RACIAL EQUITY WORKSHOP

PHASE 1

Foundations in Histor ical and

Inst i tutional Racism

Revised NOVEMBER 2015

For further information: RacialEquityInstitute:www.rei.racialequityinstitute.org/DeenaHayes-Greene:dhayes@racialequityinstitute.org

SuzannePlihcik:splihcik@gmail.comWandaHunter:whunter@racialequityinstitute.org

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Contents

Acknowledgments..…………….…..………………………………3

1. About the Racial Equity Institute…………………..………….4

2. Workshop outline………………………..…………….………….…7

3. Why is it important to end racism?................................12

4. Race and institutional outcomes………………………….….14

5. Race and poverty; race and wealth………………………….25

6. Systems, institutions, communities and power………..……...26

7. Constructing and defining race and racism………………27

8. When did affirmative action begin?...............................31

9. Internalized racial oppression…………………….………..…37

10. Race and culture…………………………………………………...49

11. Adopting an anti-racist identity……….……………..….……57

12. In closing…………………………………………….……………..…59

13. Selected references………………………………..……….…….60

14. A racial equity bibliography……………………………..……..62

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Acknowledgments This workbook is intended as a learning guide for Racial Equity Institute workshop participants, providing references and additional resources to help make sense of the workshop concepts and overall analysis. This workbook, in its original form, was created by our friends, colleagues and mentors at dRworks, founded by Tema Okun and the late Kenneth Jones. We and the movement owe much to their commitment and creativity. We at REI along with other anti-racism trainers have added many pieces and our work, like all others, builds on the work of too many people to list here. We want, however, to acknowledge all those who came before us, for as is often said, “We stand on the shoulders of giants.”

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1 About the Racial Equity Institute

TheRacialEquityInstitute(REI)iscommittedtobringingawarenessandanalysistotherootcausesofdisparitiesanddisproportionalityinordertocreateraciallyequitableorganizationsandsystems.Even50yearsaftersignificantcivilrights’gains,theimpactofracecontinuestoshapetheoutcomesofallinstitutions.REItrainersandorganizershelpindividualsandorganizationsdeveloptoolsandprocessestochallengepatternsofinstitutionalpowerandtogrowinstitutionalequity.Ourapproachhasamovementorientation,alwaysfocusedonorganizationtowardinstitutionalchangewithequitableandjustoutcomesforpeopleofcolor.Werecognizemanyintersectingoppressions,butourbeliefisthatracismisthegluethatconnectsalloppressions,andthusourfocusisonraceandtheinjusticesthatstemfromracializedhistoryandbeliefsystemsthatarereflectedinAmericancultureandinstitutions.Ourtheoryofchangeisbasedonthefollowingassumptionsandobservations:

1. RacialinequityintheUnitedStateslooksthesameacrosssystems.2. Systemscontributesignificantlytodisparities.3. Pooroutcomesareconcentratedinparticulargeographiccommunities--usuallypoor

communitiesandcommunitiesofcolor.4. Systemicinterventionsandtrainingcanworktochangethinking,reducedisparities,

andimproveoutcomesforallpopulations.5. Changerequirescommitment

Ourtrainingandconsultationservicesprovide:PhaseIandPhaseIIWorkshopsPhaseIMovingthefocusfromindividualbigotryandbias,theREIPhaseIworkshoppresentsahistorical,cultural,structuralandinstitutionalanalysis.REIbelievesthatorganizationsoftenworkforequitywithmultipleunderstandingsofracismthatrelymoreonpersonalfeelingsandpopularopinion.Thelackofacommonanalysiscreatescomplicationstothegoalofeliminatingracialandethnicdisparitiesandproducingequitableoutcomes.Withaclearunderstandingofhowinstitutionsandsystemsareproducingunjustandinequitableoutcomes,participantsinPhaseIareabletobeginajourneytoworktoward socialtransformationandracialjustice.PhaseII

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ThereisnomorefrequentlyaskedquestionduringandafteraPhaseIorourFoundationaltrainingthan“whatdoIdo?”Participantsconsistentlywanttorushoutwithafragile,limitedunderstandingand“do”something.Trainersandconsultantsmustholdatensionbetweennotcrushingtheirinterestandenthusiasmandilluminatinghowmuchmoretheyneedtoknowinordertoputthenewlearningtopractice.Atoneandthesametimeweareaskingthemtotakealeapoffaithandpreparetodoit!TheRacialEquityInstitutePhaseIIdaytrainingisdesignedtohelpindividualsandinstitutionspracticereframingproblemsanddeterminingsolutionswitharacialequitylens.Usinggroupexercises,itmovesparticipantsthroughanewwayofthinkingbasedonan“analysisbeforeaction”modelandalearningcontinuum.Participantswillbeencouragedtousethetimehonored“trialanderror”approach,takinggreaterriskstochangewhataretoooftenentrenchedpatternsofinstitutionalpractice.RacialEquityOrganizationalDevelopment

• Assistanceinassessingorganizationstodetermineitsprogressonthejourneytobecomeraciallyequitable(RacialEquityOrganizationalDevelopment)

• Assistanceindevelopingananti-racistvisionandplanforchange

• Assistanceincreatingstructuresthatwillguideandsustaininstitutionaleffortstowardsracialequity

• Teachingthebasicskillsofusingamovementratherthanorganizationalapproachinplanning,organizingandtakingactionforchange;

• Assistinginthedevelopmentofaplanforchange,whichwillincludespecificgoalsaswellasanactionplantoreachthosegoals

• Ongoingreflectiondesignedtobothevaluatethegroup'sprogressanddocumentlessonslearnedastheorganizationmovesthroughtheprocess

• Periodic,mutualevaluationandreflectiontoinsurethatyourorganizationissuccessfulinreachingyourgoals.

Specializedpresentations,forums,symposiaBringinganinstitutionalanalysisandmanyyearsofexperience,webelievethatthegoalofdismantlinginstitutionalracismandorganizationalreformcannotbeachievedinoneworkshoporevenafewworkshops.Understandinganddismantlinginstitutionalracismrequiresaconsistentandcommittedeffortthatincludesthedevelopmentofprocessesandtoolstosupportthework.Webelievevisionsofchangecangrowandbecomerealwhenorganizationscreatestructuresfortheirracialequityworkthatallowforaccountabilityandresponsibilityoutsideofthelimitsofpresentrolesandrelationships.

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Itisourbeliefthatorganizingiscentraltoorganizationalandinstitutionaltransformationandweadvocateamovementapproach,asbeautifullydescribedbyParkerPalmerinhisseminalpiece,DividedNoMore:AMovementApproachtoEducationalReform.http://www.couragerenewal.org/parker/writings/divided-no-more/.AccordingtoPalmeramovementapproachischaracterizedbythefollowing:

• Isolatedindividualsdecidetostopleading“dividedlives.”Thisreferstotheconflictthatoftenexistsbetweenourmostdeeplyheldbeliefsandtheworkwefindourselvesdoing.

• Thesepeoplediscovereachotherandformgroupsformutualsupport.

• Empoweredbycommunity,theylearntotranslate“privateproblems”intopublicissues.

• Alternativerewardsemergetosustainthemovement’svision,whichmayforcetheconventionalrewardsystemtochange.

Andwhilepeopleoftenthinkofmovementsasconfrontationalandorganizationalchangeasthemoregenialapproachofsteadilyworkingforincrementalchangefromwithin,Palmerdescribeshowtheoppositeturnsouttobetrue.Peoplewhotakeanorganizationalapproachtoproblemsoftenbecomeobsessedwiththeirunyielding“enemies”whoafterallareprotectingtheorganizationorinstitutiontowhichtheyareaccountable,whilepeoplewhoadoptamovementapproachmustbeginbychangingthemselves,bringingothersalongwiththem.Withclarityofbelief,analysisandpurpose,we,thecommunity,cancreateanewvision,anewculturethatfindswaystobuildanequitableandjustfuturetogether,asonepeople.

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2 Workshop outline

I. Participantintroductionsincluding“Whyisitimportanttoendracism?”

IntheUS,peopleofcolor,andespeciallyblackAmericans,havesignificantlyworseoutcomesthanwhiteAmericansoneveryindicatorofwell-beingandjustice.Wecannotaddresstheseinequitiesuntilwebecomeclearonhowraceandracismhavebeenconstructedinourcountryandcontinuetoliveinoursocialstructuresandinstitutions.

II. Socialization,implicitbiasanddecision-making

Lesson#1Wethinkinthewayswehavebeensocializedorconditionedtothink.Whatkeepsusinourboxes?Implicitorunconsciousbiasreflectsbothhumannature(“fightorflight”)andoursocialization,andlivesdeepwithinourbrains.Developinganunderstandingofthepowerofimplicitbiasenablesustodeveloppracticestominimizetheimpactofourunconscioustendenciestocategorize,generalize,stereotypeanddiscriminate.Wearemorelikelytodoharmwhenwedenyourracialbiases.

III. Theintersectionsofraceandwealth,andraceandpoverty

Lesson#2Weusedafishinthelakeanalogytoillustrateourtendencytoascribepovertyandothersocialproblemstoindividualbehaviorsanddecisions(asickfish),evenwhenweknowthathistory,systems,structuresandpoliciesconstitutetherootcausesofpoverty(apollutedlake).Thistypeofthinkingisreflectedinourinstitutionalprogramsthattrytoaddressproblemsbytryingtohelporchangeindividuals,notsystems.

IV. Thepowerrelationshipbetweensystems,institutionsandcommunities

Lesson#3Poorcommunitiesandcommunitiesofcolorareundersiegebysystemsandinstitutionsthatgivethemprograms,butdeprivethemofpower.Inworkwithcommunities,itisimportanttoalwaysassesswhohasthepower.Whoisdecidingwhatprogramsandservicesareneeded?Whoiscreatingtheseprograms?Towhomaretheseprogramsaccountable?

Lesson#4

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Considerwaysinwhichyouarea“gatekeeper”whogetstograntordenyaccesstopowerandresources.Wemayhavegoodintentions,butstillcauseharmifourbehaviorsandsystemsdeprivecommunitiesofpower.

V.Theon-goingconstructionofraceinAmerica:fallaciesandrealities

Lesson#5Intermsofbiology,raceisnotreal.Thoseofusinthehumanraceare99.9%alike.Thereismoregeneticvariationwithin“race”thanacrossrace.Buttheideaofrace,asithasbeenconstructed,issociallyandpoliticallyveryreal.

Lesson#6Theideaof“whiterace”wasconstructedinthecolonyofVirginiain1680bytheHouseofBurgesses.Theydebated,“Whatisawhiteman?”forthepurposesofdeterminingwhowouldhaveaccesstopower,citizenship,andpropertyinthecolony.Thedefinitiontheysettleduponwas:AwhitemanisonewithnoNegroorIndianblood,withtheexceptionofthedescendantsofJohnRolfeandPocahontas(“ThePocahontasException”).Inthisact,self-designatedwhitepeoplegavethemselvesthepowertoconstructanddefine“whiterace”andthishascontinuedthroughoutthehistoryoftheUS.Lesson#7Evenbeforetheconstructionofwhiterace,powerfulEnglishcolonistsinVirginiabegandrawinglinestoseparatethoseofAfricandescentfromthoseofEuropeandescent,especiallyamongthepoorestpeople(example:theJohnPunchstory).Poorwhitesnolongerseeitintheirself-interesttoalignwithothersofthesamesocialclass,buttoclingtothesmallprivilegesgiventothembecausetheyareconsidered“white.”This“divideandconquer”strategycontinuestobeusedtothisday,toprovideapowerfuldisincentiveforpoorwhitepeopletochallengethepowerfulwhiteelite.

Lesson#8TheconstructionofracehascontinuedthroughoutUShistoryandhasbeencentraltoUSeconomicdevelopment,includingthedevelopmentofwealthandpoweraswehaveexploitedthose,notclassifiedaswhite,inordertoadvanceagriculture,ranching,railroads,mining,manufacturing,etc.Thestoryofraceisthestoryoflabor.Wehave“let”folksintothefamilyof“white”asweneedtheirnumbersandnolongerneedtoexploittheirlabor.

VI. Definitionsofraceandracism Lesson#9

Racecanbedefinedas“aspeciousclassificationofhumanbeings,createdduringaperiodofworldwidecolonialexpansion,byEuropeans(whites),usingthemselvesas

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themodelforhumanityforthepurposeofassigningandmaintainingwhiteskinaccesstopowerandprivilege.”Lesson#10Racismisdefinedas“socialandinstitutionalpowercombinedwithraceprejudice.Itisasystemofadvantageforthoseconsideredwhite,andofoppressionforthosewhoarenotconsideredwhite.Itisawhitesupremacysystem.”

VII. “Whendidaffirmativeactionbegin?”

1. AhistoricalreviewofpolicesthathavecontributedtowhitepowerandwealthintheUnitedStates,beginningwith“50acres,30shillings,10bushelsofcornandonemusket”andmovingforwardintimetohighlight20thcenturypoliciesliketheSocialSecurityAct,theGIBillandProposition13.

2. TheMonopolyGamestory;http://files.eric.ed.gov/fulltext/EJ727803.pdf3. Documentaryexcerptfrom“TheHouseWeLiveIn”,Race:ThePowerofanIllusion.

Lesson#11UnitedStateshistoryischaracterizedbypoliciesthathavebenefitedsomepeoplemorethanothersbecauseoftheirrace.Wehavemorethan400yearsofaffirmativeactionbenefitingpeopleclassifiedaswhite.Lesson#12Ourhistoryofpracticesandpoliciesthathavebenefitedwhitepeopleanddisadvantagedpeopleofcolorhashadanenormousimpactintermsoftheabilitytoaccumulatewealthandaccountsforthewealthdisparitiesweseetoday.Wealthdisparities,inturn,contributetootherdisparities.

VIII.Internalizedracialoppression

Lesson#13Internalizedracialinferiorityamongpeopleofcolorismanifestedinmultiplewaysthatinclude,butarenotlimitedto,internalizednegativemessagesaboutselfandotherpeopleofcolor,distancing,exaggeratedvisibility,andprotectionofwhitepeople.

Lesson#14Internalizedracialsuperiorityamongwhitepeopleismanifestedinmultiplewaysthatinclude,butarenotlimitedto,seeingwhitestandardsandnormsasuniversal;assumingthatallofone’scomfort,wealth,successandprivilegehasbeenearnedbymeritsandhardwork;individualismandcompetition;distancing;perfectionism;andbinary(either/or)thinking.

Lesson#15

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Thestress,oppressionandinternalizedinferiorityexperiencedbypeopleofcolorhavehaddevastatingimpacts.Yetweall(whitepeopleandpeopleofcolor)areharmedbyracializedconditioningandthedistortedinternalizationsthatithasgenerated.Lesson#16Discussionsaboutracistconditioningandinternalizedracialoppressioncanbeeffectiveandhealingwhenundertakeninaffinitygroupsorcaucusesthatareorganizedbyrace.Peopleofcolorandwhitepeoplehavetheirownworktodoinunderstandingandaddressingracism.Whensuchgroupsareformeditisalsoimportantforthemtomeetjointlytodeveloprelationshipsthatdeepenawarenessandsupportmutualanti-racismefforts.

IX. Theanti-racismlegacy:Themovingsidewalkfromovertracismtoanti-racism.

Whereareyouonthiscontinuum?

Lesson#17“Anorganizedlieismorepowerfulthanadisorganizedtruth.”RacismissowellorganizedandnormativeintheUSthatifwefailtorecognizeandpushagainstit,weareallowingourselvestobemovedalongonthecontinuumofstructuralracism,withoutanyeffortonourparts.Throughouthistory,manypeopleofcolorandwhitepeoplehave“moved”againstracism,oftenatgreatsacrifice.Whiteanti-racistsmustraiseawarenessaboutstructuralandinstitutionalracismamongotherwhitepeoplelesttheycontinuetobecomplicitandsupportive(oftenunwittingly)ofinstitutionalizedandstructuralracism.

