Romm New Racism

Revisiting Researcher Accountabilities
1. Auflage 2010
ISBN: 978-90-481-8728-7
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 506 Seiten

This book develops a debate around responsible social inquiry into new racism. A variety of ways of researching new forms of racism (for example, aversive, modern, cultural, purportedly color-blind, and new racism) are addressed. Experiments that have been undertaken to inquire into group identity and people's implicit bias in relation to those perceived as 'other' are critically explored and their potential consequences reconsidered. The book also critically explores survey research, which, it is argued, can serve to reinforce the notion of the existence of ethnoracial groups with defined boundaries that inhere in social life. The book considers interviewing (including focus group interviewing) and case study research (including participant observation/ethnography) in terms of possibilities for moving beyond new forms of racism. Action research (defined by the understanding of an inextricable link between knowing and acting) is examined in-depth in terms of the hopes to 'make a difference' at the moment of inquiry. Types of retroductive logic that are used to examine underlying structures that arguably unduly constrain people's life chances and render human relationships inhumane are also explored. The book draws together the different arguments; and it proposes ways in which the design of research into new racism can better approached as well as ways in which dialogue around processes of inquiry and the products thereof can be better fostered. Suggestions for nurturing humane social relationships that provide for transcultural meaning-making are threaded through the text.

Autoren/Hrsg.

Romm, Norma

Inhaltsverzeichnis

1;Preface;5
2;Contents;8
3;About the Author;15
4;1 General Introduction;16
4.1;1.1 Introduction;16
4.2;1.2 A Brief Biographical Narrative;20
4.3;1.3 Creating Depth of Insight Through Developing Connectivity;24
4.4;1.4 The Reality of Groupness;25
4.5;1.5 Notions of Reflexivity;28
4.5.1;1.5.1 A Realist-Oriented View;28
4.5.2;1.5.2 A Constructivist-Oriented View;31
4.5.3;1.5.3 A Trusting Constructivist View;35
4.6;1.6 Contours of Professional Inquiry;39
4.6.1;1.6.1 Discursively Accounting for Research Strategies;39
4.6.2;1.6.2 Creating Publicly Available Material;40
4.7;1.7 Outline of Chapters 29;42
5;2 Conceptualizing New Racism in Relation to Old-Fashioned Racism: Concepts and Research Approaches;48
5.1;2.1 Introduction;48
5.2;2.2 New Racism in Relation to Old-Fashioned Racism;49
5.2.1;2.2.1 Some Accounts of Old-Fashioned and New Racism in the USA;49
5.2.2;2.2.2 Some Accounts of the Development of (Old and New) Racism in Europe;58
5.3;2.3 New Racism;64
5.3.1;2.3.1 Symbolic Racism;64
5.3.1.1;2.3.1.1 The Development of (Questionnaire) Items to Measure Symbolic Racism;65
5.3.1.2;2.3.1.2 The Issue of Socially Desirable Responses Elicited Through Surveys;69
5.3.1.3;2.3.1.3 A Note on the Scope of Studies Exploring Symbolic Racism;69
5.3.2;2.3.2 Modern Racism;70
5.3.2.1;2.3.2.1 Symbolic/Modern Racism in Relation to Political Conservatism and Liberalism;73
5.3.2.2;2.3.2.2 Symbolic/Modern Racism and Self- and Group-Interests;73
5.3.2.3;2.3.2.3 Some Applications of, and Developments in, Symbolic and Modern Racism Theorizing;74
5.3.3;2.3.3 Aversive Racism;81
5.3.3.1;2.3.3.1 Aversive Racism and Liberalism;82
