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Internalized racism is a form of internalized oppression, defined by sociologist Karen D. Pyke as the "internalization of racial oppression by the racially subordinated." [1] In her study The Psychology of Racism, Robin Nicole Johnson emphasizes that internalized racism involves both "conscious and unconsious acceptance of a racial hierarchy in which a presumed superior race are consistently ...
Depending on the form of discrimination, types of internalized oppression include internalized racism, internalized homophobia, internalized sexism, internalized ableism and auto-antisemitism. [5] A related psychological characteristic is "internalized domination". It occurs as part of socialization that privileges oppressing groups.
For example, researchers have found that African Americans have a sense of inferiority and low self-worth due to experiences with prejudice, which are associated with emotional distress. [91] Similarly, internalized racism has been linked to psychiatric symptoms, including high rates of alcohol consumption, low self-esteem, and depression.
These findings exposed internalized racism in African-American children, self-hatred that was more acute among children attending segregated schools [citation needed]. This research also paved the way for an increase in psychological research into areas of self-esteem and self-concept. [6]
In psychology, introjection (also known as identification or internalization) [1] is the unconscious adoption of the thoughts or personality traits of others. [2] It occurs as a normal part of development, such as a child taking on parental values and attitudes. It can also be a defense mechanism in situations that arouse anxiety. [2]
This area encompasses the study of systemic racism, like residential segregation and other complex social processes between different racial and ethnic groups. The sociological analysis of race and ethnicity frequently interacts with postcolonial theory and other areas of sociology such as stratification and social psychology.
Steele and Aronson split students into three groups: stereotype-threat (in which the test was described as being "diagnostic of intellectual ability"), non-stereotype threat (in which the test was described as "a laboratory problem-solving task that was nondiagnostic of ability"), and a third condition (in which the test was again described as ...
The examples and perspective in this section may not represent a worldwide view of the subject. You may improve this section , discuss the issue on the talk page , or create a new section, as appropriate.