Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities by Craig Steven Wilder (review)

Leffler, Phyllis

doi:10.1353/afa.2014.0060

Cited by 57 publications

(90 citation statements)

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“…Last, HPWIs are sites of white patriarchy and were originally created for white males only (Wilder 2014), so gendered racism (Melaku 2019;Szymanski and Lewis 2016) is perpetuated and reified within systems of higher education and the campus culture. Patriarchy creates an environment of objectification for Black college women.…”

Section: Black Undergraduate Women: Hypervisible and Invisible On Campusmentioning

confidence: 99%

Hypervisibility and Invisibility: Black Women’s Experiences with Gendered Racial Microaggressions on a White Campus

Newton

2022

Sociology of Race and Ethnicity

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This study focuses on the gendered racial microaggressions that Black undergraduate women experience while attending a historically predominately white university. Expanding from the racial microaggression literature, gendered racial microaggressions demonstrate how race is gendered and how gender is racialized for Black women. Because Black women experience dual oppression, the microaggressions they receive should be examined from an intersectional perspective. My study helps fill in the gaps of literature by taking an intersectional perspective to explore and center Black college women’s experiences with gendered racism by examining the gendered racial microaggressions they experience within the classroom and in general areas on campus. This study took a qualitative approach to uncover Black women’s experiences with microaggressions at a white university. I interviewed 25 Black undergraduate women who attended a flagship university in the Midwest. Gendered racial microaggressions showed up in themes of hypervisibility within classroom settings and invisibility in general spaces on campus. Within classroom settings, Black undergraduate women’s race and gender were seen as hypervisible and were microaggressed by white classmates and white faculty. On the contrary, in general spaces on campus, Black women were ignored or excluded from conversations with white students. Both invisibility and hypervisibility speak of Black women’s marginalization. Their experiences demonstrate the ways that both sexist and racist ideas about Black women and their abilities contribute to their marginalization, invalidation, and erasure on campus.

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Section: Black Undergraduate Women: Hypervisible and Invisible On Campusmentioning

confidence: 99%

Hypervisibility and Invisibility: Black Women’s Experiences with Gendered Racial Microaggressions on a White Campus

Newton

2022

Sociology of Race and Ethnicity

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“…But, here again, history tells a different story. As noted by historian Craig Wilder (2014), the academy has always been a "beneficiary and defender" of the same social and economic forces that "transformed the American West and Central Africa" which is to say, "slavery and Indigenous dispossession" (pp. 2-3).…”

Section: The Settler State and University Are Beyond Reformmentioning

confidence: 99%

Trumpocalypse and the Historical Limits of Higher Education Policy: Making the Case for Study/Struggle

Williams

Grande

2021

Qualitative Inquiry

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This essay highlights the limits of liberal reform policies designed to increase access to higher education for minoritized and marginalized groups. First, we discuss Trump’s higher education agenda, focusing on his antipathy toward these populations and his commitment to White supremacy. We then focus on affirmative action in college admissions as an exemplar of a liberal racial equity policy, sketching its history, which illustrates its anemic effect, and White countermobilization against change that existed long before Trump. Next, we detail Trump’s efforts to eliminate this policy, which is part of the same populist, ethno-nationalist, anti-immigrant, anti-Black ideological campaign that has galvanized White voters across time. Ultimately, we argue that unbridled power won’t yield to liberal reforms. As such, we shift our focus to how higher education might be reimagined as a site of transformation, offering a series of provocations for a new horizon of racial equity in universities and society.

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“…Historians have emphasized the myriad ways that higher education mediated White normality in the "new world" (Anderson, 1988;Wilder, 2013;Wright, 1988;Wright & Tierney, 1991). Leaders of the earliest colleges, for example, raised considerable funds by emphasizing a mission to cure Native Americans "savagery" through Puritan education.…”

Section: Racial Dictatorship and Higher Educationmentioning

confidence: 99%

“…The initial experiences of African Americans were related to the system of slavery. For example, the founder and president of Dartmouth used slave labor to build infrastructure and maintain services at the college (Wilder, 2013). It was not uncommon for college students to bring along their slave servants during the academic year.…”

Section: Racial Dictatorship and Higher Educationmentioning

confidence: 99%

“…Anderson stated, "The translation of such beliefs into law and institutional practice has impeded the pursuit of higher education by members of ethnic groups of color" (p. 4). Historical evidence documents ways in which the postsecondary system developed to actively comply with the reproduction of oppressive ideologies by embracing overt forms of institutional racism and providing political and ideological cover for White privilege (Karabel, 2005;Wilder, 2013). For example, Brint and Karabel (1989) noted that two-year institutions were developed during the early part of the 20th century in part to manage ambitions for a growing, diverse pool of high school graduates demanding postsecondary opportunities.…”

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confidence: 99%

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Examining Post-Racial Ideology in Higher Education

Baber

2015

Teachers College Record: The Voice of Scholarship in Education

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In this chapter, the author explores connections between post-racial ideology and exclusionary practices in higher education. Post-racialists contend that race-conscious practices and policies in higher education are no longer necessary because of significant racial progress in society. In contrast, the author argues that post-racialism extends a key tradition of higher education—the mediation of self-serving ideology for the culturally dominant group from seemingly objective stances. After presenting the historical influence of White privilege on higher education policies and practices, the author outlines two current examples of post-racialism in postsecondary education—the continued retreatment from race-conscious admissions policies and the persistence of race-neutral, universalist perspectives of knowledge. In light of continuing racial stratification for postsecondary opportunities in the United States, contesting post-racialism is critical for scholars and policy makers interested in educational equity and justice.

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Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities by Craig Steven Wilder (review)

Cited by 57 publications

References 0 publications

Hypervisibility and Invisibility: Black Women’s Experiences with Gendered Racial Microaggressions on a White Campus

Hypervisibility and Invisibility: Black Women’s Experiences with Gendered Racial Microaggressions on a White Campus

Trumpocalypse and the Historical Limits of Higher Education Policy: Making the Case for Study/Struggle

Examining Post-Racial Ideology in Higher Education

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