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• W830100 abstract "The authors describe social justice advocacy interventions to initiate difficult discussions at the university where they are employed. They emphasize the need to foster difficult dialogues about the problem of institutional racism among students, faculty members, and administrators where they work. The Privileged Identity Exploration (PIE) model is also discussed. Over the past forty years, diversity and social justice theorists and researchers have helped to expand our understanding of the complex problem of racism in the United States. This increased understanding has resulted in greater awareness of the various ways that racism is manifested in this society (Ponterotto, Utsey, & Pedersen, 2006). The expanded knowledge-base in this area has resulted in the initiation of many difficult discussions about the complexity of this problem and the need to ameliorate racism in educational, business, political, and community settings. Constantine (2006) describes the multifaceted nature of racism in the United States. In doing so, she explains how and unintentional as well as individual, cultural, and institutional forms of racism are manifested in our nation. She describes individual racism as both intentional and unintentional acts of discrimination that White individuals exert on others who are not members of their racial group because of their belief in their own cultural, emotional, intellectual, social and moral superiority (Constantine, 2006, p. 34). This form of racism is clearly reflected among Ku Klux Klan members and self-identified skinhead group members whose overt behaviors reflect their hatred for Persons of Color. Although this type of racism garners much attention by the media when displayed publicly, it represents only a small percentage of the many ways that racism is perpetuated in our contemporary society (Constantine & Sue, 2006). Indeed, this problem is much more pervasive and difficult to address when perpetuated in cultural and institutional forms. Cultural and Institutional Racism Cultural and institutional forms of racism are typically expressed in covert ways by individuals in schools, colleges, universities, businesses, and other organizational entities. The former type of racism occurs when White cultural biases and values (as reflected in art, music, religion, standards of beauty, educational content, preferred styles of emotional and linguistical expressiveness) are held up as being better than the cultural norms and values of People of Color (Jones & Carter, 1996). Comments made by President George W. Bush regarding his view that persons from Latino/Latina descent should sing the National Anthem in English is an example of how cultural racism can be reflected by an individual (Rutenberg, 2006). Institutional racism, on the other hand, is any institutional policy, practice, and structure in government agencies, businesses, unions, schools and universities, places of worship, courts, and law enforcement agencies that unfairly subordinate People of Color while allowing White persons to profit from such actions (Sue, 2006, p. 24). Researchers have noted diat various forms of White superiority, which are consciously and unconsciously expressed behaviorally by many White persons in organizational power positions, fuel the on-going problem of institutional racism (Lipsitz, 2002; Sue, 2001). Most forms of institutional racism are often disguised in standard operating procedures (SOPS) that are applied equally to everyone in institutional and organizational settings. Student affairs practitioners may be able to identify such forms of racism in the universities where they work. The use of culturally-biased test scores (e.g., SAT, GRE scores) as a major criteria used for student admissions, the perpetuation of culturally-biased curricula, and the under representation of Persons-of-Color in the administration and faculty positions reflects some of the ways that institutional racism is perpetuated in university settings. …" @default.
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• W830100 title "Dealing with Institutional Racism on Campus: Initiating Difficult Dialogues and Social Justice Advocacy Interventions" @default.
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