Empirical Studies on Reparations
Garibay, J. C., Mathis, C. L., & West, C. P. (2022). Black student views on higher
education reparations at a university with an enslavement history.Race Ethnicity and Education, 1-22.
In this study, Garibay et al. (2022) used Critical Race Quantitative Inquiry and the Black Radical Imagination to ground the study while examining Black undergraduates level of support for various forms of university reparations at a Southern university with an enslavement history. The researchers collected data from 92 Black students, who indicated wide support for reparations. Using this data, the researchers provided inputs into a statistical model that could be used to predict support levels for reparations based on gender, racial ideology, whether or not faculty of color gave support, and the extent to which the university had communicated emotional responsiveness to slave history.
This empirical study is helpful in providing statistical support for how Black students view the matter of reparations. The study showed that overwhelmingly, Black students at a university with a slave history are more likely to be supportive of reparations, possibly because they are more likely to see themselves as victims of discrimination. Racial ideology could play a role, however, in attitudes towards reparations, with those who...
…more likely to be supportive of reparations, possibly because they are more likely to see themselves as victims of discrimination. Racial ideology could play a role, however, in attitudes towards reparations, with those who believe in racial hierarchy or who dislike the idea of reparations being less likely to support them. The implications of these findings are significant. They suggest that any effort to win support for reparations will need to take into account the role that gender and racial ideology play in shaping people's views. These findings underscore the need for a more nuanced approach to winning support for this…
Sablan, J. R. (2019). Can you really measure that? Combining critical race theory and
quantitative methods. American Educational Research Journal, 56(1), 178-203.
The study by Sablan (2019) shows that quantitative design and statistical analysis can be used in studies of critical race theory. The researcher examined “results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students’ community cultural wealth, a CRT framework that describes the cultural assets of communities of color” (p. 178). The data came from an online survey with 772 participants. The data was analyzed to consider factors of resistant capital, which ended up being identification of oppression in society, and motivation to transform oppressive structures.
The main argument of the study was that quantitative measures can be used to explore through a critical race theory lens the problems of oppression. Statistical evidence can be used to provide better support and justification for taking action to address systemic marginalization. The researcher thus concludes that it is important to be aware of the ways in which oppression manifests in our lives so that we can challenge and change these oppressive structures. One way to do this is by educating ourselves and others about the different forms that oppression can take. It is only through increased awareness and understanding that we can hope to create a more just and equitable world. Otherwise, there is conformity in schools and in research. These messages of conformity create an invisible system of oppression that can be difficult to identify and even harder to break free from. Thus, Sablan (2019) notes that as a society, we are constantly bombarded with messages telling us who we should be and how we should behave, and that now there is statistical evidence showing how this happens.
Race and U.S. Imperialism When analyzing European imperialism (particularly that which occurred within the United States) it is crucial to note the role that race played in it. There is evidence that indicates that at one point, race itself became more of a factor in the justification of imperialism and the institutions which facilitated it and engendered its success than even religion did. Race was principally used to account for a
Race and Community Anderson, South Carolina: Race and Community A soft southern twang of the local server at the local cafe and the warmness of the air that envelopes me even into the fall months, the beauty of Anderson, South Carolina is something that I enjoy constantly. It is the environment of Anderson that I enjoy so much that also fosters the community and the human interactions that make it up. Human
Race and poverty are closely connected in the U.S. And this is primarily owed to the fact that racism is still strong in the civilized world. Racism in this country goes back during the late eighteenth century when the 1790 Naturalization Act provided any European immigrant with the right to become a U.S. citizen while other nations were prevented from becoming citizens and ended up having to work in low
3. According to Yosso, "Vincent Tinto's Stages of Passage" model argues that students engage in three processes early on in college: separation, transition and incorporation. However, in the Esmeralda section of Yosso's book, where Esmeralda narrates the story, one discovers that this is really just a specific formulation of stages geared to focus on the experiences of white students and doesn't at all encapsulate the very unique and very distinct experience
Race and Media Larson, Stephanie Greco. (2006). Media & Minorities: The Politics of Race in News and Entertainment. Lanham, MD: Rowman & Littlefield Publishers, Inc. Print. The First Amendment of the Constitution of the United States guarantees, among other rights, that Americans will have the right to free speech. It is based on the premise of this right that there is also a free press in the U.S., and solidifies the fact
Race and Recreation Memo FROM: Kristopher G. Arason, Principal of Red River High School Red River High students who chose to wear Ku Klux Klan (KKK) uniforms to the school hockey team's State tournament Semifinal game, it is my responsibility to personally address this unfortunate situation. While it goes without saying that the actions of these three students is a disappointment to all of us, as the history of racial discrimination epitomized
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