Racial Stigma: Toward a New Paradigm for Discrimination Theory

Loury, Glenn C.

doi:10.1257/000282803321947308

Cited by 26 publications

(21 citation statements)

References 1 publication

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“…A pastiche of other stigma topics addressed during this period targeted the college athlete (Simons et al 2007), blacklisted artists during Hollywood’s Red Scare (Pontikes et al 2010), former child soldiers (Betancourt et al 2010), nonnative accents (Gluszek & Dovidio 2010), gambling (Horch & Hodgins 2008), stripping (Trautner & Collett 2010), suicide survivors (Cvinar 2005), hopelessness (Kidd 2007), and racial economic discrimination (Loury 2003). …”

Section: Reviewing the Current Theoretical Scope Of Stigmamentioning

confidence: 99%

The Stigma Complex

Pescosolido

Martin²

2015

Annu. Rev. Sociol.

617

584

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Since the beginning of the twenty-first century, research on stigma has continued. Building on conceptual and empirical work, the recent period clarifies new types of stigmas, expansion of measures, identification of new directions, and increasingly complex levels. Standard beliefs have been challenged, the relationship between stigma research and public debates reconsidered, and new scientific foundations for policy and programs suggested. We begin with a summary of the most recent Annual Review articles on stigma, which reminded sociologists of conceptual tools, informed them of developments from academic neighbors, and claimed findings from the early period of “resurgence.” Continued (even accelerated) progress has also revealed a central problem. Terms and measures are often used interchangeably, leading to confusion and decreasing accumulated knowledge. Drawing from this work but focusing on the past 14 years of stigma research (including mental illness, sexual orientation, HIV/AIDS, and race/ethnicity), we provide a theoretical architecture of concepts (e.g., prejudice, experienced/received discrimination), drawn together through a stigma process (i.e., stigmatization), based on four theoretical premises. Many characteristics of the mark (e.g., discredited, concealable) and variants (i.e., stigma types and targets) become the focus of increasingly specific and multidimensional definitions. Drawing from complex and systems science, we propose a stigma complex, a system of interrelated, heterogeneous parts bringing together insights across disciplines to provide a more realistic and complicated sense of the challenge facing research and change efforts. The Framework Integrating Normative Influences on Stigma (FINIS) offers a multilevel approach that can be tailored to stigmatized statuses. Finally, we outline challenges for the next phase of stigma research, with the goal of continuing scientific activity that enhances our understanding of stigma and builds the scientific foundation for efforts to reduce intolerance.

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Section: Reviewing the Current Theoretical Scope Of Stigmamentioning

confidence: 99%

The Stigma Complex

Pescosolido

Martin²

2015

Annu. Rev. Sociol.

617

584

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“…It is widely thought -- building on Goffman's (1963) analysis of stigma -- that an entrenched and persistent “black stigma” (Feagin 1991) or “racial stigma” (Loury 2003) operates to eclipse the accomplishments of U.S. blacks, leaving visible only the negative stereotypes and images of a less productive minority of the U.S. black population. Note that black immigrants, especially those from Africa, could join accomplished native U.S. blacks to achieve a surpassing critical mass that would, in Gans' (1999:381) evocative words, “disturb white America's long association of poverty with blackness,” generating new and positive stereotypes and images and bringing to life the brightest of Gans' (1999:381) scenarios for the future of race in America.…”

Section: Race-ethnic Composition Of New Immigrants and The New Blamentioning

confidence: 99%

Migration and stratification

Jasso

2011

Social Science Research

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Migration and stratification are increasingly intertwined. One day soon it will be impossible to understand one without the other. Both focus on life chances. Stratification is about differential life chances - who gets what and why - and migration is about improving life chances - getting more of the good things of life. To examine the interconnections of migration and stratification, we address a mix of old and new questions, carrying out analyses newly enabled by a unique new data set on recent legal immigrants to the United States (the New Immigrant Survey). We look at immigrant processing and lost documents, depression due to the visa process, presentation of self, the race-ethnic composition of an immigrant cohort (made possible by the data for the first time since 1961), black immigration from Africa and the Americas, skin-color diversity among couples formed by U.S. citizen sponsors and immigrant spouses, and English fluency among children age 8–12 and their immigrant parents. We find, inter alia, that children of previously illegal parents are especially more likely to be fluent in English, that native-born U.S. citizen women tend to marry darker, that immigrant applicants who go through the visa process while already in the United States are more likely to have their documents lost and to suffer visa depression, and that immigration, by introducing accomplished black immigrants from Africa (notably via the visa lottery), threatens to overturn racial and skin color associations with skill. Our analyses show the mutual embeddedness of migration and stratification in the unfolding of the immigrants' and their children's life chances and the impacts on the stratification structure of the United States.

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“…Categorisation involves the sorting of people into a cognitively manageable numbers of subgroups. Through the categorisation of race, it becomes possible for people to take note of and assign significance to others' skin colour, hair texture and bone structure (Loury 2003). This research suggests that schools, such as those studied here, need Language "Language is a set of social practices − constructed, contingent and contested" (Stroud 2001:348).…”

Section: Race Ethnicity and Nationalitymentioning

confidence: 81%

When art informs: challenging stereotypes in a multicultural educational setting in Botswana

Moahi

Costandius

2018

Sotls

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As classrooms become increasingly multicultural, authentic teaching and learning is essential to avoid the creation of a negative image of the 'other'. Using a case study from a secondary school, an interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. The project generated space and context for students with different backgrounds to tell their stories and hear each other. Students revealed that language and dialects are also fundamental components of culture that should be supported by the education system. Art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. It is a platform for the negotiation and construction of meaning and could contribute towards removing the historic inequalities and injustices created by a stratified society.

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Racial Stigma: Toward a New Paradigm for Discrimination Theory

Cited by 26 publications

References 1 publication

The Stigma Complex

The Stigma Complex

Migration and stratification

When art informs: challenging stereotypes in a multicultural educational setting in Botswana

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