Teaching and Learning Guide for: The Neglected Social Psychology of Institutional Racism
Authors: Berard Tim 
Published: July 2008

Author's introduction

While teaching about racism can be challenging in a number of respects, the concept of ‘racism’ is not a particularly difficult concept to teach or to learn. Controversies occur primarily over how or when the concept should be applied, rather than over its basic meaning. The situation can be quite different for extensions of the concept of racism, including ‘institutional racism’ and a variety of other new racisms. It can often be difficult to convey to students, or even to understand oneself, exactly what authors are referring to by such terms. Addressing how or why the terms are confusing and controversial can potentially add to the confusion and controversy. While I have suggested in the past that a clear understanding of institutional racism will involve understanding the confusions or controversies surrounding the term, this type of pedagogy is not always effective or appreciated. Instructors should carefully consider whether to address institutional racism in undergraduate courses, and if so, how to make the course material as accessible as possible, including time for fielding questions. My own coverage of institutional racism with undergraduates has been motivated in part because textbooks raise the issue in such a manner as appeals to some students, but without effectively defining and explaining the meaning and significance of the term.

In my experience, it is very helpful to illustrate the institutional nature of institutional racism with a variety of examples of social institutions which are implicated in reproducing racial inequality (e.g., institutions associated with criminal justice, with education, and with real estate). It is also very helpful to emphasize that institutional racism is claimed most often when no direct racism is apparent. Although slavery was a racist institution, references to institutional racism frequently mean to draw attention to more indirect forms of racism, in contemporary society. Although institutional leaders or staff may be racist, many authors distinguish between the problem of individual racism in institutional contexts (‘bad apples’) and the problem of institutional racism, which is more subtle and more pervasive. So the concept ‘institutional racism’ is frequently meant to refer to something more specific than racist institutions, and also something more specific than racism within institutions, getting at the role of many social institutions in the reproduction of racial inequality by means that can appear quite professional and race‐neutral and impersonal.

It is important to emphasize to students that they look in any particular source for what the author has to say about the meaning and significance of the term ‘institutional racism’, or related terms for new racisms. Unfortunately, many authors can employ such terms without clearly addressing their meaning or significance. For students who are up to the challenge, it can be quite effective to start by distinguishing the conventional individualist understanding of racism as a type of belief or motive, from institutional disparate impact by race, the latter defined simply in terms of an institution's unequal racial outcomes (unequal graduation rates, unequal arrest rates, etc.). While institutional disparate impact can be caused by racism, in the conventional sense of racist beliefs or motives, there are other potential explanations for institutional disparate impact on racial minorities, whether in terms of social attributes which can be highly correlated with race, such as family wealth, or in terms of differential rates of behavior across racial categories, as is the case with robbery in the contemporary USA (as acknowledged by a variety of critical race scholars, in light of pronounced statistical differences). Once one has communicated that institutional disparate impact by race may be, but is not necessarily, caused by racist beliefs or motives among institutional leadership or staff, the concept of institutional racism can be introduced. Essentially, the concept of institutional racism is defined in such a manner, for example, by reference to racial inequalities in institutional outcomes, as to blur the distinctions between racism and disparate impact. In this way, institutional disparate impact is reconceived as a new type of racism, putting aside questions about what is going on in the institutions to produce disparate impact, and frequently dismissing appearances of professional personnel and color‐blind policies as misleading or irrelevant. For courses in the social sciences and in law, especially, it can be very effective to suggest that many important questions about the nature of the people and the processes which produce disparate impacts are displaced by the way institutional racism is defined or inferred. By contrast, social science should be interested in studying what is going on in these institutions to produce or reproduce racial inequalities for citizens or clients, and legal scholarship should be asking about legal standards of proof, which often address questions of intent which are not addressed by claims of institutional racism.

Focus questions

What does ‘institutional racism’ mean?

How is ‘institutional racism’ different from more conventional and older understandings of racism?

Is the term ‘institutional racism’ useful for the purposes of social criticism?

Is the term ‘institutional racism’ useful for the purposes of social science?

Author recommends

Carmichael, Stokely and Charles Hamilton. 1967. Black Power: The Politics of Liberation in America. New York, NY: Random House.

This is the original inspiration of the institutional racism literature and influential more generally on the literature addressing ‘new racisms’, especially the first chapter, which remains an engaging and relevant discussion despite being dated in some respects.

Cashmore, Ellis. 1996. Dictionary of Race and Ethnic Relations 4th ed. New York, NY: Routledge.

This provides succinct entries on a variety of relevant terms, including a very respectable entry on ‘institutional racism’. It is potentially useful for students and/or as reference material for course/lecture preparation.

Feagin, Joe, and Clairece Feagin. 1986. Discrimination American Style: Institutional Racism and Sexism 2nd ed. Malabar, FL: Krieger.

This work addresses both institutional racism and sexism, and with substantial discussion of multiple institutional contexts. The second chapter, on institutionalized discrimination, provides one of the most sophisticated social–scientific statements on institutional racism.

Leach, Colin. 2005. ‘Against the Notion of a “New Racism” ’. Journal of Community and Applied Social Psychology 15: 432–445.

