Constructions of Race among Religiously Conservative College Students

Autor/in	Modica, Marianne
Titel	Constructions of Race among Religiously Conservative College Students
Quelle	In: Multicultural Perspectives, 14 (2012) 1, S.38-43 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2012.646850
Schlagwörter	Stellungnahme; Racial Bias; Race; Church Related Colleges; Affirmative Action; African American Students; White Students; Hispanic American Students; Protestants; Cultural Pluralism; Student Attitudes; Racial Attitudes; Discussion Groups; Computer Mediated Communication; Racial Discrimination; Stereotypes; Personnel Selection; Comparative Analysis; Religious Factors; United States History; College Students + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Rasse; Abstammung; Kirchliche Hochschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Protestantism; Protestantismus; Kulturpluralismus; Schülerverhalten; Rassenfrage; Computerkonferenz; Racial bias; Klischee; Personalauswahl; Personalentscheidung; Collegestudent
Abstract	The "Whites as victims" motif in conversations about race has been well documented in recent decades. When discussing affirmative action hiring policies, a common belief expressed by Whites is that people of color have been permitted to progress unfairly at the expense of harder working Whites. Whites using this discourse see themselves as victims of a political process that ignores individual responsibility and caters to people of color who are not willing to work toward their own success. Using students' Blackboard discussion forum postings, the author analyzes ideas about race expressed by students in education classes at a small denominational Christian college in the northeastern United States, and compares these students' constructions of race to those analyzed in previous research using Whites as subjects in both religious and non-religious settings. The author argues that these students do not differ in their constructions of race and racism from other Whites in non-religious settings. Further, with more complete education and intentional conversation about the history of racism in the United States, these students are able to incorporate understandings of deeper structural causes of racial inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10