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09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
09 Palante Oliva
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09 Palante Oliva

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Published in: Spiritual
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  • 1. More Blacks, more problems? Challenging explanations of Latino/Black “racial” tensions in school Sonia Oliva UIC Department of Sociology
  • 2. The State of Latino vs. Black Tensions <ul><li>Race wars are “sensationalized” </li></ul><ul><li>Geographically-specific </li></ul><ul><li>Occur in schools & neighborhoods </li></ul>
  • 3. Why the tension? <ul><li>Power-Conflict (Blauner 1972; Bonacich 1972; Montejano 1987) </li></ul><ul><li>Competition (Lieberson 1980; Olzak 1993) </li></ul><ul><li>Psychosocial (Myrdal 1944; Allport 1954; Pettigrew 1958) </li></ul><ul><li>Multi-dimensional (Pinderhughes 1993, 1997) </li></ul><ul><ul><li>Economic structural conditions </li></ul></ul><ul><ul><li>Racial ideologies and racial belief systems </li></ul></ul><ul><ul><li>Ethnic and racial identity </li></ul></ul>
  • 4. Other Explanations <ul><li>Interpersonal reasons </li></ul><ul><li>Respect </li></ul><ul><li>Violence as gendered </li></ul><ul><ul><li>Masculinity </li></ul></ul>
  • 5. Purpose <ul><li>Challenge the concept of “racially motivated” violence </li></ul><ul><li>Examine the process by which a fight stemming from non-racial reasons becomes racialized </li></ul>
  • 6. Methods <ul><li>Year-long ethnographic study in a Chicago Public High School </li></ul><ul><ul><li>Classrooms </li></ul></ul><ul><ul><li>Gym </li></ul></ul><ul><ul><li>Lunchroom </li></ul></ul><ul><ul><li>Extracurricular activities/athletics </li></ul></ul><ul><li>27 structured interviews (teachers, students, faculty, staff) & informal interviews and conversations </li></ul>
  • 7.  
  • 8. The “big fight”
  • 9. Gilberto <ul><li>1 st Generation Mexican immigrant </li></ul><ul><li>Popular </li></ul><ul><li>Friends with Latino gang members of various factions </li></ul><ul><ul><li>Not a gang member </li></ul></ul><ul><li>“ School kid” </li></ul><ul><li>President of the Mexican club </li></ul>
  • 10. Steven <ul><li>1 st Generation Puerto Rican </li></ul><ul><li>One of Gilberto’s best friends </li></ul><ul><li>A former “chief” of a Puerto Rican gang/crew </li></ul><ul><li>Well-respected in school </li></ul>
  • 11. The Public Apology
  • 12. Retaliation against Mexicans Laughter at Apology Public Apology Gang Leaders Negotiate Attempted Robbery Black Gang vs. Mexican Gang
  • 13. Ambivalence about race as the motive
  • 14. Challenging Explanations of “Racial” Violence <ul><li>“ Racial violence” is multidimensional </li></ul><ul><ul><li>Race </li></ul></ul><ul><ul><li>Gangs </li></ul></ul><ul><ul><li>Masculinity </li></ul></ul>
  • 15. Conclusion/Implications <ul><li>Race is a scapegoat for larger social issues </li></ul><ul><ul><li>Poverty </li></ul></ul><ul><ul><li>School Reform </li></ul></ul><ul><ul><li>Respect in schools </li></ul></ul>

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