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Diversity as the Modern Racial Incor...

Jones, Amy Elizabeth.

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Diversity as the Modern Racial Incorporation Strategy and the Unseen Burden of Diversity-Work.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Diversity as the Modern Racial Incorporation Strategy and the Unseen Burden of Diversity-Work./
作者:	Jones, Amy Elizabeth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	146 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
標題:	Sociology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28150552
ISBN:	9798678183897

Diversity as the Modern Racial Incorporation Strategy and the Unseen Burden of Diversity-Work.
Jones, Amy Elizabeth.

Diversity as the Modern Racial Incorporation Strategy and the Unseen Burden of Diversity-Work. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

Americans generally see diversity as a fundamental American value. Most Americans when asked if they support diversity, will overwhelmingly respond they do. Diversity is viewed as the next step after the controversial law and policy affirmative action, in leveling the playing field for people of color to access spaces once forbidden to them.However, the present research suggests that the legal framing of "diversity benefits all," which has become the common framing for civil rights in the twenty-first century, is something that lacks reference to past or present discrimination. This framing results in real mental and physical consequences for students of color, especially African Americans. The students are tasked with enacting diversity through what I term diversity-work. Diversity-work is defined as the physical, mental and emotional work, often unwelcome, demanded of marginalized individuals by White individuals and organizations to enact the "diversity benefits all narrative" established by the federal judiciary. Diversity-work has a history based in national ideologies around race. I also make the argument that, over time, various strategies of what I call racial incorporation have attempted, with varying success, to welcome African Americans into the mainstream society along four dimensions: full citizenship, self-determination, economic autonomy and social influence. I posit that diversity is the most recent racial incorporation strategy of African Americans in the United States. Specifically, I argue that racial incorporation policies based in the diversity narrative maintain and perpetuate racial hierarchies by demanding African American students to enact diversity by doing diversity-work.Four years of ethnographic research along with in-depth interviews with two diversity scholarship programs at a large Midwestern university support this finding. The first chapter outlines the concept of racial incorporation. The second chapter lays out the history of racial incorporation strategies used in the United States, with a special focuses on the shift from laws and policies regulating affirmative action to the presently used "diversity benefits all" narrative in higher education. The third empirical chapter summarizes the ethnographic fieldwork and interviews and presents a discussion on the implications of diversity-work. The present findings suggest that, in contrast to the goal of offering a new way to incorporate racially marginalized individuals into institutions of higher education and employment opportunities, framing racial incorporation through the diversity narrative results in diversity-work and can undermine efforts toward equity.

ISBN: 9798678183897Subjects--Topical Terms:

516174
Sociology.
Subjects--Index Terms:

Diversity-work

Diversity as the Modern Racial Incorporation Strategy and the Unseen Burden of Diversity-Work.
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500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
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520 $a Americans generally see diversity as a fundamental American value. Most Americans when asked if they support diversity, will overwhelmingly respond they do. Diversity is viewed as the next step after the controversial law and policy affirmative action, in leveling the playing field for people of color to access spaces once forbidden to them.However, the present research suggests that the legal framing of "diversity benefits all," which has become the common framing for civil rights in the twenty-first century, is something that lacks reference to past or present discrimination. This framing results in real mental and physical consequences for students of color, especially African Americans. The students are tasked with enacting diversity through what I term diversity-work. Diversity-work is defined as the physical, mental and emotional work, often unwelcome, demanded of marginalized individuals by White individuals and organizations to enact the "diversity benefits all narrative" established by the federal judiciary. Diversity-work has a history based in national ideologies around race. I also make the argument that, over time, various strategies of what I call racial incorporation have attempted, with varying success, to welcome African Americans into the mainstream society along four dimensions: full citizenship, self-determination, economic autonomy and social influence. I posit that diversity is the most recent racial incorporation strategy of African Americans in the United States. Specifically, I argue that racial incorporation policies based in the diversity narrative maintain and perpetuate racial hierarchies by demanding African American students to enact diversity by doing diversity-work.Four years of ethnographic research along with in-depth interviews with two diversity scholarship programs at a large Midwestern university support this finding. The first chapter outlines the concept of racial incorporation. The second chapter lays out the history of racial incorporation strategies used in the United States, with a special focuses on the shift from laws and policies regulating affirmative action to the presently used "diversity benefits all" narrative in higher education. The third empirical chapter summarizes the ethnographic fieldwork and interviews and presents a discussion on the implications of diversity-work. The present findings suggest that, in contrast to the goal of offering a new way to incorporate racially marginalized individuals into institutions of higher education and employment opportunities, framing racial incorporation through the diversity narrative results in diversity-work and can undermine efforts toward equity.
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