GCAA 2010 Southeastern Colloquium On Racial Inequality and Poverty
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Transcript of GCAA 2010 Southeastern Colloquium On Racial Inequality and Poverty
GCAA 2010 SOUTHEASTERN COLLOQUIUM ON RACIAL INEQUALITY AND POVERTYKEYNOTE ADDRESS
john a. powellWilliams Chair in Civil Rights & Civil Liberties, Moritz College of Law
Director, Kirwan Institute for the Study of Race and Ethnicity
February 17, 2010 Atlanta, GA
Overview
Structural Racialization Types of Racism Structural and institutional arrangements Systemic Interactions
Opportunity Low and High Opportunity Communities Remedying Opportunity Isolation Opportunity Mapping in Atlanta, Georgia
Mind Science Explicit and Implicit Racism Unconscious Networks
Appendix
2
Structural Racialization3
HATEFUL INDIVIDUAL PERSONAL EXPLICIT
CONSCIOUS
HATEFUL INDIVIDUAL PERSONAL EXPLICIT
CONSCIOUS
POST-RACIAL.
BEYOND RACE.
RACISM=DEAD.
POST-RACIAL.
BEYOND RACE.
RACISM=DEAD.
PRE OBAMA POST OBAMA4
Perceptions of Racism
Types of Racism
Individual
Institutional
Structural Racialization
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Individual Racism Institutional Racism
Recognized that racism need not be individualist or intentional
Institutional and cultural practices can perpetuate race inequality without relying on racist actors Jim Crow
Discrimination Model Victim/perpetrator Prejudice (bad
actor/ bad apple) Intent (purpose or
motive)
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Structural Racialization
How race works today There are still practices, cultural norms
and institutional arrangements that help create and maintain (disparate) racialized outcomes
Structural racialization addresses inter-institutional arrangements and interactions It refers to the ways in which the joint
operation of institutions produce racialized outcomes In this analysis, outcomes matter more than
intent
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Structural Racialization 8
Structural Racialization9
Adapted from the Aspen Roundtable on Community Change. “Structural Racism and Community Building.” June 2004
Contrasting Perspectives
Traditional Understanding {-}Traditional Understanding {-} Structural Understanding {+}Structural Understanding {+}
An independent-isolated-An independent-isolated-individual psychological individual psychological issueissue
An outcome that results from An outcome that results from interactivity of institutions & interactivity of institutions & actorsactors
De jureDe jure De factoDe facto
StaticStatic DynamicDynamic
Past, if present an anomalyPast, if present an anomaly PresentPresent
OvertOvert Overt and covertOvert and covert
IrrationalIrrational RationalRational
TautologicalTautological Non-tautological Non-tautological (multidimensional)(multidimensional)
Bonilla-Silva, Eduardo (1997)Bonilla-Silva, Eduardo (1997)
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The Arrangement of Structures How we arrange structures matters
The order of the structures The timing of the interaction between them The relationships that exist between them
We must be aware of how structures are arranged in order to fully understand social phenomena
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Example: Structural Arrangements and Unemployment
Jobs are distributed through structures Most teachers are women Most construction workers are men
When unemployment rates change, we need to be conscious of how people are segregated into economic sectors
There are racial and gendered outcomes to these structural arrangements
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…Some people ride the “Up” escalator to reach opportunity
…Others have to run up the “Down” escalator to get there
The outcome of structural racialization is a highly uneven geography of opportunity…
Historic Government Role14
A series of mutually reinforcing federal policies across multiple domains have contributed to the disparities we see today School Desegregation
Suburbanization/ Homeownership
Urban Renewal
Public Housing
TransportationDisparities in how federal government invested in people and in places….
System Interactions15
Source: Barbara Reskin. http://faculty.uwashington.edu/reskin/
This historic exclusion is perpetuated through our institutions…
The Importance of Institutional Arrangements
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Structural Racialization 17
Structural racialization accounts for the cumulative effects of institutional arrangements
Structural racialization accounts for the cumulative effects of institutional arrangements
Causation is interactive between institutions
Causation is interactive between institutions
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Not only are people situated differently with regard to institutions, people are situated differently with regard to infrastructure.
Not only are people situated differently with regard to institutions, people are situated differently with regard to infrastructure.
