 140

Assess patients for stressors (eg, bullying and/or cyberbullying on the basis of race) 141 and social determinants of health often associated with racism (eg, neighborhood safety, poverty, housing inequity, and academic access) to connect families to resources. 9 , 142 , 143

Assess patients who report experiencing racism for mental health conditions, including signs of posttraumatic stress, anxiety, grief, and depressive symptoms, using validated screening tools and a trauma-informed approach to make referrals to mental health services as needed. 144

Integrate positive youth development approaches, 145 including racial socialization, 123 , 146 to identify strengths and assess youth and families for protective factors, 9 such as a supportive extended family network, that can help mitigate exposure to racist behaviors. 138

Infuse cultural diversity into AAP-recommended early literacy–promotion programs 147 to ensure that there is a representation of authors, images, and stories that reflect the cultural diversity of children served in pediatric practice.

Encourage pediatric practices and local chapters to embrace the challenge of testing best practices using Community Access to Child Health grants and participation in national quality-improvement projects to examine the effectiveness of office-based interventions designed to address the impact of racism on patient outcomes.

Encourage practices and chapters to develop resources for families with civil rights concerns, including medicolegal partnerships and referrals to agencies responsible for enforcing civil rights laws.

Encourage pediatric-serving organizations within local communities, including pediatric practices, hospitals, and health maintenance organizations, to conduct internal quality-assurance assessments that include analyses of quality of care and patient satisfaction by race and to initiate improvement protocols as needed to improve health outcomes and community trust.

Advocate for pediatric training programs that are girded by competencies and subcompetencies related to effective patient and family communication across differences in pediatric populations. 148 , 149

Encourage policies to foster interactive learning communities that promote cultural humility (eg, self-awareness, lifelong commitment to self-evaluation, and commitment to managing power imbalances) 150 , 151 and provide simulation opportunities to ensure new pediatricians are competent to deliver culturally appropriate and patient- and family-centered care. 152 , – 155

Integrate active learning strategies, such as simulation 156 and language immersion, 157 to adequately prepare pediatric residents to serve the most diverse pediatric population to date to exist in the United States 158 and lead diverse and interdisciplinary pediatric care teams. 159

Advocate for policies and programs that diversify the pediatric workforce and provide ongoing professional education for pediatricians in practice as a strategy to reduce implicit biases and improve safety and quality in the health care delivery system. 160 , – 162

Acknowledge that health equity is unachievable unless racism is addressed through interdisciplinary partnerships with other organizations that have developed campaigns against racism. 163 , 164

Engage community leaders to create safe playgrounds and healthy food markets to reduce disparities in obesity and undernutrition in neighborhoods affected by poverty.

Advocate for improvements in the quality of education in segregated urban, suburban, and rural communities designed to better optimize vocational attainment and educational milestones for all students.

Support local educational systems by connecting with and supporting school staff. The AAP Council on School Health provides resources to help physicians engage and interact with their school system and provides guidelines around the role of school physicians and school health personnel. 165 , 166

Advocate for federal and local policies that support implicit-bias training in schools and robust training of educators in culturally competent classroom management to improve disparities in academic outcomes and disproportionate rates of suspension and expulsion among students of color, reflecting a systemic bias in the educational system. 167

Advocate for increased access to support for mental health services in schools designed to help teachers better manage students with disruptive classroom behaviors and to reduce racial disparities in school expulsion. 144 , 168 , 169

Advocate for curricula that are multicultural, multilingual, and reflective of the communities in which children in their practices attend school. 170

Advocate for policies and programs that diversify the teacher workforce to mitigate the effects of the current demographic mismatch of teachers and students that affects academic attitudes and attainment for all students. 115 , 171

Advocate for evidence-based programs that combat racism in the education setting at a population level. 172 , – 174

Encourage community-level advocacy with members of those communities disproportionately affected by racism to develop policies that advance social justice. 19 , 175

Advocate for alternative strategies to incarceration for management of nonviolent youth behavior. 50 , 176 , 177

Collaborate with first responders and community police to enhance positive youth engagement by sharing expertise on child and adolescent development and mental health, considering potential differences in culture, sex, and background. 178

Advocate for fair housing practices, including access to housing loans and rentals that prohibit the persistence of historic “redlining.” 179

Advocate for funding and dissemination of rigorous research that examine the following:

the impact of perceived and observed experiences of discrimination on child and family health outcomes 180 ;

the role of self-identification versus perceived race on child health access, status, and outcomes 52 ;

the impact of workforce development activities on patient satisfaction, trust, care use, and pediatric health outcomes 161 ;

the impact of policy changes and community-level interventions on reducing the health effects of racism and other forms of discrimination on youth development; and

integration of the human genome as a way to identify critical biomarkers that can be used to improve human health rather than continue to classify people on the basis of their minor genetic differences and countries of origin. 55

Achieving decisive public policies, optimized clinical service delivery, and community change with an activated, engaged, and diverse pediatric workforce is critically important to begin untangling the thread of racism sewn through the fabric of society and affecting the health of pediatric populations. Pediatricians must examine and acknowledge their own biases and embrace and advocate for innovative policies and cross-sector partnerships designed to improve medical, economic, environmental, housing, judicial, and educational equity for optimal child, adolescent, and emerging adult developmental outcomes.

Drs Trent, Dooley, and Dougé worked together as a writing team to develop the manuscript outline, conduct the literature search, develop the stated policies, incorporate perspectives and feedback from American Academy of Pediatrics leadership, and draft the final version of the manuscript; and all authors approved the final manuscript as submitted.

This document is copyrighted and is property of the American Academy of Pediatrics and its Board of Directors. All authors have filed conflict of interest statements with the American Academy of Pediatrics. Any conflicts have been resolved through a process approved by the Board of Directors. The American Academy of Pediatrics has neither solicited nor accepted any commercial involvement in the development of the content of this publication.

Policy statements from the American Academy of Pediatrics benefit from expertise and resources of liaisons and internal (AAP) and external reviewers. However, policy statements from the American Academy of Pediatrics may not reflect the views of the liaisons or the organizations or government agencies that they represent.

The guidance in this statement does not indicate an exclusive course of treatment or serve as a standard of medical care. Variations, taking into account individual circumstances, may be appropriate.

All policy statements from the American Academy of Pediatrics automatically expire 5 years after publication unless reaffirmed, revised, or retired at or before that time.

FUNDING: No external funding.

We are grateful for internal review and critical feedback by Drs Benard Dreyer, Olanrewaju Falusi, Renee Jenkins, Judith Palfrey, Krishna Upadhya, Joseph Wright, Jonathan Klein, Janie Ward, Michael Lindsey, Lance Chilton, James Duffee, Andrea Green, Julie Linton, Virginia Keane, Jackie Nelson, Raul Gutierrez, Lase Ajayi, Lee Beers, Nathaniel Beers, Heidi Schumacher, and Tonya Vidal Kinlow.

American Academy of Pediatrics

Maria E. Trent, MD, MPH, FAAP, Chairperson

Robert M. Cavanaugh Jr, MD, FAAP

Amy E. Lacroix, MD, FAAP

Jonathon Fanburg, MD, MPH, FAAP

Maria H. Rahmandar, MD, FAAP

Laurie L. Hornberger, MD, MPH, FAAP

Marcie B. Schneider, MD, FAAP

Sophia Yen, MD, MPH, FAAP

Karen S. Smith

Lance Alix Chilton, MD, FAAP, Chairperson

Andrea E. Green, MD, FAAP

Kimberley Jo Dilley, MD, MPH, FAAP

Juan Raul Gutierrez, MD, FAAP

James H. Duffee, MD, MPH, FAAP

Virginia A. Keane, MD, FAAP

Scott Daniel Krugman, MD, MS, FAAP

Carla Dawn McKelvey, MD, MPH, FAAP

Julie Michelle Linton, MD, FAAP

Jacqueline Lee Nelson, MD, FAAP

Gerri Mattson, MD, FAAP

Donene Feist

Dana Bennett-Tejes, MA, MNM

Cora C. Breuner, MD, MPH, FAAP, Chairperson

Elizabeth M. Alderman, MD, FSAHM, FAAP

Laura K. Grubb, MD, MPH, FAAP

Janet Lee, MD, FAAP

Makia E. Powers, MD, MPH, FAAP

Krishna K. Upadhya, MD, FAAP

Stephenie B. Wallace, MD, FAAP

Liwei L. Hua, MD, PhD – American Academy of Child and Adolescent Psychiatry

Geri D. Hewitt, MD – American College of Obstetricians and Gynecologists

Seema Menon, MD – North American Society of Pediatric and Adolescent Gynecology

Ellie E. Vyver, MD, FRCPC, FAAP – Canadian Pediatric Society

Lauren B. Zapata, PhD, MSPH – Centers for Disease Control and Prevention

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398 Racism Essay Titles & Writing Examples

🔖 Secrets of Powerful Racism Essay

🏆 Best Racism Topic Ideas & Essay Examples

🥇 most interesting racism topics to write about, 🎓 simple & easy racism essay titles, ⚡ shocking essay topics on racism, 👍 good essay topics on racism, 💡 interesting essay titles about racism, ❓ racism questions for essay.

