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Article
Publication date: 9 December 2019

Neil Stott and Michelle Fava

This paper aims to review the history of black and minority ethnic housing associations in England since the arrival of Commonwealth migrants.

Abstract

Purpose

This paper aims to review the history of black and minority ethnic housing associations in England since the arrival of Commonwealth migrants.

Design/methodology/approach

Drawing on the theoretical framework of Lawrence and Buchanan (2017), the authors examine the interplay of institutional control, agency and resistance, in a highly racialized context.

Findings

The authors identify five phases in the development of grassroots organizers into housing associations, describing the different types of “institutional work” involved in challenging racialized institutions and establishing new institutions. The exercise of episodic power to achieve institutional agency created resistance from powerful actors seeking to maintain systemic power. The growing movement for black and minority ethnic housing fought to establish organizational legitimacy. Achieving this not only enabled them to serve and represent their communities but also entailed compromising more radical political agendas.

Originality/value

Racialized aspects are largely lacking from institutional theory, as are the actions of racialized individuals and organizations. In looking at a highly racialized context, the authors hope to contribute to understanding the institutional work done by such groups and the challenges they face as their efforts develop and become legitimated.

Details

Journal of Management History, vol. 26 no. 3
Type: Research Article
ISSN: 1751-1348

Keywords

Book part
Publication date: 20 May 2019

James R. Jones

The US Congress is a racialized governing institution that plays an important role structuring the racial hierarchy in the nation. Despite Congress’s influence, there is little…

Abstract

The US Congress is a racialized governing institution that plays an important role structuring the racial hierarchy in the nation. Despite Congress’s influence, there is little theoretical and empirical research on its racialized structure – that is, how it operates and the racial processes that shape it. This lacuna has developed from a narrow conceptualization of Congress as a political institution, and it ignores how it is a multifaceted organization that features a large and complex workplace. Congressional staff are the invisible force in American policymaking, and it is through their assistance that members of Congress can fulfill their responsibilities. However, the congressional workplace is stratified along racial lines. In this chapter, I theorize how the congressional workplace became racialized, and I identify the racial processes that maintain a racialized workplace today. I investigate how lawmakers have organized their workplace and made decisions about which workers would be appropriate for different types of roles in the Capitol. Through a racial analysis of the congressional workplace, I show a connection between Congress as an institution and workplace and how racial domination is a thread that connects and animates both its formal and informal structures.

Details

Race, Organizations, and the Organizing Process
Type: Book
ISBN: 978-1-78756-492-3

Keywords

Article
Publication date: 13 September 2019

David G. Embrick, Simón Weffer and Silvia Dómínguez

This paper examines the Art Institute of Chicago – a nationally recognized museum – as a white sanctuary, i.e., a white institutional space within a racialized social system that…

Abstract

Purpose

This paper examines the Art Institute of Chicago – a nationally recognized museum – as a white sanctuary, i.e., a white institutional space within a racialized social system that serves to reassure whites of their dominant position in society. The purpose of this paper is to highlight how museums create and maintain white spaces within the greater context of being an institution for the general public.

Design/methodology/approach

The empirical analysis of this study is based on collaborative ethnographic data collected over a three-year period of time conducted by the first two authors, and consists of hundreds of photos and hundreds of hours of participant observations and field notes. The data are analyzed using descriptive methods and content analyses.

Findings

The findings highlight three specific racial mechanisms that speak to how white spaces are created, recreated and maintained within nationally and internationally elite museums: spatiality, the policing of space, and the management of access.

Research limitations/implications

Sociological research on how white spaces are maintained in racialized organizations is limited. This paper extends to museums’ institutional role in maintaining white supremacy, as white sanctuaries.

Originality/value

This paper adds to the existing literature on race, place and space by highlighting three specific racial mechanisms in museum institutions that help to maintain white supremacy, white normality(ies), and serve to facilitate a reassurance to whites’ anxieties, fears and fragilities about their group position in society – that which helps to preserve their psychological wages of whiteness in safe white spaces.

Details

International Journal of Sociology and Social Policy, vol. 39 no. 11/12
Type: Research Article
ISSN: 0144-333X

Keywords

Content available
Book part
Publication date: 20 May 2019

Abstract

Details

Race, Organizations, and the Organizing Process
Type: Book
ISBN: 978-1-78756-492-3

Book part
Publication date: 8 March 2017

Ana Campos-Holland

Children and youth of color in White and adult-dominated societies confront racism and adultism that shapes their peer cultures. Yet, the “new” sociology of childhood lacks the…

