Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms

Autor/in	Harper, Shaun R.
Titel	Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms
Quelle	In: Review of Higher Education, 36 (2012) 1, S.9-29 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2012.0047
Schlagwörter	Higher Education; Postsecondary Education as a Field of Study; Racial Discrimination; Journal Articles; Content Analysis; Critical Theory; Race; Social Stratification; World Views; Theory Practice Relationship; Academic Discourse; Semantics; Racial Differences; Consciousness Raising; Perspective Taking; Self Concept; Social Attitudes; Researchers; College Environment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial bias; Rassismus; Journal article; Zeitschriftenaufsatz; Inhaltsanalyse; Kritische Theorie; Rasse; Abstammung; Soziale Zusammensetzung; World view; Weltanschauung; Theorie-Praxis-Beziehung; Discourse; Diskurs; Semantik; Rassenunterschied; Bewusstseinsbildung; Zukunftsperspektive; Selbstkonzept; Social attidude; Soziale Einstellung; Researcher; Forscher; Hochschulumwelt
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. (Contains 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10