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• W2195694284 abstract "Teaching and Learning in Post-Racial America: Implications for Human Service Professionals I was drawn to the field of services because of the long history of, and emphasis on, social justice and equity within the profession. This emphasis on diversity is evident throughout the Ethical Standards for Human Service Professionals (National Organization for Human Services, 1996). In addition to diversity, the standards address the importance of advocacy (Standard 16), the importance of having knowledge of various cultures and communities (Standard 18), and having awareness of one's own and beliefs (Standard 19). The standards provide clear and comprehensive structured guidelines under which all service professionals must adhere. Standards 20 and 21 provide a unique challenge for services professionals. Standard 20 states human service professionals are aware of sociopolitical issues that differentially affect clients from diverse backgrounds and standard 21 states human service professionals engage in continuing education, professional development, and supervision in order to work effectively with culturally diverse groups. Although I believe many service professionals are well intentioned, I wonder how deeply service professionals have delved into discussions regarding the systemic and political forces behind race and racism in America, especially when those discussions may be difficult. Are we effectively training students and professionals if we are hesitant or unaware of the difficult dialogues we need to engage in? In recent years, some have suggested that we are in a post-racial America (Haney Lopez, 2010). However, despite the election of Barack Obama in 2008, and his subsequent re-election in 2012, there remain enormous inequities between Blacks and Whites in the United States (Ladson-Billings, 2006; Oliver & Shapiro, 2006; Pettit & Western, 2004). These inequities run across various markers of areas of health, wealth, and educational attainment. According to Goldman (2009), Blacks remain twice as likely to be unemployed and three times as likely to live in poverty as Whites. In addition, Blacks are disproportionately represented in the juvenile and adult justice systems, as well as in referrals for special education, suspension and expulsion (Alexander, 2012; Blanchett, 2006; Skiba, Michael, Nardo, & Peterson, 2002). These aforementioned disparities, along with the recent deluge of media controversies (e.g., Donald Sterling, Jordan Davis, Trayvon Martin), question whether we are currently in a post-racial narrative. This article wonders how service educators and professionals are impacted by the post-racial narrative, and how such a narrative impacts service delivery. Literature Review The election of our nation's first Black president, Barack Obama, has proven to be a catalyst for dialogue grounded in post-racialism. Even as this national discourse occurs, scholars continue to debate the origins and definition of the term post-racial. Cho (2009) argues that amidst the current national discourse, post-racialism: is a twenty-first-century ideology that reflects a belief that due to the significant racial progress that has been made, the state need not engage in race-based decision-making or adopt race-based remedies, and that civil society should eschew race as a central organizing principle of action. (p. 1594) These beliefs lead to a retreat from race that is noticeable in three forms: material, sociocultural, and political. Material retreats include the reduction or elimination of state-imposed remedies, sociocultural retreats include a shift in the deference to Black normativity on issues of racial justice, and political retreats include the disbanding of official political entities originally organized for reform (Cho, 2009). Cho also discusses the four key tenets of post-racialism as an ideology: racial progress, race-neutral universalism, moral equivalence, and distancing move. …" @default.
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• W2195694284 date "2014-09-22" @default.
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• W2195694284 title "Teaching and Learning in Post-Racial America: Implications for Human Service Professionals" @default.
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