X. Cycleofactionandparadigmshifttowardasocialmovement(dRWorks)

Awareness

InformationGathering

AnalysisVisioning/planning

Action

Reklection/evaluation

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Lesson#18Undoingracismisnotaquickfix.Itisajourneythatwemusttraveleveryday.Itcallsforpreparationandcarefulactionasillustratedinthecycleabove.Wemustbepreparedto“staythewholetime.”Wecannotbeeffectivetryingtogoitalone;wemustbandtogethertoincreaseawareness,study,learn,discuss,plan,andtakeaction.Thenwetakestock,evaluate,learnmoreandplanfurtheraction.Tobesuccessfulwemustbecomepartofamovementtochangetheparadigmofstructuralracism.Successfulsocialmovementsinthiscountryhavealwayscomeoutofcommunityorganizingatthegrassrootslevel.Wecanbecomepartofthismovement.

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3 Why is it important to end racism?

FromLarryAdelman,ExecutiveProducerofRace:ThePowerofAnIllusion(CaliforniaNewsreel,2003)

Raceisonetopicwhereweallthinkwe'reexperts.Yetask10peopletodefineraceorname"theraces,"andyou'relikelytoget10differentanswers.Fewissuesarecharacterizedbymorecontradictoryassumptionsandmyths,eachvoicedwithabsolutecertainty.

Inproducingthisseries,wefeltitwasimportanttogobacktofirstprinciplesandask,Whatisthisthingcalled"race?"-aquestionsobasicitisrarelyraised.Whatwediscoveredisthatmostofourcommonassumptionsaboutrace-forinstance,thattheworld'speoplecanbedividedbiologicallyalongraciallines-arewrong.Yettheconsequencesofracismareveryreal.

Howdowemakesenseofthesetwoseemingcontradictions?Ourhopeisthatthisseriescanhelpusallnavigatethroughourmythsandmisconceptions,andscrutinizesomeoftheassumptionswetakeforgranted.Inthatsense,therealsubjectofthefilmisnotsomuchracebuttheviewer,ormoreprecisely,thenotionsaboutraceweallhold.

Wehopethisseriescanhelpclearawaythebiologicalunderbrushandleavestarklyvisibletheunderlyingsocial,economic,andpoliticalconditionsthatdisproportionatelychanneladvantagesandopportunitiestowhitepeople.Perhapsthenwecanshifttheconversationfromdiscussingdiversityandrespectingculturaldifferencetobuildingamorejustandequitablesociety.

FromtheAspenInstituteRoundtableonCommunityChange:StructuralRacismandCommunityBuilding.

ExpressionsofracismhaveevolvedmarkedlyoverthecourseofAmericanhistory,fromslaverythroughJimCrowthroughthecivilrightseratotoday.Racismintwenty-firstcenturyAmericaishardertoseethanitspreviousincarnationsbecausethemostovertandlegallysanctionedformsofracialdiscriminationhavebeeneliminated.Nonetheless,subtlerracializedpatternsinpoliciesandpracticespermeatethepolitical,economic,andsocioculturalstructuresofAmericainwaysthatgeneratedifferencesinwell-beingbetweenpeopleofcolorandwhites.Thesedynamicsworktomaintaintheexistingracialhierarchyevenastheyadaptwiththetimesoraccommodatenewracialandethnicgroups.ThiscontemporarymanifestationofracisminAmericacanbecalled“structuralracism.”

ThepercentageofAfricanAmericanhouseholdsearningbelow80%ofadjustedmedianincomeinourstatehasincreasedwhilethepercentageofwhitehouseholds

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hasdecreased.Inordertoexaminethisandfactsrelatingtoincarceration,sentencing,gapsinachievement,fostercareplacementsandoutcome,healthdisparityandotherinstitutionaloutcomes,itiscriticalthatweunderstandthelegacyofracism.Disproportionalityisawarningsignofamuchgreatersocialproblem.Tounderstandthatgapsareproducedbysystemicinequitiesandtherelatedpracticesofindividualsisthebeginningofchanginginstitutionaloutcomes.

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4 Race and Institutional Outcomes

ThestatisticalportraitoftheAmericanpopulationbrokenoutbyracerevealspersistentdisparitiesbetweenpeopleofcolorandwhiteAmericansinalmosteveryindicatorofwell-being.

Followingaresomeon-linearticlesandotherresourcesthathighlightdatarelatedtobasicinstitutionalsystemsinourcountryandthedisparitiesinoutcomeexperiencedbypeopleofcolor.

Health

“HowRacismHurts—Literally”http://www.boston.com/news/globe/ideas/articles/2007/07/15/how_racism_hurts____literally/?page=full

“HowRacismisBadforOurBodies”

http://www.theatlantic.com/health/archive/2013/03/how-racism-is-bad-for-our-bodies/273911/

“LevelsofRacism:ATheoreticFrameworkandaGardener’sTale.”http://www.citymatch.org/sites/default/files/documents/bookpages/JonesGardenersTale.pdf

“WhyBlackWomenDieofCancer”

http://www.nytimes.com/2014/03/14/opinion/why-black-women-die-of-cancer.html?emc=eta1

“WhyRacismisaPublicHealthIssue”http://thinkprogress.org/health/2014/02/03/3239101/racism-public-health-issue/

Education “StudentsintheUSGetCriminalizedWhileWhiteStudentsGetTreatment”http://www.huffingtonpost.com/entry/racial-disparities-american-

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schools_55b67572e4b0074ba5a576c1?utm_hp_ref=tw“TheColorofDiscipline:SourcesofRacialandGenderDisproportionallyinSchoolPunishment.”http://www.indiana.edu/~safeschl/cod.pdfBreakingSchoolRules:AStatewideStudyofHowSchoolDisciplineRelatesto

Students’successandJuvenileJusticeInvolvement

https://ppri.tamu.edu/breaking-schools-rules/“14DisturbingStatsAboutRacialInequalityinAmericanPublicSchools”http://www.thenation.com/article/14-disturbing-stats-about-racial-inequality-american-public-schools/

Social Services A number of state and federal surveys show that communities of color are involved with thedomesticviolence,childwelfare,andjuvenilejusticesystemsatratesthataredisproportionatelyhigherthantheirpopulationsize(Crane&Ellis,2004;RaceMattersinChildWelfare,2005).

Specifically,childrenofcolor:

• ArereferredtoDSSmorethanotherchildren

• Aremorelikelytobereportedasvictimsofchildabuseorneglect

• Aremorelikelytoberemovedfromtheirhomes

• Spendmoretimeinfostercareandotherkindsofsubstitutecare

• Arelesslikelytobereturnedtotheirfamilies,onceremoved

• Waitlongertobeadoptedthanchildrenofotherraces

• Ageoutbeforebeingadoptedorplacedinapermanentplacement

“AddressingDisproportionalityThroughUndoingRacism,LeadershipDevelopmentandCommunityEngagement”http://www.antiracistalliance.com/Addressing-Disproportionality-Through-Undoing-Racism.html

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“ExaminingRacialDisproportionalityinChildProtectiveServicesCaseDecisions”http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3439815/“Racismattherootsofracialimbalanceinchildwelfare”http://www.oregon.gov/dhs/children/beyondfc/pages/news/2010-0927.aspx

Criminal Justice “TheDisproportionateRiskofDrivingWhileBlack”http://www.nytimes.com/2015/10/25/us/racial-disparity-traffic-stops-driving-black.html?smid=fb-share “TheWaronMarijuanainBlackandWhite”https://www.aclu.org/criminal-law-reform/war-marijuana-black-and-white-report“Afrocentricfacialfeaturesresultinlongerprisonsentenceforexactsamecrimes”https://lawweb.colorado.edu/profiles/pubpdfs/…/PizziMJRL.pdfTheNewJimCrow:MassIncarcerationintheAgeofColorblindnessbyMichelleAlexander(AnexcellentresourceforaracialequityanalysisofdataandtheworkingsofthecriminaljusticesystemisAlexandermakesthepointthatwearenowsegregatingBlackmenfromsocietyviaacomplexlegalframeworkthatshecallsthe“NewJimCrow”,euphemisticallyreferredtoasthe“WaronDrugs.”ConsiderthefollowingstatisticsfromAlexander’sresearch:

• Since1970,theprisonpopulationhasexplodedfromabout325,000tomorethan2milliontoday.

• Drugoffensesaccountfortwothirdsoftheriseinnumberofpeoplewhoare

infederalprisonsandformorethanhalfofthoseinstateprisons.

• AfricanAmericansconstitute15%ofdrugusersintheUnitedStates,yet90%ofthoseincarceratedfordruguse.

• AccordingtoHumanRightsWatch(PunishmentandPrejudice:Racial

DisparitiesintheWaronDrugs,2000)althoughwhitesaremorelikelytoviolatedruglawsthanpeopleofcolor,insomestatesblackmenhavebeensenttoprisonondrugchargesatrates20-50timesgreaterthanwhitemen.

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• OneinthreeyoungAfrican-Americanmenarenowunderthejurisdiction

controlledbythecriminaljusticesystem(jail,prison,parole,probation).

• Morethan7millionchildrenhaveafamilymemberincarcerated,onprobationoronparole.

Oncereleased,formerprisonersarecaughtinaweboflawsandregulationsthatmakeitdifficultorimpossibletosecurejobs,education,housingandpublicassistanceandoftentovoteorserveonjuries.Alexandercallsthispermanentsecond-classcitizenshipanewformofsegregation. Employment, Income, Home Ownership and Wealth EverymeasureofsuccessrevealssignificantracialinequalityinwealthandtheU.S.labormarket.

SeeespeciallyTheColorofWealth:TheStoryBehindtheU.S.RacialWealthDivide.MeizhuLui,BarbaraRobles,BetsyLeonder-Wright,RoseBrewerandRebeccaAnderson.NewPress,2006.

• Accordingtorecentcensusdata,whiteAmericansnowhave22timesmorewealththanblacks--agapthatnearlydoubledduringtheGreatRecession.(CNNMoney,June2012)

• ArecentanalysisbythePewResearchCenterfoundthatfrom2005to2009,inflation-adjustedmedianwealthfell66percentamongHispanichouseholdsand53percentamongblackhouseholds,comparedwitha16percentdeclineamongwhitehouseholds.

“HowTheFederalGovernmentBuiltWhiteSuburbia”http://www.citylab.com/housing/2015/09/how-the-federal-government-built-white-suburbia/403321/

“AreEmilyandGregMoreEmployableThanLakishaandJamal?AFieldExperimentonLaborMarketDiscrimination.”http://scholar.harvard.edu/mullainathan/files/emilygreg.pdf

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(Supplementary reading on income and wealth)

Historical Factors Accounting for Differences in Black and White WealthandHomeOwnership

LawrenceMorse

DepartmentofEconomicsNCA&TStateUniversity(RetiredMay2010)

Thispaperofferschronologiesofinstitutionalfactorsthathaveadvantagedwhitesintheaccumulationofwealthandinhomeownership.I.InstitutionalfactorsthathaveadvantagedwhitesinaccumulatingwealthAccordingtodatacollectedbytheFederalReserveforits2007SurveyofConsumerFinancesin2007medianhouseholdincomewas$30,851forblacksand$51,418forwhitesorwhitehouseholdincomewas1.67timesthatofblackhouseholds.Alsoin2007mediannetworthwas$17,100forblackhouseholdsand$163,001forwhitehouseholds.{Networthisthevalueofallassetsminusalldebtsandhenceatruermeasureofwhatis“owned.”.}Whitehouseholdmediannetworthin2007was9.5timesblackhouseholdmediannetworth.Theimmensedifferencebetweentheratiosof9.5fornetworthand1.67forincomein2007istheconsequenceofyearsofpublicpoliciesandpracticesthathavesystematicallyadvantagedwhitesintheaccumulationofwealth.Thewealthdisparitybetweenblackandwhitehouseholdshasworsenedsharplyinrecentyears.ThePewResearchCenter2011reportfoundthatin2009mediannetworthwas$5,677forblackhouseholdsand$113,149forwhitehouseholdsandhencewhitehouseholdmediannetworthin2009was19.9timesblackhouseholdmediannetworth.TheBureauofCensusreports2009medianhouseholdincomewas$32,584forblacksand$51,861forwhitesorwhitehouseholdincomewas1.59timesthatofblackhouseholds.(Kochhar,FryandTaylor2011)Theenormousriseinthewhite-to-blackhouseholdmediannetworthto19.9in2009ascomparedtoawhite-to-blackratioof1.59formedianhouseholdincomeisexplainedprimarilyinthecrashofhousingvalueswithblackhouseholdsexperiencingawithmuchgreaterrelativelosesinhomeequitythanwastrueforwhitehouseholds.Ananalysisofthecausesofthe19.9ratioispresentedattheendofthesectiononinstitutionalfactorsthatadvantagedwhitesintheaccumulationofhousingequity.Whatfollowsnowisalistofsomeofthefederalpoliciesandpracticesthatsystematicallyadvantagedwhitesintheiroverallaccumulationofwealth.Thesepoliciesandpracticesinclude:The1848TreatyofGuadalupeHidalgothatendedtheMexican-AmericanWarresultedinamassivetransferoflandfromMexicanstowhitepeoplethroughoutCalifornia,Arizona,NewMexico,Nevada,Utah,partsofColorado,andsmallsectionsofwhatarenowOklahoma,KansasandWyoming.(Luietal.2006)In1849nearly

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100,000whitepeopleweredrawntotheCaliforniagoldrush.TheFreeSoilprovisionsoftheCaliforniastateconstitutionallowedwhitestoclaimandownlandwhilebanningslavesandfreeblackpeoplefromdoingso.The1862HomesteadActthatgrantedcitizens160acresoflandforfreeiftheywouldfarmitforfiveyears.BlacksandNativeAmericanswerenotgivencitizenshipstatusandhencewerenotallowedtoparticipate.(Lui2004)Anestimated46millionAmericanslivingtodayaredescendantsofHomesteadActbeneficiaries.(Luietal.2006)TherewasahugewaveofEuropeanimmigrationfrom1850to1920andwhileethnicandreligiousprejudiceswereoftenvirulent,theprejudiceagainstpoorimmigrantswasdifferentfromtheprejudiceblackpeopleexperiencedintwoimportantways.Onetheprejudicesagainstimmigrantsnotencodedintolawunliketheobstaclesforpeopleofcolor.Twonewimmigrantscouldencouragetheirchildrentobecome“American”bybecoming“white.”Whilethesewerewrenchingchoices,unlikepeopleofcoloratleastmostoftheIrish,easternandsouthernEuropeanimmigrantshadthatchoice.DespitethediscriminationunskilledEuropeanimmigrantsfacedduringthisperiodtheyregularlydisplacedAfricanAmericansasworkersoncanals,railroads,constructionanddocks.

The1933AgricultureAdjustmentAdministrationpolicythattookSouthern“traditions”intoaccountbypaying4½¢perpoundofcottonnotgrowntothelandlordwhowastopaythetenant½¢.(Dubofsky&Burwood1990)The1935SocialSecurityActdidnotextendcoveragetofarmanddomesticworkers.Blacksweremorethantwiceaslikelyaswhitestobeemployedasfarmordomesticworkers.(Accordingtothe1930census68.75%ofgainfullyemployedblacksworkedinagricultureordomesticservices.)Twenty-twopercentofwhiteworkersincoveredoccupationsdidnotearnenoughtoqualifyforbenefits.Thecomparablefigureforblackworkerswas42percent.ConsequentlyamuchhigherpercentageofblackworkersthanofwhiteworkerswerenotcoveredbySocialSecurityatitsoutset.(Luietal2006)TheadventofSocialSecuritychangedfamilies'attitudestowardnotonlyhowmuchtosave,butwhatsavingscouldbeusedfor,includingbeingabletoaffordhighereducationforchildrenormakingadownpaymentonahome,ahomethatmightbetheequityneededtoobtainabusinessloan.{DomesticworkerswereincludedforSocialSecuritycoveragein1950andagriculturalworkersin19954.}Theoriginallyproposed1935NationalLaborRelationsActwouldhavereservedtheclosedshopforunionsthatdidnotdiscriminate.Thefinallegislationdidnotincludetherestrictiononnon-discriminatingunionstouseclosedshopsnoraclausebarringracialdiscriminationbyunions.ThesouthernDemocrats,whohadvotedtokeepagriculturalanddomesticworkersoutofSocialSecurityalsoexcludedthemfromtheNLRA.Furthermore,withthesupportoftheAFLthatwasmoreinterestedinenhancingunionpowerthatreducingthediscriminatorypowerof

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unions,wereresponsibleforthechangesinthefinalNLRAlegislation.(Roediger2005)Failingtodisallowunionstoengageinracialdiscriminationenhancedwhites’accesstojobsandcraftsthatofferedpremiumwages.

