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• W2597791932 abstract "have made enormous progress in teaching everyone that racism is bad. Where we seem to have dropped the ball ... is in teaching people what racism actually IS--Jon Stewart (American political satirist, writer, producer, director, television host, actor, media critic, and stand-up comedian). Things like racism are institutionalized. You might not know any bigots. You feel like I don't hate black people so I'm not a racist, but you benefit from racism. Just by the merit, the color of your skin. The opportunities that you have, you're privileged in ways that you might not even realize because you haven't been deprived of certain things. We need to talk about these things in order for them to change--Dave Chappelle comedian, screenwriter, television and film producer, and actor). On August 9, 2014, Michael Brown, an 18-year old (the terms Black and American will be used interchangeably in this manuscript) man, was fatally shot by Darren Wilson, a white policeman with the Ferguson Police Department. The incident sparked protests and acts of vandalism in Ferguson as well as widespread calls for an investigation into the incident (Brown, 2014; Workneh, 2015). On September 3, 2014, The Justice Department announced that it would open a broad civil rights investigation that would examine whether the Ferguson police had a history of discrimination or misuse of force beyond the Michael Brown case. On March 4, 2015, Attorney General Eric H. Holder Jr. publicly criticized the Ferguson Police Department for implicit and explicit racial and routinely violating the constitutional rights of its black residents. [Several key events related to Ferguson occurred between September 3, 2014 and March 4, 2015 and these are listed in Appendix A]. Examples of routine violations by police to residents of Ferguson included excessive use of force (Nearly 90% of documented force used by FPD officers was used against African Americans), canine bites (In every canine bite incident for which racial information is available, the person bitten was African American), and municipal court practices that harmed Blacks (African Americans are 68% less likely than others to have their cases dismissed by the court, and are more likely to have their cases last longer and result in more required court encounters. African Americans are at least 50% more likely to have their cases lead to an arrest warrant, and accounted for 92% of cases in which an arrest warrant was issued by the Ferguson Municipal Court in 2013) as well as racial bias among police and court staff (Emails circulated by police supervisors and court staff that stereotype racial minorities as criminals, including one email that joked about an abortion by an African-American woman being a means of crime control) (Berman & Lowery, 2015). According to the 2010 Census, the population in Ferguson was 67% while the White population was 29%. According to the 2009-2013 Community Survey, 25% of Ferguson's population lives below the federal poverty level (U.S. Census Bureau, 2013). All in all, these specific occurrences clearly demonstrate the institutional racism that was commonplace in Ferguson, a community that is poor and mostly Black. In light of the Department of Justice's report on the Ferguson Police Department, this manuscript will examine the comments provided by bloggers on The Huffington Post. This topic is significant for four reasons. First, given the increasing negative media attention on the excessive force used by members of law enforcement (Callanan & Rosenberger, 2011; Chaney & Robertson, 2014; Chaney & Robertson, 2013; Elicker, 2008; Hassell & Archbold, 2010; Jefferis, Butcher, & Hanely, 2011; Kane & White, 2009; King, 2011; Rafail, Soule, & McCarthy, 2012; Skolnick & Fyfe, 1994), this study examines how individuals generally feel about police, within and outside of Ferguson. …" @default.
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• W2597791932 date "2015-12-22" @default.
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• W2597791932 title "Institutional Racism: Perspectives on the Department of Justice's Investigation of the Ferguson Police Department" @default.
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