Getting beyond the ‘symptom,’ acknowledging the ‘disease’: theorizing racist nativism
TL;DR: In this paper, Latina/o critical race theory (LatCrit) is utilized to theorize further the concept of racist nativism in the current sociopolitical moment, which is marked by significant anti-immigrant sentiment.
Abstract: An important tenet of Latina/o critical race theory (LatCrit) is to challenge dominant ideologies that mask racist beliefs and practices perpetrated against People of Color in the United States, particularly Latinas/os. In this article we utilize a LatCrit framework to theorize further the concept of racist nativism in the current sociopolitical moment, which is marked by significant anti‐immigrant sentiment. In doing so, we hope to understand better the contemporary experiences of People of Color and Latinas/os specifically. We show how many racial and ethnic groups throughout US history have experienced racist nativism, but argue that those targeted by it today tend to be Latinas/os in general, and Mexican immigrants in particular. In conceptually extending the notion of racist nativism we endeavor to go beyond the ‘symptoms’ of racism and toward naming the ‘disease’ that plagues US society – white supremacy. We argue that the legacy of white supremacy not only remains with us today, but profoundly info...
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TL;DR: The authors analyzed 255 articles published in seven peer-reviewed journals over a 10-year period and found that racial disparities are overwhelmingly attributed to factors other than racism, scholars use semantic substitutes for "racism" and "racist", and critical race theory is rarely used for conceptual sense-making.
Abstract: This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for "racism" and "racist," and (c) critical race theory is rarely used for conceptual sense-making.
429 citations
Journal Article•
339 citations
01 Jan 2012
TL;DR: In this paper, the authors present a model to guide research and practice in creating the conditions for student success in diverse learning environments, and explore how different aspects of the institution, all of which are influenced by and contribute to the campus climate for diversity, play important roles in achieving student outcomes.
Abstract: Drawing from converging areas of scholarship in higher education on the diversity dynamics of an institution and its surrounding contexts, this chapter explores how different aspects of the institution—all of which are influenced by and contribute to the campus climate for diversity—play important roles in achieving student outcomes that also enhance social transformation for a just society. The authors present a model to guide research and practice in creating the conditions for student success in diverse learning environments.
282 citations
Journal Article•
TL;DR: Oliverez et al. as mentioned in this paper examined how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California, and found that racist attitudes have manifested in the educational trajectories of the undocumented students.
Abstract: Introduction One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in our daily experiences to mediate our education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture (Solorano & Delgado Bernal, 2001). A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism (Perez Huber, et. al., 2008). This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article will provide a brief description of how CRT and, in particular, LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism will be described, including how it is used in this study. Third, this article will describe the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race testimonio interviews. Following this description, I will present the findings that demonstrate the ways racist nativism, class and gender have manifested in the educational trajectories of the undocumented Chicana college students. The Need to Examine Undocumented Latina/o Educational Experiences There is a limited but growing body of research on the experiences of undocumented Latina/o immigrant students in the U.S. (Abrego, 2002; Bastida et. al., 2007; De Leon, 2005; Fields, 2005; Gonzales, 2007; Guillen, 2004; Madera, et. al., 2008; Oliverez et. al., 2006; Olivas, 1995, 2004; Pabon Lopez, 2005; Perez Huber & Malagon, 2007; Rangel, 2001; Rincon, 2005; Seif, 2004). We know that thousands of undocumented students graduate high schools throughout the country each year, but most are in state of California (Oliverez et. al., 2006). We also know that most undocumented immigrants in the U.S. are from Latin American countries, but Mexico in particular (Passel, 2006). The historical and continued efforts of U.S. foreign policy to ensure Mexican economic dependence on the United States suggests economic conditions in Mexico will continue to leave many Mexican citizens with no choice but to emigrate (Gonzalez & Fernandez, 2002). This means, until the U.S. enacts comprehensive immigration reform that offers the U.S. undocumented population with a path to citizenship, the number of undocumented Latina/o students will continue to grow. Research focusing on this group of students lags far behind this demographic growth. CRT, LatCrit, and Racist Nativism: An Intersectional Approach CRT and LatCrit. The overarching theoretical frameworks for this study are CRT, and in particular, LatCrit. CRT in educational research unapologetically centers the ways race, class, gender, sexuality and other forms of oppression manifest in the educational experiences of People of Color. CRT draws from multiple disciplines to challenge dominant ideologies such as meritocracy and colorblindness, which suggest educational institutions are neutral systems that function in the same ways for all students. This framework challenges these beliefs by learning and building from the knowledge of Communities of Color whose educational experiences are marked by oppressive structures and practices. The efforts of revealing racism in education is a conscious move toward social and racial justice and empowerment among Communities of Color (Solorzano & Yosso, 2001; Yosso 2006). LatCrit is an extension of the efforts of CRT in educational research. …
217 citations
TL;DR: Perez Huber as discussed by the authors used race testimonios of ten Chicana undergraduate students at a toptier research university to interrogate and challenge the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and "illegal."
