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題名 | Chilly Campus Climate: A Qualitative Study on White Racial Identity Development Attitudes=寒慄的校園氣氛: 白人種族身份認同發展態度之質的研究 |
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作者姓名(中文) | 楊瑞珠; | 書刊名 | 高雄師大學報 |
卷期 | 6 1995.03[民84.03] |
頁次 | 頁163-184 |
分類號 | 546.52 |
關鍵詞 | 白人; 種族; 認同; |
語文 | 英文(English) |
中文摘要 | 種族歧視在美國大學校園裡由暗到明,日趨嚴實。對於弱勢團體成員的 語言及身體的攻擊之報導也層出不窮。很多人同意過去25年來美國之種族氣氛已 改善許多。然而各色各樣的種族歧視仍以微妙詭詐的方式滿佈在個人、機構組織 及文化各層次裡。若能了解這樣歧視的態度可能一個人之種族身份認同有關,或 許有助於發展針對種族之心理情緒之處理策略。在Helms'(1990)之理論中,美國 的白人之種族身份認同發展可由較無知、天真之第一階段(Contact)進入到第二或 第三階段(Disintegration,Reintegration)經由分裂的再統整的過程意識到種族差異 及不公正之存在,再而選擇放棄歧視的態度,求較好的適應,並和其他種族的人 有較正面的關係(Pseudo-Independence,Autonomy,擬似獨立、自主)。對Helms而言, 不同發展階段的人,具有不同的種族意識也會帶入到不同的人際及團體之關係。 這樣互動的模式表現出人們對種族問題及衝突的反應方式,也按著決定了一個特 定環境裡的種族氣氛。 基於Helms(1990)之階段發展理論,本研究以自然的、質的方式藉由晤談探討被晤 談者對種族歧視的看法及情結。本研究結果之效度及正確性乃假藉 (Patten,1990;Ponterotto&Casas,1991)等人提出之「三角運作」方式處理。即(1)質的 研究與量的研究結果有一致性,(2)採用多位晤談者,及(3)儘量減低研究者之影 響。大致上,晤談之結果指出組間差異(教授、行政人員、職員、學生)模式與作 者先前一個量的研究雷同。除此,本研究結果也呈現了幾個主題:(1)種族歧視確 實存在,但與受晤談者之生活經驗並不怎麼相關;(2)對黑人之刻板印象及對族際 關係之嫌惡仍廣泛存在;(3)對黑人的態度並不全然好或全然壞,然而卻是相當的 複雜,衝突及矛盾;(4)"白"對受晤談者而言既不是種族,也不是顏色,他們只是 從來不去思考。 |
英文摘要 | Racism is on the rise at colleges and universities around the country. Out of the closet and onto the campus verbal and physical attacks against minority members are being reported with in areasing frequency (Ponterotto, 1991). Many agree that althought in the past 25 years, the racial climate in American has changed dramatically, subtle but insidious types of racism are still pervasive in the individual, institutional, and cultural levels. An understanding of racist attitudes might be related to one's racial identity may help develop intervention stategies aimed at people's psychological and emotional understanding of racial issues. In Helms' theory (1990), white individuals may proceed from naivete (Contact stage)to become aware of cultural difference and injustice (Disintegration, Reintegration stages), then choose to abandonracism and adopt better personal adjustment and more positiverelationships with people of other races (Pseudo-Independence andAutonomy stages). According to Helms (1990), individuals at differentstages of racial consciousness enter different interpersonal/intergrouprelations. These interaction patterns depict how they react to and copewith racial issues/conflicts which in turn determines the racial climatein an environment. Based on the stage theory of white racial indentity development,the present study used a naturalistic, qualitative approach seeks tounderstand the perceptions and feelings of the respondents in relationto racism. The validation and verification of the findings of theseinterviews are accomplished by triangulation (M.Q. Patton, 1990; Ponteruttu and Casas, 1991) through reconciling qualitative andquantitative data (results of a previous study), attempting to comparemultiple perspectives from multiple reviewers, and to minimize theresearcher reactive effects. In general, the results of the interviewsindicated a pattern of between group variation: white facultyrespondents and administrators had higher level of racial identityattitudes (Pseudo-Independence and Autonomy) than staff and studentrespondents. Staff respondents, however, were similar to students intheir world views (Disintegration and Reintegration). In addition,several thems wrer suggested. They are : (1) racism exists with littleramification as far as the respondents' personal experience, (2)stereotypes about blacks and an aversion to close inter-racial contactsare prevalent, (3) attitudes toward blacks are neither uniformly negativenor totally favorable, but rather are complex, conflicted, and ambivalent;(4) White is neither a race nor a color but something whites do notthink about. |
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