Looking for powerful racism essay topics? You will find them here! This list contains a great variety of titles for racism-themed papers. We’ve also included useful tips and plenty of racism essay examples to help you write an outstanding paper.

🔖 Secrets of a Powerful Racism Essay

Writing an essay on racism may seem easy at first. However, because racism is such a popular subject in social sciences, politics, and history, your piece needs to be truly powerful to receive a high mark. Here are the best tips to help make your racism essay stand out:

Consider the historical causes of racism. Papers on racism often focus on discrimination and equality in modern society. Digging a bit deeper and highlighting the origins of racism will make your essay more impressive. Check academic resources on the subject to see how racism was connected to the slave trade, politics, and social development in Europe. Explore these ideas in your paper to make it more compelling!
Show critical thinking. Racism essay titles often focus on the effects of racism on the population. To make your essay more powerful, you will need to discuss the things that are often left out. Think about why racial discrimination is still prevalent in modern society and who benefits from racist policies. This will show your tutor that you understand the topic in great depth.
Look for examples of racism in art. One of the reasons as to why racism spread so quickly is because artists and authors supported the narratives of race. If you explore paintings by European artists created in 17-18 centuries, you will find that they often highlighted the differences between black and white people to make the former seem less human. In various literary works, such as Conrad’s Heart of Darkness and Shakespeare’s Othello, racism plays a vital role. In contrast, more recent works of art consider racism from a critical viewpoint. Examining how racism is reflected in the art will help you to earn an excellent mark for your analysis of the subject.
Discuss the influences of racism. Of course, one of the key racism essay topics is the impact of racism on black populations in various countries. It is true that discrimination plays an essential role in the lives of black people, and reflecting this in your paper will help you to make it influential. You can discuss various themes here, from police brutality to healthcare access. Support your claims with high-quality data from official sources. If appropriate, you can also show how racism affected your life or the lives of your friends and loved ones.
Show the correlation between racism and other social issues. Racism is connected to many different types of discrimination, including sexism and homophobia. This allows you to expand your paper by showing these links and explaining them. For instance, you could write an essay on racism and xenophobia, or find other topics that interest you.

Finally, structure your essay well. Write an outline first to determine the sequence of key points. You can check out a racism essay example on this website to see how other people structure their work.

Racism Thesis Statement, Main Body, & Conclusion

A typical essay should have an introduction, the main body, and a conclusion. Each paragraph of the main body should start with a topic sentence. Here’s what a topic sentence for racism-themed essay can look like:

Racism continues to be a pervasive issue in society, with deep-rooted prejudices and discrimination that impact individuals and communities across the globe.

Don’t forget to include a racism essay thesis statement at the end of your introduction to identify the focus of the paper! Check out these racism thesis statements for inspiration:

Racism is pervasive social problem that manifests in various forms, perpetuating systemic inequalities and marginalizing minority groups. Through an examination of racism’s history and its psychological impact on individuals, it becomes evident that this pressing issue demands collective action for meaningful change.

In your essay’s conclusion, you can simply paraphrase the thesis and add a couple of additional remarks.

These guidelines will help you to ensure that your work is truly outstanding and deserving of a great mark! Be sure to visit our website for more racism example essays, topics, and other useful materials.

These points will help you to ensure that your work on racism is truly influential and receives a great mark! Be sure to visit our website for example papers, essay titles, and other useful materials.