Abstract

Children and youth of color in White and adult-dominated societies confront racism and adultism that shapes their peer cultures. Yet, the “new” sociology of childhood lacks the theory and methodology to explore racialized peer cultures. Thus, this chapter aims to sharpen its research tools. Theoretically, this chapter draws from Technologies of the Self (Foucault, 1988) and Critical Race Theory (Delgado & Stefancic, 2012) to enhance Valentine’s (1997) “adult-youth binary” and Corsaro’s (2015) “interpretive reproduction.” Methodologically, it combines the “doing research with children” approach (Greig, Taylor, & MacKay, 2013) with Critical Race Methodology (Solórzano & Yosso, 2002) to do research with youth of color. These enhanced research tools are then used to explore how boys and girls of color (n = 150), 9- to 17-year olds, experience peer culture in suburban schools, under police surveillance, and on social media. In the field, interviewers navigated their adult privilege and racial/ethnic positionalities in relation to that of participants and the racial dynamic in the research setting, ultimately aiming to co-create a safe space for counter-storytelling. As a result, this chapter captured how White-dominated peer cultures used racial microaggressions against youth of color in suburban schools, boy peer cultures navigated racialized policing, and online-offline peer cultures curtailed protective and controlling racialized adult surveillance. Theoretically, the racially enhanced interpretive reproduction and adult-youth binary exposed the adultism-racism intersection that shapes youth peer cultures. Methodologically, counter-storytelling revealed the painful realities that youth of color face and that those with adult and/or White privilege would rather ignore.

Details

Researching Children and Youth: Methodological Issues, Strategies, and Innovations
Type: Book
ISBN: 978-1-78714-098-1

Keywords

Book part
Publication date: 27 December 2018

HyeJin Tina Yeo, Malaika McKee and William Trent

In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social…

Abstract

In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.

Details

Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-053-6

Keywords

Book part
Publication date: 12 November 2021

Melissa Reshma Jogie

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may…

Abstract

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-80262-441-0

Keywords

Book part
Publication date: 25 May 2017

Gennifer Furst

To examine the race making experiences of multiracial men in carceral facilities.

Abstract

Purpose

To examine the race making experiences of multiracial men in carceral facilities.

Methodology/approach

I interviewed 58 incarcerated multiracial males.

Findings

Officially, multiracial incarcerated people are ascribed monoracial labels. They describe the variables used by those who racially categorize them and how their expectations about how others see them influence their racial self-identity. It is possible, they report, to maintain a multiracial self-identity, even if it is unofficially. They also describe interacting with men outside their racial category, behavior that supports the color-blind ideology.

Originality/value

Previous work on race making in carceral facilities has been collected in California; the present data were collected in the northeast. In addition, this research is the first study to consider the experiences of race making among incarcerated multiracial people.

Details

Race, Ethnicity and Law
Type: Book
ISBN: 978-1-78714-604-4

Keywords

Book part
Publication date: 30 September 2021

Luisa Farah Schwartzman

Race scholars often refer to the colonization of Indigenous peoples in the Americas and the enslavement of Africans as a founding moment in the making of today's racial…

Abstract

Race scholars often refer to the colonization of Indigenous peoples in the Americas and the enslavement of Africans as a founding moment in the making of today's racial hierarchies. Yet their narrative of this initial moment often mischaracterizes early European states, erases Indigenous and African states, and naturalizes racial group belonging. Such practices are counterproductive to the antiracist project. Following the lead of decolonial scholarship, much recent work by historians has sought to recover and reconstruct the institutions, social structures, and agency of African and Indigenous peoples, as well as revisit assumptions about European power, institutions, and agency in their historical encounters with their continental “others.” I highlight the potential of this approach for sociologists of “race” by narrating two significant historical events in the making of the modern Atlantic world: the conquest of Tenochtitlán, the capital of the Aztec empire, and the transatlantic enslavement of subjects of the kingdoms of Kongo and Ndongo (in today's Angola) in the sixteenth and seventeenth centuries. I analyze how particular European, Indigenous, and African actors made decisions in the context of their own and others' historically situated and dynamic political and social structures. I read these historical events through the lens of decolonial scholarship, and sociological literatures on group-making, state formation, and the emergence of capitalism, to make sense of the violent social process that led to the breakup of African, Indigenous, and European political and social structures and the making of colonial and racially hierarchical social structures in the Atlantic world.

Details

Global Historical Sociology of Race and Racism
Type: Book
ISBN: 978-1-80117-219-6

Keywords

Book part
Publication date: 18 December 2016

Molly W. Metzger

This chapter addresses the complex problem of racial, ethnic, and economic segregation in the United States. How can pedagogy address this fundamental problem, by engaging…

Abstract

This chapter addresses the complex problem of racial, ethnic, and economic segregation in the United States. How can pedagogy address this fundamental problem, by engaging students directly in efforts to dismantle segregationist housing policies? I begin by reviewing the history of public policies that have generated hypersegregation in American cities. I then describe a set of learning activities designed to help graduate students: (1) understand the ways in which we continue to segregate ourselves via public policy, (2) participate in the spheres in which such policy decisions are made, and (3) critically examine the role of our own institution in racialized neighborhood change. The learning activities presented include critical examination of exclusionary zoning policy; participation in public events, including protests, government hearings, and community meetings; and investigation into the complex causes of gentrification in a neighborhood adjacent to our University. Examples from student products are included. This chapter presents a series of novel learning activities designed to help students understand the real connections between public policy, structural racism, and housing opportunity. I present an approach to teaching that empowers students to participate actively in civic life.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

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