The1938FairLaborStandardsActdidnotapplytodomesticandagriculturalworkersandconsequentlyamuchhigherpercentageofwhiteworkersenjoyedminimumwageprotectionandbeingpaidtime-and-a-halfforcertainovertimework.(Katznelson2005)ThesegregationofthearmedservicesduringWorldWarIIdidnotlimitwhitesoldiers’accesstotraininginemployableskills.The1944GIBill,formallyknownastheServicemen’sReadjustmentAct,didnotmentionrace,butlikeotherfederalprogramswaslocallyadministeredandprimarilyassistedwhiteveterans.Thelocaladministrationresultedinwhitevetsnotonlyhavinggreateraccesstovocationaltrainingbutbeingmorelikelytoreceivetrainingforskilledandsemi-skilledvocationswhileblackvetswereusuallychanneledintotrainingforunskilledvocations.TheUSEmploymentService,setupbytheGIBill,tendedtosteerwhitevetsintojobscommensuratewiththeirskillswhiletypicallysteeringblackvetsintojobsbelowtheirskills.WhileovertwomillionvetswenttocollegeontheGIBill,theywereprimarilywhiteasblackvetsweredeniedadmissiontomanywhitecampuses.{Whileenrollmentatblackcollegeswentfrom29thousandin1940to73thousandin1947,nonethelessbetween15and20thousandblackveteranapplicantscouldnotbeadmittedforlackofspace.}Furthermore,whitevetswereapprovedforhomeandbusinessloansatmuchhigherratesthanwereblackvets.(Seethediscussionofhomeownershipbelowfordetails.)

A1997courtapprovedconsentdecreefoundtheUSDepartmentofAgricultureadvantagedwhitefarmersintheallocationofpricesupportloans,disasterpayments,“farmownership”loansandoperatingloansbetween1983and1997therebysettlingtheclassactionlawsuitPigfordv.Glickman.{TimothyPigfordisablackfarmerwhowasinitiallyjoinedbysome400blackfarmersintheclassactionlawsuit.DanGlickmanwasthethenSecretaryofAgriculture.}Thecourtapprovedconsentdecreeawardedanestimated75thousandblackfarmersdamagesof$1.5billion.II.InstitutionalfactorsthathaveadvantagedwhitesinhomeownershipBecausehomeownershipistheprimevehicleforwealthaccumulation,factorsthatdisadvantagedblacksintheaccumulationofhomeequitymerittheirownchronology.Asmallerpercentageofblacksowntheirownhomesandhavesubstantiallylesswealthornetworththandowhites.Nonethelesshomeequityismoreimportanttoblackhouseholdsthatitistowhitehouseholds.Blackhouseholds’equityintheirhomesis62.5%oftheirassets,whilehomeequityis43.3%ofwhitehouseholds’assets(Oliver&Shapiro,1995).Familywealthisan

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importantdeterminantintheacross-generationsamassingofwealth,startingabusinessandsoforth.Homeownershipisimportantlyrelatedtothecreationofbusinesswealth,forhomesoftenserveascollateralwhenentrepreneursstartabusiness.Wealthalsohastellingeffectsoneducationaloutcomes.Conley(1999)foundthathouseholdwealthhasalargerimpactonvariousmeasuresofchildren’seducationaloutcomes.AlsoShapiro(2004)foundthatmodestfinancialassistancefromparentsallowedwhitefamiliestomakedownpaymentsonhomes.Suchfinancialsupportadvantagedwhitehouseholdsintwoways:inbeingabletobuyhomesinneighborhoodswith“better”publicschools;andbeingabletomakelargerdownpaymentsthatkept“points”frombeingaddedtothemortgagerate.Thelattersavedsuchwhitefamiliesthousandsofdollarsoverthelivesoftheirmortgages.Percentoffamiliesowningtheirprimaryresidence: White Nonwhite Whiteto Non-HispanicorHispanic Blackratio

1995 70.6% 44.3% 1.591998 71.8 46.8 1.532001 74.3 47.3 1.572004 76.1 50.8 1.502007 75.6 51.9 1.462009* 74 46 1.61

Source:FederalReserve,SurveyofConsumerFinances(various);the2009rates

Kochhar,FryandTaylor2011.

The1933HomeOwnersLoanCorporation,createdtohelphomeownersandstabilizebanks,gavenoneofitsapproximatelyonemillionloanstoblackhomeownersallowingahigherproportionofblackhomeownerstolosetheirhomesduringtheremainderoftheDepression.(Liuetal.2006)TheHOLCcreateddetailedneighborhoodmapsthat,amongotherthings,tookintoaccounttheneighborhood’sracialcompositionaswellasitslikelihoodofracialinfiltration.TheFederalHousingAdministration,establishedin1934,wasnotexplicitlyawhiteprogram,butrealtorsandhostilewhiteneighborskeptfamiliesofcoloroutofwhiteneighborhoodsandtheFHAcondonedredliningpracticesinitiatedbytheHOLC,whichprecludedloansinpredominantlyblackneighborhoods.TheHOLCandsubsequentlytheFHAcreatedstrongpreferentialoptionsforwhitesasplanners,buildersandlenderswereencouragedtopromoteraciallyandclasshomogeneousneighborhoods.(Roediger2005)Upthoughthe1940’sFHAmanualsandpracticeschanneledfundstowhiteneighborhoodsandcollaboratedwithblockbusters.Thepoliciesdisproportionatelyconcentratedblacksintosubstandardhouses.In1948theSupremeCourtruledagainstrestrictivecovenantsandyetthe

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FHAcontinuedtopushforthemasconditionsforloans.PresidentKennedy’s1960Order11063mandatedfederalagenciestoopposediscriminationinfederally-supportedhousing.TheFHAdidnotcommunicatetheOrdertolocaloffices.Indeedoftheapproximately$120billioninnewhousingfinancedbytheVAandFHAby1962,98percentofitwenttowhitehomeowners.Thesewhiterecipientsaretheparentsofthebabyboomers,andtheirhomesareasignificantportionofthe$10trillionininheritancesnowbeingpasseddowntothebaby-boomgeneration.(Luietal.2006)The1968FairHousingActauthorizedHUDtoinvestigatecomplaintsyetHUDhadnoenforcementpowerandcouldonlyrefercasestotheattorneygeneral.(Lipsitz1998)The1974EqualCreditOpportunityActprohibiteddiscriminationinrealestatelendingandrequiredbankstorecordtheracialidentityofapplicantsrejectedandacceptedforhomeloans.Whilethe1974Acthadtheappearanceofendingracialdiscriminationinrealestatelending,itisworthnotingthatthebanksrefusedtocollectthedata,byrace,onrejectedandacceptedapplicants.In1976tencivilrightsgroupsfiledasuittohavethecourtordertheFDICandtheHomeLoanBankBoardtoobeythe1974lawrequiringthebankstokeepandreporttheracedata.In1981theFDICceasedkeepingracerecordswhenthecourtorderranout.PresidentReaganusedthePaperworkReductionActtostopHUDfromgatheringdataontheracialidentitiesofparticipantsinhousingprograms.(Lipsitz1998)Blackfamiliesweretargetedforsubprimeorpredatorymortgageloans.Blackhouseholdsweremuchmorelikelythansimilarlyqualifiedwhitehouseholdstobesteeredtoasubprimeloan.Asaresultblackhouseholdswereoverthreetimesmorelikelythanwhitehouseholdstohaveasubprimemortgage.Subprimemortgagesinvolvedhigherratesofinterestandtypicallyhigherfeesand,inturn,costtheaverageborrowertensofthousandsofdollarsmoreandweremorelikelytoresultinforeclosure.InDecember2011theUSDepartmentofJustice,announceda$335millionsettlementwithBankofAmerica/CountrywideforitspredatorypracticesthattargetedblackandLatinohouseholds.Thesettlementnotedthatbetween2004and2008some200,000AfricanAmericanandLatinoborrowerswerechargedmorefortheirmortgagesthanweresimilarlyqualifiedwhiteborrowers.TheCenterforResponsibleLendingfoundthatoverathirty-yearmortgageatypicalsubprimeborrowerwouldpayover$35,000fortheirloanthanifithadbeenaretailloanandbeingoverthreetimesmorelikelythanwhitestobeinforeclosurethatinturnmeantthelossofbillionsofdollarsofwealth.(Ernst,Bocian,andLi2008.)Between2005and2009blackhouseholdmediannetworthfell53%from$12,124to$5,677whilewhitehouseholdmediannetworthfell16%from$134,992in2005to$113,149.(Kochhar,FryandTaylor2011)Thedevastatinglylarge53%fallinblackhouseholdmediannetworthcomparedtothe16%declineforwhitehouseholdsislargelyaccountedforbythefactthatblackhouseholdswhoownhomeshaveahigherproportionoftheirwealthintheirhomesthanistrueoftheirwhitecounterparts.Thismeansthatblackhouseholdwealthisrelativelymore

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sensitivetotheconsequencesofbeingdisproportionatelysubjectedtosubprimeorpredatoryhomeloanswiththeirattendanthighermortgagecostsandlikelihoodofbeingforeclosedthanistrueoftheirwhitecounterparts.Furthermorebetween2005and2009blackhouseholdnethomeequity—thatis,valueofthehomeminusthemortgagebalancedue—fellby23%whilethecomparablefigureforwhitehouseholdswas18%.(Kochhar,FryandTaylor2011)Notonlydidblackhouseholdstypicallyexperiencegreaterrelativelossinhousingvalueduringthehousingcrisis,butintheperiodprecedingthehousingcrisis,whiteownedhomesappreciatedatamedianannualrateof8.1%(2001-2004)and5.1%(04-07)whileblackownedhomesappreciatedby6.4%(2001-2004)and4.6%(2004-2007).Thesepercentagescorrespondtomedianannualincreasesof$85,000forwhite-ownedhomesascomparedto$45,000forblack-ownedhomes.(Datafrom2001,2004and2007SurveyofConsumerFinances.)Thesedatarevealisthatthegoodyearsforhomeownershipandthepooryearsareimpactedbythelonghistoryofpoliciesandpracticesthathaveresultedinblackhouseholdsbeinglimited,nolongerlegally,butinpractice,intheiraccesstohomeownershipinappreciatingareasandconfinedtohomeownershipareaswithdiminishedappreciationandgreaterdepreciationbecausedemandfortheirhomesisrestrictedduetoblackhouseholdsdisparateaccesstomoreaffordablemortgagesandtofindingthatpotentialhomebuyerswheretheyowntheirhomesaretypicallynarrowedtobuyersofcolorratherthanthewholerangeofpotentialhomebuyers.

WORKSCITED

• Conley,Dalton.1999.BeingBlack,LivingintheRed:Race,WealthandSocialPolicyinAmerica.UniversityofCaliforniaPress.Berkeley.CA.

• Dubofsky,MelvinandStephenBurwood,editors.1990.WomenandMinoritiesDuringtheGreatDepression.GarlandPublishing,NewYork.

• Ernst,Keith,DebbieBocian,andWeiLi.2008.“SteeredWrong:Brokers,Borrowers,andSubprimeLoans.”CenterforResponsibleLendingat:http://www.responsiblelending.org/mortgage-lending/research-analysis/steered-wrong-brokers-borrowers-and-subprime-l-oans.html

• Kochhar,Rakseh,RichardFryandPaulTaylor.2011.“WealthGapsRisetoRecordHighsBetweenWhites,Blacks,Hispanics.”AvailablefromthePewResearchCenterat:http://www.pewsocialtrends.org/2011/07/26/wealth-gaps-rise-to-record-highs-between-whites-blacks-hispanics/

• Katznelson,Ira.2005.WhenAffirmativeActionWasWhite.W.W.Norton.NewYork.

• Lipsitz,George,1998.ThePositiveInvestmentinWhiteness:HowWhitePeopleProfitfromIdentityPolitics.TempleUniversityPress,Philadelphia.

• Lui,Meizhu.2004.“DoublyDivided:TheRacialWealthGap,”inTheWealthInequalityReader.EditedbyDollars&SenseandUnitedforaFairEconomy.Dollars&Sense,EconomicAffairsBureau,Boston:42-49.

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• Lui,Meizhu,BarbaraRobles,BetsyLeondar-Wright,RoseBrewer,andRebeccaAdamson.2006TheColorofWealth:TheStoryBehindtheU.S.RacialWealthDivide.TheNewPress.NewYork.

• Oliver,MelvinandThomasShapiro.1995.BlackWealth/WhiteWealth.Routledge.NewYork.

• Roediger,David.2005.WorkingTowardWhiteness.BasicBooks.NewYork.• Shapiro,Thomas.2004.TheHiddenCostBeingAfrican-American.Oxford

UniversityPress,NewYork.

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5 The intersections of race and poverty and race and wealth

A2007PewResearchCenterpollreportedthatanoverwhelmingpercentageofAmericansbelievethatpeoplewhoarepoordonotsucceedbecauseoftheirownshortcomings;only19percentemphasizedtheroleofdiscriminationorotherstructuralandeconomicforcesthatgobeyondthecontrolofanyoneindividual.

Weneedtoexaminehowweviewpovertyandpeoplewhoarepoor.Whatarethestorieswehavebeentoldabouttheproblemsandshortcomingsofpoorpeopleandhowdoesitinfluenceourwork,ourinstitutionsandsystems?

Similarlywhatarethestorieswetellaboutwealth:thejobcreators,themakersvs.thetakers?Howhasracefactoredintothesustainingthemythofmeritocracyinourcountry?

RaceandpovertyandraceandwealthcometogetherinanintricateGordianknot.It’snotimpossibletoundothisknot,butitrequiresattentionandworktodisentangletherelationshipofraceandpoverty,andhowraceworkstocreatepovertyinpeopleofallraces.Italsorequiresawarenessandanalysisabouthowracismhasbeenfirstandforemostthestoryoflaborandbuildingwealthforthosewhohavecometobeknownaswhite.

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6 The Power relationship between systems, institutions and communities Effectiveorganizingrequiresanaccurateanalysisofthepowerdifferentialbetweencommunitiesandtheinstitutionsthatpurporttoservethem.It’simportanttoexaminetheexperiencespoorpeoplehavedealingwithmultipleinstitutionsandsystems.ThedisproportionateoutcomesofNorthCarolinainstitutionsindicatethatrulesdonotworkthesamewayforeveryone.Differentgroupsexperienceoursociety’srulesdifferently,andasaconsequenceviewsocietydifferently.GatekeepersAgatekeeperisanyoneinaninstitutionalororganizationalrolewhocangrantordenyaccesstoinformation,opportunities,knowledge,andresources.Mostofusaregatekeepers,regardlessofourraceorstatusinanorganization.Receptionists,secretariesandadministrativeassistantsareveryimportantgatekeepers,oftencontrollingaccesstoorganizationalpersonnelwhohavethemostpower.Volunteerscanbegatekeepers.Webecomegatekeeperswhenwedoneedsassessments,writegrantsanddevelopprogramsorservicesforcommunitiesbecausethisgivespeopleontheoutsideofthecommunitytheabilitytodefinetherules,hidetherulesandcontroltheresources.Thisdeprivescommunitiesofpowerandcontroltoactontheirownbehalf.Typicallyinprogramsandservicesdevelopedforcommunities,accountabilitymovesinahierarchicalfashiontosupervisors,boardsofdirectors,funders,etc.Therearealmostnoinstitutionthathavemechanismsforbeingaccountabletothepeopletheyserve.