The Challenges of Racism Influential for the Life of Frederick Douglass and Barack Obama However, Douglass became an influential anti-slavery and human rights activist because in the early childhood he learnt the power of education to fight inequality with the help of his literary and public speaking skills to […]
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Maya Angelou: Racism and Segregation in “I Know Why the Caged Bird Sings” An example is that, as she fails to recite her poem in church, she notes that her dress is probably a handout from a white woman.
Racism and Motherhood Themes in Grimke’s “Rachel” In addition, her mother kept the cause of the deaths of Rachel’s father and brother secret. In essence, the play Rachel is educative and addresses some of the challenges people face in society.
Contrast Between Tituba and John Indian and Countering Racism The declaration suggests that Conde believed the story of Tituba’s maltreatment needed to be told to expose the truth she had been denied due to her skin color and gender.
Cause and Effect of Racial Discrimination Irrespective of massive efforts to emphasize the role of diversity and equality in society, it is still impossible to state that the United States is free from racial discrimination.
Imperialism and Racism in Joseph Conrad’s Heart of Darkness He lauds “the book’s anti-imperialist theme…a stinging indictment of the callous and genocidal treatment of the Africans, and other nationals, at the hands of the British and the European imperial powers,” and also details the […]
Racism in Shakespeare’s “Othello” and Dick’s “Do Androids Dream of Electric Sheep?” The formalist analysis of Do Androids Dream of Electric Sheep repeats the same mistake, as it focuses on the plot devices and tropes presented in the story.
Racism in Play “Othello” by William Shakespeare Since Othello is dark-skinned, the society is against his marriage to the daughter of the senator of Venice. In summary, the play Othello is captivating and presents racism as it was.
Is Troy Maxson (Wilson’s Fences) a Victim of Racism? As a black American, Troy’s childhood experiences have been passed on to his children, making him a victim of an oppressive culture. Therefore, this makes Troy a victim of racism and culture, contributing to his […]
Root Causes and Solutions to Racism Media is meant to eradicate racism and maintain unity among people but the case is different in some situations. Also, it is vital to make children understand nothing is amusing in the use of stereotypes […]
The Anatomy of Scientific Racism: Racialist Responses to Black Athletic Achievement Miller is of the view that it is the white scholars that are responsible for impeding the success of black athletes and performers.
Racism in Ralph Ellison’s “Battle Royal” The main focus of the story is the problem of racism, particularly to African-American people in the United States. In terms of other issues that “Battle Royal” demonstrates and that are further developed in the […]
Sexism, Racism, Ableism, Ageism, Classism The absurdity and blatant sexism of this issue made me angry at how the United States is unable to resolve and overcome the lack of gender equality.
The Problem of Racism in Brazilian Football Skidmore describes it as the relationships that could result into conflict and consciousness and determination of the people’s status in a community or a particular group. In football, racism damages pride of the players and […]
Racism in “Passing” and “Uncle Tom’s Children” Novels Therefore, the evolution of the society gave rise to the reconsideration of the approach to racism and promoted the increase of the level of consciousness of the discriminated people.
The Problem of Racism and Injustice in To Kill a Mockingbird by Harper Lee In the novel, Harper Lee demonstrates her vision of the question of the social inequality with references to the problem of racism in the society based on prejudice and absence of actual principles of tolerance […]
Racism and Gender in Beyoncé’s Lemonade The album Lemonade by an American singer Beyonce is one of the brightest examples when an artist portrays the elements of her culture in her music. Along with music videos, the album features a number […]
Black or White Racism When one listens to the “Black or White” song, it is clear that Michael Jackson is not expecting his audience to be either white or black people to listen and learn the message he is […]
Racial Discrimination Through the Cosmetics Industry The variety of preconceptions such as the hypersexuality of black women and the perception of their beauty as an unideal version of whites’ one also indicates racism.
How Racism Makes Us Sick: Public Talk That Matters As a developing learner, I find this speech as a good example of how to raise such provocative themes as racism in the United States and not to be obsessed with prejudice.
Does Racism and Discrimination Still Exist Today? This fact explains why racism and discrimination are inseparable in many parts of the globe. Sex discrimination continues to affect the goals and expectations of many women in our society.
Kansas State University Community’s Racism Issues It is good that the management of the institution moved with speed and expelled the students as a way of reassuring the public that racism is not tolerated in this institution.
Racism: De Brahm’s Map and the Casta Paintings However, De Brahm’s map is one of the most striking pieces of evidence of the conquest of space and the entrenchment of the idea of land and people as titular property.
Racism and Inequality in Society The idea of race as a social construct is examined in the first episode of the documentary series “The Power of an Illusion”.
Anti-Racism: Marginalization and Exclusion in Healthcare This essay examines the course’s impact and the concepts of marginalization and exclusion in healthcare. Marginalization is a concept that has profoundly influenced the understanding of race and racism in healthcare.
The Issue of Racism in the United States The entire history of the United States is permeated with the evolution of the ideas of racism. Turning to history, we can see that the U.S.moved from slavery to using the Black population to solve […]
History of Racial Discrimination in Haiti and America The choice of topic, racial discrimination in Haiti and America, was influenced by beliefs, values, and assumptions emphasizing the importance of equality and justice for all races.
Racism and History of Discrimination As a result, advocacy should be aimed at creating new models in criminal justice that will ensure the protection of all minority groups and due process.
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Race, Racism, and Dangers of Race Thinking While it is true that some forms of race thinking can be used to justify and perpetuate racism, it is not necessarily the case that all forms of race thinking are inherently racist. Race thinking […]
Racial Discrimination in American Literature In this way, the author denies the difference between people of color and whites and, therefore, the concept of racism in general.
Racism in the US: Settler Imperialism They prove that colonial imperialism is a structure, not a contextual phenomenon and that, as such, it propagates the marginalization of native people.
Why Empathy in Racism Should Be Avoided Empathy is the capacity to comprehend and experience the emotions and ideas of others. Moreover, empathic emotions are essential to social and interpersonal life since they allow individuals to adapt their cognitive processes to their […]
Racial Discrimination in High Education This peer-reviewed scholar article was found in the JSTOR database through entering key words “race affirmative action” and marking the publication period between 2017 and 2022.
Social Sciences: Racism Through Different Lenses A thorough analysis of diversity adds value to social interactions by informing human behavior through a deeper understanding of racism and its impacts on society. Using the humanities lens leads to a better understanding of […]
Racial Discrimination in Dormitory Discrimination is considered to be behavior that restricts the rights and freedoms of the individual. Therefore, it is essential to investigate discrimination in dormitories and propose solutions to this problem, such as disseminating knowledge about […]
Racism and Its Impact on Populations and Society The ignorance of many individuals about other people’s cultures and ethnicities is one of the causes of racism. One can examine the various components of society and how they relate to the issue of racism […]
Institutionalized Racism and Individualistic Racism Excellent examples of individualistic racism include the belief in white supremacy, racial jokes, employment discrimination, and personal prejudices against black people. Overall, institutionalized and individualistic racism is a perversive issue that affects racial relations in […]
Community Engagement with Racism To enhance the population’s degree of involvement in racism, the study calls for collaboration; this can be seen as a community effort to foster a sense of teamwork.
Racism Detection with Implicit Association Test Racial bias is deeply rooted in human society and propelled by norms and stereotypic ideologies that lead to implicit bias and the unfair treatment of minority groups.
Identity and Belonging: Racism and Ethnicity In the documentary Afro Germany – Being Black and German, several individuals share their stories of feeling mistreated and excluded because of their skin color.
Policies to Eliminate Racial Disparities and Discrimination The solution to exclusion is to build social inclusion in the classroom and within the school by encouraging peer acceptance, cross-group friendships, and built-in prevention.
Causes, Facilitators, and Solutions to Racism These theories suggest that racism serves a particular function in society, occurs due to the interactions of individuals from dominant groups, and results from a human culture of prejudice and discrimination.
Racial Discrimination and Justice in Education An example is the complaint of the parents of one of the black students that, during the passage of civilizations, the Greeks, Romans, and Incas were discussed in the lessons, but nothing was said about […]
Empathy and Racism in Stockett’s The Help and Li’s To Kill a Mockingbird To start with, the first approach to racism and promoting empathy is to confront prevalent discrimination and racism, which was often shown in The Help. Another solution to racism and the possibility of promoting empathy […]
Racism in the Healthcare Sector In 2020, the cases and instances of racism in healthcare rose by 16% from 2018; there were notable instances of racism in various spheres of health. 9% of blacks have been protected from discrimination and […]
Racism in Healthcare and Education The mission should emphasize that it promotes diversity and equality of all students and seeks to eliminate racial bias. It is necessary to modify the mission to include the concept of inclusiveness and equality.
Institutional Racism in the Workplace Despite countless efforts to offer African-Americans the same rights and opportunities as Whites, the situation cannot be resolved due to the emergence of new factors and challenges.
Racism in Education in the United States Such racial disparities in the educational workforce confirm the problem of structural racism and barrier to implementing diversity in higher medical education. Structural racism has a long history and continues to affect the growth of […]
Rhetoric in Obama’s 2008 Speech on Racism When the audience became excited, it was Obama’s responsibility to convey his message in a more accessible form. To conclude, Obama’s speech in 2008 facilitated his election as the first African American President in history.