5.3.3.2;2.3.3.2 Ways of Locating Aversive Racism and Its Social Effects: Investigating (White) People's Behavioral Responses;82
5.3.3.3;2.3.3.3 Aversive Racism and Institutional Discrimination in the USA;84
5.3.3.4;2.3.3.4 Aversive Racism Outside of the USA;87
5.3.4;2.3.4 Cultural Racism;88
5.3.4.1;2.3.4.1 Globalization and Cultural Racism in Europe;91
5.3.4.2;2.3.4.2 A Note on Cultural Racism and Xenophobic Attacks in South Africa;96
5.3.5;2.3.5 Institutional Racism;99
5.3.5.1;2.3.5.1 Connections Between the Terms Cultural and Institutional Racism;102
5.3.6;2.3.6 Color-Blind Racism as Systemic;104
5.4;2.4 The Use of Concepts Across Geographical Contexts;108
5.5;2.5 Conclusion;115
6;3 Experimental Research: Studying Variables to Examine Causal Effects in Terms of Mitigating Against the Potential of Racism;118
6.1;3.1 Introduction;118
6.1.1;3.1.1 Some Considerations Around Experimentation as a Research Design;120
6.1.1.1;3.1.1.1 Traditional Conception of Scientific Experimentation as Guided by the Logic of Deduction;121
6.1.2;3.1.2 Examples Discussed and Revisited;122
6.2;3.2 Nier et al.s Experiments in Relation to Common Group Identity (Delaware, USA);123
6.2.1;3.2.1 Study 1: The Laboratory Experiment;123
6.2.1.1;3.2.1.1 The Design of the Experiment;123
6.2.1.2;3.2.1.2 Nier et al.'s Discussion of the Results of Study 1;126
6.2.2;3.2.2 Study 2: The Field Experiment;129
6.2.2.1;3.2.2.1 The Design of the Field Experiment;130
6.2.2.2;3.2.2.2 Nier et al.'s Discussion of the Results of Study 2;131
6.2.2.3;3.2.2.3 The Perspective of Aversive Racism to Explain Whites' Reactions (Apparently Non-discriminatory);132
6.2.3;3.2.3 Nier et al.'s Conclusions: Benefits of Recategorization;133
6.3;3.3 Related Work on Recategorization;133
6.3.1;3.3.1 Dual Identity Representations, Decategorization, and Recategorization;137
6.3.2;3.3.2 Dovidio''s Exposition of the ''Normality'' of Social Categorization;139
6.4;3.4 Revisiting the Experiments and Their Theoretical Framing;140
6.4.1;3.4.1 The Experimental Reliance on Racial Group Categorization;140
6.4.2;3.4.2 Providing for Alternative Interpretive Frames in Processes of ''Knowing'';144
6.4.3;3.4.3 Implications of the Status of Nier et al.'s Conclusions for Practical Recommendations;150
6.5;3.5 Complementary Work on Crossed Categorization (In Various Geographical Contexts);152
6.5.1;3.5.1 Further Exploring the Common Ingroup Identity Model (In Relation to Crossed Category Groups);154
6.5.2;3.5.2 Revisiting Work on Crossed Categorization in Relation to Group Categorization;156
6.5.2.1;3.5.2.1 Group Membership as a Seemingly ''Obvious'' Conceptualization;156
6.5.2.2;3.5.2.2 Reviewing the ''Empirically Observed'' Everyday Use of Categories Such as Race and Gender: Posing an Intersectional Alternative;158
6.6;3.6 Decategorization in Relation to the Understanding of Group Categorization;160
6.7;3.7 Monteith, Voils, and Ashburn-Nardos Experiment: Exploring White Peoples Reactions to Implicit Racial Bias (Kentucky, USA);162
6.7.1;3.7.1 The Social Context of the Experiment and Its Goals;163
6.7.2;3.7.2 Monteith, Voils, and Ashburn-Nardo's Discussion of Results Generated via the Research;166
6.8;3.8 Ashburn-Nardo et al.s Related Work with African American Participants (Kentucky, USA);168
6.9;3.9 Revisiting Monteith, Voils, and Ashburn-Nardos and Ashburn-Nardo et al.s Experiments;170
6.9.1;3.9.1 Revisiting the Experiment with White Participants;170
