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White Fragility: Book Discussion Series

Robin DiAngelo's White Fragility - Spring 2019 Library Book Discussion, sponsored by ISU Library

#WhiteFragilitySyllabus:

Additional Key Concepts & Vocabulary

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Chapters 1, 2 & 3:
1.  Racism:  a system into which we are all socialized.
  • Everyone is impacted; no one gets a pass.
2.  The Good / Bad binary: the simplistic and limiting idea of racism being bad things done by bad people to harm others of a different race. Only bad people do racist things; I am not a "bad" person and therefore I cannot be racist or believe, say, or do racist things.
  • This idea is limiting because many good people perpetuate / practice racism daily. See item 1 above.

3.  Racial humility: to accept item 1 above and refuse to give oneself a pass - i.e., to consciously resist thinking or claiming you are exempt because of some unique aspect of your own upbringing or identity.

  • You are not exempt. 

4.  white supremacy: "a sociopolitical economic system of domination based on racial categories that benefits those defined and perceived as white" (WF, p. 30)

  • Example: Roughly 90% of college & university presidents at non-minority serving institutions were white men, and roughly 65% of presidents at minority serving institutions were white, 
  • according to a comprehensive 2016 study by the American Council on Education
  • . Source
  • Example: 
  • 87%
  • of top administrative staff 
  • at ARL research libraries 
  • were white, while mid-management staff were 81% white, and 
  • 71% of all library staff were white, according to a 2017 Ithaka Survey
  • .
  •  Source
  • Example: About 80% of teachers were white (and about 77% were female), 
  • according to 2017 US Dept. of Education data.
  •   Source
  • Example: While white men comprise roughly 38% of the US population, they comprise 71% of the current US Senate and 60% of the US House of Representatives. Source
Chapters 4, 5, & 6:
1. white racial innocence: (1) an aspect of white privilege that functions as a set of excuses for why white people don't have to think about or take responsibility for racism; (2) a feigned helplessness or expectation among white people that people of color must do the work for them, find and recommend resources, give examples, etc. in learning about racism, rather than white people taking responsibility for their own learning. 
 
  • "No one taught me about this..." "I didn't know that term wasn't okay - it's not my fault!" 
    -- No one is exempt.
    • We are information professionals.
  • We know how to use Google and how to find quality information on our own.
2. racially coded language: (1) veiled euphemisms that seek to blur or hide a racist message, such as "good neighborhoods" versus "bad neighborhoods," "good schools" / "bad schools," "urban," etc. (2) language that assumes whiteness as a hypothetical default or "natural" and unbiased worldview, while everyone else is "multicultural" or "diverse," or has a subjective worldview or agenda