Overcoming Our Racism: The Journey to Liberation

By E. J. Cummins. 2005

208 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6446ac066551f9a503535e131d30113bebeb25c0

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Citations in the corpus

Racial Microaggressions as Instigators of Difficult Dialogues on Race: Implications for Student Affairs Educators and Students (2007, background): “Most weH intentioned faculty find themselves ill prepared to deal with the often explosive race-related emodons that manifest themselves in the classroom (Sue, 2003).”
Factors Contributing to Optimal Human Functioning in People of Color in the United States (2006, background): “Paying attention to the desires and needs of others to minimize conflicts is highly valued, and individual needs are often submerged for the benefit of the group (Sue & Sue, 2003).”
Xenophobia (2009, background): “Racial minorities in the United States are often perceived as foreigners rather than as native-born individuals, especially in the case of persons of Asian and Latino descent (Sue, 2003).”
Career Development Concerns of Recent Immigrants and Refugees (2008, background): “Although majority of the immigrants are racial minorities in the United States, and will experience racism (Sue, 2003), counselors may pay less attention to their immigrant clients’ status as foreigners.”
Racism and the Conspiracy of Silence (2005, background): “In other words, racism harms not only those who are oppressed but those who are the oppressors as well (Hanna et al., 2000; Sue, 2003).”
Racism and Invisibility (2006, background): “Sue (2003) and Chisom and Washington (1997) offer many concrete examples of ways in which White and ethnic minority practitioners can become actively involved in this work.”
Racial microaggressions in the life experience of Black Americans. (2008, background): “The power to define reality is not supported at the individual level alone but at the institutional and societal levels as well (Sue, 2003).”
Racial microaggressions and the Asian American experience. (2009, methodology): “Denied the rights of citizenship, forbidden to own land, and incarcerated in internment camps, this group has been the target of large-scale governmental actions to deny them basic civil and human rights (D. W. Sue & D. Sue, 2003).”
Teaching About Racism: Pernicious Implications of the Standard Portrayal (2008, background): “…to appreciate how apparently neutral situations are neither accidental nor inevitable but instead constitute motivated constructions of reality (i.e., intentional worlds; Shweder, 1990) that have evolved to promote dominant group experience (Lowery et al., 2007; Martı́n-Bar o, 1994; Sue, 2003).”
New Professional Roles and Advocacy Strategies for School Counselors: A Multicultural/Social Justice Perspective to Move Beyond the Nice Counselor Syndrome (2008, background): “…counselors run the risk of being stigmatized as troublemakers when they are actively engaged in promoting multicultural/ social justice advocacy and organizational change initiatives in educational settings (Constantine & Sue, 2006; Sue, 2003; Toporek, Gerstein, Fouad, Roysircar, & Israel, 2006).”
Racism and Psychological and Emotional Injury (2007, background): “…they occupy 80-90% of the tenured positions in higher education, 80% of the U.S. House of Representatives, 99% of the U.S. Senate, 92% of the Forbes 400 executive CEO-level positions, 90% of public school superintendents, 99.9% of athletic team owners, and 100% of U.S. presidents (Sue, 2003, p. 9).”
Skin-Color Prejudice and Within-Group Racial Discrimination (2014, background): “In other words, light-skinned Latino/as also benefit from White privilege to varying degrees but this mostly “is an unacknowledged secret that is overtly and covertly denied and protected through the use of self-deception” (Sue, 2003, p. 137).”
How White Faculty Perceive and React to Difficult Dialogues on Race (2009, background): “Yet, how do we promote and facilitate such dialogues when White educators are unaware of their own biases and find the topic disconcerting and to be avoided (Sue, 2003)? Some scholars believe that White educators perceive racial topics as taboo, discuss them only superficially, and evidence high lev”
Racial microaggressions in everyday life: implications for clinical practice. (2007, unknown): “…ethnic minority clients in myriad ways, such as by minimizing symptoms for Asian Americans on the basis of a false belief in the “model” minority (D. W. Sue & Sue, 2003) or by placing greater emphasis on symptoms such as paranoid delusions and substance abuse in Native Americans and Africans…”
Differing Perceptions: How Students of Color and White Students Perceive Campus Climate for Underrepresented Groups (2005, background): “Completion of an academic course that addresses issues of diversity was related to decreases in racial bias (Milem, 2003). Chang (2001) also found that completion of an academic course on diversity encouraged students’ evaluation of moral and ethical values through reflection on evidence, a higher o”
Incorporating Spirituality and Religion Into the Treatment of African American Clients (2010, background): “This suspicion is often related to their experiences with racism and discrimination, whether these are major injustices or “micro aggressions” (Franklin, 2004; Sue, 2003; Sue et al., 2007), which are often more subtle and easily denied.”
Racial Microaggressions Against Black Americans: Implications for Counseling (2008, background): “…because the hidden, unintentional nature of microaggressions allows them to flourish outside the level of conscious awareness of the perpetrators, thereby infecting interracial interactions, institutional procedures and practices, and social policies (Franklin, 2004; Hinton, 2004; Sue, 2003).”