6.9.2;3.9.2 Revisiting the Experiment with African American Participants;173
6.10;3.10 Some Other Experimental Work on the IAT: The Influence of the Stimulus Items;176
6.11;3.11 Conclusion;179
6.11.1;3.11.1 Revisiting Researcher Accountability in Experimental Research;181
6.11.2;3.11.2 Extending Research Options;182
6.12;Figure Credits;184
7;4 Survey Research: Examining Expressed Feelings and Views on Racial(ized) Issues as Variables Along with Other Variables;185
7.1;4.1 Introduction;185
7.1.1;4.1.1 Examples Discussed and Revisited;188
7.2;4.2 Rabinowitz et al.s Survey Exploring the Relationship Between Egalitarianism and Affective Bias (Los Angeles, USA);189
7.2.1;4.2.1 The Social Context of the Research;189
7.2.2;4.2.2 The (Societal-Level) Focus on Egalitarian Beliefs;190
7.2.3;4.2.3 Possible (Hypothesized) Mediators of Prejudice: Strength of Ingroup Ethnic Identity and Outgroup Orientation;192
7.2.4;4.2.4 Rabinowitz et al.'s Discussion of Results;193
7.2.4.1;4.2.4.1 Implications for Diversity in Education;194
7.2.4.2;4.2.4.2 Implications for Affirmative Action in Education;195
7.3;4.3 Revisiting Rabinowitz et al.s Research;196
7.3.1;4.3.1 Rabinowitz et al.'s Conception of Multicultural Education;198
7.3.2;4.3.2 Possibilities for Developing Reframing;202
7.3.3;4.3.3 Accounting for Framing in Relation to Affirmative Action;204
7.4;4.4 Haley and Sidaniuss Survey Exploring the Positive and Negative Framing of Affirmative Action (Los Angeles, USA);207
7.5;4.5 A Comment on Haley and Sidaniuss Survey;209
7.6;4.6 Dunn and Geeraerts Survey in Australia;211
7.6.1;4.6.1 Dunn and Geeraert's Discussion of Results;214
7.7;4.7 Revisiting Dunn and Geeraerts Approach: Probing Their Proffered Student Activities;216
7.7.1;4.7.1 ''Activities'' for Reviewing the Constructs of Culture and Race, and Possible Links to Racism;216
7.7.2;4.7.2 Inviting Audience Participation: A Novel Style of Write-Up?;219
7.7.3;4.7.3 Some Final Points on Dunn and Geeraert's Scholarship;222
7.8;4.8 Conclusion;224
7.8.1;4.8.1 Revisiting Researcher Accountability in Survey Research;225
7.8.2;4.8.2 Extending Research Options;226
8;5 Intensive Interviewing as Research: Generating In-Depth Talk to Explore Experiences/Cognitions of Racism;229
8.1;5.1 Introduction;229
8.1.1;5.1.1 Backdrop to My Discussion of Examples;231
8.1.2;5.1.2 Examples Discussed and Revisited;233
8.2;5.2 Esseds Intensive Interviewing;233
8.2.1;5.2.1 Focusing on Experiences/Insights of Black Women;233
8.2.2;5.2.2 The Link Between Lay People's and Professional's Understandings;236
8.2.3;5.2.3 Analytic Induction Combined with Structural Interpretation for Theorizing;237
8.2.4;5.2.4 Essed's Discussion of Research Results;242
8.2.4.1;5.2.4.1 An Example from the Netherlands;242
8.2.4.2;5.2.4.2 An Example from the USA;244
8.2.4.3;5.2.4.3 Comparing Various Examples;245
8.2.4.4;5.2.4.4 Some Pointers to the Macro Context in the Two Countries;249
8.3;5.3 Revisiting Esseds Discussion;251
8.3.1;5.3.1 Essed's Nondirective Interviewing Approach;251
8.3.1.1;5.3.1.1 Some Contention Around Hammersley and Atkinson''s Approach to the Issue of ''Reactivity'';255
8.3.2;5.3.2 Essed's Theorizing in Relation to the Narrations (Storying) of the Interviewees;258
8.3.3;5.3.3 Essed's Account of Converging Systems of Oppression;260
8.4;5.4 Focus Group Discussion as Intensive Interviewing;262
8.4.1;5.4.1 Some Conceptions of Focus Group Communication;262