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7 constructing and Defining race and racism

FromRaceThePowerofAnIllusion(CaliforniaNewsreel,2003)

HistorianJamesHortonpointsoutthattheenslavementofAfricanswasopportunistic,notbasedonbeliefsaboutinferiority:"[Ourforebears]foundwhattheyconsideredanendlesslaborsupply.Peoplewhocouldbereadilyidentifiedandsowhentheyranawaytheycouldn'tmeltintothepopulationlikeNativeAmericanscould.Peoplewhoknewhowtogrowtobacco,peoplewhoknewhowtogrowrice.Theyfoundtheideal,fromtheirstandpoint,theideallaborsource."

Ironically,itwasnotslaverybutfreedom-therevolutionarynewideaoflibertyandthenaturalrightsofman-thatledtoanideologyofwhitesupremacy.HistorianRobinD.G.Kelleypointsouttheconundrumthatfacedourfounders:"Theproblemthattheyhadtofigureoutishowcanwepromoteliberty,freedom,democracyontheonehand,andasystemofslaveryandexploitationofpeoplewhoarenon-whiteontheother?"Hortonilluminatesthestorythathelpedreconcilethatcontradiction:"Andthewayyoudothatistosay,“Yeah,butyouknowthereissomethingdifferentaboutthesepeople.Thiswholebusinessofinalienablerights,that'sfine,butitonlyappliestocertainpeople.”Itwasnotacoincidencethattheapostleoffreedomhimself,ThomasJefferson,alsoaslaveholder,wasthefirstAmericanpublicfiguretoarticulateatheoryspeculatinguponthe"natural"inferiorityofAfricans.

SimilarlogicrationalizedthetakingofAmericanIndianlands.Whenthe"civilized"CherokeewereforciblyremovedfromtheirhomesinGeorgiatowestoftheMississippi,oneinfourdiedalongtheway,inwhatbecameknownasTheTrailofTears.PresidentAndrewJacksondefendedIndianremoval:itwasnotthegreedofwhitesettlersthatdrovethepolicy,buttheinevitablefateofaninferiorpeopleestablished"inthemidstofasuperiorrace."

Bythemid-19thcentury,racehadbecometheaccepted,"common-sense"wisdomofwhiteAmerica,explainingeverythingfromindividualbehaviortothefateofhumansocieties.Theideafoundfruitioninracialscience,ManifestDestiny,andourimperialadventuresabroad.Inthenewmonthlymagazinesofthelate19thcenturyandattheremarkableindigenouspeopledisplaysatthe1904World'sFaircelebratingthecentennialofJefferson'sLouisianaPurchase,weseehowAmericanpopularculturereinforcedandfueledracialexplanationsforAmericanprogressandpower,imprintingideasofracialdifferenceandwhitesuperioritydeeplyintoourminds.

AtimelineoftheconstructionandchangingdefinitionsofraceinAmerica

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Geneticstudieshavedemonstratedconclusivelythatraceisnotabiologicorgenetic

construct.Thereisasmuchormorediversityandgeneticdifferencewithinany"racial"groupasthereisbetweenpeopleofdifferentracialgroups.Overallpeopleare

about99.9%geneticallysimilartoeachother.Eventhoughthereisnobiologicbasisfortheconceptofrace,raceremainsveryrealbecausesocially,politicallyand

culturallyitisofgreatconsequence.(SeeRace:ThePowerofAnIllusion:WhatIs

Race?PBS,http://www.pbs.org/race/000_About/002_04-background.htm)

Sowheredidtheideaof“race”comefrom?Howandwhywasitconstructed?

• Thenotionofa“whiterace”thatwouldcontrolpowerandaccesstolandandwealthoriginatedinthecolonyofVirginiawhentheHouseofBurgessesdebated,“WhatIsaWhiteMan?”inthelate1600s.ThissocialconstructbecamefoundationalfortheexpansionofcolonializationinthelandthatcametobecalledtheUnitedStates.TheodoreAllendescribesincarefuldetailthispoliticalactofself-interestthatcontinuestohauntournationtoday.(Allen,InventionoftheWhiteRaceIandII,1994,1997).

• EarlyinthecolonyofVirginia,poorpeoplefromdifferentbackgrounds(English,Irish,Dutch,African,NativeAmericans)sawtheircommonself-interestandbandedtogetherinrebellionagainsttheEnglishelite(JohnPunch;Bacon’sRebellion),buttheEnglishimposedmoreseverepunishmentonpeopleofAfricandescentandlateronthosewhoassociatedwithblacks.Thustheybegantodriveawedgebetweenso-calledracesandtodivideandconqueramongthosewhowerepoor.Thisensuredtheallegianceofpoorwhitepeopletothosewhohadpower.

• Inthelate1700sasoppositiontoslaverywasincreasing,JohanFriedrichBlumenbachusedstudyofhumanskullstodevelopahierarchicaldivisionofthehumanspecies:Caucasoid,Mongoloid,AustraloidandNegroid.LaterBlumenbachadmittedthatthiswasafalsescienceandthatonecouldnotreallydividemankindintocategories,buthesaid,“Stillitwillbefoundserviceabletothememorytohaveconstitutedcertainclassesintowhichthemenofourplanetmaybedivided.”

o TheoriginalUnitedStatesNaturalizationLawofMarch26,1790providedthe first rules to be followed by the United States in the granting ofnational citizenship. This law limited naturalization to immigrantswhowere "free white persons" of "good moral character", leaving outAmerican Indians, indentured servants, slaves, free blacks, and laterAsians.Whilewomenwereincludedintheact,therightofcitizenshipdid"notdescend topersonswhose fathershaveneverbeen resident in theUnitedStates...."Citizenshipwasinheritedexclusivelythroughthefather.Thiswastheonlystatutethateverrecognizedthestatusofnaturalborncitizen, requiring that state and federal officers not consider Americanchildrenbornabroadtobeforeigners.

o In1848theTreatyofGuadeloupeHidalgoendedtheUSwarwithMexicoandrequiredMexicotocedemorethanhalfofitslandmasstotheUnited

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States.TheU.S.promisedtohonorthepropertyrightsofcitizensthenlivinginMexico,butdidnothonorthisagreementandstolethelandthatwouldbecomeallorpartof10statesincludingTexas,Kansas,Oklahoma,California,Nevada,Utah,Arizona,Colorado,NewMexico,Wyoming.

o ImmigrantsfromIrelandandEasternEuropewhocametotheU.S.duringtheIndustrialRevolutionwerenotconsideredwhite.Somereferredtothemasthe“in-betweenpeople.”Jewishpeoplewerenotconsidered“white”intheU.SuntilafterWorldWarIIandprejudicehascontinuedtolinger.

o 1922–TakaoOzawav.TheUnitedStates.TheSupremeCourtfoundthatOzawa,aJapaneseman,wasineligibleforcitizenshipbecauseJapanesepeoplecannotbewhitebecausetheyarenotCaucasian.

o 1923–TheSupremeCourtcaseofBhagatSinghThind.AllwhitesareCaucasianbutnotallCaucasiansarewhite.Themajorityarguedthat“theaveragemanknowsperfectlywellthatthereareunmistakableandprofounddifferences.”TheThinddecisionledtosuccessfuleffortstodenaturalizeIndianswhohadpreviouslybecomecitizensandtheylosttheirrighttoownlandandotherrightsofcitizenship,dependingontheirstateorresidence.

o TheconstructionofracehascontinuedthroughoutUShistoryandhasbeencentraltoUSeconomicdevelopment,includingthedevelopmentofwealthandpoweraswehaveexploitedthose,notclassifiedaswhite,inordertoadvanceagriculture,ranching,railroads,mining,manufacturing,etc.Thestoryofraceisthestoryoflabor.Wehave“let”folksintothefamilyof“white”asweneedtheirnumbersandnolongerneedtoexploittheirlabor.

DefiningRaceandRacism Race“AspeciousclassificationofhumanbeingscreatedbyEuropeansduringaperiodofworldwidecolonialexpansion,usingthemselvesasthemodelforhumanity,forthepurposeofassigningandmaintainingwhiteskinaccesstopowerandprivilege.”(Dr.MaulanaKarenga)

Prejudice Ajudgmentbasedonbiasthatstereotypesothersasdifferentandinferior.Prejudiceisusually,butnotalways,negative;positiveandnegativeprejudicesalike,especiallywhendirectedtowardoppressedpeople,aredamagingbecausetheydenytheindividualityoftheperson.Insomecases,theprejudicesofoppressedpeople(“youcan’ttrustthepolice”)arenecessaryforsurvival.Nooneisfreeofprejudice.SocialandInstitutionalPower

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• Accesstoresources• Theabilitytoinfluenceothers• Accesstodecision-makerstogetwhatyouwantdone• Theabilitytodefinerealityforyourselfandothers

Oppression Thesystematicsubjugationofonesocialgroupbyamorepowerfulsocialgroupforthesocial,economic,andpoliticalbenefitofthemorepowerfulsocialgroup.RitaHardimanandBaileyJacksonstatethatoppressionexistswhenthefollowing4conditionsarefound:

1. Theoppressorgrouphasthepowertodefinerealityforthemselvesandothers.

2. Thetargetgroupstakeinandinternalizethenegativemessagesaboutthemandendupcooperatingwiththeoppressors(thinkingandactinglikethem).

3. Genocide,harassment,anddiscriminationaresystematicandinstitutionalized,sothatindividualsarenotnecessarytokeepitgoing.

4. Membersofboththeoppressorandtargetgroupsaresocializedtoplaytheirrolesasnormalandcorrect.

System

• Asetofthingsthattogethermakeawhole• Anestablishedwayofdoingsomething,suchthatthingsgetdonethatway

regularlyandareassumedtobethe‘normal’waythingsgetdone• Runsbyitself;doesnotrequireplanningorinitiativebyapersonorgroup

Advantage

• Alegup,again,abenefitWhiteSupremacyTheidea(ideology)thatwhitepeopleandtheideas,thoughts,beliefs,andactionsofwhitepeoplearesuperiortoPeopleofColorandtheirideas,thoughts,beliefs,andactions.Racism Racism=socialandinstitutionalpowerplusraceprejudice

Racism=asystemofADVANTAGEbasedonrace

Racism=asystemofOPPRESSIONbasedonrace

Racism=awhitesupremacysystem

Racismisdifferentfromracialprejudice,hatred,ordiscrimination.Racisminvolvesonegrouphavingthepowertocarryoutsystematicdiscriminationthroughthemajorinstitutionsofsociety.Racismisasystem.

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9 When did affirmative action begin?

A short ( and incomplete ) h istory of race and rac ism in the Un ited States

IfyouareacitizenoftheUnitedStates,partofthelegacyyouhaveinheritedisthehistorical,systematic,andpervasivewayinwhichwhiteraceandthebenefits,privilegeandpowerforthosewhocametobeknownaswhitehavebeenconstructedinthiscountry.Followingissmallsamplingofdatesrelatedtosignificanthappenings,laws,courtdecisions,policiesandotheractswhichhavecontributedtoinstitutionalizationofracism.1607 FirstpermanentEnglishcolonyinVirginia.

1613 JohnRolfemarriesPocahontasinthecolonyofVirginia.

1619 FirstAfricanskidnappedandbroughttothecolonies.

1640 JohnPunch,anAfricanindenturedservant,runsawayfromhisservitudewithaDutchmanandaScot.Theyarecaught.ThecolonyofVirginiarecordsthataspunishmenttheDutchmanandtheScotaregiven4increasedyearsofindenturedservitude.JohnPunchissentencedtoperpetualservitude.

1676 Bacon’sRebellion,apopulistrebellionthatorganizedpoorpeople--whitefrontiersmen,slaves,indenturedservants,andatribeofIndians--againstthecolonyofVirginia.Baconandtherebelswinthefirstbattleandthesittinggovernmentretreatstoboatsintheriver.TheywintwomoreskirmishesbeforeEnglishreinforcementsarriveandputdowntherebellion.

1637 NewEnglandcolonistsmassacre500NativeAmericansinPequotWar,thefirstmassacreofindigenouspeoplebyEnglishcolonists

1662 Virginiaenactslawstatingthatifan“Englishman”begetsachildofa“Negrowoman,”thechildwilltakeonthewoman’sstatus,e.g.,thatofaslave;thislawmakesslaveryhereditary.

1691 VirginiaHouseofBurgessesdefines“whiteman”asamanwithnoAfricanorIndianbloodwhatsoeverexceptforthemaledescendantsofJohnRolfeandPocahontaswhoshallalsobeconsideredwhitemen(“thePocahontasexemption”)

1705 Virginialawpassedrequiringmasterstoprovidewhiteindenturedservants50acresofland,30shillings,amusketand10bushelsofcornwhentheycompletedtheirservitude.

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1712 “ActforthebetterorderingandgoverningofNegroesandslaves”inSouthCarolina–“whereas,theplantations...ofthisprovincecannotbewellmanaged...withoutthelaborofNegroesandotherslaves,[who]...areofbarbarous,wild,savagenatures,andsuchasrendersthemwhollyunqualifiedtobegovernedbythelaws...ofthisprovince;thatsuchotherlawsandorders,shouldinthisprovincebemade...asmayrestrainthedisorders,rapinesandinhumanity,towhichtheyarenaturallyproneandinclined....”

1776 TheDeclarationofIndependenceissigned,statingthat“allmenarecreatedequal...withcertaininalienablerights...Life,LibertyandthepursuitofHappiness”whileexcludingAfricans,NativeAmericans,andallwomen.

1785 LandOrdinanceAct,640acresofferedat$1peracretowhitepeople

1787 IntheU.S.Constitution,forthepurposesoftaxationandrepresentation,Negroslaveswerecountedas3/5ofaperson,“addingtothewholenumberoffreepersons,includingthoseboundtoserviceforatermofyears,andexcludingIndiansnottaxed,threefifthsofallotherpersons.”Slaveswhocouldn’tvotewerenotgoingtobecountedatall,buttheThree-FifthsCompromisewasagreedupontogivetheSouthmoreseatsinCongressandmoreelectoralvotes.TheeffectwasthatslaveholderinterestslargelydominatedthegovernmentoftheUSuntil1865.

1790 NaturalizationLawof1790specifiedthatonlyfreewhiteimmigrantsareeligiblefornaturalizedcitizenship.FirstgenerationimmigrantsfromAsia,theCaribbean,CentralandSouthAmericanandAfricaareexpresslydeniedcivilrights,therighttovote,andtherighttoownland.ThisActisnotcompletelywipedoffthebooksuntiltheMcCarranWalterActof1952.

1790s Theslaveryabolitionmovementstartstogrow.BluemenbachandBuffonoffer“scientific”justificationforahierarchicalclassificationofhumankind(Caucasoid,Mongoloid,AustraloidandNegroid)

1795 TreatyofGreenville,whichIndianleadersareforcedtosign,cedesmostoftheOhioValleytotheU.S.government.

1800 TheLandOrdinanceActminimumlotwashalvedto320Acres

1807 ThomasJeffersonstatestheUSshould“pursue(theIndians)intoexterminationordrivethemtonewseatsbeyondourreach.”

1812 ThomasJeffersonstateswhitepeopleshoulddriveeveryIndianintheirpath“withthebeastsoftheforestsintothestonymountains.”

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1830 Anactprohibiting“theteachingofslavestoread”inNorthCarolinaandotherstates–“whereastheteachingofslavestoreadandwritehasatendencytoexcitedissatisfactionintheirmindsandtoproduceinsurrectionandrebellion,tothemanifestinjuryofthecitizensofthisstate…”suchteachingwasillegalandseverelypunished.

1830 IndianRemovalActauthorizedthepresidentto“negotiate”andexchangelands...whichactuallymeant...seizeIndianlandandremoveNativeAmericansfromtheirancestralandsacredlands;territoryofOklahomasetasideas“IndianTerritory.”

1848 TreatyofGuadalupeHidalgosignedbetweenU.S.andMexico,whichpromisestoprotectthelands,languageandcultureoftheMexicanslivingincededterritory(futurestatesofCalifornia,Texas,Utah,NewMexico,Arizona,Nevada,partsofColoradoandWyoming).Congresssubstitutesa“Protocol”whichrequiresMexicanstoproveinU.S.courtsthattheyhave‘legitimate’titletotheirownlands;the“Protocol”becomesthelegalbasisforthemassiveU.S.landtheftfromMexicansinconqueredterritories.