This article smartly challenges the conventional wisdom that there is a marked historical discontinuity between ‘old racism’ and ‘new racism’, and also goes beyond the conventional focus on one national context, suggesting the need for a more historically informed and comparative understanding of racism.

Marger, Martin. 2007. Social Inequality: Patterns and Processes 4th ed. McGraw Hill.

This textbook provides coverage of social inequality generally, including relations between different social dimensions of inequality. There are two chapters covering racial/ethnic differentiation and racial/ethnic stratification. Importantly, this text covers issues which go well beyond race but are essential for understanding racial inequality, such as stratification and social mobility, and ideology and the legitimation of inequality. Marger's coverage is noteworthy for being both accessible in style and reliable in substance. McGraw Hill can customize textbooks as well through Primis Online (e.g., by publishing versions with only the chapters you will assign, or mixing selected content from different textbooks; e.g., from Marger's text and Newman's text discussed below), often with significant savings, making it more practical to assign readings from multiple sources.

Miles, Robert. 1989. Racism. New York, NY: Routledge.

This succinct book includes one of the most notable critical discussions of the concept ‘institutional racism’, as well as providing an important critical perspective linking racism to class relations and capitalism.

Newman, David. 2007. Identities and Inequalities: Exploring the Intersections of Race, Class, Gender and Sexuality. New York: McGraw‐Hill.

This is a noteworthy textbook in social inequalities, with a discussion of institutional discrimination (pp. 181–184) which is substantive but accessible for undergraduates.

Smith, Robert. 1995. Racism in the Post‐Civil Rights Era: Now You See It, Now You Don't. Albany, NY: State University of New York Press.

Smith provides one of the more sustained and thoughtful discussions of institutional racism in the last generation of scholarship, including crucial attention to matters of class as well as race, and examples across many institutional contexts in the USA.

Tonry, Michael. Malign Neglect: Race, Crime, and Punishment in America. 1995. New York, NY: Oxford University Press.

This book may be of interest as illustrating a critical analysis of institutional disparate impact upon racial minorities, in a manner that attends to important questions of policy analysis frequently overlooked in the ‘new racism’ literature. Tonry suggests, for example, that the disparate impact of US criminal justice policies upon African Americans is often due more to malign neglect than purposeful discrimination. In this manner, Tonry attends to the same type of problem identified in the new racism literature, namely institutional disparate impact upon racial minorities, but with more attention to what drives institutional policies and practices, and how exactly the relevant institutions and policymakers might be culpable even if racial disparate impact is unintentional. Such an analysis arguably makes for more illuminating, compelling and constructive critical analysis.

Video resources

The Public Broadcasting Service sells a three‐part documentary from California Newsreel titled ‘Race: The Power of an Illusion.’ The first ‘volume’ deals especially with the science of racial categories, the second with American history and society through the 19th century, and the third with 20th century American history and society. Each is just under 1 hour in length. The series is complemented by a very useful companion website (see below) which includes transcripts of the videos, among many other resources. The third ‘volume’, while not addressing the concept of institutional racism specifically, provides a very accessible and effective lesson about the relevance of race for understanding social inequality in recent US history and society. For purposes of addressing institutional racism, specifically, course instructors may want to build on the third video's coverage of the correlation between racial and class inequalities, including the inter‐generational reproduction of inequalities. This would be an opportunity to discuss the many social disadvantages related to class position and family wealth, and whether disadvantages of an economic nature, which apply to many poor whites and don't apply to many middle class blacks, are examples of ‘institutional racism’. Specific institutions and institutional policies are also illustrated, especially immigration and citizenship laws which affected, e.g., South Asian and Japanese immigrants to the USA, and financial and real estate practices of red‐lining and blockbusting, and to a lesser extent ‘urban renewal’, which have affected African Americans. With respect to real estate, the third video facilitates a discussion comparing different types of racial disadvantage associated with quite different institutional contexts, including blatant racial exclusion in a large suburban housing development, and a variety of practices (red‐lining, blockbusting, white flight) which can have financial rationales or motives while nevertheless reproducing racial inequalities and segregation.

Online materials

Most on‐line materials on institutional racism are useful only as examples of common usage, and are susceptible to the same criticisms noted in the article, ‘The Neglected Social Psychology of Institutional Racism’.

One useful resource which addresses a variety of issues relevant to racism, although not the issue of institutional racism specifically, is the companion web‐site to the three‐part documentary by California Newsreel, ‘Race: The Power of an Illusion’, made available by the Public Broadcasting Service (PBS; http://www.pbs.org/race/000_General/000_00‐Home.htm).

This site links to a wealth of background readings, which are divided into three categories: science, history, and society, roughly corresponding to the three ‘volumes’ of the video series, respectively. Generally, readings from the science section can be used to discredit the belief that racial classifications are biological in nature, readings from the history section can be used to instruct students on how to understand racial classifications as historical and social constructions of a political, legal, and ideological nature, and readings in the society section can be used to illustrate the role of a variety of American institutions in causing and perpetuating racial inequality, above and beyond issues of individual racism.

Note

* Correspondence address: Kent State University. Email: tjberard@alumni.reed.edu