College as a Source of Black Alienation

Shingles, Richard

doi:10.1177/002193477900900302

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…While higher socioeconomic status is associated with greater distance from other blacks, it has also been argued that increased status is associated with a rosier picture of the group as a whole. More importantly, Shingles (1979) has argued convincingly that middle-class blacks would oppose negative stereotypes both because they would be as damaging to middleclass blacks as to their less affluent brethren and because higher levels of education are associated with more experience and capability in combating racist and other negative stereotypes. Consequently, we would expect to find socioeconomic status negatively associated with negative stereotypical beliefs-and positively associated with positive stereotypical beliefs about African-Americans.…”

Section: Socioeconomic Status and The African-american Racial Belief mentioning

confidence: 99%

A Schema-Based Approach to Modeling an African-American Racial Belief System

1989

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We use a cognitive schema-based approach to model an African-American racial belief system, showing the content of racial belief systems in a national sample to be associated with the individual's degree of sodoeconomic status, religiosity, and exposure to black media. We find that African-Americans with a higher sodoeconomic status are less supportive of black political autonomy and that they feel themselves more distant from black masses and black elites than do those of lower socioeconomic status. Religiosity, while unrelated to black autonomy, strengthens closeness to black masses and black elites. Black television—and, to a much lesser degree, black print media—had a consistent impact on the racial belief system. We conclude by discussing the complexity of the African-American racial belief system and potential directions for future work.

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Section: Socioeconomic Status and The African-american Racial Belief mentioning

confidence: 99%

A Schema-Based Approach to Modeling an African-American Racial Belief System

1989

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“…As one student put it "I like this digital studies class but it would be even better if I wasn't the only black person in it". Isolation contributes to the alienation students of color at predominately white institutions feel, furthering their dissatisfaction with their experience there (Shingles 1979).…”

Section: Isolation and A Lack Of Diversitymentioning

confidence: 99%

Discourse from #TheRealUW: What Tweets Say about Racial Concerns at a Predominately White Institution

Vachuska

Brudvig

2018

Social Sciences

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Abstract:In March 2016, after a series of hate crimes victimized students of color on campus, students at the University of Wisconsin-Madison started #TheRealUW movement against racism on campus. In order to exemplify racism on campus, students of color took to social media to share personal experiences and opinions on racism, affixing "#TheRealUW" to their posts. In this article, we analyze what students of color on the social media site, Twitter, spoke about and took issue against. The plurality of #TheRealUW tweets centered primarily on instances of subtle or explicit verbal racism. These experiences had impacted a variety of aspects of students of color's lives, including mental health, housing, access to spaces, and overall quality of education. Students also discussed isolation, marginalized representation in the University's decisions, and their relationship with authority.The many tweets clearly demonstrate the breadth of racism at predominately white institutions and indicate that inequality of peer and faculty social resources, opportunities, and experiences is a significant perpetuator of a variety of forms of racial inequality at predominately white institutions, but that racism in institutional and systemic forms is also an area of concern for students.

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“…Transitions to higher education also bring forth challenges for Black students; being both highly visible and yet marginalized can lead to a sense of “black alienation” (Shingles , 268; Wilkins 2012ab). These transitions can be a threat to “authenticity and a sense of selfhood” (Reay , 403).…”

Section: Legitimating Membershipmentioning

confidence: 99%

Black Authenticity: Defining the Ideals and Expectations in the Construction of “Real” Blackness

Nguyen

Anthony

2014

Sociology Compass

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This review presents an overview of research on Black authenticity. As the definition of Black authenticity is often not made explicit in literature, the complexity and nuance of this cultural resource can be overlooked. We explore two trends of Black authenticity present within literature, which we label as commodifying realness and legitimating membership. Beyond offering a working definition and review of these trends, this review also attempts to highlight the importance of the interconnectedness between controlling images and individuals' negotiations of Black authenticity. We conclude by summarizing the importance of studying Black authenticity and suggesting future directions for research.The pervasive socio-cultural and research interest on authenticity is exemplified by the range of material focused on authenticity, from self-help books (e.g. McGee 2005; Swann 1996) to postmodern concerns for finding the real self (Erickson 1995), to commercially authenticating commodities and tourism (e.g. Koontz 2010). Generally, construction of authenticity involves successful signification of what is accepted as "real" or "true" for cultural products and individuals' identities. At the same time, this widespread interest appears to have dispersed research efforts, and researchers increasingly define authenticity as a socially constructed "moving target" (e.g. Fine 2004; Peterson 2005, 1094). A need is present to connect research lines to better understand how authentication processes of cultural figures, products, and selfidentities influence each other. Contributing to this effort, we examine research across various contexts on one form of authentication: Black authenticity.Focusing on Black authenticity is important for two reasons. First, definitions of authenticity continue to be compartmentalized, so that connections between cultural and individual authentication needs specification. Second, definitions of Black authenticity are often not explicit, concealing complexities in constructions of Black identities. To address these trends and connections between definitions, we reviewed literature across sociological fields, including media and popular culture, the arts, education, and identity research. We first reviewed literature specifically referencing "racial authenticity" and "Black authenticity" before expanding the review to include research identified as reflecting Black authenticity processes. This inclusive examination revealed the construction of Black authenticity as a cultural resource, which can be drawn from, but also constrain, individuals' identity construction.We broadly define Black authenticity as a cultural resource legitimized through ideologies, actions, and interactions (see, e.g. Harris and Khana 2010;Mcleod 1999;Shipley 2007; Wilkins 2012). Black authenticity includes ideals and expectations that affects what it means to "be Black" in relation to personal, public, and cultural identities. 1 This definition allows for an exploration of classed and raced limitations in Black identity const...

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College as a Source of Black Alienation

Cited by 5 publications

References 23 publications

A Schema-Based Approach to Modeling an African-American Racial Belief System

A Schema-Based Approach to Modeling an African-American Racial Belief System

Discourse from #TheRealUW: What Tweets Say about Racial Concerns at a Predominately White Institution

Black Authenticity: Defining the Ideals and Expectations in the Construction of “Real” Blackness

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