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Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration

Department of Education, Culture and Society, and the Ethnic Studies Program at the University of Utah

Tara J. Yosso

Chicana/Chicano studies at the University of California, Santa Barbara

Daniel G. Solórzano

University of California, Los Angeles

Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, "race-neutral" or "color-blind" racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive—both involuntary and voluntary—corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum. A result of this belief system is Black misandry. Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviors.

Findings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environment.

Conclusions: Using critical race theory as a framework, the counterstory in this article provides an interpretation of how racially primed Black misandric beliefs influence the collegiate racial climate and how educational administrator might respond.

Key Words: racial primes • color blindness • stereotypes • racism • college campus • race relations

Educational Administration Quarterly, Vol. 43, No. 5, 559-585 (2007)
DOI: 10.1177/0013161X07307793


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