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| Preface | |
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| Acknowledgment | |
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| Introduction: Racism in the United States: Implications for the Helping Professions | |
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| Background: Social Identity and Situating Ourselves | |
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| Social Identity | |
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| Situating Ourselves | |
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| Power, Privilege, and Social Identity | |
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| Comfort Zones, Learning Edges, Triggers, and Creating a Context for Learning | |
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| Setting Guidelines | |
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| Journal Writing | |
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| Creating a Safe Environment | |
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| Conclusion | |
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| Social Identity | |
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| Exploring Triggers | |
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| Racial Identity Formation | |
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| What Is Racism? | |
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| How Race and Racism Have Been Conceptualized | |
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| Historical Underpinnings | |
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| The Western Concept of Race | |
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| Theories about Racism | |
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| Ethnicity Theories | |
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| Race Relations Theories | |
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| Theories of Prejudice | |
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| Structural Theories of Racism | |
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| Critical Race Theory | |
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| The Contours of Racism | |
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| Levels of Racism | |
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| Direct and Indirect Racism | |
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| Intentional and Unintentional Racism | |
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| Sites of Racism | |
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| Frequency and Magnitude of Racism | |
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| The Spectrum of Racism | |
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| Intrapersonal | |
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| Interpersonal | |
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| Intergroup | |
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| Institutional | |
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| Official and State | |
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| Extreme, State Sanctioned | |
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| Conclusion | |
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| Applying the Spectrum of Racism | |
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| A Brief History of Racism in the United States and Implications for the Helping Professions | |
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| The Racial Contract | |
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| Native Americans | |
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| African Americans | |
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| Latinos/Hispanics | |
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| Asian Americans | |
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| Factors Common to Anti-Immigrant Racism | |
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| White Ethnic Groups | |
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| Push and Pull Factors | |
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| Discrimination Against White Ethnic Groups | |
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| Ethnicity and Race | |
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| Liminality | |
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| Racism and the Helping Professions in Historical Perspective | |
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| Progressive Era | |
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| The New Deal | |
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| The Civil Rights Movement and the Great Society | |
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| Conclusion | |
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| Differential Group Experience | |
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| The Web of Institutional Racism | |
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| The Nature of the Web of Racism | |
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| Residential Racism: Neighborhoods and Housing | |
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| Educational Racism: Public, Private, and Higher Education | |
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| Employment Racism | |
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| Racism and Wealth Accumulation and Upward Mobility | |
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| Environmental and Health Racism | |
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| Mental Health Racism | |
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| Access | |
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| Services Offered | |
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| Who Provides Treatment | |
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| The Structure of Services | |
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| Theoretical Biases | |
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| Racism in Clinical Encounters | |
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| Racism in the Criminal Justice System | |
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| Political Racism | |
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| Media Racism | |
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| Implications of the Web of Racism for the Helping Professions | |
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| Conclusion | |
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| The Web of Racism and Passports of Privilege | |
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| Why Is It so Difficult for People with Privilege to See Racism? | |
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| Consciousness | |
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| Invisible Knapsacks of Privilege | |
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| Socialization into White Privilege | |
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| The Role of the Family | |
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| The Discourse of Denigration and the Creation of Other | |
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| Renounced Targets | |
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| Triangulation | |
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| Stereotypes and What Can Be Done about Them | |
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| Sources of Resistance | |
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| Consequences of Unexamined Stereotypes | |
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| Confronting Stereotypes | |
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| Conclusion | |
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| Personal Audit | |
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| Confronting Stereotypes | |
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| Social Identity Formation and Group Membership | |
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| Identity | |
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| Racial and Ethnic Identity Theory | |
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| Multiracial/Biracial Identity Development | |
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| Theoretical Assumptions | |
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| Conceptual Expansions of Ethnic and Racial Identity Theory | |
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| Multidimensional Social Identity Development | |
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| Assumptions | |
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| Axes of Social Identity | |
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| Dimensions | |
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| Lifespan Context | |
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| Environmental Context | |
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| Resolutions/Stances | |
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| Social Identity Development Phases | |
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| Targeted Identity | |
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| Agent Identity | |
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| Identity and Intergroup Relations | |
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| What Can Prevent or Alleviate Intergroup Conflict? | |
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| Implications for the Helping Professions | |
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| Conclusion | |
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| Multidimensional Social Identity Exercise | |
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| Intersectionality, Racism and Other Forms of Social Oppression | |
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| Common Aspects of Social Oppression | |
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| Tilly's Model of Categorical Inequalities | |
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| Bell's Features of Social Oppression | |
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| Racism and Class Oppression | |
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| Race and Class Visibility | |
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| Race, Class, and Politics | |
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| Interaction of Race and Class Today | |
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| Racism and Sexism | |
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| Social Consequences of Racism and Sexism | |
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| Social Roles and Social Identity | |
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| Racism and Heterosexism | |
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| Heterosexism | |
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| The Interaction of Racism and Heterosexism | |
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| Immigration and Racism | |
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| Dynamics of Immigration | |
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| Significant Legislation | |
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| Immigration and Racism Today | |
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| Conclusion | |
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| Intersectionality | |
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| Racial Dialogue: Talking about Race and Racism | |
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| Why Undertake Racial Dialogues? | |
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| Why Is Racial Dialogue so Challenging? | |
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| Conducting Successful Racial Dialogues | |