How to Talk to Children About Racism The text begins by referring to recent events that were related to race-based discrimination and hatred, such as the murder of George Floyd and the protests dedicated to the matter.
Care for Real: Racism and Food Insecurity Care for Real relies on the generosity of residents, donation campaigns, and business owners to collect and deliver these supplies. The research article discusses some of the factors that contribute to the creation of racism […]
Racism Towards Just and Holistic Health Therefore, the critical content of the event was to determine the steps covered so far in the fight for racial equality in the provision of care and what can be done to improve the status […]
Racism and Related Issues in Canadian Society The first issue is that it does not review the systemic and structural aspects of racism and how it affects various institutions and society as a whole.
Systemic Racism and Discrimination Thus, exploring the concept of race from a sociological perspective emphasizes the initial aspect of inequality in the foundation of the concept and provides valuable insight into the reasons of racial discrimination in modern society.
The Racism Problem and Its Relevance The images demonstrate how deeply racism is rooted in our society and the role the media plays in spreading and combating racism.
Aspects of Socio-Economic Sides of Racism And the answer is given in Dorothy Brown’s article for CNN “Whites who escape the attention of the police benefit because of slavery’s long reach”.. This shows that the problem of racism is actual in […]
Tackling Racism in the Workplace It means that reporting racism to HR does not have the expected positive effect on workplace relations, and employees may not feel secure to notify HR about the incidences of racism.
Issue of Racism Around the World One of the instances of racism around the world is the manifestations of violence against indigenous women, which threatens the safety of this vulnerable group and should be mitigated.
The Racism Problem and How to Fight It Racism is one of the common problems of the modern world which might not allow several individuals to feel a valuable part of society due to their skin color, gender, or social status.
Environmental Racism: The Water Crisis in Flint, Michigan The situation is a manifestation of environmental racism and classism since most of the city’s population is people of color and poor. Thus, the water crisis in Flint, Michigan, is a manifestation of environmental racism […]
The “Racism and Discrimination” Documentary The documentary “Racism and Discrimination” is about an anti-racist teacher Jane Elliot who attempts to show the white people the feeling of discrimination. The central argument of the documentary is diversity training to seize the […]
Abortion-Related Racial Discrimination in the US In spite of being a numerical minority, Black women in the U.S.resort to abortion services rather often compared to the White population.
Social Problems Surrounding Racism, Prejudice and Discrimination This kind of discrimination makes the students lose their self-esteem and the traumas experienced affects the mental health of these students in the long term.
Racism and Intolerance: The 1921 Tulsa Race Massacre The 1921 Tulsa Race Massacre: Crafting a Legacy by Messer elaborates on the legacy of the event and its repercussions and offers a profound analysis of the issue, which strengthened my focus of the research.
The Unethical Practice of Racism in a Doctor’s Case The involvement of Barrett in the protest is both unethical for the university’s image and immoral for the community. However, the school would likely face tougher court fines and a direct order to reinstate Barrett’s […]
The Problem of Racism in America One explanation of racism by feminist thinkers is that racism is a manifestation of the agency and power of people of a particular racial identity over others.
Racism: “The Sum of Us” Article by McGhee The economic analysis and sociological findings in America have drawn a detailed picture of the cost of racism in America and how to overcome it together.
Contemporary Sociological Theories and American Racism The central intention of this theory paper is to apply modern theoretical concepts from the humanities discipline of sociology to the topic of racism in the United States.
A Cause-and-Effect Analysis of Racism and Discrimination As a result, it is vital to conduct a cause-and-effect analysis to determine the key immediate and hidden causes of racism to be able to address them in a proper manner.
Institutional Racism Through the Lenses of Housing Policy While not being allowed to buy property because of the racial covenants, the discriminated people had to house in other areas.
Role of Racism in Contemporary US Public Opinion This source is useful because it defines racism, describes its forms, and presents the survey results about the prevalence of five types of racial bias.
The Mutation of Racism into New Subtle Forms The trend reflects the ability of racism to respond to the rising sensitivity of the people and the widespread rejection of prejudice.
Racism: Healthcare Crisis and the Nurses Role The diminished admittance to mind is because of the impacts of fundamental bigotry, going from doubt of the medical care framework to coordinate racial segregation by medical care suppliers.
Origins of Racial Discrimination Despite such limitations as statistical data being left out, I will use this article to support the historical evaluation of racism in the United States and add ineffective policing to the origins of racism.
Beverly Greene Life and View of Racism The plot of the biography, identified and formed by the Ackerman Institute for the Family in the life of the heroine, consists of dynamics, personality development and its patterns.
Historical Racism in South Africa and the US One of the major differences between the US and South Africa is the fact that in the case of the former, an African American minority was brought to the continent to serve the White majority.
Capitalism and Racism in Past and Present Racism includes social and economic inequalities due to racial identity and is represented through dispossession, colonialism, and slavery in the past and lynching, criminalization, and incarceration in the present.
Minstrels’ Influence on the Spread of Racism The negative caricatures and disturbing artifacts developed to portray Black people within the museum were crucial in raising awareness on the existence of racism.
How Parents of Color Transcend Nightmare of Racism Even after President Abraham Lincoln outlawed enslavement and won the American Civil War in 1965, prejudice toward black people remained engrained in both the northern and southern cultural structures of the United States.
A Problem of Racial Discrimination in the Modern World This minor case suggests the greater problem that is unjustly treating people in the context of the criminal justice system. In the book, Stevenson writes about groups of people who are vulnerable to being victimized […]
Beverly Tatum’s Monolog About Injustice of Racism Furthermore, the author’s point is to define the state of discrimination in the country and the world nowadays and explore what steps need to be taken to develop identity.
Issue of Institutional Racism Systemic and structural racisms are a form of prejudice that is prevalent and deeply ingrained in structures, legislation, documented or unpublished guidelines, and entrenched customs and rituals.
Racism in America Today: Problems of Today Even though racism and practices of racial discrimination had been banned in the 1960s after the mass protests and the changes to the laws that banned racial discrimination institutionally.
Evidence of Existence of Modern Racism It would be wrong to claim that currently, the prevalence and extent of manifestations of racism are at the same level as in the middle of the last century.
Culture Play in Prejudices, Stereotyping, and Racism However, cognitive and social aspects are significant dimensions that determine in-group members and the constituents of a threat in a global religious view hence the relationship between religion and prejudices.
Latin-African Philosophical Wars on Racism in US Hooker juxtaposition Vasconcelos’ ‘Cosmic Race’ theory to Douglass’s account of ethnicity-based segregation in the U.S.as a way of showing the similarities between the racial versions of the two Americas.
Confronting Stereotypes, Racism and Microaggression Stereotypes are established thought forms rooted in the minds of particular groups of people, in the social environment, and in the perception of other nations.
Racial Discrimination in Dallas-Fort Worth Region Thus, there is a historical imbalance in the political representation of racial minorities in the Dallas-Fort Worth area. Nonetheless, the Black population is reported to thrive best in the suburban areas of DFW, where this […]
Healthcare Call to Action: Racism in Medicine To start the fight, it is necessary to identify the main manifestations of discrimination in health care, the reasons for the emergence of the location of social superiority and discrimination, and the scale.
White Counselors Broaching Race and Racism Study The essence of the verbal behavior of the consultants is the ways of their reaction in the process of interaction with the client – the basic skills of counseling, accessibly including race and racism topics.
British Colonial Racism for Aboriginal Australians Precisely this colonial racism and genocide can be considered to be the cruelest in the history of the world and may have influenced the ideas and plans of Adolf Hitler, who got inspired by the […]
American Culture and Its Racism Roots However, the discrimination seems not to be justified since many shreds of evidence show that many Americans are thought to be immigrants to the continent, with the first immigrants being the Spanish and the French.
The Black People: Sexuality and Racial Discrimination Nevertheless, the author does not provide practical solutions to the issue of racism and discrimination of the LGBTQ community. The purpose of this interview is to demonstrate the author’s attitude to the sexuality of black […]
Racism Evolution: Experience of African Diaspora As a result, distinct foundations fostered the necessity of inequality to establish effectiveness of inferiority and superiority complexes. To determine the effect of slavery and racism to modern society.
The Problem of Explicit Racism The murder of George Floyd was one example of the police’s brutal racism, and there are many more cases of horrible discrimination that takes people’s lives.
Racial Discrimination and Residential Segregation Despite the end of segregation policies and the passing of Fair Housing laws and numerous subsidy measures, people of color cannot access wealthy areas, facing unofficial exclusion into poorer parts of the city.
Significance of Perceived Racism:Ethnic Group Disparities in Health Coates points out that a sign of the gulf between blacks and whites manifests in the context where there is expectation for him to enlighten his opinions while in mind the essential indication lies in […]
Racism as Origin of Enslavement Some ideas are mentioned in the video, for example, the enslavement of Black people and their children. The most shocking fact mentioned by the speaker of the video is that children of enslaved people were […]
Colorblind Racism and Its Minimization Colorblind racism is a practice that people use to defend themselves against accusations of racism and deny the significance of the problem.
Legacy of Racism Against African American Women and Men This was a movie called The Birth of A Nation which supposedly tells ‘the American history.’ The white men who praised the Ku Klux Klan were shown as superior and intelligent.
