Black students' experiences of “acceptable” racism at a UK university

Our research, conducted with 30 Black students at a predominantly White institution, used mixed qualitative methods to investigate Black students' sense-making of experiences that signalled their non-belonging. All participants experienced both overt and covert racism including the n-word, racist humour, and negative stereotyping; and this occurred in public and intimate spaces. Our reflexive thematic analysis centred on interactional dynamics that can explain how racism on campus is rendered acceptable; and how and why this is consequential for how Black students can act. We found that White students' practices of “acceptable” racism entailed the denial of responsibility and the privileging of White experiences to deflect responsibility. Importantly, these devices signal that the use of racist discourses does not always arise from unconscious bias or naivety. The perceived power dynamics whereby White students decide who belongs and what is acceptable contributed to Black students' inability to act on their own terms.     

Sexual languages/cultural bodies: Transforming psychoanalysis

Abstract

This paper explores what transformation is necessary for a psychoanalytic practice that is sensitive to the languages of lesbian, gay and bisexual identities in their cultural and historical specificity. It draws on phenomenological texts, in particular Merleau-Ponty, the writing of the psychoanalyst Franz Fanon and also of the feminist theorist and novelist, Audre Lorde. It argues for a practice that challenges the dominant language of psychoanalysis with its dualisms of inner/outer, conscious/unconscious, mind/body, and universal notions of drives and mechanisms. The clinical example of the work of women in a therapy workshop entitled ‘Am I a Lesbian?’ highlights the critical importance of the specificity of language, whether verbal, visual or gestural, and its relation to embodiment in psychotherapy.     

Fuzzy Identities for an Inclusive Anglohispanic Dialogue

When constructed in linear terms, cultures and identities misrepresent other people, constructing crisp boundaries that separate groups as if completely different. To demonstrate the negative impact of such views, I analyze cultural texts such as songs, films, and Web pages, showing the intercultural complexity existing in different constructions of Mexicanness as part of the dialogue arising in the political, social, and cultural interaction between Mexico and the United States. I emphasize the contrast between examples that reinforce identities that can be interpreted as fuzzy and inclusive, against those promoting and generating discrimination and exclusion.     

Establishing the First Stages of Early Reciprocal Interactions Between Mothers and Their Autistic Children

No abstract available for this article.     

A Q-methodological study of smoking identities

In contrast to the psychological literature on adolescent smoking, little research has investigated the social identities of adult smokers. This study aimed to identify shared ‘smoking identities’ amongst a sample of 64 British smokers from different socio-economic groups using Q-methodology. Participants were asked to sort 70 items concerning smoking and smokers according to their agreement/disagreement with them. The 64 Q-sorts were then subjected to a by-person factor analysis yielding six factors, with the first four interpretable factors being presented here. Each factor is understood to represent a distinct ‘identity position’. The first two, the ‘addicted’ smoker, and the ‘in control’ smoker, oriented around a biomedical model of smoking as an addictive health risk. The final two, the ‘no big deal’ smoker and the ‘proud’ smoker reflected alternative understandings and values. The identity positions also differed in the extent to which smoking was considered a core part of self-identity. Unpacking the ‘smoking identities’ of current smokers offers the opportunity to devise targeted health promotion.     

Epistemic Responsibility and Critical Thinking

Should we always engage in critical thinking about issues of public policy, such as health care, gun control, and LGBT rights? Michael Huemer (2005) has argued for the claim that in some cases it is not epistemically responsible to engage in critical thinking on these issues. His argument is based on a reliabilist conception of the value of critical thinking. This article analyzes Huemer's argument against the epistemic responsibility of critical thinking by engaging it critically. It presents an alternative account of the value of critical thinking that is tied to the notion of forming and deploying a critical identity. And it develops an account of our epistemic responsibility to engage in critical thinking that is not dependent on reliability considerations alone. The primary purpose of the article is to provide critical thinking students, or those that wish to reflect on the value of critical thinking, with an opportunity to think metacritically about critical thinking by examining an argument that engages the question of whether it is epistemically responsible for one to engage in critical thinking.     

Multiple social identities and reactivity to daily stress among ethnically diverse young adults

In a sample of 181 young adults from Filipino, European, Latin and Asian American backgrounds, cluster analytic techniques were employed to determine how ethnic, American, family, and religious identity interact to form unique identity configurations. Four clusters emerged: Many Social Identities (MSI), Blended/Low Religious (B/LR), Blended/Low Ethnic and American (B/LEA), and Few Social Identities (FSI). Based on daily diary reports over 14 days, differential reactivity to daily stressors was examined on feelings of anxiety and positive mood. Results suggested that individuals in the MSI, B/LR and B/LEA clusters reported increased anxiety on days when they experienced more stressors. In addition, individuals in the MSI and B/LR clusters reported feeling less positive when they experienced stressors. Multiple identity configurations and their implications for stress reactivity are discussed.     

Famously Anonymous Artistic Outlaws: The Negotiation of Dual Identities Among Former Graffiti Writers

Graffiti artists must establish a second, anonymous identity that is managed alongside each writer’s “real” self. This study explores the negotiation of these dual identities—one actual, the other virtual—by investigating the management of these identities through retirement. Results reveal that identity making is a collective practice, even for anonymous artists. Participants described a hierarchical graffiti world where invisible social relations are used to establish understanding of the self as a writer. Stealth graffiti artists breach one set of rules but strictly adhere to another set. Even anonymous identities are socially embedded and reflect a politics of belonging. Writer identities can be retired by either integrating them into a public self or transcended through complete role exit.     

Group Identification under Conditions of Threat: College Students' Attachment to Country, Family, Ethnicity, Religion, and University Before and After September 11, 2001

Three classes of introductory psychology students at the University of Pennsylvania completed a survey including several measures of group identification on 20 March 2001, 15 September 2001, and 24 March 2003. Importance of country and university were rated higher four days after the 9/11 terrorist attacks than six months before or 18 months after. Scores on a 9-item scale of identification with country were higher immediately after 9/11 than at the other two assessments. Four theories (group dynamics, CORFing, TMT, SIT) are considered; none predicts the whole pattern of results observed. Discussion highlights group dynamics theory for understanding the increase in identification with country and introduces the possibility that the increase in identification with university might have been a response to experiencing 9/11 as loss of control. Discussion also highlights the value of assessing level of identification with multiple identity groups in order to see the complexity of identity dynamics.     

Intersectional Consciousness in Collective Victim Beliefs: Perceived Intragroup Differences Among Disadvantaged Groups

Although our experiences are shaped by multiple social identities such as race, class, and gender, most research has focused on single‐identity groups (e.g., race). This includes research on collective victimization, which assumes that violence impacts group members uniformly. Conversely, work on intersectional consciousness examines awareness of how multiple social identities intersect and create within‐group differences. Integrating and expanding the research on intersectional consciousness and on collective victimhood, this article investigates perceived intragroup differences in experiences of victimization stemming from intersecting identities of gender and class among two disadvantaged groups in the understudied context of India. We conducted individual interviews (N = 33) and focus groups (K = 12; N = 66) among Muslims and Dalits (lower‐caste Hindus). Thematic analysis revealed that—even though ingroup cohesion (i.e., intragroup similarity) is often enhanced by external threat— people expressed awareness of intragroup differences in experiences of victimization in three distinct ways: highlighting relative privilege, engaging in competitive victimhood, or describing qualitative differences. We discuss the implications for conflict and solidarity within minority groups in the context of political developments in India, where there have been attempts to polarize intragroup divisions.