1850 ForeignMinersTaxinCaliforniarequiresChineseandLatinAmericangoldminerstopayaspecialtaxontheirholdingsnotrequiredofEuropeanAmericanminers.

1854 Californialaw(Peoplev.Hall)–“Noblack,ormulattoperson,orIndianshallbeallowedtogiveevidencefororagainstawhiteperson.”

1862 HomesteadActallots160acresofwestern(i.e.Indian)landto“anyone”whocouldpay$1.25anacreandcultivateitfor5years;within10years,85,000,000acresofIndianlandshadbeensoldtoEuropeanhomesteaders.ThelastpersonreceivedlandundertheHomesteadActin1988.

1863 EmancipationProclamation.Slaverywasabolishedforallpeopleexceptforthoseconvictedofacrime.“BlackCodes”immediatelyemergedtocriminalizelegalactivityforAfrican-Americans(loitering,breakingcurfew,beingunemployed,etc).CreatedanewsystemofconvictlaborandleasingthatallowedformerslaveownerstoagainhaveaccesstofreelaborfromAfrican-Americans.

1887 DawesActterminatestribalownershipoflandsbypartitioningreservationsandassigningeachIndiana160-acreallotmentforfarming.“Surplus”reservationlandisopeneduptohomesteaders.

1887 HayesTildenCompromiseremovesfederaltroopsfromtheSouth,leavingBlackstotallyunprotectedfromwhiteviolenceandsetting

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stagefor50yearsofintenserepression,denialofpolitical,civil,andeducationrightsthatAfricanAmericanshadstruggledforandtosomeextentwonduringReconstructionaftertheCivilWar.

1882 ChineseExclusionActpassedbyCongresstokeepChineseimmigrantworkersfromcomingtotheU.S.,thefirsttimeanationalityhadbeenbarredexpresslybyname.

1886 ApachewarriorGeronimosurrenderstotheU.S.army,markingthedefeatofSouthwestIndiannations.

1893 QueenLiliuokalaniofHawaiiisoverthrownbyU.S.plantercolonistsinabloodlessrevolution.TheRepublicofHawaiiisestablishedwithStanfordDole(DolePineapple)aspresident.

1896 SupremeCourtdeclaresinPlessyv.Fergusonthatseparatebut“equal”facilitiesareconstitutional.

1898 TreatyofParis.AfterdefeatingSpainintheSpanish-americanWar,theUSacquiresPuertoRico,Guam,andthePhilippines.Cuba,whichhadalreadydeclaredherindependencefromSpain,becomesavirtualcolonyoftheU.S.

1910 TheFlexnerReport.Fiveofsevenmedicalschoolseducatingblackdoctorswereclosed,leavingonlytwomedicalschools,MeharryandHowardtoprovidemedicaleducationforAmericanBlacks.AlthoughnowBlackshavegraduatedfromeverymedicalschoolintheUnitedStates,thedecadesofexclusionhaveresultedinaninsurmountablemanpowerandopportunitygap.

1917 ImmigrationActof1917.CongressenactsanotherimmigrationactcreatinganAsiaticBarredZone,a“lineinthesand”inAsiaeffectivelycuttingoffallimmigrationfromIndia.

1922 UnitedStatesvs.BhagatSinghThind.TheSupremeCourtunanimouslydecidedthatBhagatSinghThind,anIndianSikhmanwhoidentifiedhimselfasa"highcasteHindu,offullIndianblood,"wasraciallyineligiblefornaturalizedcitizenshipintheUnitedStates.AsianIndianswhohadalreadybeengrantedcitizenship,hadtheircitizenshiprevoked.

1924 JohnsonReedImmigrationActsetsrestrictivequotasonimmigrantsfromAsia,Africa,andLatinAmerica.

1933 NewDeallegislationfor“Relief,RecoveryandReform”madeavailable$120billion(worth$1trilliontoday)inloans—98%wenttowhitepeople.Alsocreatedjobsprograms(e.g.,FERA,CCC,PWA,WPA)

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designedtoputpeopletoworkanderadicateunemployment.

1933 HomeOwnersLoanCorporationcreatedtohelphomeownersandstabilizebanks,createddetailedneighborhoodmapsthattookintoaccounttheracialcompositionofaneighborhoodorlikelihoodofracialinfiltration,colorcodedthese,neighborhoodsinredandlabeledthem“undesirable”resultinginalackofinvestmentinneighborhoodswithPOCandenormousinvestmentinwhiteneighborhoods.

1934 TheFederalHousingActmanualsandpracticescodifythechannelingoffundstowhiteneighborhoodsandcollaboratedwithblockbusters.

1935 TheSocialSecurityAct.NewDealprogramswouldnothavesurvivedtheSouthernvotingblockunlesstheyweredesignedinawaythatpreservedracialpatterns.SSAdidnotextendcoveragetofarmordomesticworkers,disproportionatelyexcludingblacksfromitsbenefits.

1935 TheFairLaborStandardsActofthesameyearalsodidnotcoveragriculturalordomesticworkers.

1944 SupremeCourtopinionupheldRoosevelt’sExecutiveOrderauthorizingrelocationanddetentionofallpeopleofJapaneseancestry,includingU.S.citizens,in“warrelocationcenters”regardlessof“loyalty”toU.S.(duringWorldWarII).

1944 TheGIBill:$95billionofopportunitieswentmainlytoreturningwhitesoldiers.2,255,00veteranstookadvantageoftheGIBillwhichisnowconsideredthe

1946 Hill-BurtonAct.AlsoknownastheHospitalSurveyandConstructionAct.Containeda“separatebutequal”clause,recognizingthatmostparticipatingSouthernhospitalswerereservedforwhitesonly,andclosedtoblackphysiciansandpatients.

1947 TaftHartleyActseriouslyrestrictstherighttoorganizeandrequiresaloyaltyoathaimedattheCongressofIndustrialOrganizations,whichhadorganizedlargenumbersofworkersofcolor.

1945-60 Suburbansprawlandwhite-flighttothesuburbsbecamepopularascertaincommunitieswereofficiallyred-linedandmarkedasundesirable,de-voidinginnercitiesofessentialtaxdollarsusedforschools,roads,parks,andotherpublicnecessities.

1964 DemocraticPartyrefusestoseattheMississippiFreedomDemocraticPartyinplaceofthesegregationistMississippiDemocratsatthe

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Party’sconventioninAtlanta.

1969-72 RaidsonBlackPantherPartyoffices,assassinationsofleadingPanthers,imprisonmentofhundredsofothers,resultingindestructionofBlackPantherParty.

1973 FederalandstatepoliceandFBIlaunchamilitaryassaultonAmericanIndianMovementactivistsandtraditionalIndiansoftheLakotaNationatWoundedKnee.LeonardPeltierisconvictedonfalsechargesofmurderinganFBIagentandsentencedto2consecutivelifesentences.

1978 Proposition13(ThePeople’sInitiativetoLimitPropertyTaxation)createdtaxstructuresthatgreatlybenefittedwhitehomeowners.BecauseofthebenefitsitbestowsontherichandpowerfulProp13isnowconsidered“untouchable”byCApoliticians,eventhoughithasbeendetrimentaltothestateeconomy.

1990 SupremeCourtdecisionattacksthereligiousfreedomofNativeAmericansbyrulingthatstateshavetherighttopasslawsforcingNativeAmericanchurchmemberstoriskprisoninordertopracticetheirreligion.

1990 Congresspassesacomprehensivenewimmigrationlaw,whichincludes“employersanctions”forknowinglyhiringaworkerwithoutpapers,discouragingemployersfromtakingjobapplicationsfromAsianAmericansorLatinos.

2009 TheAmericanRecoveryandReinvestmentAct(theStimulus):$840billionforschools,municipalities,infrastructuredevelopment,energy,etc.Anotherraceneutralactthathasdisproportionatelybenefitedwhitepeoplebecauseofwhoisabletomeetqualifyingcriteria.

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10 Internalized Racial Oppression

THE FOUR FACES OF RACISM (adapted from Jona Olsson, Cultural Bridges to Justice program)

CONSTRUCTED RACIST OPPRESSION (affecting people of color) • Historicallyconstructedandsystemic(notjustpersonalorindividual)• Penetrateseveryaspectofourpersonal,institutional,andculturallife• Includesprejudiceagainstpeopleofcolorinattitudes,feelings,andbehaviors• Includesexclusion,discriminationagainst,suspicion,fearorhatredofpeopleofcolor

• Seesapersonofcoloronlyasamemberofagroup,notasanindividual• Includeslowexpectationsbywhitepeopleforchildrenandadultsofcolor• Peopleofcolorhavefeweroptions,choices INTERNALIZED RACIAL INFERIORITY (affecting people of color) • Aspeopleofcolor,wecarryinternalizednegativemessagesaboutourselvesand

otherpeopleofcolor.• Webelievethereissomethingwrongwithbeingapersonofcolor.• Wehaveloweredself-esteem,senseofinferiority,wrongness.• Wehaveloweredexpectations,limitedsenseofpotentialforself.• Wehaveverylimitedchoices:either‘actin’(white)or‘actout’(disrupt).• Wehaveasenseoflimitedpossibility(limitedbyoppressionandprejudice). GRANTED WHITE PRIVILEGE (affecting white people) • Aninvisibleknapsackofspecialprovisionsandblankchecks(PeggyMcIntosh)• Thedefault,thenorm;tobewhiteinAmericaisnottohavetothinkaboutit• Weexpecttobeseenasanindividual;whatwedoneverreflectsonthewhite

race.• Wecanchoosetoavoidtheimpactofracismwithoutpenalty.• Weliveinaworldwhereourworthandpersonhoodarecontinuallyvalidated.• Althoughhurtbyracism,wecanlivejustfinewithouteverhavingtodealwithit. INTERNALIZED RACIAL SUPERIORITY (affecting white people) • Myworldviewistheuniversalworldview;ourstandardsandnormsare

universal.• Myachievementshavetodowithme,notwithmymembershipinthewhite

group.• IhavearighttobecomfortableandifIamnot,thensomeoneelseistoblame.• IcanfeelthatIpersonallyearned,throughworkandmerit,any/allofmy

success.• Iequateactsofunfairnessexperiencedbywhitepeoplewithsystemicracism

experiencedbypeopleofcolor.

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• Ihavemanychoices,asIshould;everyoneelsehasthosesamechoices• Iamnotresponsibleforwhathappenedbefore,nordoIhavetoknowanything

aboutit.Ihavearighttobeignorant.• Iseeworkonracismastheresponsibilityofpeopleofcolorandonlyin

interestsofpeopleofcolor.

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HOW OPPRESSION OPERATES

Inorderforoppressiontoflourish,wemustcolludeorcooperate.AsFrederickDouglasspointedout“Findoutwhatpeoplewillsubmitto,andyouhavefoundtheexactamountofinjusticeandwrongwhichwillbeimposeduponthem...” In order for oppression (racism in this case) to flourish, we must: forget / pretend – Theoppressedmustforgetwhathashappenedtothemhistoricallyandwhatishappeningtothemintheirdaytodaylivesinordertogetthroughtheirlivesandtheirday;thedominantgroupmustneveridentifyaswhiteorasbenefitingfromwhiteprivilege;thedominantgroupmust‘forget’abouttheirmembershipinthewhitegroup;thedominantgroupmustpretendthateverythingisOKnow,thattheproblemwasinthepast. lie – Theoppressedmuststopspeakingthetruthabouttheirexperience,bothtothemselves(tosurviveinternally)andtoothers(tosurviveintheworld);thedominantgroupmustlietothemselvesandeachotherabouttheirroleinoppression,positioningthemselvesasblameless,passive(Ididn’tcauseit),individualandnotpartofabiggersystem,whileignoringtheinternalracistconditioningandtapes(Iamnotracist,I’magoodwhiteperson). stop feeling – Theoppressedmustcutthemselvesofffromtheirfeelings,becomenumbinordertosurvive,orfeelthatitispersonal(Iambadoratfault);thedominantgroupmustalsocutthemselvesofffromtheirfeelings,insistonbeing‘rationaland‘logical’andneverstoptofeelthecostasoppressors;thedominantgroupmustavoidfeeling,becausetobeginfeelingmeanstobeginfeelingguiltorshame. lose voice – Theoppressedmustinternalizetheoppression,feelbadaboutthemselvesandtheirsituationsothattheyarenolongerabletospeaktoitoraboutit,distrusttheirvoiceandthetruththeyhavetospeak;whentheoppresseddospeakout,theyarelabeledas‘aggressive,’‘overlysensitive,’‘angry,’anddiscounted;thedominantgroupbecomesafraidtospeakoutbecauseofthesocialpressureagainstit,thethreatoflosingfamilyandfriends,andseparatingthemselvesfromthewhitegroup.make power invisible – Theoppressedmustbegintoidentifymorewiththedominantgroupthanwiththeirowngroupandasaresultloseasenseoftheircollectivepower;thedominantgroupmustassumetheirrighttopoweralongwiththemyththatpowerisindividualandeveryonewhoworkshardcanhavethesamepowertheydo;orthedominantgroupmustactasiftheydon’thavepoweraswhite

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peopleanddenythepowerthattheygetjustbybelongingtothewhitegroup.

INTERNALIZED RACIAL INFERIORITY

Internalized Racial Inferiority (IRI) is the internalization by People of Color (POC) of the images, stereotypes, prejudices, and myths promoted by the racist system about POC in this country. Our thoughts and feelings about ourselves, people of our own racial group, or other POC are based on the racist messages we receive from the broader system. For many People of Color in our communities, internalized racist oppression manifests itself as:

• Self-Doubt

• Distancing from other people of color

• Self-Hate

• Anger/Rage

• Exaggerated visibility

• Assimilation

• Acculturation

• Colorism

• Protection of white people

• Tolerance

• Ethnocentrism

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LADDER OF EMPOWERMENT FOR PEOPLE OF COLOR

EMPOWERMENT

INTERNALIZED RACIAL INFERIORITY

Community of resistance

Collective action

Challenging

Investigation

Self-awareness

Exclusion / immersion

Rage / depression

Not white

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“White Privilege: Unpacking the Invisible Knapsack”

by Peggy McIntosh

Ithinkwhitesarecarefullytaughtnottorecognizewhiteprivilege,asmalesaretaughtnottorecognizemaleprivilege.SoIhavebeguninanuntutoredwaytoaskwhatitisliketohavewhiteprivilege.IhavecometoseewhiteprivilegeasaninvisiblepackageofunearnedassetsthatIcancountoncashingineachday,butaboutwhichIwas"meant"toremainoblivious.Whiteprivilegeislikeaninvisibleweightlessknapsackofspecialprovisions,maps,passports,codebooks,visas,clothes,toolsandblankchecks.

Describingwhiteprivilegemakesonenewlyaccountable.Asweinwomen'sstudiesworktorevealmaleprivilegeandaskmentogiveupsomeoftheirpower,soonewhowritesabouthavingwhiteprivilegemustask,"havingdescribedit,whatwillIdotolessenorendit?"

AfterIrealizedtheextenttowhichmenworkfromabaseofunacknowledgedprivilege,Iunderstoodthatmuchoftheiroppressivenesswasunconscious.ThenIrememberedthefrequentchargesfromwomenofcolorthatwhitewomenwhomtheyencounterareoppressive.Ibegantounderstandwhywearejustlyseenasoppressive,evenwhenwedon'tseeourselvesthatway.IbegantocountthewaysinwhichIenjoyunearnedskinprivilegeandhavebeenconditionedintooblivionaboutitsexistence.

Myschoolinggavemenotraininginseeingmyselfasanoppressor,asanunfairlyadvantagedperson,orasaparticipantinadamagedculture.Iwastaughttoseemyselfasanindividualwhosemoralstatedependedonherindividualmoralwill.MyschoolingfollowedthepatternmycolleagueElizabethMinnichhaspointedout:whitesaretaughttothinkoftheirlivesasmorallyneutral,normative,andaverage,andalsoideal,sothatwhenweworktobenefitothers,thisisseenasworkthatwillallow"them"tobemorelike"us".