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| Important Dimensions of Dialogue | |
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| Models and Stages of Intergroup Dialogue | |
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| Managing Effective Racial Dialogues | |
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| Racial Reconciliation and Inter-Racial Justice | |
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| Recognition | |
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| Responsibility | |
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| Reconstruction | |
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| Reparation | |
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| Conclusion | |
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| Preparing for Dialogue | |
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| Responses to Racism in the Community | |
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| Millville | |
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| Snapshots of Millville Residents | |
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| Racism in Millville | |
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| The Dynamics of Racism in Communities | |
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| Structural/Institutional Racism | |
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| Political Power | |
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| Social Identity and Group Membership | |
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| The Phenomenology of Community Racism | |
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| Social Cohesion and Community Integrity | |
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| Responding to Racism in the Community | |
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| Public Dialogue | |
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| Re-Storying the Community | |
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| Structural Interventions | |
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| Generating Social Capital in the Quest for Community Integrity | |
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| Anti-Racism Work in the Community | |
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| Assessment and Prioritization | |
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| Working with Existing Groups and Organizations | |
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| Working in Coalitions | |
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| Disruptive Strategies | |
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| Participatory Efforts | |
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| Self-Care | |
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| Conclusion | |
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| Mapping Your Community | |
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| Confronting Racism in Agencies and Organizations | |
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| Terminology | |
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| Types of Organizations | |
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| How Racism Is Manifested in Social Service Organizations | |
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| Policies | |
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| Interpersonal Relationships | |
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| Organizational Power | |
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| Resources Devoted to Anti-Racism | |
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| Developmental Models of Organizational Change | |
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| The Process of Becoming an Anti-Racism Organization | |
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| Mission Statement | |
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| Project Group | |
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| Assessment and Prioritization | |
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| An Anti-Racism Audit | |
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| Conclusion | |
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| Anti-Racism Agency Assessment | |
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| Cross-Racial Clinical Work | |
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| First Steps | |
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| Social Identity | |
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| Culture, Values, and Worldview | |
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| Power | |
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| Legacies of Racism Seen in Clinical Work | |
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| Anger | |
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| Rage | |
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| Guilt | |
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| Shame | |
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| Stress and Trauma | |
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| Grief and Mourning | |
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| Theoretical Biases | |
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| Barriers to Effective Cross-Racial Clinical Work | |
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| Internalized Racism | |
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| Inattention to Power and Privilege | |
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| Defensive Racial Dynamics | |
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| Guidelines for Effective Cross-Racial Clinical Work | |
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| Working with Social Identity | |
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| Focusing on Strengths | |
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| Listening and Observing | |
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| Working with Racial Transference and Counter-Transference | |
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| Ability to Tolerate and Respond to Strong Affect | |
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| Situating Clients in Their Historical and Social Context | |
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| Mirroring and Empathy | |
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| Bringing up Issues of Race and Racism | |
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| Responding to Bias | |
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| Issues for Clinicians Who Identify as White | |
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| Issues for Clinicians Who Identify as People of Color or Multiracial | |
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| Supervision and Consultation | |
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| Structural and Environmental Issues | |
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| Environment | |
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| Access | |
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| Staffing and Board Representation | |
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| Conclusion | |
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| Crossed Racial Identity between Worker and Client | |
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| Exploring Emotions | |
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| Teaching about Racism | |
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| Examples | |
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| Regina | |
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| Alicia | |
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| Michael | |
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| Course and Class Structure | |
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| Classroom Climate | |
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| Classroom Safety | |
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| Classroom Norms | |
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| Caucus Groups | |
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| Instructor Self-Awareness | |
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| Resistance | |
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| Supporting Anti-Racism Teaching | |
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| Understanding Students | |
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| Teaching Strategies and Techniques | |
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| Exercises | |
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| Interviewing in Fairs | |
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| Maintaining Balance | |
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| Availability of Teachers | |
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| Feeling Stuck | |
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| Conclusion | |
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| Dismantling Racism: Creating the Web of Resistance | |
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| Creating the Web of Resistance | |
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| Core Values | |
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| The Intrapersonal Realm: Introspection and Education | |
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| The Interpersonal Realm: Engaging in Dialogue/Working in Coalitions | |
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| The Organizational Realm: Creating Anti-Racism Organizations | |
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| The Community Realm: Creating Inclusive Communities | |
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| Being Heard: The Realm of Discourse and Culture | |
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| The Political and Social Realm: Laws, Institutions, and Practices | |
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| Maintaining Motivation | |
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| Self-Care | |
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| Self-Compassion | |
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| Avoiding Humiliating Others | |
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| Working Together | |
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| Taking the Long View | |
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| Valuing the Process as Well as the Product | |
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| Growing as Activists | |
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| Eternal Vigilance | |
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| Anti-Racism Activist Self-Audit | |
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| Confronting Racism Without Humiliating Others | |
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| Study Circles Dialogues | |
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| Steps to Successful Intergroup Conversation: A Critical-Dialogic Model | |
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| Issues to Consider When Confronting Institutional Racism | |
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| Activities Toward Becoming an Anti-Racist Organization | |
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| Cultural Values and Worldviews | |
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| Culturally Influenced Behaviors | |
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| Questions about Cross-Cultural Contacts | |
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| Further Reading about Cross-Racial/Cultural Clinical Practice | |
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| Imaginary Letter | |
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| References | |
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| Index | |