Search

This qualitative study examines the white racial literacy of white educators working in multi-racial institutions of higher learning. As institutional actors in positions of power, white faculty and administrators have responsibility for distributing educational resources and setting institutional priorities. Understanding the racial literacy of these educational leaders is, therefore, crucial for understanding the pathways (and pitfalls) to implementing critical multiculturalism in higher education. Based on interviews with thirty white-identified faculty, staff, and administrators, this paper describes and analyses the 'defensive moves' and 'counter-moves' made by white educators working in predominantly white-run multiracial minority-majority educational institutions. This analysis centres on two of the most frequent 'defensive moves' enacted by white educators and pairs each with a 'counter-move' that "in their effect" have the potential to transform white racist and racialized moments into libratory ones. Article concludes with implications of findings for critical multiculturalism.

This qualitative study investigates white students' attitudes toward campus diversity at a large, multiracial public university. Drawing upon focus group data gathered from a larger campus climate study, we identified four themes: participants voiced that: (1) racial diversity fosters campus tolerance; (2) diversity fragments into de facto racial segregation; (3) institutional support of diversity undermines and excludes whites; and (4) the university should avoid acknowledging white identity. Employing critical multiculturalism as a theoretical lens, we argue that these discourses maintain white dominance within a framework that promotes inclusion. These findings suggest that without more direct institutional guidance, white students will protect white supremacy even as they celebrate diversity in multiracial spaces.

This exploratory study used mailed questionnaires completed by 131 Vietnamese students to examine domestic violence patterns in parents' marital relationships. Research objectives included: (1) gaining an understanding of spousal abuse [...]

This study analyzes the everyday world of center-based child care and the climate of suspicion that permeates that world. Based on four and a half years of participant observation field research and thirty focused interviews with men and women child care workers, the author examines the existence of `micro panics' which occur in child care centers when deviant labels are attached to caregiving acts or activities. Drawing from traditional Moral Panic Theory, this paper demonstrates how the context of suspicion surrounding center based child care and the `micro panics' that sustain it are generated historically, structurally, and interactionally. These phenomena, in other words, are in part, a historical artifact from the 1980s moral panics concerning day care abuse, an interactional product of the gendering of child care as `women's work', and a phenomenological byproduct of the positioning of paid child care in the everyday lives of workers, children, and parents.

This qualitative study maps 'locally situated' (Twine and Gallagher 2008), contours of whiteness as cultural practice and institutional discourse by examining how white college faculty, staff, and administrators respond to multiracial educational environments and multicultural ideals. Drawing on in depth interviews with thirty white administrators, faculty, and staff, this study finds that these white educators adhered to an intermittent form of color-blind racism (Bonilla-Silva 2009) that enabled them to hold fast to the fiction that race has no meaning in their lives, yet remains the single-most defining dimension of the lives of people of color. This analysis identifies five contextually-embedded manifestations of everyday racism and microconstructions of white supremacy: 1) Whites subscribe to a view of racism as an individualized phenomenon, 2) Whites take a color-blind position regarding race in their daily lives, 3) Whites claim, 'people of color see race, but I do not,' 4) Whites only see race as relevant when called to articulate diversity discourse, 5) Whites see race primarily as a black/white binary. Article concludes with implications of findings for critical multiculturalism. [ABSTRACT FROM AUTHOR]

This qualitative study investigates white students’ attitudes toward campus diversity at a large, multiracial public university. Drawing upon focus group data gathered from a larger campus climate study, we identified four themes: participants voiced that: (1) racial diversity fosters campus tolerance; (2) diversity fragments into de facto racial segregation; (3) institutional support of diversity undermines and excludes whites; and (4) the university should avoid acknowledging white identity. Employing critical multiculturalism as a theoretical lens, we argue that these discourses maintain white dominance within a framework that promotes inclusion. These findings suggest that without more direct institutional guidance, white students will protect white supremacy even as they celebrate diversity in multiracial spaces. [ABSTRACT FROM PUBLISHER]

This exploratory study used standardized interview surveys to examine the differences in demographic characteristics, social support networks, marital power, and abusive experiences among White, African American, and Latinas/Hispanic women who sought assistance from a local shelter (N=41). The main research objective was to examine racial differences in the experiences of and responses to intimate relationship violence. Findings derived from ANOVA and a discriminant function analysis identified a set of two variables that characterized the group differences: help from friends and the number of times in the shelter. However, there were no statistically significant differences in demographic variables, marital power, and abusive behaviors among the three groups. White women were most likely to seek help from friends and use shelters among these three groups. Research implications and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]

This multicenter, randomized, double-blind, 8-wk study compared the new H+/K+-ATPase inhibitor, lansoprazole, 30 mg daily, to ranitidine 150 mg bid for treatment of erosive reflux esophagitis resistant to histamine-2 receptor antagonists (H2RA). Patients were evaluated after 2, 4, 6, and 8 wk of treatment by symptom assessment and endoscopy. Healing rates for lansoprazole were 71%, 80%, 88%, and 89% at 2, 4, 6, and 8 wk, respectively, compared to 21%J, 33%, 45%, and 38% for ranitidine (p < 0.001 at all points). Lansoprazole was significantly more effective than ranitidine for relief of heartburn and reduction of antacid tablet use. Increases in serum gastrin concentrations between the baseline and the 8-wk visit were greater in lansoprazole-treated than in ranitidine-treated patients. Lansoprazole was safe and well tolerated. In patients with erosive reflux esophagitis resistant to standard doses of H2RA, lansoprazole 30 mg/day is more effective than continuation of an H2RA (ranitidine 150 mg bid) for healing of esophagitis and improvement of symptoms. [ABSTRACT FROM AUTHOR]