8.5;5.5 Romms Organization of a Focus Group Discussion Around Post-apartheid Friendships;265
8.6;5.6 Reviewing Romms Focus Group Interviewing Approach;271
8.6.1;5.6.1 The Social Significance of Focus Group Inquiry to Deliberate on Nonracism;273
8.7;5.7 Conclusion;278
8.7.1;5.7.1 Revisiting Researcher Accountability in Intensive Interviewing;279
8.7.2;5.7.2 Extending Research Options;280
9;6 Ethnographic Research: Exploring the Quality of Social Life in Social Settings;282
9.1;6.1 Introduction;282
9.1.1;6.1.1 Controversies Around a Case Study as Reported by Hammersley;284
9.1.2;6.1.2 Criticism of Hammersley's Methodological and Theoretical Orientation: Moving Beyond Middle Range Theorizing;287
9.1.3;6.1.3 An Alternative Provided by Discourse Ethnography;291
9.1.4;6.1.4 Examples Discussed and Revisited;294
9.2;6.2 DeCuir and Dixsons Study of a High School in the USA;295
9.2.1;6.2.1 Writing Up the Results in Relation to CRT Literature;296
9.2.1.1;6.2.1.1 Permanence of Racism;296
9.2.1.2;6.2.1.2 Whiteness as Property;297
9.2.1.3;6.2.1.3 Interest Convergence;298
9.2.1.4;6.2.1.4 Critique of Liberalism;298
9.2.2;6.2.2 DeCuir and Dixson's Summary Discussion: Implications for Practice;299
9.3;6.3 Revisiting DeCuir and Dixsons Approach;300
9.3.1;6.3.1 The Status of Stories and Counter-Stories;300
9.3.2;6.3.2 The Link Between Theorizing and Quests for Social Justice;303
9.3.2.1;6.3.2.1 Considering and Extending Habermas's View of Social Discourse and Its Democratic Potential;305
9.3.2.2;6.3.2.2 Returning to DeCuir and Dixson's Case: Further Commentary;310
9.4;6.4 Some Views on Autoethnography as Social Inquiry;312
9.5;6.5 Romms Involvement in a Case of Felt Discrimination at a University in the United Kingdom;314
9.6;6.6 Review of Romms Autoethnographic Report;321
9.7;6.7 Conclusion;324
9.7.1;6.7.1 Revisiting Researcher Accountability in Ethnographic Research;325
9.7.2;6.7.2 Extending Research Options;325
10;7 Action Research: Exploring in Action the Meaning of Research as Change in Complex Living Systems;327
10.1;7.1 Introduction;327
10.1.1;7.1.1 Action Research as an Inquiry Orientation in Relation to Alternatives;329
10.1.2;7.1.2 Deliberations Around the Epistemological Underpinning of Action Research;331
10.1.3;7.1.3 Strategies for Action Research as Living Inquiry;333
10.1.4;7.1.4 Dearth of Examples of ''Race-Conscious'' Action Research;335
10.1.5;7.1.5 Examples Discussed and Revisited;336
10.2;7.2 Weil et al.s Action Inquiry Around Institutional Racism in Organizational Contexts in Britain;337
10.2.1;7.2.1 Some Contextual Background;337
10.2.2;7.2.2 The Through a Hundred Pairs of Eyes Program;339
10.2.2.1;7.2.2.1 Some Scenes and Guideline Questions for Consideration;342
10.2.2.2;7.2.2.2 Model of Facilitation;346
10.2.2.3;7.2.2.3 Evaluation and Monitoring of Learning;347
10.2.3;7.2.3 Douglas's Reflections on the Program;348
10.2.3.1;7.2.3.1 Based Around Video Scenes;349
10.2.3.2;7.2.3.2 Shared Analysis of Institutional Discrimination;349
10.2.3.3;7.2.3.3 A Climate Conducive to Learning About Challenging Issues;350
10.2.3.4;7.2.3.4 ''Doing with'' Not ''to'';350
10.2.4;7.2.4 Weil's Reflections on the Program;351
10.2.5;7.2.5 Summary Reflections on the Significance of the ''Trigger Method'';353
10.3;7.3 Revisiting the Through a Hundred Pairs of Eyes Program;354
10.3.1;7.3.1 The Pragmatic Intent of the Inquiry Process;354