Abstract: Using the critical race testimonios of ten Chicana undergraduate students at a toptier research university, Lindsay Perez Huber interrogates and challenges the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and "illegal." Specifically, a community cultural wealth framework (Yosso, 2005) is utilized and expanded to highlight the rich forms of capital existing within the families and communities of these young women that have allowed them to survive, resist, and navigate higher education while simultaneously challenging racist nativist discourses. Reflecting on her data and analysis, Perez Huber ends with a call for a human rights framework that demands the right of all students—and particularly Latinas/os—to live full and free lives.
209 citations
Cites background from "Getting beyond the ‘symptom,’ ackno..."
...A LatCrit racist nativism framework is a conceptual tool that helps researchers understand how the historical racialization of Immigrants of Color shapes the contemporary experiences of Latina/o undocumented immigrants (Pérez Huber et al., 2008)....
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...LatCrit racist nativism as a theoretical lens interrogates dominant racialized perceptions of Latinas/os as non-native to the United States and contends that racist nativism is a “symptom” of a deeper “disease”—that is, white supremacy (Pérez Huber et al., 2008)....
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...A LatCrit racist nativism framework explains how perceived racial differences construct false perceptions of People of Color as “non-native” to the United States (Acuña, 2000; De Genova, 2005; Pérez Huber Challenging Racist Nativist Framing lindsay pérez huber et al., 2008; Sánchez, 1997)....
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...…2008, my coauthors and I further theorized racist nativism to understand how a legacy of racism rooted in notions of white supremacy has created negative constructions of undocumented immigrants historically and Latina/o undocumented immigrants in the contemporary moment (Pérez Huber et al., 2008)....
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References
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Book•
01 Jan 2001TL;DR: The Critical Race Theory (CRT) movement as discussed by the authors was one of the first movements of critical race theory in the 20th century and has been studied extensively in the last few decades.
Abstract: Acknowledgments Foreword Preface I A. What Is Critical Race Theory? B. Early Origins C. Relationship to Previous Movements D. Principal Figures E. Spin-off Movements F. Basic Tenets of Critical Race Theory G. How Much Racism Is There in the World? H. Organization of This Book II A. Interest Convergence, Material Determinism, and Racial Realism B. Revisionist History C. Critique of Liberalism D. Structural Determinism III A. Opening a Window onto Ignored or Alternative Realities B. Counterstorytelling C. Cure for Silencing D. Storytelling in Court E. Storytelling on the Defensive IV A. Intersectionality B. Essentialism and Antiessentialism C. Nationalism versus Assimilation V A. The Black-White Binary B. Critical White Studies C. Other Developments: Latino and Asian VI VII A. Right-Wing Offensive B. Postracialism and a Politics of Triangulation C. Power D. Identity VIII A. The Future B. A Critical Race Agenda for the New Century C. Likely Responses to the Critical Race Theory Movement Glossary of Terms Index About the Authors
4,012 citations
"Getting beyond the ‘symptom,’ ackno..." refers background in this paper
...White supremacy not only positions whites as the entitled beneficiaries of unearned societal privilege and status, it also normalizes white values, beliefs, and experiences as those dominant and therefore legitimate in US society (Delgado & Stefancic, 2001; Gillborn, 2006; Sue, 2003)....
