Perceived Racism and Discrimination Among People of Color: An Ethnographic Content Analysis

Abstract

As the counseling profession calls for multicultural competence, it is important to examine racial discrimination. We used ethnographic content analysis to examine the lived experiences of 28 people of color regarding racial discrimination. Themes derived from this study included stereotypes and racial profiling, exclusion or denigration, denial of institutional power and privilege, insults regarding physical appearance and language, and internalized racism. Recommendations for researchers and counselors are discussed.Dada la demanda de competencia multicultural en el ejercicio profesional de la consejería, es importante examinar la discriminación racial. Usamos un análisis de contenido etnográfico para examinar las experiencias vitales de 28 personas de color en cuanto a discriminación racial. Los temas derivados de este estudio incluyen estereotipos y caracterización racial, exclusión o denigración, negación de poder institucional y privilegios, insultos relacionados con la apariencia física y el idioma, así como el racismo interiorizado. Se discuten las recomendaciones para investigadores y consejeros.

Black children matter too: Disrupting systemic oppression in education

“…Racism may be conceptualized into four criteria including (a) individual/internalized, (b) interpersonal, (c) institutional, and (d) systemic (Evans et al., 2021). Individual racism may include the internalized messages an individual may hold about their own racial identity (Haight, et al., 2016).…”

“…Often, children of color, especially Black children are placed on out‐of‐school suspension and this action can further enhance challenges faced by Black parents (Haight et al., 2016). The disparities marginalized parents face further complicate their ability to find appropriate care for their child and their ability to ensure their child stays on task academically (Evans‐Winters, 2011). Multiple out‐of‐school suspensions could also lead to expulsions, the process in which a child is no longer allowed on school property.…”

“…Within the six conditions, there are three core conditions: empathic understanding, unconditional positive regard, and congruence. The core conditions are essential for progress and change within the therapeutic relationship (Fall et al., 2010; Tolan, 2003). Congruence occurs when the therapist is “freely and deeply himself, with his actual experience accurately represented by his awareness of himself” (p. 97) and congruence has been synonymously described as genuineness.…”

“…In addition to experiencing ACEs, Black students also experience racism and discrimination which may further compound negative experiences in an educational setting (Evans et al, 2021;Patterson et al, 2018). Thus, systemic issues combined with traumatic experiences and exposure to racism and discrimination may lead to disruptive behaviors in the classroom (e.g., yelling, being off task, engaging in violent acts), home (e.g., child-parent relationship issues, running away, violence towards siblings, etc.)…”

“…For the purposes of this paper, gender is defined as male, female, or nonbinary identification in relation to social and cultural roles (Simons et al, 2021). It is imperative that educational systems recognize the intersectionality of race, gender, racism/discrimination, and trauma on Black students and how these factors can negatively impact school matriculation and performance (Evans et al., 2021; Singh et al., 2020).…”