Fire in the HeartHow White Activists Embrace Racial Justice

Warren, Mark R.

doi:10.1093/acprof:oso/9780199751242.001.0001

Cited by 64 publications

(60 citation statements)

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“…Participants were purposefully identified based on their identities as White antiracist activists, broadly defined as persons committed to eradicating racism (O'Brien, 2001). Examples of antiracist work across the literature include active organizing (O'Brien, 2001;Smith & Redington, 2010;Warren, 2010); efforts to redress policies at regional, national, and international levels (O'Brien, 2001;Warren, 2010); engagement in daily (e.g., lifestyle) acts that strive to eradicate racism in self, others, and society (Helms, 1995;Warren, 2010); assuming leadership and collaborative roles to fight racism (Linder, 2015;O'Brien, 2001;Warren, 2010); and teaching or other facilitation/educational roles (Smith, Kashubeck-West, Payton, & Adams, 2017).…”

Section: Participantsmentioning

confidence: 99%

“…A university institutional review board provided consent for the study protocol. Semistructured questions (Seidman, 2013) were developed that build upon the literature and research on antiracism and advanced White racial identity development (Ganter, 1977;Hardiman, 2001;Helms, 1995;Linder, 2015;Nash & Miller, 2015;O'Brien, 2001;Todd & Abrams, 2011;Warren, 2010). Broadly, participants were asked to (a) define and explain the meaning of their racial identities, (b) describe their racial identity development, and (c) indicate how lifestyle choices (e.g., relationships, career and housing decisions, daily behaviors) were affected by personal racial identities.…”

Section: Interview Protocol and Proceduresmentioning

confidence: 99%

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Challenges and Coping Mechanisms of Whites Committed to Antiracism

Malott

Schaefle

Paone

et al. 2019

Jour of Counseling & Develop

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Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices.

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Section: Participantsmentioning

confidence: 99%

Section: Interview Protocol and Proceduresmentioning

confidence: 99%

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Malott

Schaefle

Paone

et al. 2019

Jour of Counseling & Develop

View full text Add to dashboard Cite

show abstract

“…Throughout U.S. history, racial and ethnic minorities have led movements for racial equality—albeit often with involvement from white allies (Morris, ). Given the continuing predominance of white organizational elites, many scholars argue that people of color need white allies in the contemporary struggle for racial equality (Warren, ). Moreover, the literature on “white anti‐racism” argues on moral grounds that this struggle ought to be primarily the burden of white people (Ignatiev & Garvey, ).…”

Section: Introductionmentioning

confidence: 99%

Critical standpoint: Leaders of color advancing racial equality in predominantly white organizations

Fulton

Oyakawa

Wood

2019

Nonprofit Mgmnt & Ldrshp

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Organizations are often core sites for the production and perpetuation of social inequality. Although the United States is becoming more racially diverse, organizational elites remain disproportionately white, and this mismatch contributes to increasing racial inequality. This article examines whether and how leaders of color within predominantly white organizations can help their organizations address racial inequality. Our analysis uses data from a national study of politically oriented civic organizations and ethnographic fieldwork within one predominantly white organization. We draw on institutional work research, the outsider‐within concept, and insights from critical whiteness theory to explain how leaders of color can use their position and “critical standpoint” to help guide their organization toward advancing racial equality. The qualitative analysis shows how such leaders, when empowered, help their organization address race internally by (a) providing alternatives to white‐dominated perspectives, (b) developing tools to educate white members about racial inequality, and (c) identifying and addressing barriers to becoming a more racially diverse organization. The qualitative analysis also shows how leaders of color help their organization address race externally by (a) sharing personal narratives about living in a white‐dominated society and (b) brokering collaborations with organizations led by people of color. This research has implications for organizations seeking to promote social equality: Organizational leaders from marginalized status groups can help their organizations address social inequality, if those leaders possess a critical standpoint and sufficient organizational authority.

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“…When considered through the lens of affective politics, social justice commitments often come from seeing a chasm between the activist's values and the world as it is (e.g., racial injustice; Kelly 2002;Warren 2010). This chasm is processed through the body and what develops is a ''political horizon,'' or sense of what might be ''politically possible, necessary, and desirable'' and how this gets established (Gould 2009, p. 3).…”

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confidence: 99%

Considering Community Psychology Competencies: A Love Letter to Budding Scholar‐Activists Who Wonder if They Have What It Takes

Langhout

2015

American J of Comm Psychol

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Recently, community psychologists have re-vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I-a white working class woman academic-learned about my competency development through my research collaborations, using the lens of affective politics. I describe three lessons, from school-based research sites (elementary schools serving working class students of color and one elite liberal arts school serving wealthy white students). The first lesson, from an elementary school, concerns ethical, reflective practice. I discuss understanding my affect as a barometer of my ability to conduct research from a place of solidarity. The second lesson, which centers community inclusion and partnership, illustrates how I learned about the importance of "before the beginning" conversations concerning social justice and conflict when working in elementary schools. The third lesson concerns community education, information dissemination, and building public awareness. This lesson, from a college, taught me that I could stand up and speak out against classism in the face of my career trajectory being threatened. With these lessons, I flesh out key aspects of community practice competencies.

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Fire in the HeartHow White Activists Embrace Racial Justice

Cited by 64 publications

References 0 publications

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Critical standpoint: Leaders of color advancing racial equality in predominantly white organizations

Considering Community Psychology Competencies: A Love Letter to Budding Scholar‐Activists Who Wonder if They Have What It Takes

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