People are impacted by the relationships between institutions and systems…
…but people also impact these relationships and can change the structure of the system.
People are impacted by the relationships between institutions and systems…
…but people also impact these relationships and can change the structure of the system.
Opportunity19
Source: Program for Environmental and Regional Equity
“the whole financial system has been rigged against lower income communities in general and communities of color in particular”
Landscape of the Present Environment
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“our financial system has a distinctly racial character, one that requires a response rooted in racial and social justice”
“our financial system has a distinctly racial character, one that requires a response rooted in racial and social justice”
Source: Program for Environmental and Regional Equity
“If we are going to turn the financial industry back into something that benefits the consumer … WE HAVE TO SHIFT THE UNDERLYING BALANCE OF POWER”
Tackling the Pressing Issues …
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New Challenges: The Foreclosure Epidemic
The foreclosure problem is really a credit problem From redlining to reverse redlining The impacts More to come?
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23Source: Duda, Mark and William Apgar. 2005. “Mortgage Foreclosures in Atlanta: Patterns and Policy Issues”
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The Impact of Concentrated Foreclosures in a NeighborhoodThe Impact of Concentrated Foreclosures in a Neighborhood
Foreclosures pull wealth/equity and assets out of the neighborhood
Widespread displacement of renters, homeowners which rips the neighborhood’s social fabric and creates instability for school age children
The growth of vacant property encourages crime, disinvestment and public safety risks
Challenges which eventually ensnare all residents (even those who were never foreclosed upon)
Foreclosures pull wealth/equity and assets out of the neighborhood
Widespread displacement of renters, homeowners which rips the neighborhood’s social fabric and creates instability for school age children
The growth of vacant property encourages crime, disinvestment and public safety risks
Challenges which eventually ensnare all residents (even those who were never foreclosed upon)
Opportunity
We can define opportunity through access
Opportunity includes access to Healthcare Education Employment Services Healthy food
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Living in Low-Opportunity
Reduces IQ points of students by 4 points, equivalent to one year of school (Sampson 2007)
Generates unhealthy levels of stress hormones in children, which impairs their neural development
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Living in Low-Opportunity
Correlates with children having levels of lead in their blood 9 times above the average; high levels of lead linked to ADD and irreversible loss of cognitive functioning
Links to higher levels of violent offending among juveniles
Is highly correlated with childhood aggression and social maladjustment
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A Tale of High and Low Opportunity Structures
Less than 25% of students in Detroit finish high school
More than 60% of the men will spend time in jail
There may soon be no bus service in some areas
It is difficult to attract jobs or private capital
Not safe; very few parks Difficult to get fresh food
The year my step daughter finished high school, 100% of the students graduated and 100% went to college
Most will not even drive by a jail
Free bus service Relatively easy to attract
capital Very safe; great parks Easy to get fresh food
Low Opportunity High Opportunity
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Remedying Opportunity Isolation
Adopt strategies that open up access to levers of opportunity for marginalized individuals, families, and communities Bring opportunities to opportunity-deprived
areas
Connect people to existing opportunities throughout the metropolitan region
Targeted Universalism
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Targeted Universalism
Target universalism is a common framework through which to pursue justice A model which
recognizes our linked fate
A model where we all grow together
A model where we embrace collective solutions
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Problems of Targeted Universalism
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Example: The G.I. Bill In the 7 years following WWII, approximately 8 million veterans received educational benefits Approximately 2.3 million attended
colleges and universities, 3.5 million received school training, and 3.4 million received on-the-job training
Problems of Targeted Universalism
34
Benefits of the G.I. Bill Bill provisions included assistance with:
buying a homeattending collegestarting new business ventureslocating a job
From 1946 to 1947, VA mortgages comprised more than 40% of the total
Problems of Targeted Universalism
35
Despite the bill’s achievements, many barriers were placed in the path of Black soldiers
Implementation was left to states and localities, including those that practiced Jim Crow racism.
