Discursive Constructions of Racial Boundaries and Self-Segregation on Campus

Abstract

This discourse analysis examines North American college students’ discursive constructions of racial boundaries, difference, and voluntary segregation on campus. Participants watched the documentary, Racism 101, at home with others and immediately afterwards tape-recorded their discussion about the video and related race matters. None of the participants disagreed with the existence of separateness on campus; they did, however, offer different accounts and positions. Some criticized such self-segregation while others justified it as understandable due to commonalities or differences. Still other individuals were ambivalent or avowed conflicting accounts, which seemed to reflect a dilemma, such as wanting more meaningful interracial contact but being unable to know how to achieve it. African Americans cited preserving group identity as a justification for boundaries. The findings fit with racial formation theory in that participants are partaking in different discourses so as to articulate, explore, or criticize different positions on interracial matters.

Eating together apart: patterns of segregation in a multi‐ethnic cafeteria

“…For this reason, segregation, its antithesis, has generally been viewed problematic by social scientists. Although some favourable consequences have been attributed to segregation-for example, the maintenance of minority group identity (see Buttny, 1999), security (Boal, 1981), and wellbeing (Postmes & Branscombe, 2002)-the majority of research has documented its deleterious impact on society. Political scientists have repeatedly exposed the role of segregation in maintaining ethnic and racial inequalities, including the distribution of wealth (Goldberg, 1998;Massey & Denton, 1993;Massey & Fisher, 2000).…”

Discursive management of resistance to a multicultural education programme

“…In their respective references to 'clubs for…ethnic groups' and 'cliques,' Student A (Extract 5, line 12) and Student G (Extract 6, line 5) hint at the prevalence of the phenomenon of selfsegregation (Buttny, 1999) in their school. Although discussion of the issue of ethnic selfsegregation was not initiated by any of the facilitators, it spontaneously arose on numerous occasions during the focus groups.…”

“…An emphasis on respecting diversity and cultural difference may provide a justification for ethnic separation on the basis of the contention that 'birds of a feather flock together' -that it's natural for people to associate with others that are similar to them (cf. Buttny, 1999;Durrheim & Dixon, 2000;Fowers & Richardson, 1996). 8 Student D: I didn't like it either.…”

“…Hence, in providing accounts of practices such as self-segregation and potential race-related tension, the students are orienting to them as salient and problematic issues that require explanation of some sort (cf. Antaki & Widdicombe, 1998;Buttny, 1999;Speer & Potter, 2000).…”

“…Furthermore, informal segregation, or self-segregation, in education is pervasive, even in contexts where a substantial degree of ethnic diversity is present (Buttny, 1999;Tatum, 1997).…”