The Bill H.R.666 Anti-Racism in Public Health Act of 2021 That is why the given paper will identify a current and health-related bill and comment on it. This information demonstrates that it is not reasonable to oppose passing the bill under consideration.
Summary of the Issue About Racism In schools in the United States, with the advent of the new president, a critical racial theory began to be taught.
How the Prison Industrial Complex Perpetuate Racism In the United States, the system is a normalization of various dynamics, such as historical, cultural, and interpersonal, that routinely benefit the whites while causing negative impacts for the people of color.
Battling Racism in the Modern World Racism and racial discrimination undermine the foundations of the dignity of an individual, as they aim to divide the human family, to which all peoples and people belong, into different categories, marking some of them […]
Indian Youth Against Racism: Photo Analysis The main cause of racism within American societies is the high superiority complex possessed by the white individuals living with the Asian American in the society.
Racism: Do We Need More Stringent Laws? The Civil Rights Division of the Department of Justice is worried that national origin discrimination in the U.S.may go undetected because victims of prejudice are unaware of their legal rights or are hesitant to complain […]
Problem of Racism in Schools Overview Racism should be discouraged by all means and the government should do its best to educate citizens on the importance of unity and the disadvantages of racism.
US Immigration Policy and Its Correlation to Structural Racism That may create breaches in the immigration policy and cause social instability that could endanger the status of immigrants and even negatively affect the lives of the nationals.
America: Racism, Terrorism, and Ethno-Culturalism The myth of the frontier is one of the strongest and long-lived myths of America that animates the imagination of the Americans even to this day.
Racism in Healthcare and Its Implications Generally, the presence of racism in the medical sphere affects not only the relationship between the a professional and their patient, but also the quality of care people receive and the severity of their outcomes.
Issue of Racism in Healthcare The theory would question whether racism in healthcare is ethical and whether it facilitates the provision of care in a manner that is centered on values such as compassion, fairness, and integrity.
Racism and Statistical & Pure Discrimination For employers, the residents of the inner city are likely to be associated with criminal activity, as well as a lack of education and skills.
Solving Racial Discrimination in the US: The Best Strategies The Hollywood representation of a black woman is often a magical hero who “is a virtuous black character who serves to better the lives of white people…and asks nothing for herself”.
Popular Music at the Times of Racism and Segregation The following work will compare and contrast the compositions of Louis Armstrong and Scott Joplin and examine the impact of racism on popular music.
Temporary Aid Program: Racism in Child Welfare The purpose of this paper is to analyze the Temporary Assistance for Needy Families program in the context of child welfare disparities.
The Problem of Racism in the Police Force Atiba argues that the problem of racism, especially in the police force, is solvable. In most of the cases, it is often interpreted as lack of love and compassion towards people of the other race.
Western Scientific Approach as a Cause of Racism This paper will highlight the main methods of refuting the works of racist anthropologists and how they influenced the emergence of stereotypes about people of color.
How Does Racism Affect Health? Many people of color experience internalized racism, which can lead to anxiety and depression that can be the cause of physical issues.
Citizen: An American Lyric and Systemic Racism In essence, the primary objective of the author is to trigger the readers’ thoughts towards the devastating racism situation in America and the world in general.
The Reflection of Twain’s Views on Racism in Huck Finn One of the most problematic aspects in the novel that potentially can make readers think that Twain’s attitude toward slavery and racism is not laudable is the excessive usage of the n-word by all sorts […]
Black as a Label: Racial Discrimination People are so used to identifying African Americans as black that they refuse to accept the possibility of the artificiality of labeling.
The Tennessee Valley Authority (TVA) and Racial Discrimination The author argues that despite increasing the overall prosperity of the local communities, the policies and projects of the Tennessee Valley Authority did not address the well-being of the white population and Afro-American citizens equally.
Flint Water Crisis: Environmental Racism and Racial Capitalism The Flint crisis is a result of the neoliberal approach of the local state as opposed to the typical factors of environmental injustice; a polluter or a reckless emitter cutting costs. The two main factors […]
Cancer Alley and Environmental Racism One of the sources under study is valuable, as it examines the current situation of the coronavirus and the impact of pollution on human health.
Cancer Alley and Environmental Racism in the US Bentlyewski and Juhn argue that the environmental racism in the country has been the result of aligning the public environmental policy and industrial activity to benefit the white majority and, at the same time, shifting […]
American Healthcare in the Context of Racism According to the researchers, the fundamental issue of racism in health care is the practitioners and public health representatives’ lack of desire to recognize the health specifics of racial and ethnic minorities, which results in […]
Origins of Modern Racism and Ancient Slavery The diversity of African kingdoms and the empires were engaged in the slave trade for hundreds of years prior to the beginnings of the Atlantic slave trade. The working and living condition of slaves were […]
Contribution of Racism to Economic Recession Due to COVID-19 The historical injustice accounts for unequal employment opportunities and the economic profile of the minority groups. Therefore, economic recovery for the older Latinos and Blacks is limited due to the lack of flexible occupational benefits.
What Stories Can Teach Us About Racism On top of this before the establishment of the school there was no public education for the Negro children and this made it more difficult for the children to access education just like the other […]
Racism in Canadian Medical System The difference in the treatment of indigenous and non-indigenous individuals in Canada is a result of racism in the medical facility.
Profit and Racism in the Prisons of the United States As an argument for the work of prisoners, the prison of Angola makes the argument that work is a way of rehabilitation for the prisoner.
Rio Tinto: Case Study About Racism and Discrimination The repercussions of this situation for the preservation of cultural heritage may be considerable, as the expert community was denied an opportunity to research the artifacts.
Racism: US v. The Amistad and Dred Scott v. Sandford In legal terms, the key difference between the two was that the Africans from Amistad were freeborn and enslaved in violation of the international agreements, while Dred Scott, despite his sojourn in Illinois, was born […]
Critical Social Problems Research: Racism and Racial Domination According to his opinion, which is proven today by many examples including the attitude of the authorities, people of color are treated as if they are worthless and not destined to achieve success.
Criminal Justice: Racial Prejudice and Racial Discrimination Souryal takes the reader through the racial prejudice and racial discrimination issues ranging from the temperament of racism, the fundamental premise of unfairness, the racial biasness and the causes of racial unfairness to ethical practices […]
Gonzalez v. Abercrombie & Fitch Discrimination Racism Lawsuit: An Analysis The case was filed in June 2003, and the claim was that this company has grossly violated the rights of the citizens as provided for in the constitution of the country.
The History of Racial Discrimination and Its Effects on the American Races The saddest part of it all is that our Indian American brothers are discussed in public and used as examples in a manner that makes it seem like they exist only as a mere caricature […]
Colonialism and Racism in Foe by J. M. Coetzee and Small Island by Andrea Levy This paper will try to expound on the relevance of real-life politics, of colonialism and racism, with regards to two popular works of fiction that used as themes or backdrop colonialism and racism.
Racial Discrimination in the US Criminal Justice System This report argues that when one studies the proportion of blacks in the Cincinnati community and the number of times that they have been stopped for traffic violations, one finds that there is a large […]
Policing in America: The Issue of Violence and Racism While the former proposition has various negative aspects to be considered, the latter appears to be the appropriate reaction to the challenges posed for the United States’ society in 2020.
Institutional and Interpersonal Racism, White Privilege One should be aware of the fact that issues such as institutional and interpersonal racism, privilege, power, and bias are complex problems, which need a thorough analysis and consideration of all the facts.
Anti-Racism in Shakespeare’s Othello For Shakespeare, Brabantio’s views are representative of the racial prejudice of the society in general, rather than of his personal feelings towards the protagonist. On the other hand, Othello’s story is cohesive and believable; he […]
Racism and Sexism as a Threat Women suffer from sexism, people of color are affected by racism, and women of color are victims of both phenomena. Prejudices spread in families, communities, and are difficult to break down as they become part […]
The Development of a Measure to Assess Symbolic Racism The originators of the concept applied it only to the African-American race, while other scientists engaged in researching and applying the construct of symbolic racism to other races and cultures.
Racism and Tokenism in Bon Appetit: Leadership and Ethical Perspective Leadership is defined as a set of actions and beliefs of a manager who directs and controls the followers to achieve a common goal.
From “Scientific” Racism to Local Histories of Lynching Both chapters serve as a premise to the following arguments in the book, arguing that White power is still dominant in the contemporary world, and give context to the broader scale of oppression worldwide.
Subjective Assumptions and Medicine: Racism The given supposition demonstrates that Allen believed in the superiority of white southerners over Black Americans because the latter ones were made responsible for the deteriorated health of the former.
Racism Experiences in the Workplace in the UK This research paper provides the background of racism in the UK, particularly in the area of employment. The UK struggles against racial discrimination and paves the way to equity and inclusion in the area of […]
The History of Immigration to the United States and the Nature of Racism The development of the idea of race and ethnicity along with the idea of racial antagonism has two main stages in the history of the United States.
Race and Racism in the USA: The Origins and the Future In conclusion, the author suggests that the possible solution to the problem of racial conflicts is the amalgamation of different races and ethnics.