The access of Black people to primarily White colleges and institutions was limited
95% of Black veterans used their education vouchers at historically Black colleges (HBCUs) in the South
These historically Black institutions were limited in number and had limited space to admit the influx of Black veterans
The access of Black people to primarily White colleges and institutions was limited
95% of Black veterans used their education vouchers at historically Black colleges (HBCUs) in the South
These historically Black institutions were limited in number and had limited space to admit the influx of Black veterans
The education gap widened instead of closed
The vocational training black veterans received was not held to any standards, thus often proving inadequate
The education gap widened instead of closed
The vocational training black veterans received was not held to any standards, thus often proving inadequate
“…despite the assistance that black soldiers received, there was no greater instrument for widening an already huge racial gap in postwar America than the GI Bill.”
(Katznelson 2005, p. 121)
Communities of Opportunity
Everyone should have fair access to the critical opportunity structures needed to succeed in life
Communities are linked to a larger system
Affirmatively connecting people to opportunity creates positive, transformative change in communities
38
Community Development Model39
A systems response Where are your key
leverage points? What are the critical
intervention points? Equity focused
Creating a community for all
Emphasis on strategic collaboration Across multiple domains
Opening pathways to opportunity through engagement People , places, linkages
For more information, see our report “Pathways to Opportunity: Partnership and Collaboration for Revitalizing the Rosemont-Walbrook Neighborhood” available at www.kirwaninstitute.org
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STRATEGIES FOR CONNECTING TO OPPORTUNITY
45
Mind Science46
Three Interrelated Sites of Racial Justice
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Explicit Racism48
Individual Racism, Implicit Bias
Only 2% of emotional cognition is available to us consciously
Messages can be “framed” to speak to our unconscious
Racial bias tends to reside in the unconscious network
49
The Location of Implicit Racism
Racial attitudes operate in our “unconscious” (also called “subconscious”) mind
Usually invisible to us but significantly influences our positions on critical issues
Negative unconscious attitudes about race are called “implicit bias” or “symbolic racism.”
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Unconscious Networks51
Unconscious Networks52
What colors are the following lines of text?
Unconscious Networks53
What colors are the following lines of text?
Unconscious Networks54
What colors are the following lines of text?
Unconscious Networks55
What colors are the following lines of text?
Unconscious Networks56
What colors are the following lines of text?
http://www.youtube.com/watch?v=yrqrkihlw-s
Awareness Test
57
How to Talk about Race
Speak on structures and systems rather than explicit individual action/reaction
Speak on the subconscious—the implicit bias that is stored within the mind
Speak on relationships—build collaborations and engage in real discussion
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Talk about race can reinforce our conscious beliefs or challenge our
implicit biases
59
In Conclusion…60
Seeing the Connections
Attempts to address singular issues in isolated ways will ultimately fail
Targeted interventions must recognize the interconnected nature of our structures
While many policy areas can appear distinct, we must think of them collectively.
Ex: transportation
Is this an urban policy issue? An environmental issue? A jobs/economic issue?
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Linked Fate62
Why should others care about equity and inclusion?
A region and all its residents share a linked fate
Inequality is a sign of an economically/socially inefficient region, where proper investments are not made in human capital, and where much of the population can not meet its creative potential
Interconnectedness63
Recognize the interconnectedness of our being and our fate
Focus on targeting within universalism Be the natural extension of an
overarching, shared vision and framework Reconceptualize society to promote the political, economic,spiritual, and psychological health of all
A Final Lesson
We must consider how we each stand differently with respect to our opportunities for work, education, parenting, retirement…
We must understand the work our institutions and organizations do, not what we wished they would do, in order to make them more equitable and fair
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www.KirwanInstitute.org
KirwanInstitute on:
www.Transforming-Race.org
www.race-talk.org
Appendix66
Implicit Association Tests
Racialized outcomes do not require racist actors
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Links
Implicit Association Test https://implicit.harvard.edu/implicit/
Examples of priming http://www.youtube.com/watch?
v=yrqrkihlw-s http://www.youtube.com/watch?
v=FqGqGwRaILg
System Archetypes
http://www.systems-thinking.org/arch/arch.htm
http://www.systems-thinking.org/theWay/theWay.htm
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Further Reading
Systems Thinking and Race PrimerStephen Menendian and Caitlin Watt. (July 2009)
Talking About Race—Resource Notebook (pdf)Tom Rudd, Annette Johnson, Cheryl Staats, john a. powell, Andrew Grant-Thomas (August 2009)
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