Complex Event Analysis - Report

Complex Event Analysis - REPORT

Supporting narratives:

• challenge (Read more)
• What is there to say." White parents'surprised responses underscore how whiteness and white privilege are often invisible to whites.
  Whites, like people of color, are racialized
• High Level Abstractions:
• (race,whiteness)

• WIP (Read more)
• among others.
  To make sense of this discrepancy, I've spent the past few years researching how white people think about race and racism and more specifically, how white parents verbally and nonverbally communicate racial messages to their children
• High Level Abstractions:
• (children,race)

• WIP (Read more)
• Parents said they wished they could avoid having upsetting conversations with their children about race, but they feared doing so put their children at risk of bodily harm. In the wake of highly publicized incidents of police violence toward young males of color, these conversations increasingly also focus on how to safely negotiate interactions with the police.
  Innocence erased: How society keeps black boys from being boys
  Among the white parents I interviewed, the majority of whom were middle class, parents expressed a desire to raise non-racist white children
• High Level Abstractions:
• (children,race)
• (children,risk)
• (children,violence)

• WIP (Read more)
• Most felt the best way to achieve that goal was to avoid speaking with their children about race, racism and racial inequality. past or present.
  For example, shortly after I began my research in 2014, Michael Brown, an African American teenager, was shot and killed by Darren Wilson, a white police officer in Ferguson, Mo
• High Level Abstractions:
• (children,race)
• (race,shortly)
• (michael_brown,race)
• (children,shortly)

• WIP (Read more)
• in part by reinforcing the idea that whites exist "outside" of racial matters.
  Other research corroborates this finding: Most white parents who speak with their children about race adopt a colorblind rhetoric, telling their children that people may "look different" but that "everyone is the same." They also emphasize the importance of treating "everyone the same." While these kinds of statements appear laudatory because they advance a racially egalitarian message, many sociologists point to what these statements ignore
• High Level Abstractions:
• (children,race)

• WIP (Read more)
• Despite this, almost none of the parents I interviewed spoke with their children about the incident, or the ensuing protests. They also remained silent about the topic of police violence toward African Americans.
• High Level Abstractions:
• (children,violence)
• (african_americans,children)

• WIP (Read more)
• Instead they will be confronted with images that position African Americans as criminals, Asians as perpetual foreigners and Latinos as illegal immigrants.
  Parents of color also proactively speak with their children about racism
• High Level Abstractions:
• (children,perpetual)
• (african_americans,children)

• WIP (Read more)
• among others.
  To make sense of this discrepancy, I've spent the past few years researching how white people think about race and racism and more specifically, how white parents verbally and nonverbally communicate racial messages to their children. What I learned was that white parents often refrain from speaking with their children about race, racism and racial inequality
• High Level Abstractions:
• (children,verbally)

• WIP (Read more)
• We see this protective racial logic in results from a survey of 104 black parents conducted after the shooting of Trayvon Martin. Parents said they wished they could avoid having upsetting conversations with their children about race, but they feared doing so put their children at risk of bodily harm
• High Level Abstractions:
• (children,trayvon_martin)
• (children,upsetting)
• (children,shooting)

• WIP (Read more)
• in part by reinforcing the idea that whites exist "outside" of racial matters.
  Other research corroborates this finding: Most white parents who speak with their children about race adopt a colorblind rhetoric, telling their children that people may "look different" but that "everyone is the same." They also emphasize the importance of treating "everyone the same." While these kinds of statements appear laudatory because they advance a racially egalitarian message, many sociologists point to what these statements ignore.
• High Level Abstractions:
• (race,sociologists)
• (children,sociologists)

• WIP (Read more)
• In the wake of highly publicized incidents of police violence toward young males of color, these conversations increasingly also focus on how to safely negotiate interactions with the police.
  Innocence erased: How society keeps black boys from being boys
  Among the white parents I interviewed, the majority of whom were middle class, parents expressed a desire to raise non-racist white children
• High Level Abstractions:
• (children,society)

• WIP (Read more)
• among others.
  To make sense of this discrepancy, I've spent the past few years researching how white people think about race and racism and more specifically, how white parents verbally and nonverbally communicate racial messages to their children.
• High Level Abstractions:
• (race,verbally)

• WIP (Read more)
• Thus, what escapes white understandings of race and racism is that white privilege exists irrespective of whether whites believe that they as individuals have taken active steps to discriminate against or exclude people of color
• High Level Abstractions:
• (race,understandings)

• WIP (Read more)
• enduring systems of stratification that privilege whites and disadvantage people of color.
  Like many white Americans, these white parents understand racism as a product of discriminatory thinking or overt, individual acts of racism rather than as a structure of inequality in which racism is embedded within the policies and procedures of American institutions and organizations
• High Level Abstractions:
• (race,stratification)
• (product,race)

• WIP (Read more)
• What is there to say." White parents'surprised responses underscore how whiteness and white privilege are often invisible to whites.
  Whites, like people of color, are racialized. meaning that they grow up learning about race and what it means to be white from a variety of sources: their schools, neighborhoods, peer groups and families, among others
• High Level Abstractions:
• (race,racialized)

• WIP (Read more)
• These mono-racial environments preclude whites from seeing or understanding how race positively or negatively influences people's social environments or their life chances. It also hinders whites from developing an awareness of themselves as racialized beings and as members of a privileged racial group.
  As research demonstrates, identity development is relational
• High Level Abstractions:
• (race,racialized)

• WIP (Read more)
• enduring systems of stratification that privilege whites and disadvantage people of color.
  Like many white Americans, these white parents understand racism as a product of discriminatory thinking or overt, individual acts of racism rather than as a structure of inequality in which racism is embedded within the policies and procedures of American institutions and organizations. This focus on individual thoughts and actions diverts attention away from how race is embedded in the social structure of the United States and the historical and contemporary policies that have secured white advantage
• High Level Abstractions:
• (policies,race)

Target rule match count: 22.0 Challenge: 0.02 Momentum: 0.00 WIP: 0.48