Idecidedtotrytoworkonmyselfatleastbyidentifyingsomeofthedailyeffectsofwhiteprivilegeinmylife.IhavechosenthoseconditionsthatIthinkinmycaseattachsomewhatmoretoskin-colorprivilegethantoclass,religion,ethnicstatus,orgeographiclocation,thoughofcoursealltheseotherfactorsareintricatelyintertwined.AsfarasIcantell,myAfricanAmericancoworkers,friends,andacquaintanceswithwhomIcomeintodailyorfrequentcontactinthisparticulartime,placeandlineofworkcannotcountonmostoftheseconditions.

1.Ican,ifIwish,arrangetobeinthecompanyofpeopleofmyracemostofthetime.

2.IfIshouldneedtomove,IcanbeprettysureofrentingorpurchasinghousinginanareathatIcanaffordandinwhichIwouldwanttolive.

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3.Icanbeprettysurethatmyneighborsinsuchalocationwillbeneutralorpleasanttome.

4.Icangoshoppingalonemostofthetime,prettywellassuredthatIwillnotbefollowedorharassed.

5.Icanturnonthetelevisionoropentothefrontpageofthepaperandseepeopleofmyracewidelyrepresented.

6.WhenIamtoldaboutournationalheritageorabout"civilization",Iamshownthatpeopleofmycolormadeitwhatitis.

7.Icanbesurethatmychildrenwillbegivencurricularmaterialsthattestifytotheexistenceoftheirrace.

8.IfIwantto,Icanbeprettysureoffindingapublisherforthispieceonwhiteprivilege.

9.Icangointoamusicshopandcountonfindingthemusicofmyracerepresented,intoasupermarketandfindthestaplefoodsthatfitwithmyculturaltraditions,intoahairdresser'sshopandfindsomeonewhocandealwithmyhair.

10.WhetherIusechecks,creditcards,orcash,Icancountonmyskincolornottoworkagainsttheappearanceoffinancialreliability.

11.Icanarrangetoprotectmychildrenmostofthetimefrompeoplewhomightnotlikethem.

12.Icanswear,ordressinsecond-handclothesornotanswerletterswithouthavingpeopleattributethesechoicestothebadmorals,thepoverty,ortheilliteracyofmyrace.

13.Icanspeakinpublictoapowerfulmalegroupwithoutputtingmyraceontrial.

14.Icandowellinachallengingsituationwithoutbeingcalledacredittomyrace.

15.Iamneveraskedtospeakforallthepeopleofmyracialgroup.

16.Icanremainobliviousofthelanguageandcustomsofpersonsofcolor,whoconstitutetheworlds'majority,withoutfeelinginmycultureanypenaltyforsuchoblivion.

17.IcancriticizeourgovernmentandtalkabouthowmuchIfearitspoliciesandbehaviorwithoutbeingseenasaculturaloutsider.

18.IcanbesurethatifIasktotalkto"thepersonincharge"Iwillbefacingapersonofmyrace.

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19.Ifatrafficcoppullsmeover,oriftheIRSauditsmytaxreturn,IcanbesureIhaven'tbeensingledoutbecauseofmyrace.

20.Icaneasilybuyposters,postcards,picturebooks,greetingcards,dolls,toys,andchildren'smagazinesfeaturingpeopleofmyrace.

21.IcangohomefrommostmeetingsororganizationsIbelongtofeelingsomewhattiedinratherthanisolated,outofplace,outnumbered,unheard,heldatadistance,orfeared.

22.IcantakeajobwithanaffirmativeactionemployerwithouthavingcoworkersonthejobsuspectthatIgotitbecauseofrace.

23.IcanchoosepublicaccommodationswithoutfearingthatpeopleofmyracecannotgetinorwillbemistreatedintheplacesIhavechosen.

24.IcanbesurethatifIneedlegalormedicalhelpmyracewillnotworkagainstme.

25.Ifmyday,week,oryearisgoingbadly,Ineednotaskofeachnegativeepisodeorsituationwhetherithasracialovertones.

26.Icanchooseblemishcoverorbandagesin"flesh"colorthatmoreorlessmatchesmyskin.

IrepeatedlyforgottherealizationsonthislistuntilIwrotethemdown.Formewhiteprivilegehasturnedouttobeanelusiveandfugitivesubject.Thepressuretoavoiditisgreat,forinfacingitImustgiveupthemythofmeritocracy.Ifthesethingsaretrue,thisisnotsuchafreecountry;ones'lifeisnotwhatonemakesit;manydoorsopenforcertainpeoplethroughnovirtuesoftheirown.

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CHARACTERISTICS OF INTERNALIZED RACIAL

SUPERIORITY

InternalizedRacialSuperiorityimpactswhitepeopleandthedominantwhitecultureinmanyways.Someoftheseinclude:

• Resistancetochange

• Avoidingconflict

• Paternalism/Caretaking

• Ignoranceandmisinformation

• Scapegoating/Blaming/Labeling

• Self-Righteousness/Anger

• Righttocomfort

• Resistancetoacknowledging/correctingpast

• Individualism

• Defensiveness

• Assumptionofnormalcy/superiority

• Denial

• Distancing

• Entitlement

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TACTICS OF RESISTANCE

from Paul Kivel’s Uprooting Racism, 1996, pp. 40-46

Tactic What it is What it sounds like Denial Denial of existence of oppression

Denial of responsibility for it Discrimination is a thing of the past. It’s a level playing field. It’s not my fault.

Minimization Playing down the damage It’s not that bad. Racism isn’t a big problem anymore.

Blame Justifying the oppression Blaming the victim

Look at the way they act. It’s their own fault. If they weren’t so angry…

Lack of intent Claims the damage in unintentional

I didn’t mean it like that. It was only a joke.

It’s over now The oppression was in the past and is no longer an issue.

Slavery was over a long time ago. The Civil Rights movement evened the playing field.

Competing victimization

Claiming that the targets of oppression now have so much power that it is white people who are threatened and disadvantaged

They are taking away our jobs. White people are under attack. We just want our rights, too.

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SOURCES OF RESISTANCE

from Arnold, Burke, James, Martin, and Thomas, Educating for a Change, 1991, p. 134

Ouridentityandrelationtopower:wemayfeelguiltoranxietyforbeingamemberofthedominantgroup(amanwhensexismistheissue;awhitepersonwhenracismistheissue).Wemaybeafraidtospeakoutbecausewe’llbeseenasatroublemakerandbecomeisolatedwhenwebelongtothetargetgroup.Ourdiscomfortwiththecontentandperspective:theimplicationsofwhatwe’relearningmaybeverythreateningtousifwebelongtothedominantgroupormaynotbecriticalorthreateningenoughifwebelongtothetargetgroup.Ourdiscomfortwiththeprocess:thoseofususedtodoingthingsacertainwaymaygetimpatientorfrustratedwhentheprocessisunfamiliar,slow,ortoo‘touchyfeely.’Wemayassumethatthewaywerespondtotheprocessisthewayeveryonerespondstotheprocess,whetherornotthatistrue.Someofusfeelwehavea‘right’tobeincluded,whileothersneverexpecttobefullyincluded.Ourfearaboutlosing:takinginand/oractingontheinformationpresentedmaymeanloss–offamily,offriends,ofajob.Awhitepersonwhoopensuptohowracismisplayingoutintheirfamilyorcommunitymayrisklosingimportantrelationshipsiftheydecidetospeakoract.Apersonofcolorwhodecidestoworkincoalitionwithwhitepeoplemayrisklosingimportantrelationshipsasaresult.Ourfearofcriticalthinking:manyofustendtohearcriticalthinkingascriticism.Forexample,thesuggestionthatwecoulddobetteronraceissuesinourorganizationisheardascriticismthatwe’redoingabadjob.Thiscanbeparticularlydifficultwhenwehavealotofpersonalinvestmentintheorganizationorcommunity.

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LADDER OF EMPOWERMENT FOR WHITE PEOPLE

Tema Okun and many others have developed this ladder over time.

W H I T E A N T I - R A C I S T D E V E L O P M E N T

INTERNALIZED RACIAL SUPERIORITY

Community of resistance

Collective action

Taking responsibility / self-righteousness white can do right / especially me

Opening up / acknowledgement Houston, we’ve got a problem

Guilt and shame white is not right, I’m bad

Denial and defensiveness I am not the problem

Be like me white is right and we’re all the same

What are you? first contact

I’m normal

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11 Race and culture

CHARACTERISTICS OF WHITE CULTURE ThispieceonwhitesupremacycultureiswrittenbyTemaOkunandbuildsonthework

ofmanypeople,including(butnotlimitedto)AndreaAyvazian,BreeCarlson,BeverlyDanielTatum,Dueker,NancyEmond,JonnLunsford,SharonMartinas,JoanOlsson,

DavidRogers,JamesWilliams,SallyYee,DanielBuford,aswellastheworkof

GrassrootsLeadership,EquityInstituteInc,thePeople’sInstituteforSurvivalandBeyond,theChallengingWhiteSupremacyworkshop,theLillieAllenInstitute,the

WesternStatesCenter,andthecontributionsofhundredsofparticipantsin

dismantlingracismworkshops.Followingisalistofcharacteristicsofwhitesupremacyculturethatshowupinourorganizations.Cultureispowerfulpreciselybecauseitissopresentandatthesametimesoverydifficulttonameoridentify.Thecharacteristicslistedbelowaredamagingbecausetheyareusedasnormsandstandardswithoutbeingpro-activelynamedorchosenbythegroup.Theyaredamagingbecausetheypromotewhitesupremacythinking.Theyaredamagingtobothpeopleofcolorandtowhitepeople.Organizationsthatareledbypeopleofcolororthatcompriseamajoritypeopleofcolorcanalsodemonstratedamagingcharacteristicsofwhitesupremacyculture.PERFECTIONISM• Littleappreciationexpressedamongpeoplefortheworkthatothersaredoing;appreciationthatisexpressedusuallydirectedtothosewhogetmostofthecreditanyway.

• Morecommonistopointouteitherhowthepersonorworkisinadequateorevenmorecommon,totalktoothersabouttheinadequaciesofapersonortheirworkwithoutevertalkingdirectlytothem.

• Mistakesareseenaspersonal,i.e.theyreflectbadlyonthepersonmakingthemasopposedtobeingseenforwhattheyare–mistakes.

• Makingamistakeisconfusedwithbeingamistake,doingwrongwithbeingwrong.

• Littletime,energy,ormoneyputintoreflectionoridentifyinglessonslearnedthatcanimprovepractice,inotherwordslittleornolearningfrommistakes.

• Tendencytoidentifywhat’swrong;littleabilitytoidentify,name,andappreciatewhat’sright.

• Ofteninternallyfelt,inotherwordstheperfectionistfailstoappreciateherowngoodwork,moreoftenpointingoutherfaultsor‘failures,’focusingoninadequaciesandmistakesratherthanlearningfromthem;thepersonworkswithaharshandconstantinnercritic.

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Antidotes:Developacultureofappreciation,wheretheorganizationtakestimetomakesurethatpeople’sworkandeffortsareappreciated;developalearningorganization,whereitisexpectedthateveryonewillmakemistakesandthosemistakesofferopportunitiesforlearning;createanenvironmentwherepeoplecanrecognizethatmistakessometimesleadtopositiveresults;separatethepersonfromthemistake;whenofferingfeedback,alwaysspeaktothethingsthatwentwellbeforeofferingcriticism;askpeopletoofferspecificsuggestionsforhowtodothingsdifferentlywhenofferingcriticism;realizethatbeingyourownworstcriticdoesnotactuallyimprovethework,oftencontributestolowmoraleamongthegroup,anddoesnothelpyouorthegrouptorealizethebenefitoflearningfrommistakes

SENSE OF URGENCY • Acontinuedsenseofurgencymakesitdifficulttotaketimetobeinclusive,encouragedemocraticand/orthoughtfuldecision-making,tothinklong-term,toconsiderconsequences.

• Frequentlyresultsinsacrificingpotentialalliesforquickorhighlyvisibleresults,forexamplesacrificinginterestsofcommunitiesofcolorinordertowinvictoriesforwhitepeople(seenasdefaultornormcommunity)

• Reinforcedbyfundingproposalswhichpromisetoomuchworkfortoolittlemoneyandbyfunderswhoexpecttoomuchfortoolittle

Antidotes:Realisticworkplans;leadershipwhichunderstandsthatthingstakelongerthananyoneexpects;discussandplanforwhatitmeanstosetgoalsofinclusivityanddiversity,particularlyintermsoftime;learnfrompastexperiencehowlongthingstake;writerealisticfundingproposalswithrealistictimeframes;beclearabouthowyouwillmakegooddecisionsinanatmosphereofurgency;realizethatrushingdecisionstakesmoretimeinthelongrunbecauseinevitablypeoplewhodidn’tgetachancetovoicetheirthoughtsandfeelingswillatbestresentandatworstunderminethedecisionbecausetheywereleftunheard.

DEFENSIVENESS • Theorganizationalstructureissetupandmuchenergyspenttryingtopreventabuseandprotectpowerasitexistsratherthantofacilitatethebestoutofeachpersonortoclarifywhohaspowerandhowtheyareexpectedtouseit.

• Becauseofeither/orthinking(seebelow),criticismofthosewithpowerisviewedasthreateningandinappropriate(orrude).

• Peoplerespondtoneworchallengingideaswithdefensiveness,makingitverydifficulttoraisetheseideas.

• Alotofenergyintheorganizationisspenttryingtomakesurethatpeople’sfeelingsaren’tgettinghurtorworkingarounddefensivepeople.

• Whitepeoplespendenergydefendingagainstchargesofracisminsteadof

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examininghowracismmightactuallybehappening.

• Thedefensivenessofpeopleinpowercreatesanoppressiveculture.

Antidotes:Understandthatstructurecannotinandofitselffacilitateorpreventabuse;understandthelinkbetweendefensivenessandfear(oflosingpower,losingface,losingcomfort,losingprivilege);workonyourowndefensiveness;namedefensivenessasaproblemwhenitisone;givepeoplecreditforbeingabletohandlemorethanyouthink;discussthewaysinwhichdefensivenessorresistancetonewideasgetsinthewayofthemission

QUANTITY OVER QUALITY • Allresourcesoforganizationaredirectedtowardproducingmeasurablegoals

• Thingsthatcanbemeasuredaremorehighlyvaluedthanthingsthatcannot,forexamplenumbersofpeopleattendingameeting,newslettercirculation,moneyspentarevaluedmorethanqualityofrelationships,democraticdecision-making,abilitytoconstructivelydealwithconflict

• Littleornovalueattachedtoprocess;ifitcan’tbemeasured,ithasnovalue

• Discomfortwithemotionandfeelings

• Nounderstandingthatwhenthereisaconflictbetweencontent(theagendaofthemeeting)andprocess(people’sneedtobeheardorengaged),processwillprevail(forexample,youmaygetthroughtheagenda,butifyouhaven’tpaidattentiontopeople’sneedtobeheard,thedecisionsmadeatthemeetingareunderminedand/ordisregarded)

Antidotes:Includeprocessorqualitygoalsinyourplanning;makesureyourorganizationhasavaluesstatementwhichexpressesthewaysinwhichyouwanttodoyourwork;makesurethisisalivingdocumentandthatpeopleareusingitintheirdaytodaywork;lookforwaystomeasureprocessgoals(forexampleifyouhaveagoalofinclusivity,thinkaboutwaysyoucanmeasurewhetherornotyouhaveachievedthatgoal);learntorecognizethosetimeswhenyouneedtogetofftheagendainordertoaddresspeople’sunderlyingconcerns

WORSHIP OF THE WRITTEN WORD • Ifit’snotinamemoorawrittendocument,itdoesn’texist.

• Theorganizationdoesnottakeintoaccountorvalueotherwaysinwhichinformationisshared.

• Thosewithstrongdocumentationandwritingskillsaremorehighlyvalued,eveninorganizationswhereabilitytoverballyrelatetoothersiskeytothemission.