Racially Insensitive Name-Calling in Classroom Probably, the teacher had to initiate the lesson devoted to the topic of racial discrimination and to think over all the stages of the discussion, to organize it in a polite and friendly manner.
Environmental Racism in the United States: Concept, Solution to the Problem
Protecting George Wallace’s Organized Racism
How Can the World Unite to Fight Racism?
Racism in America and Its Literature
Race, Class and Gender. Racism on Practice
Racism: Term Definition and History of Display of Racism Remarks
Institutional Discrimination, Prejudice and Racism
Racism in Contemporary North America
Racial Discrimination of Women in Modern Community
Racial and Gender Discrimination in the Workplace and Housing
“Bluest Eye” by Toni Morrison: Themes of Racism and Unequal Opportunity
Racism Without Racists in Patriarchal Society
Racism in Employment Practices
Racism: Definition and Consequences
The Problem of Racism in Canada
Exploring and Comparing Racism and Ethnocentrism
Racism Cannot Be Unlearned Through Education
Racism Among Students of Swinburne University
Racism in Movies: Stereotypes and Prejudices
Racism Concepts: Influence of Politics
Racism: Resolving by Means of Education
The Issues of Racial Discrimination in US
Facing Racism: A Short Story
White Supremacy as an Extreme Racism Group
American Racism: So Why Isn’t Obama White?
Rasism in “No Telephone to Heaven” by Michelle Cliff
Modern Racism in American Society
Obama, the First US Black President: Is Racism Over?
Philosophy of Human Conduct: Institutional Racism
Racism and Civil Rights: Then and Now
Primary School Teaching: Challenging Racism
Racism and White Supremacism in the American Government
Racialism From a Biological Point of View
Social Construction of Race and Racism
Racism Issues: Looking and Stereotype
Hurricane Katrine Exposed Racism in New Orleans
AIDS in a Different Culture Review: Cultural Differences, Prejudice, and Racism
Anti-Racism Policy Statement in Australian Schools
Racism, Minorities and Majorities Analysis
Racism and Ethnicity in Latin America
Problem of Racism to Native Americans in Sport
Racial Discrimination in Song ‘Strange Fruit’
Racism Effects on the Premier League Players
Social Psychology: Racism in Jury Behaviour
Racism in the United States of the 21st Century
“A Genealogy of Modern Racism” by C. West
Appiah’s Ideas of Racism, Equality, and Justice
Racism in Media: Positive and Negative Impact
Racism: World Politicians Discussion
Racism: Once Overt, but Now Covert
Racism: “Get Out” Film and “Screams on Screens” Article
Environmental Racism and Indigenous Knowledge
Racism Effects on Criminal Justice System
Everyday Racism in C. Rankine’s “Citizen” Novel
Scientific Racism: the Eugenics of Social Darwinism
Racism in the “Do the Right Thing” Movie
Racism in African American Studies and History
Islam and Racism: Malcolm X’s Letter From Mecca
Racism vs. “Love Thy Neighbor as Thyself”
Racism in Lesbians, Gays, Bisexuals, Transgenders
Racism in Australian Football League Sporting Clubs
Thomas Jefferson on Civil Rights, Slavery, Racism
Racial Discrimination in Australian Society
Racial Discrimination Forms Against Afro-Americas
Pressing Issues in Femininity: Gender and Racism
The Origins of Racial Hierarchy in Colonial America
Racial Discrimination in Employment
Racial Bias and Discrimination in Law Enforcement
White Privilege and Racism in American Society
Racism, Privilege and Stereotyping Concepts
Racism in Rankine’s “Citizen” and Whitehead’s “The Underground Railroad”
Racism Against Roma and Afro-American People
Impact of Racism as a Social Determinant of Health
Racism in the United States: Before and After World War II
Baldwin’s and Coates’ Anti-Racism Communication
The Problem of Racism and Injustice
Racism as the Epitome of Moral Bankruptcy
Racism and Prejudice: “Gone With the Wind“ and “The Help”
Racism in “The Invisible Man” by Ralph Ellison
Racism and Society: Different Perspectives
Racism in Trump’s and Clinton’s Campaigns
Obama’s Presidency and Racism in the USA
Colin Powell and the Fight Against Structural Racism
Racial Discrimination in Employment in the US
Racism in Media and Objective Coverage
Racism in “To Kill Mocking Bird” by Harper Lee
Racism Elimination and Sociological Strategies
Racism History in No Name on the Street by Baldwin
“Nigger” as a Racially Directed Slur
Social and Cultural Diversity and Racism
Does Unconscious Racism Exist by Lincoln Quillian
Racism and Discrimination in Religion Context
Racism in Film “Savages” by Oliver Stone
Racism: Theoretical Perspectives and Research Methods
Racism in the Setting the Rising Sun Postcard
The Effects of Racism on Learners Academic Outcomes
Darwin’s and Galton’s Scientific Racism
The Voting Rights Act and Racial Discrimination
English Literature Impact on Racism Among Africans
Jerrell Shofner’s Views on the Racial Discrimination
Asian American Communities and Racism in the USA
Racial Discrimination and Its Effects on Employees
Racism in the USA: Causes, Consequences and Solutions
Racial Discrimination in Social Institutions
King’s and Obama’s Views on Racism in America
Racism Manifests in the Contemporary Society
Racism in USA: Virginia Laws on Slavery
Racism as a Reality of Modern American Society
Ethnicity and Issues of Racism in the United States
Rodney King’s Case of Racial Discrimination
Educational Attainment and Racial Discrimination
Racial Discrimination Against Asian American Students
Racism Issue and Solutions
Intersectionality and Gendered Racism
Racism and Education in the United States
Racism in Michigan University
Racial Discrimination at the Workplace
Racism and Sexism Ethical Problem
Conflict and Racial Hostility
Racism as a Case of Ignorance and Prejudice
Racism and Segregation in American History
Humanism, Racism, and Speciesism
Racism in American Schools
Racist America: Current Realities and Future Prospects
Racism: Impact on Minorities in American Society
Racism Against Native Americans
Obama’s First Election and Racism
Adolf Hitler: From Patriotism to Racism
“Globalization and the Unleashing of New Racism: an Introduction” by Macedo and Gounari
Problems of Environmental Racism
How Obama’s First Election Has Been Affected by Racism?
How Different Young Australians Experience Racism?
Racial Discrimination in Organizations
Understanding Race and Racism
In Australia, Are Cultural Rights a Form of Racism?
Racism, Stigma, and Eexism – Sociology
Racism and Ethnicity in United States
‘Animal Rights’ Activists and Racism
The Racial Discrimination Among Employers
Psychological Impact: Stereotyping, Prejudice and Racism
Multicultural Psychology: Cultural Identity and Racism
How Fake News Use Satire as a Medium to Address Issues on Racism?
Young Australians and Racism
Relationship Between Institutionalized Racism and Marxism
Democratic Racism in Canada
Social Construction of “Race” and “Racism” and Its Relationship to Democratic Racism in Canada
Ethnicity: Oppression and Racism
Racism in Family Therapy by Laszloffy and Hardy
The Roma Problems and the Causes of Racism
Racial Discrimination in the US
The ‘Peopling’ Process of Australia Since 1788 With Influence of Racism
Is Racism and Anti-Semitism Still a Problem in the United States?
Globalization and Racism
Current Day Racism vs. Traditional Day Racism
Society Moral Standards: Racism and Its Harmful Effects
Racism in Native Son
The Issue of Racial Segregation in the United States
Racism and Male Dominance in Education
Comparison of Racism in the United States and South Africa
English Racism During World Cup
The Historical Roots of Racism in Australia
Racism Is Not All About Individual Attitude
Discrimination, Prejudice and Racism in the United States
Racial or Ethnical Discrimination
The Role of Racism in American Art During the 1930s and 1940s
Promotion of Racism in US Through Sports
Racism in U.S. Criminal Justice System
Racism, Colonialism and the Emergence of Third World
Slavery and Racism: Black Brazilians v. Black Americans
Why the Philosophy of King is More Effective in Fighting Racism than Malcolm’s?
Racism and Discrimination: White Privilege
Racism and Segregation in the United States
The Root Cause of Racism and Ethnic Stratification in the US
Racism and Anti-Semitism in the United States: The Issues Which Are Yet to Be Solved
Racism in the USA
Evidence of Racism in the American Schools
Analysis on Religion, Racism and Family Conflicts
Racism in American Schools: A Critical Look at the Modern School Mini-Society
The Concept of Racism
The Theme of Liberation From Racism in Two Plays by August Wilson
The Policy Status Quo to Prevent Racism in American Schools
Racial Profiling: Discrimination the People of Color
Racism as a Central Factor in Representing Asian American History
Reducing Racism in the University of Alberta and University of York
Achebe’s Views on Racism
Racial Stereotypes in Movie Industry
Racism in the American Nation
The Civil Rights Movement: Ending Racial Discrimination and Segregation in America
Institutionalized Racism and Sexism
The Problem of Global Racism in Modern World
Comparison of Ethnicity and Racism in “Country Lovers” and “The Welcome Table”
Racial Discrimination at the World Bank
Australian Identities: Indigenous and Multicultural
Racial Discrimination in America
Institutionalized Racism From John Brown Raid to Jim Crow Laws
Racism in America After the Civil War up to 1900
Have You Experienced Racism in Korea?
Racism in the “Crash”
Contemporary Racism in Australia: the Experience of Aborigines
Racism By Thomas Jackson
Addressing the Racism in Society
Racism in the Penitentiary
Different Challenges of Racial Discrimination
Slavery, Racism, and the Trans-Atlantic Slave Trade
Attitude to Racism in Literature
American Indians: Racial Segregation and Discrimination
Why it is Safe to Say that Northrop’s Book Exposes the Roots of Racism in America
Psychological Development: Racism, Affirmative Action and Health Care
How Has Racism Changed Throughout History, Starting From the Emancipation Proclamation to Today?
Do Racism and Discrimination Still Exist Today?
How Did Ideas of Black Stereotypes and Racism Become Embedded in American Culture?
How Does Racism Affect the Way of a Caste Like System?
What Connection Is Between Globalization and Racism?
Why Do Exist Discrimination and Racism?
How Do Educational Institutions Perpetuate Racism, Sexism, and Patriarchy?
How Do Racism and Exclusion Shape the Social Geography of Race and Ethnicity?
What Ways Does Cultural Racism Manifest Itself?
How the Media Maintains Racism?
Why Slavery and Racism Issues Still Affect America Today?
How Racism and Ethnicity Affect the Sector of Education?
How Has Racism Impacted Immigrant Families and Children?
When Did Racism Begin?
Racism: Why It’s Bad for Society and the Greater Health Issues It Creates?
How Have Evolutionary Ideas Shaped Racism?
Why Is Racism Bad for Society?
What Effect Does Color-Blind Racism Have On Minorities in Society Today?
How Does Sports Helped Diminish Racism?
How Does Both Individual and Institutional Racism Impact Service Provision and the Experiences of People Receiving Services?
Did Slavery Cause Racism?
When You Think About Racism, What Do You Think About?
What Does Racism Mean?
Does Affirmative Action Solve Racism?
Did Racism Precede Slavery?
How Does Racism Affect Society?
Does Racism Still Occur Today and Why People Can’t a Change?
Between Compassion and Racism: How the Biopolitics of Neoliberal Welfare Turns Citizens Into Affective ‘Idiots’?
Does Racism Play a Role in Health Inequities?
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The American Library Association’s annual Top 10 ‘most challenged’ books is usually dominated by LGBTQ+ reading, but 2020 registered other anxieties