10.3.2;7.3.2 Evaluation of the Worth of the Program;357
10.3.3;7.3.3 Theorizing Around Institutional Racism as Part of the Program;360
10.4;7.4 Action Inquiry Toward a Peace Movement in Relation to Cyprus;362
10.4.1;7.4.1 Some Contextual Background;362
10.4.2;7.4.2 The Structured Design Process (SDP) Methodology;365
10.4.2.1;7.4.2.1 Facilitation of the Co-laboratories: Process Facilitation;367
10.4.2.2;7.4.2.2 Use of Abductive Logic in the Co-laboratories;369
10.4.2.3;7.4.2.3 The Status of Meanings Produced: (Pragmatic) Creation of Narratives?;370
10.4.3;7.4.3 Cyprus Peace Revival Inquiries: August--December 2006 (as Reported by Laouris et al., 2007);371
10.4.3.1;7.4.3.1 Reading the Map: Some Commentary from the Authors;372
10.5;7.5 Revisiting the Inquiries;374
10.5.1;7.5.1 Reconsidering the Role of Facilitators as ''Outside'' the Discussion Process;375
10.5.2;7.5.2 Conceptualizing the Status of the Influence Tree Developed;378
10.6;7.6 Conclusion;380
10.6.1;7.6.1 Taking into Account Researcher Accountability in Action Research;380
10.6.2;7.6.2 Extending Research Options;381
10.7;Figure Credit;383
11;8 Research Conducted in Terms of Retroductive Processes: Rethinking the Theorization of Racism;385
11.1;8.1 Introduction;385
11.2;8.2 Retroductive Logic: The Potential for Theorizing Around Structures;390
11.3;8.3 Bonilla-Silvas Approach to Rethinking Racism via a Structural Interpretation;393
11.3.1;8.3.1 The Marxist Focus on Class Analysis;394
11.3.2;8.3.2 Bonilla-Silva0s Reconsideration of Marxist Analyses: Lacunae in Theorizing Racialized Social Systems;397
11.3.3;8.3.3 The Standing of Bonilla-Silva's Theoretical Conceptualizations: Excavating Mechanisms Reproducing Racial Privilege;400
11.3.3.1;8.3.3.1 Bonilla-Silva's Self-understanding of His Analytic Work;405
11.3.4;8.3.4 Frames of Color-Blind Racism;409
11.3.4.1;8.3.4.1 Abstract Liberalism;410
11.3.4.2;8.3.4.2 Naturalization;411
11.3.4.3;8.3.4.3 Cultural Racism;412
11.3.4.4;8.3.4.4 Minimization of Racism;413
11.3.5;8.3.5 A View of Things to Come;413
11.3.6;8.3.6 Some Possibilities for Action;417
11.3.6.1;8.3.6.1 Individual-Level Strategies;417
11.3.6.2;8.3.6.2 Collective-Level Strategies;419
11.4;8.4 Revisiting Bonilla-Silvas Approach to Theorizing;420
11.4.1;8.4.1 A Note on Interpreting Texts;426
11.5;8.5 A Way of Considering Racism in Latin America with Special Reference to Brazil;427
11.5.1;8.5.1 Possibilities for Creating a Dialogue Around Issues of Racism;432
11.6;8.6 Revisiting Bourdieu and Wacquants Concerns with Reference to the Brazilian Case;434
11.7;8.7 Conclusion;436
12;9 General Conclusion: Reviewing Research Approaches, Conceptualizing Mixed-Research Designs, and Writing into One Anothers Stories;440
12.1;9.1 Introduction;440
12.2;9.2 Summary Overview of the Book;440
12.3;9.3 Mixed-Research Designs;447
12.4;9.4 Some Concluding Notes;451
12.4.1;9.4.1 A Note on the Terminology of ''Mixing'' in ''Mixed-Research Designs'';451
12.4.2;9.4.2 A Note on Plurality of Cultural Expressions and of Methodological Approaches: Pluralism as an Opportunity for Learning;452
12.4.3;9.4.3 A Note on the Discursive Intent of My Use of Categories;453
12.5;9.5 Some Unexplored Areas for Further Inquiry;455
12.5.1;9.5.1 Complicity by Africans in Africa Perpetuating Conceptions of White Superiority;455
12.5.2;9.5.2 Not Only Black and White;457
12.5.3;9.5.3 Black People--s Racial Labeling -- Connections with Racism;458
13;References;462