Antidotes:Takethetimetoanalyzehowpeopleinsideandoutsidetheorganizationgetandshareinformation;figureoutwhichthingsneedtobewrittendownandcomeupwithalternativewaystodocumentwhatishappening;worktorecognize

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thecontributionsandskillsthateverypersonbringstotheorganization(forexample,theabilitytobuildrelationshipswiththosewhoareimportanttotheorganization’smission);makesureanythingwrittencanbeclearlyunderstood(avoidacademiclanguage,‘buzz’words,etc.)

ONLY ONE RIGHT WAY • Thebeliefthereisonerightwaytodothingsandoncepeopleareintroducedtotherightway,theywillseethelightandadoptit

• Whentheydonotadaptorchange,thensomethingiswrongwiththem(theother,thosenotchanging),notwithus(thosewho‘know’therightway).

• Similartothemissionarywhodoesnotseevalueinthecultureofothercommunities,seesonlyvalueintheirbeliefsaboutwhatisgood.

Antidotes:Acceptthattherearemanywaystogettothesamegoal;oncethegrouphasmadeadecisionaboutwhichwaywillbetaken,honorthatdecisionandseewhatyouandtheorganizationwilllearnfromtakingthatway,evenandespeciallyifitisnotthewayyouwouldhavechosen;workondevelopingtheabilitytonoticewhenpeopledothingsdifferentlyandhowthosedifferentwaysmightimproveyourapproach;lookforthetendencyforagrouporapersontokeeppushingthesamepointoverandoveroutofabeliefthatthereisonlyonerightwayandthennameit;whenworkingwithcommunitiesfromadifferentculturethanyoursoryourorganization’s,beclearthatyouhavesomelearningtodoaboutthecommunities’waysofdoing;neverassumethatyouoryourorganizationknowwhat’sbestforthecommunityinisolationfrommeaningfulrelationshipswiththatcommunity

PATERNALISM • Decision-makingiscleartothosewithpoweranduncleartothosewithoutit

• Thosewithpowerthinktheyarecapableofmakingdecisionsforandintheinterestsofthosewithoutpower

• Thosewithpoweroftendon’tthinkitisimportantornecessarytounderstandtheviewpointorexperienceofthoseforwhomtheyaremakingdecisions

• Thosewithoutpowerunderstandtheydonothaveitandunderstandwhodoes

• Thosewithoutpowerdonotreallyknowhowdecisionsgetmadeandwhomakeswhatdecisions,andyettheyarecompletelyfamiliarwiththeimpactofthosedecisionsonthem

Antidotes:Makesurethateveryoneknowsandunderstandswhomakeswhatdecisionsintheorganization; make sure everyone knows and understands their level of responsibility and authority in the organization; include people who are affected by decisions in the decision-making.

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BINARY (EITHER/OR) THINKING • Thingsareeither/or—good/bad,right/wrong,withus/againstus.

• Closelylinkedtoperfectionisminmakingitdifficulttolearnfrommistakesoraccommodateconflict

• Nosensethatthingscanbeboth/and

• Resultsintryingtosimplifycomplexthings,forexamplebelievingthatpovertyissimplyaresultoflackofeducation

• Createsconflictandincreasessenseofurgency,aspeoplefeeltheyhavetomakedecisionstodoeitherthisorthat,withnotimeorencouragementtoconsideralternatives,particularlythosewhichmayrequiremoretimeorresources

• Oftenusedbythosewithaclearagendaorgoaltopushthosewhoarestillthinkingorreflectingtomakeachoicebetween‘a’or‘b’withoutacknowledginganeedfortimeandcreativitytocomeupwithmoreoptions

Antidotes:Noticewhenpeopleuse‘either/or’languageandpushtocomeupwithmorethantwoalternatives;noticewhenpeoplearesimplifyingcomplexissues,particularlywhenthestakesseemhighoranurgentdecisionneedstobemade;slowitdownandencouragepeopletodoadeeperanalysis;whenpeoplearefacedwithanurgentdecision,takeabreakandgivepeoplesomebreathingroomtothinkcreatively;avoidmakingdecisionsunderextremepressure

POWER HOARDING • Little,ifany,valuearoundsharingpower

• Powerisseenaslimited,onlysomuchtogoaround.

• Thosewithpowerfeelthreatenedwhenanyonesuggestschangesinhowthingsshouldbedoneintheorganization,feelsuggestionsforchangeareareflectionontheirleadership.

• Thosewithpowerdon’tseethemselvesashoardingpowerorasfeelingthreatened.

• Thosewithpowerassumetheyhavethebestinterestsoftheorganizationatheartandassumethosewantingchangeareill-informed(stupid),emotional,inexperienced.

Antidotes:Includepowersharinginyourorganization’svaluesstatement;discusswhatgoodleadershiplookslikeandmakesurepeopleunderstandthatagoodleaderdevelopsthepowerandskillsofothers;understandthatchangeisinevitableandchallengestoyourleadershipcanbehealthyandproductive;makesuretheorganization is focused on the mission.

FEAR OF OPEN CONFLICT

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• Peopleinpowerarescaredofexpressedconflictandtrytoignoreitorrunfromit.

• Whensomeoneraisesanissuethatcausesdiscomfort,theresponseistoblamethepersonforraisingtheissueratherthantolookattheissuewhichisactuallycausingtheproblem.

• Emphasisonbeingpolite

• Equatingtheraisingofdifficultissueswithbeingimpolite,rude,oroutofline

Antidotes:Roleplaywaystohandleconflictbeforeconflicthappens;distinguishbetweenbeingpoliteandraisinghardissues;don’trequirethosewhoraisehardissuestoraisethemin‘acceptable’ways,especiallyifyouareusingthewaysinwhichissuesareraisedasanexcusenottoaddressthoseissues;onceaconflictisresolved,taketheopportunitytorevisititandseehowitmighthavebeenhandleddifferently.

INDIVIDUALISM • Littleexperienceorcomfortworkingaspartofateam

• Peopleinorganizationbelievetheyareresponsibleforsolvingproblemsalone.

• Thebeliefthatifsomethingisgoingtogetdoneright,‘I’havetodoit

• Littleornoabilitytodelegateworktoothers

• Accountability,ifany,goesupanddown,notsidewaystopeersortothosetheorganizationissetuptoserve.

• Desireforindividualrecognitionandcredit

• Leadstoisolation

• Competitionismorehighlyvaluedthancooperationandwherecooperationisvalued,littletimeorresourcesdevotedtodevelopingskillsinhowtocooperate.

• Createsalackofaccountability,astheorganizationvaluesthosewhocangetthingsdoneontheirownwithoutneedingsupervisionorguidance

Antidotes:Includeteamworkasanimportantvalueinyourvaluesstatement;evaluatepeoplebasedontheirabilitytodelegatetoothers;evaluatepeoplebasedontheirabilitytoworkaspartofateamtoaccomplishsharedgoalsmakesuretheorganizationisworkingtowardssharedgoalsandpeopleunderstandhowworkingtogetherwillimproveperformance;evaluatepeople’sabilitytoworkinateamaswellastheirabilitytogetthejobdone;makesurethatcreditisgiventoallthosewhoparticipateinaneffort,notjusttheleadersormostpublicperson;makepeopleaccountableasagroupratherthanasindividuals;createaculturewherepeoplebringproblemstothegroup;usestaffmeetingsasaplacetosolveproblems,notjustaplacetoreportactivities.

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PROGRESS IS BIGGER, MORE • Observedinhowwedefinesuccess(successisalwaysbigger,more)

• Progressisanorganizationthatexpands(addsstaff,addsprojects)ordevelopstheabilitytoservemorepeople(regardlessofhowwelltheyareservingthem)

• Givesnovalue,notevennegativevalue,toitscost,forexample,increasedaccountabilitytofundersasthebudgetgrows,waysinwhichthoseweservemaybeexploited,excluded,orunderservedaswefocusonhowmanyweareservinginsteadofqualityofserviceorvaluescreatedbythewaysinwhichweserve

Antidotes:Create“seventhgeneration”thinkingbyaskinghowtheactionsofthegroupnowwillaffectpeoplesevengenerationsfromnow;makesurethatanycost/benefitanalysisincludesallthecosts,notjustthefinancialones,forexamplethecostinmorale,thecostincredibility,thecostintheuseofresources;includeprocessgoalsinyourplanning,forexamplemakesurethatyourgoalsspeaktohowyouwanttodoyourwork,notjustwhatyouwanttodo;askthoseyouworkwithandfortoevaluateyourperformance.

OBJECTIVITY • Thebeliefthatthereissuchathingasbeingobjectiveor‘neutral’

• Thebeliefthatemotionsareinherentlydestructive,irrational,andshouldnotplayaroleindecision-makingorgroupprocess

• Invalidatingpeoplewhoshowemotion

• Requiringpeopletothinkinalinear(logical)fashionandignoringorinvalidatingthosewhothinkinotherways

• Impatiencewithanythinkingthatdoesnotappear‘logical’

Antidotes:Realizethateverybodyhasaworldviewandthateverybody’sworldviewaffectsthewaytheyunderstandthings;realizethismeansyoutoo;pushyourselftositwithdiscomfortwhenpeopleareexpressingthemselvesinwayswhicharenotfamiliartoyou;assumethateverybodyhasavalidpointandyourjobistounderstandwhatthatpointis.

RIGHT TO COMFORT • Thebeliefthatthosewithpowerhavearighttoemotionalandpsychologicalcomfort(anotheraspectofvaluing‘logic’overemotion)

• Scapegoatingthosewhocausediscomfort

• Equatingindividualactsofunfairnessagainstwhitepeoplewithsystemicracismwhichdailytargetspeopleofcolor

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Antidotes:Understandthatdiscomfortisattherootofallgrowthandlearning;welcomeitasmuchasyoucan;deepenyourpoliticalanalysisofracismandoppressionsoyouhaveastrongunderstandingofhowyourpersonalexperienceandfeelingsfitintoalargerpicture;don’ttakeeverythingpersonally

Oneofthepurposesoflistingcharacteristicsofwhitesupremacycultureistopointouthoworganizationswhichunconsciouslyusethesecharacteristicsastheirnormsandstandardsmakeitdifficult,ifnotimpossible,toopenthedoortootherculturalnormsandstandards.Asaresult,manyofourorganizations,whilesayingwewanttobemulti-cultural,reallyonlyallowotherpeopleandculturestocomeiniftheyadaptorconformtoalreadyexistingculturalnorms.Beingabletoidentifyandnametheculturalnormsandstandardsyouwantisafirststeptomakingroomforatrulymulti-culturalorganization.

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12 Adopting an anti-racist identity The Moving Walkway of Racism FromWhyAreAlltheBlackKidsSittingTogetherintheCafeteria?AndOtherConversationsAboutRacebyBeverlyDanielTatum,Ph.D.,"Isometimesvisualizetheongoingcycleofracismasamovingwalkwayattheairport.Activeracistbehaviorisequivalenttowalkingfastontheconveyorbelt.ThepersonengagedinactiveracistbehaviorhasidentifiedwiththeideologyofWhitesupremacyandismovingwithit.Passiveracistbehaviorisequivalenttostandingstillonthewalkway.Nooverteffortisbeingmade,buttheconveyorbeltmovesthebystandersalongtothesamedestinationasthosewhoareactivelywalking.Someofthebystandersmayfeelthemotionoftheconveyorbelt,seetheactiveracistaheadofthem,andchoosetoturnaround,unwillingtogotothesamedestinationastheWhitesupremacists.Butunlesstheyarewalkingactivelyintheoppositedirectionataspeedfasterthantheconveyorbelt-unlesstheyareactivelyantiracist-theywillfindthemselvescarriedalongwiththeothers."Anti-Racist Identity is a New Way of Being

FromBecomingAnAnti-RacistChurchbyJosephBarndt,pp.156-157

Althoughanti-racismrequiresactionagainstracism,italsorequiresanewidentityforindividualsandforcommunities.Asanindividual,anti-racismisnotonlysomethingIcando,butitissomeoneIcanbe.Anti-racistisanewnameforapersonoracommunitythatdevelopsananalysisofsystemicracism,becomescommittedtodismantlingracism,andwillnotrestuntilultimatelyescapingfromtheprisonofracism….Anti-racistidentityisapositiveidentity.Itisverycommonforpeoplewhoareexposedtoanti-racismforthefirsttimetoask:“whydowehavetoexpressitsonegatively?Isn’tthereatermthatismorepositive?Idon’twanttobe“anti”anything.Iwanttobe“for”something.Thereisasimpleanswertothesequestions:anti-racismispositive.Itisverypositivetobeagainstsomethingasevilasracism.Itisaveryimportantaffirmativeactivitytoresistracismandtoworkforitsdemiseanditsdeconstructionandtobuildsomethingnewintheplacewhereitoncestood.Beforewecanworkforadditionalpositiveexpressionsofrelationsbetweenwhitepeopleandpeopleofcolor,wehavetoaffirmouroppositiontoracism.

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How a Movement is Built (Thinking Like An Organizer) AdaptedfromDividednoMore:AMovementApproachtoEducationReformbyParkerPalmerMovementsforsocialchangeemergewhen:

• Individualsrefusetoactoutwardlyincontradictiontosomethingtheyknowtobetrueinwardly.

• Groupsemergewhentheseindividualsfindeachother,begintobuild

community,andspreadtheword.

• CollectiveActionhappenswhenthegroupbeginstotranslateindividualproblemsintopublicorganizingissuesthataddresstherootcauseoftheissue.

Ourworkwithinorganizationsmustbeenapproachedasmovementbuildingwork.Organizers,workingtocreateorganizationalchangewithamovementmentality,mustdothefollowing.

• Remember,resistanceisonlytheplacewherethingsbegin.

• Knowthatoppositionmerelyvalidatestheideathatchangemustcome.

• Findsourcesofcountervailingpoweroutsideoftheorganizationalstructure

• Nurturethatpower.

• Worktogethertotranslateindividualproblemsintobroaderorganizingissues.

• Createalternativerewardstosustainenergyforworkingtowardyourvision.

• Workfromapower,ratherthanavictim,analysis.

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13 In closing…

“If we – and now I mean the relatively conscious whites and the

relatively conscious blacks, who must, like lovers, insist on, or create, the consciousness of the others -- do not falter in our duty now, we may be able, handful that we are, to end the racial nightmare, and achieve our country, and change the history of the world.”

James Baldwin The Fire Next Time

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14 Selected References

Thefollowingsectionincludesanextensivebibliography,butifyouwantsuggestionsofwheretogetstartedinyourreadingandstudy,werecommendthefollowing:BOOKS

APeople’sHistoryoftheUnitedStates,HowardZinn,NY:HarperCollins,1980.TheNewJimCrow:MassIncarcerationintheAgeofColorblindness.MichelleAlexander,TheNewPress,2010.SlaveryByAnotherName:TheRe-enslavementofBlackAmericansfromthe

CivilWarUntilWorldWarII.DouglasBlackmon.Anchor,2009.(Alsothedocumentary).TheColorofWealth:TheStoryBehindtheU.S.RacialWealthDivide.MeizhuLui,BarbaraRobles,BetsyLeondar-Wright,RoseBrewerandRebeccaAnderson.NewPress,2006.

UprootingRacism:HowWhitePeopleCanWorkforRacialJustice.PaulKivel.NewSocietyPublishers,2011.WhenAffirmativeActionWasWhite.IraKatznelson.NY:WWNorton,2005.“WhentheRulesareFair,ButtheGameIsn’t.”MuktaJost,EdwardWhitfield,&MarkJost.MulticulturalEducation,Fall2005.(TheMonopolyGameactivity).http://files.eric.ed.gov/fulltext/EJ727803.pdfWhistlingVivaldi.HowStereotypesAffectUsandWhatWeCanDo.ClaudeSteele,NY:Norton,2010.WhyAreAllTheBlackKidsSittingTogetherintheCafeteria:AndOther

ConversationsAboutRace.BeverlyDanielTatum.BasicBooks,1997.

DOCUMENTARIESDarkGirls.http://officialdarkgirlsmovie.comRace:ThePowerOfAnIllusion.ProducedbyCaliforniaNewsreel,2003.(Excellentplacetogetstarted).SlaveryByAnotherName.APBSFilm.http://www.slaverybyanothername.com/pbs-film/

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UnnaturalCauses:IsInequalityMakingUsSick?CaliforniaNewsreel,2008.(Greatseriesonimpactofraceandpovertyonhealth.Gettingtotherootcauses.)