Demands by parents to remove books from library shelves addressing racism soared in the US in 2020, the American Library Association has revealed.

An annual list that is regularly dominated by titles covering LGBTQ+ issues, the ALA’s Top 10 most challenged books contains a number of anti-racism titles for the first time in 2020. Although the list was topped for the third year running by Alex Gino’s George, the story of a fourth-grade transgender girl, Ibram X Kendi and Jason Reynolds’ Stamped: Racism, Antiracism, and You, a history of racism for children and teens, was the year’s second most challenged title. In their complaints, parents claimed that Stamped contained “selective storytelling incidents” and “does not encompass racism against all people”, said the ALA.

In response, Kendi, a historian of race, said that he was proud of the work he and Reynolds had done on the book, and “not at all surprised” to hear it made the Top 10.

“It is ironic that our book is being challenged since it documents how generations of Americans have challenged the idea that the racial groups are equals and have fought to suppress the very truths contained on every page of Stamped. The heartbeat of racism is denial, and the history in Stamped will not be denied, nor will young people’s access to this book be cancelled,” he said in a statement to School Library Journal.

The ALA pointed to the parents of children at a school in New Jersey who sought the removal of Stamped. A teacher resigned after she claimed the parents had been harassing her by email and phone. After protests by members of two New Jersey library associations, the book was retained by the school, although no staff member is currently teaching it.

Another book by Reynolds, the current ambassador for young people’s literature in the US, came in third on the ALA’s list. All American Boys, written with Brendan Kiely and following an act of police brutality towards a young Black teenager, and the white teenager who witnesses it, was challenged because it was “thought to promote anti-police views”, contain divisive topics, and be “too much of a sensitive matter right now”, said the ALA.

Picture book Something Happened in Our Town: A Child’s Story About Racial Injustice, which follows one Black and one white family after the police shooting of a Black man, made the ALA’s list for the first time for “promot[ing] anti-police views”. In October, the Minnesota Police and Peace Officers Association wrote to Minnesota’s governor to ask that the state stop recommending it for primary schools, saying it “encourages children to fear police officers as unfair, violent, and racist”.

Angie Thomas’s award-winning novel The Hate U Give, in which a girl sees a police officer murder her friend, also made the most-challenged list for the third time. In 2020, parents challenged it for profanity, and because “it was thought to promote an anti-police message”.

Three classic novels also made the list: Harper Lee’s To Kill a Mockingbird, John Steinbeck’s Of Mice and Men, and Toni Morrison’s The Bluest Eye. Laurie Halse Anderson’s novel Speak, following a teen girl in the aftermath of her rape at a high school party, was restricted for containing “a political viewpoint” and it was claimed to be “biased against male students”, said the ALA.

“Claiming that a book about surviving sexual assault is biased against male students completely ignores that boys/men/males can be victims. To avoid discussion of sexual violence breeds ignorance, fosters perpetrators, and guarantees countless more victims,” said Anderson in response . “Most of the other books in the Top 10 are censored for discussing racism. Seems like book banners want to hold on to systematic racism and rape culture, doesn’t it?”

According to the ALA’s Office for Intellectual Freedom (OIF), which monitors challenges to books, more than 273 books were challenged or banned in 2020, although the majority of attempts to remove books go unreported.

“Two years ago, eight of 10 books were challenged for LGBTQ concerns,” Deborah Caldwell-Stone, OIF director, told School Library Journal. “While George is still No 1, reflecting the challenges to LGBTQ materials that we see consistently these days, there’s been a definite rise in the rhetoric challenging anti-racist materials and ideas … We’re seeing a shift to challenging books that advance racial justice, that discuss racism and America’s history with racism. I think the list is reflecting the conversations that many people in our country are having right now, and it’s a reflection of our rising awareness of the racial injustice and the history of racial injustice in our country.”

Jason Reynolds
Toni Morrison

DuVernay on exploring racism, antisemitism, caste in 'Origin'

Introduction

By Clea Simon | Harvard Correspondent April 25, 2024

In a talk at the Kennedy School Wednesday, award-winning filmmaker and screenwriter Ava DuVernay said the impetus for her latest film, "Origin" — an adaptation of Isabel Wilkerson’s nonfiction book "Caste: The Origins of Our Discontents" — wasn’t racism, antisemitism, or caste.

"I have to be motivated by human emotions," said the "Selma" and "13th" director, explaining her decision to make the Pulitzer Prize-winning Wilkerson the protagonist of the film.

"I went in thinking, 'I'm going to write a story about a woman writing a book,'" DuVernay said. Centering Wilkerson allowed her to explore "the interiority of the character. To write a movie about a woman on a journey."

In "Caste," Wilkerson explores underlying systems of social hierarchy, exploring connections between American racism, the persecution of Jews in Nazi Germany, and the subjugation of Dalits in India.

DuVernay said that after a second reading, she realized that Wilkerson was an obvious protagonist. This was partly because the author had shared on social media about the recent deaths of her parents and her husband.

"I realized those losses happened when she was writing 'Caste,'" DuVernay recalled. "She's traveling the world. Her losses — and what she's finding and gaining — all of those collide and all of those make their way into the book somehow."

In some ways, DuVernay said, Wilkerson's journey paralleled her own. In 2020, when "Caste" came out, DuVernay had recently lost a close family member. In addition, due to the pandemic, she recalled "everyone [feeling] afraid." Soon after, the murder of George Floyd added to the "heightened emotions" of the day.

Wilkerson's personal story "ignited" the historical information for DuVernay. "Origin" juxtaposes the contemporary story of Wilkerson and her book's historical material, which "spans 400 years and seven different time periods."