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TL;DR: In this article, the authors close the Pandora's box and discuss race and the ''New Democrats'' in the context of the 2008 United States presidential election, and discuss the great transformation of the United States.
Abstract: 1. Ethnicity 2. Class 3. Nation Towards a Racial Formation Perspective Part Two 4. Racial Formation 5. The Racial State Part Three 6. The Great Transformation 7. Race and Reaction Conclusion Epilogue: Closing Pandora's Box -- Race and the \"New Democrats\
3,884 citations
TL;DR: In this article, critical race theory can inform a critical race methodology in education and the authors challenge the intercentricity of racism with other forms of subordination and expose deficit-informed research that silences and distorts epistemologies of people of color.
Abstract: This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.
3,102 citations
"Getting beyond the ‘symptom,’ ackno..." refers background in this paper
...Racial hierarchies are legitimized through an ideology that positions one race as superordinate to all others (Solórzano, 1998; Solórzano & Yosso, 2002b)....
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...While several critical theorists have provided their own definitions for understanding ‘race,’ most agree that it is a socially constructed category (Haney López, 2000; Omi & Winant, 1994; Solórzano & Yosso, 2002b)....
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...Solórzano and Yosso (2002a) argue that counterstorytelling can serve ‘several pedagogical functions’ (p. 156)....
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...Solorzano and Yosso ( 2002a ) argue that counterstorytelling can serve ‘several pedagogical functions’ (p....
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TL;DR: Will Racism Disappear in Obamerica?
Abstract: Preface for Third Edition of Racism without Racists Chapter 1: The Strange Enigma of Race in Contemporary America Chapter 2: The Central Frames of Color-Blind Racism Chapter 3: The Style of Color Blindness: How to Talk Nasty about Minorities without Sounding Racist Chapter 4: \"I Didn't Get That Job Because of a Black Man\": Color-Blind Racism's Racial Stories Chapter 5: Peeking Inside the (White) House of Color Blindness: The Significance of Whites' Segregation Chapter 6: Are All Whites Refined Archie Bunkers? An Examination of White Racial Progressives Chapter 7: Are Blacks Color Blind, Too? Chapter 8: E Pluribus Unum or the Same Old Perfume in a New Bottle? On the Future of Racial Stratification in the United States Chapter 9: Will Racism Disappear in Obamerica? The Sweet (but Deadly) Enchantment of Colorblindness in Black Face Conclusion
2,865 citations
"Getting beyond the ‘symptom,’ ackno..." refers background in this paper
...As these manifestations become socially contested in the competition for various forms of power, race not only differentiates between racial groups, it also promotes a hierarchy that justifies the superiority of one race over others (Bonilla-Silva, 2001)....
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...Racial hierarchies operate on the basis of white supremacy – that is to say, on the basis of a system of racial domination and exploitation whereby power and resources are unequally distributed to privilege whites and oppress People of Color (Bonilla-Silva, 2001; Dubois, 1999; Roediger, 1999)....
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Book•
24 Mar 1994
TL;DR: In this article, the authors close the Pandora's box and discuss race and the "New Democrats" in the United States, focusing on race and race reaction in the context of class, ethnicity and race formation.
Abstract: 1. Ethnicity 2. Class 3. Nation Towards a Racial Formation Perspective Part Two 4. Racial Formation 5. The Racial State Part Three 6. The Great Transformation 7. Race and Reaction Conclusion Epilogue: Closing Pandora's Box -- Race and the "New Democrats"
2,830 citations
"Getting beyond the ‘symptom,’ ackno..." refers background in this paper
...While several critical theorists have provided their own definitions for understanding ‘race,’ most agree that it is a socially constructed category (Haney López, 2000; Omi & Winant, 1994; Solórzano & Yosso, 2002b)....
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