TEDTALKS&YOUTUBEVIDEOS“ColorBlindorColorBrave”byMellodyHobson(March2014)https://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave“WeNeedToTalkAboutAnInjustice”byBryanStevenson.TedXvideo.http://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injusticePROJECTIMPLICIT:THEIMPLICITASSOCIATIONTEST(selectRaceIAT)Testyourselftolearnmoreaboutyourownracialassociations.

https://implicit.harvard.edu/implicit/selectatest.html

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1 5 A R a c i a l E q u i t y B i b l i o g r a p h y

In alphabet ical order by t i tle

R E D T I T L E S A R E O F T E N R E F E R E N C E D I N T H E W O R K S H O P

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

A People’s History of the United States. Howard Zinn, NY: HarperCollins, 1980. Across the Thin Blue Line: Police Officers and Racial Bias in the Decision to Shoot. J. Correll et al. Journal of Personality and Social Psychology, 92 (6), 1006-1023, 2007.

Anti-Racism in US History: The First 200 Years. Herbert Aptheker, CA: Greenwood Press, 1992. Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination. Marianne Bertrand and Sendhil Mullainathan, University of Chicago Graduate School of Business, June 20, 2004. http://scholar.harvard.edu/mullainathan/files/emilygreg.pdf Are Teachers’ Expectations Different For Racial Minority Than For European American Students? A Meta-Analysis. Journal of Educational Psychology, 99(2), 253-273, 2007. Are We Born Racist? Eds. Jason Marsh, Rodolfo Mendoza-Denton, Jeremy Adam Smith. Boston: Beacon Press. 2010.

Asian Americans: An Interpretive History. Sucheng Chan, NY: Simon and Schuster, 1991.

Becoming an Anti-Racist Church: Journeying Toward Wholeness. Joseph Barndt, Fortress Press, 2011.

Before the Mayflower: A History of Black America, 1619-1962. LeRone Bennett, Penguin Press, 1962. Being Black, Living in the Red: Race, Wealth and Social Policy in America. Dalton Conley. Berkeley, CA: University of California Press, 1999. Benevolent Intervention or Oppression Perpetuated: Minority Overrepresentation in Children’s Services, Kimberly Crane & Rodney Ellis, Human Behavior in the Social Environment, 9, pp. 19-38, 2004.

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Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist Multicultural Education and Staff Development. Enid Lee, Deborah Menkart, Margo Okazawa, eds., Washington DC: Network of Educators on the Americas, 1998. Black and Blue: The Origins and Consequences of Medical Racism. J. Hoberman, University of California Press, 2012. Black and White Styles in Conflict, Thomas Kochman, University of Chicago Press, 1981.

Black Indians: A Hidden Heritage. William Loren Katz, NY: Aladdin Paperbacks, 1997.

Black Wealth/White Wealth: A New Perspective on Racial Inequality, Oliver, Melvin L. & Thomas M. Shapiro, Routledge, 1997.

Blaming the Victim. William Ryan, New York: Random House, 1971. Blind Spot: The Hidden Biases of Good People. Mahzarin Banaji & Anthony Greenwald. Delacorte Press. 2013.

Bridging the Class Divide. Linda Stout, Beacon Press, 1996.

Bury My Heart At Wounded Knee: An Indian History of the American West Brown, Dee, Bantam Books, 1970.

Coming Through the Fire: Surviving Race and Place in America. C. Eric Lincoln, Durham: Duke University Press, 1996.

Conceptual Foundations for Social Justice Course. Rita Hardiman and Bailey W. Jackson. In Teaching for Diversity and Social Justice, Eds. Maurianne Adams, Lee Anne Bell and Pat Griffin: Routledge, 1997. Critical Race Theory: An Introduction. Richard Delgado & Jean Stefancic. NYU Press, 2001.

Dismantling Racism: The Continuing Challenge to White America. Joseph Barndt. Minneapolis: Augsburg Fortress, 1991. Disrupting White Supremacy from Within: White People on What We Need To Do. Jennifer Harvey and Karin Case (Eds.), Pilgrim Press, 2004.

Divided No More: A Movement Approach To Educational Reform. Parker Palmer. 1999. Accessed June 1, 2012

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http://www.mcli.dist.maricopa.edu/events/afc99/articles/divided.pdf

Europe and the People Without History, Eric R. Wolf, California, 1982.

Faces at the Bottom of the Well: The Permanence of Racism. Derek Bell, NY: Basic Books, 1992.

For Whites Only, Robert W. Terry, Eerdmans, 1970. Forty Million Dollar Slaves: The Rise, Fall, and Redemption of the Black Athlete. William C. Rhoden. NY: Three Rivers Press, 2006.

From a Native Daughter: Colonialism and Sovereignty in Hawaii. Haunani-Kay Trask, Common Courage Press (1-800-497-3207), 1993.

From Slavery to Freedom: A History of African Americans. John Hope Franklin, Vintage Press, 1961. How Black Land Became White Sand: The Racial Erosion of the U.S. Coasts. Brentin Mock. http://grist.org/living/how-african-americans-lost-the-coasts-and-how-we-could-make-that-right/

How the Irish Became White. Noel Ignatiev. New York: Routledge, 1995.

How Jews Became White Folks and What That Says About Race in America. Karen Brodkin, NJ: Rutgers University Press, 1998. How Race Survived U.S. History—From Settlement and Slavery to the Obama Phenomenon. London, NY: Verso. 2008

Implicit Bias: Scientific Foundations. A.G. Greenwald & L. H. Krieger, California Law Review, 94 (4), 945-96, 2006.

In the Matter of Color: Race and the American Legal Process the Colonial Period. A. Leon Higginbotham, Jr., New York: Oxford University Press, 1978.

Inequality by Design: Cracking the Bell Curve Myth. C.S. Fischer, M. Hout, M.S. Jankowski, S.R. Lucas, A. Swidler, K. Voss, eds. Princeton: Princeton University Press, 1996.

Invention of the White Race I & II, Theodore Allen, Verso Books, 1994, 1997.

Iron Cages: Race and Culture in 19th Century America, Ronald Takaki, Oxford Press, 1979. Is Your Baby Racist? Explaining the Roots of Discrimination. Newsweek,

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September 14, 2009.

Killers of the Dream. Lillian Smith, NY: W.W. Norton.1949.

Killing the Black Body: Race, Reproduction and the Meaning of Liberty. Dorothy Roberts, Pantheon, 1997. Levels of Racism: A Theoretic Framework and a Gardener’s Tale. Camara Phyllis Jones, American Journal of Public Health, 90 (8), 1212-1215.

Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. James Loewen. New York: Touchstone, 1995.

Living in Process: Basic Truths for Living the Path of the Soul. Anne Wilson Schaef, NY: Ballantine, 1998.

Making Waves: An Anthology of Writing by and About Asian American Women. Asian Women United of California, Eds. Boston: Beacon Press, 1989. Managing Multi-Generational Anger in African-American Males. Virgil Gooding. http://www.fcnetwork.org/fatherhood/gooding.html

Man’s Most Dangerous Myth, The Fallacy of Race. Ashley Montagu, 1942, Alta Mira Press, 1997.

Memoir of a Race Traitor. Mab Segrest, Boston: South End Press, 1994.

Mixed Race America and the Law: A Reader. Kevin R. Johnson (Ed.), New York and London: New York University Press, 2003. Multiple Pathways Linking Racism to Health Outcomes. CJ Harrell et al. Du Bois Review. 2011; 8(1): 143-157. NurtureShock: New Thinking About Children. Po Bronson & Ashley Merriman, Twelve, 2011.

Occupied America: The Chicano’s Struggle Toward Liberation. Rodolfo Acuna. San Franciso: Canfield Press, 1972.

Pedagogy of the Oppressed, Paulo Friere, Herder & Herder, 1970.

Prison Writings: My Life is My Sun Dance. Leonard Peltier, USP #89637-132, New York: St. Martin’s Press, 1999.

Privilege, Power, and Difference. Allan G. Johnson, Mayfield Publishing, 2001.

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Race-Based Judgments, Race-Neutral Justifications: Experimental Examination of Peremptory Use and Batson Challenge Procedure. Samuel Sommers & Michael Norton, Law & Human Behavior, 31: 261-273. Race Matters in Child Welfare: The Overrepresentation of African-American Children in the System. Dennette Derezotes, John Poertner, Mark Testa, (Eds), The Race Matters Consortium, Washington, D.C.: Child Welfare League of America, 2005.

Race Rules: Navigating the Color Line. Michael Eric Dyson, NY: Random House, 1997.

Race: The History of An Idea in America. Thomas Gossett, Pendulum Press 1987. Race: The Power Of An Illusion. Produced by California Newsreel, in association with the Independent Television Service (ITVS), 2003.

Racially Mixed People in America, Marla Root, Sage Publishers, 1992.

Racism in the English Language, Robert B Moore, Race, Class, and Gender: An Integrated Study, 4th Edition. Paula S. Rothenberg, editor. New York: Saint Martin's Press, 1998

Racism Without Racists. Eduardo Bonilla-Silva. Lanham, MD: Rowman & Littlefield, 2014. Racist America: Roots, Current Realities, and Future Reparations. Joe R. Feagin, NY: Routledge, 2000. Raising Black Boys. Jawanza Kunjufu. African American Images, 2007. Reducing Racial and Social-Class Inequalities in Health: The Need for a New Approach. S. Leonard Syme. Health Affairs. 2008, 27 (2), 456-459.

Reluctant Reformers: Racism and Social Reform Movements in the United States. Robert L. Allen, NY: Anchor Books, 1975.

Savage Inequalities: Children in American Schools, Jonathan Kozol, HarperCollins, 1991.

Sisters of the Yam: Black Women and Self-Recovery. bell hooks, Boston: South End Press, 1993.

Slavery By Another Name: The Re-enslavement of Black Americans from the Civil War Until World War II. Douglas Blackmon. Anchor, 2009.

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Slavery By Another Name. (a 90-minute documentary narrated by Laurence Fishburne) based on Blackmon’s book. PBS. TPT National Productions. 2012. State of the Science: Implicit Bias Review 2013. Cheryl Staats, Charles Patton, KIrwan Institute.

Strangers from a Different Shore: A History of Asian Americans. Ronald Takaki. Penguin Books, 1989. Structural Racism and Community Building. Aspen Institute Roundtable on Community Change. Washington DC: The Aspen Institute. 2004.

The Abolition of White Democracy. Joel Olson. University of Minnesota Press, 2004. The Aquarian Conspiracy: Personal and Social Transformation in Our Time. Marilyn Ferguson. Jeremy Tarcher, 1987. The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment. R. Skiba, R. Michael & A. Nardo, 2000. Retrieved from, http://www.indiana.edu/~safeschl/cod.pdf

The Color of Wealth: The Story Behind the U.S. Racial Wealth Divide. Meizhu Lui, Barbara Robles, Betsy Leondar-Wright, Rose Brewer and Rebecca Anderson. New Press, 2006.

The Conquest of Paradise: Christopher Columbus and the Columbian Legacy. Kirkpatrick Sale. New York: Plume, 1991.

The Crisis of Color and Democracy: Essays on Race, Class and Power. Marable, Manning, Common Courage Press, 1992. The Cross and the Lynching Tree, James H. Cone, 2011.

The Debt: What America Owes to Blacks. Randall Robinson, Plume, 2000. The Derrick Bell Reader. Edited by Richard Delgado & Jean Stefancic. NYU Press, 2005. The Double V: How Wars, Protest and Harry Truman Desegregated America’s Military, NY: Bloomsbury, 2013.

The Emperor Has No Clothes: Teaching About Race and Racism to People who Don’t Want to Know. Tema Okun. Information Age Publishing, 2010.

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The Hidden Cost of Being African-American. Thomas Shapiro. NY: Oxford Press, 2004. The Lessons of Hayti. Documentary directed by Byron C. Hunter & Edward J. Harris II. Urban Aggregate, 2014. http://www.amazon.com/Lessons-Hayti-Doug-E/dp/B00ILZ21JY The Machinery of Whiteness: Studies in the Structure of Racialization. Stephen Martinot, Philadephia: Temple University Press, 2010. The Mark of a Criminal Record, D. Pager, American Journal of Sociology, 108, 935-937.

The Mis-Education of the Negro. Carter Woodson. Republished 2009 by CreateSpace Independent Publishing. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. Michelle Alexander, The New Press, 2010.

The Possessive Investment in Whiteness: How White People Benefit from Identity Politics, George Lipsitz, Temple University Press, 1998. The Race + Child Welfare Project. Fact Sheet 1: Basic facts on disproportionate representation of African Americans in the foster care system. Center for the Study of Social Policy Center for the Study of Social Policy, Washington, D.C., 2004.

The Souls of Black Folk, W.E.B. DuBois, Penguin Books, 1903,1989.

The State of Asian America: Activism and Resistance in the 1990s. Karin Aguilar-San Juan, Boston: South End Press, 1994.

The State of Native American Genocide, Colonization & Resistance, M. Annette Jaimes, South End Press, 1992.

The Structure of Scientific Revolutions, Thomas Kuhn, 50th anniversary, University of Chicago Press, 2012.

The Wall Between. Anne Braden. University of Tennessee Press. 1958. The War on Marijuana in Black and White. (June 3, 2013). American Civil Liberties Union. https://www.aclu.org/criminal-law-reform/war-marijuana-black-and-white-report

The Ways of White Folks, Langston Hughes, Vintage Books, 1990.

The White Man’s Burden: Historical Origins of Racism in America. Winthrop

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D. Jordan, Oxford 1974. Thinking Fast and Slow. Daniel Kahneman. Farrar, Straus, & Giroux. 2013. Two Nations: Black and White, Separate, Hostile, Unequal. Andrew Hacker, Ballantine, 1992.

Unequal Protection: Environmental Justice and Communities of Color. Robert Bullard, ed., Random House, 1996. Unnatural Causes: Is Inequality Making Us Sick? (Great documentary 7-part series on impact of race and poverty on health. Getting to the root causes.) California Newsreel, 2008.

Uprooting Racism: How White People Can Work for Racial Justice. Paul Kivel. Philadelphia: New Society Publishers, 1995.

What Blood Won’t Tell: A History of Race on Trial in America. Cambridge, MA: Gross. 2008. When Affirmative Action Was White. Ira Katznelson. NY: WW Norton, 2005. When and Where I Enter: The Impact of Black Women on Race And Sex in America. Paula Giddings, William Morrow and Co., 1984.

When Society Becomes an Addict. Anne Wilson Schaef, NY: HarperCollins Publishers, 1988.

“When the Rules Are Fair, But the Game Isn’t.” Mukta Jost, Edward Whitfield, & Mark Jost. In Multicultural Education, Fall 2005. http://files.eric.ed.gov/fulltext/EJ727803.pdf Whistling Vivaldi. How Stereotypes Affect Us and What We Can Do. Claude Steele, NY: Norton, 2010.

White Awareness: Handbook for Anti-racism Training. Judy Katz, University of Oklahoma Press, 1978. [out-of-print]

White By Law: The Legal Construction of Race, Ian Haney Lopez, NYU Press, 1999.

White Lies: Race and the Myths of Whiteness. Maurice Berger, NY: Farrar, Straus and Giroux, 1999.

“White Privilege: Unpacking the Invisible Knapsack.” Peggy McIntosh. Independent School, Winter 1990.

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Whitewashing Race: The Myth of a Color-Blind Society. Michael K. Brown et al. University of California Press, 2003.

Why Are All the Black Kids Sitting Together in the Cafeteria: A Psychologist Explains the Development of Racial Identity. Beverly Daniel Tatum. New York: Harper Collins, 1997.

Women, Race and Class. Angela Davis, Random House, 1981. Working Toward Whiteness: How America’s Immigrants Became White. NY: Basic Books, 2005.

You Call This A Democracy: Who Benefits, Who Pays and Who Really Decides? Paul Kivel, Apex Press, 2004.