DuVernay said depicting the experience of the Dalits, the caste in India relegated to the lowest and most degrading work, was uncomfortable. She felt that as a non-Dalit, "I shouldn’t be doing it." While she felt obligated to include such a major part of the book in her film, the experiences didn't feel like hers to tell. In fact, for the filmmaker, it harkened back to another era — and another kind of injustice. "I likened it to well-meaning white people depicting African American life when Black people were not allowed to make films or given access to filmmaking," she said. Without representation in the process, she concluded, "there's usually a little something missing."

DuVernay was joined on stage for the talk by Khalil Gibran Muhammad, Ford Foundation Professor of History, Race, and Public Policy at the Kennedy School.

"You've been making films about systemic racism for a long time, so what convinced you in the story of 'Caste' that Isabel Wilkerson had gotten it right?" asked Muhammad. "That somehow our language wasn't quite right to capture … And I have a line here from the film, 'Racism as the primary language to describe everything is insufficient.' So talk us through your adaptation of this thesis."

"I don't say that she got it right," DuVernay responded. "I think that her pursuit of her idea is fascinating."

Describing the two years she spent interviewing Wilkerson, DuVernay explained her nuanced take.

"There are commonalities and there is an entry point that is shared across oppressions," she said. "We don’t have to compete in the 'oppression Olympics' to see who is suffering more. This very simple idea of hierarchy of human beings based on a random set of traits is at the core of all of the -isms," she concluded, naming racism and antisemitism along with Islamophobia and homophobia.

Despite the horrors in "Origin," DuVernay said she sees her film as "a collection of love stories."

"I don't see my work as being about trauma. I see all my work as being about triumph, and you cannot triumph if you do not know what you are overcoming."

Photo by Martha Stewart

Read the original article here.

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HDSB investigating video of Oakville school staff member using ‘anti-Palestinian, racist’ language toward student wearing keffiyeh

By Lucas Casaletto

Posted April 29, 2024 5:32 am.

Last Updated April 29, 2024 4:17 pm.

The Halton District School Board (HDSB) has launched an internal investigation into a video circulating online that shows a staff member using what it says is “harmful, discriminatory, anti-Palestinian racist language” toward a student.

The video posted on X, formerly known as Twitter, by the Muslim Advisory Council of Canada, shows a woman speaking to a student wearing a keffiyeh and urging him to “be careful.”

We're troubled by @HaltonDSB Guidance Counselor likening a student to a terrorist for wearing a keffiyah-a cultural piece of clothing. We've alerted @HaltonDSB administration. More updates coming soon. #noroomforhate pic.twitter.com/aJNOYA2xvI — Muslim Advisory Council of Canada (@MACCMuslims) April 28, 2024

The student then accuses the staff member, reportedly a guidance counsellor, of calling him a terrorist.

“That’s the only part you heard. I said it reminds me of one, yes,” she replies. “Hamas?” the student asks. “Yes,” the staff member says.

“I am not a terrorist, and you don’t treat me like a terrorist, but I look like one?” he asks again. “That reminds me of [one],” she again replies.

HDSB investigating video, staff member placed on leave

John Stieva, the principal of Iroquois Ridge High School in Oakville, sent out a letter to parents and guardians on Sunday night, saying the incident occurred in the school office on Friday.

“We are deeply concerned by this and share our community’s concerns that this behaviour is harmful and unacceptable,” wrote Stieva.

“Anti-Palestinian racism, and racism in any form, is not tolerated at our school. Iroquois Ridge HS, along with all schools in the Halton District School Board (HDSB), strongly condemns this behaviour and [is] committed to upholding the Human Rights Code.”

Stieva confirmed that the staff member in the video has been “assigned home” pending an investigation by the HDSB human resources department.

“This incident highlights that as staff and school leaders, we need to deepen our learning and understanding of racism and discrimination. We strive to create a space at our school where all students feel safe, welcomed and valued,” Stieva noted in the letter.

“Students who wish to talk about how they are feeling or who are in need of support are encouraged to speak, at any time, with a trusted adult including a teacher, Educational Assistant, Social Worker or school administration.”

A spokesperson for Ontario Education Minister Stephen Lecce shared a statement to CityNews, saying the province expect education staff to model behaviour and create a learning environment where everyone belongs.

“These comments are unacceptable and deeply offensive. I am glad that [the HDSB] has taken swift action on this matter.”

Muslim Advisory Council of Canada speaks out

The Muslim Advisory Council of Canada, which shared the video on X, issued a statement on the alleged racist incident that took place at Iroquois Ridge High School last week.

A spokesperson said no student should feel unsafe at school for donning a keffiyeh and applauded the investigation being carried out by the HDSB.

“Reacting promptly, the board placed the educator on administrative leave and has initiated a comprehensive investigation to maintain a safe and supportive educational environment,” the statement read.

“Our commitment remains clear: discrimination, including anti-Palestinian racism, has no place in our education system and beyond.”

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HDSB staffer under investigation after keffiyeh incident

Staff member from iroquois ridge high school in oakville now on home assignment.

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A Halton District School Board staffer is on home assignment and is now under investigation after using "harmful and discriminatory anti-Palestinian racist language toward a student" who was wearing a keffiyeh, school officials say.

The staff member, who works at Iroquois Ridge High School in Oakville, was caught on camera speaking with the student in a video shared online by the Muslim Advisory Council of Canada over the weekend.

In the video, a woman is seen telling a student "I want you to be careful … so you don't get judged by that," and says the checkered scarf typically worn in Arab cultures — which has come to symbolize solidarity with Palestinians — reminds her of Hamas.

"But I didn't call you a terrorist," she said, adding that she also didn't treat him that way.

"Oh OK, so I'm not a terrorist and you don't treat me like a terrorist, but I look like one?" the student responds.

We're troubled by <a href="https://twitter.com/HaltonDSB?ref_src=twsrc%5Etfw">@HaltonDSB</a> Guidance Counselor likening a student to a terrorist for wearing a keffiyah-a cultural piece of clothing. We've alerted <a href="https://twitter.com/HaltonDSB?ref_src=twsrc%5Etfw">@HaltonDSB</a> administration. More updates coming soon. <a href="https://twitter.com/hashtag/noroomforhate?src=hash&ref_src=twsrc%5Etfw">#noroomforhate</a> <a href="https://t.co/aJNOYA2xvI">pic.twitter.com/aJNOYA2xvI</a> — @MACCMuslims

In a message sent to students, their families and staff on Sunday, Iroquois Ridge Principal John Stieva said the incident happened in the school's office last Friday.

"We are deeply concerned by this and share our community's concerns that this behaviour is harmful and unacceptable," Stieva wrote. "Anti-Palestinian racism, and racism in any form, is not tolerated at our school. Iroquois Ridge HS, along with all schools in the Halton District School Board (HDSB), strongly condemns this behaviour and are committed to upholding the Human Rights Code."

FRONT BURNER The keffiyeh's history of culture and conflict
Ontario NDP will defy keffiyeh ban if Ford doesn't step in: Stiles

Stieva said the staff member in the video has been sent home pending a board investigation into the incident. He also said school officials will be reviewing their expectations with all staffers.

" This incident highlights that as staff and school leaders, we need to deepen our learning and understanding of racism and discrimination," he said. "We strive to create a space at our school where all students feel safe, welcomed and valued."

Keffiyeh is 'cultural attire,' not a political statement, says Ont. NDP leader | Power & Politics

Keffiyehs have become somewhat of a political flashpoint in Ontario in recent weeks, with debates raging at Queen's Park after Speaker Ted Arnott banned the scarf in March, saying it was being worn to make a political statement, contrary to the rules of the assembly.

The scarves have often been worn at pro-Palestinian rallies in Toronto, which have been commonplace since Hamas' Oct. 7 attack against Israel, and Israel's subsequent heavy air bombardments and full-scale invasion of Gaza.

All four party leaders, including Premier Doug Ford, have called on the speaker to reverse the ban. However, two unanimous consent motions that would have lifted the ban have failed, with some MPPs still voting against them.

ABOUT THE AUTHOR

Adam Carter is a Newfoundlander who now calls Toronto home. You can follow him on Twitter @AdamCarterCBC or drop him an email at [email protected].

With files from Muriel Draaisma

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DuVernay on exploring racism, antisemitism, caste in 'Origin'

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