Institutional Racism Series: A Conclusion

While I was working on a post to conclude this series on institutional racism, I did a Google search of “institutional racism polls” (mostly to get a sense of seeing how many Americans believe in the existence of institutional racism). The first two results for this search showed commentator Ben Stein saying that there is no more institutional racism in America.

It’s ironic that the first two results for this search show Ben Stein denying the existence of institutional racism because, actually, I think that my series of posts on the subject shows the opposite. The series demonstrates that institutional racism exists, even in 2018.

This institutional racism exists in housing systems, school systems, policing institutions, and colleges. It exists in many other institutions that I did not mention in my blog series. It exists in so many places that someone could quite possibly run a whole blog on the subject of institutional racism.

So if you ever question the existence of institutional racism, or run into someone who questions or doubts the existence of institutional racism, I hope that people can look at the posts in my series and say: “Wait…institutional racism exists, in America, in the 21st century.” After all, it’s difficult to fix racism as a whole without realizing the existence of institutional racism.

Note: While this is my last post in my series on institutional racism, it’s possible (maybe likely) that I will still make some individual posts related to institutional racism.

Previous blog posts from my series on institutional racism:
“Institutional Racism Series: How it Affected Where I Live”
“Institutional Racism Series: How it Affected Where I Went to School”
“Institutional Racism Series: How it Affected How I, and Others, Were Policed”
“Institutional Racism Series: How it Affects College Experiences”

Institutional Racism Series: How it Affects College Experiences

“There are injustices happening here and we will speak regardless of us being silenced in the classroom, regardless of administration not paying attention to us, we’re going to speak.”[1]

This was said by a student at my college during protests in my senior year of college. Yes, this was said in 2015. Not 1955.

The quote at the beginning of this post is only a microcosm of what has been expressed by people at college campuses across the United States: there is institutional racism, or racism that is practiced and sometimes even normalized by social, economic, governmental, and other institutions, at colleges and universities across the United States.

This institutional racism can be subtle to some, so subtle that I (and probably many others) didn’t even recognize the existence of these forms of racism during most of my college experience. But for others, institutional racism is ingrained in their college experiences.

There are so many forms of institutional racism at college campuses that, for the sake of brevity with this post, I’m going to go into brief explanations with three types of institutional racism that many colleges show[2] and that I often noticed:

  1. Descending into stereotypes of a particular racial group. One of the recent infamous examples happened at a New York University dining hall, where a menu “celebrating” Black History Month descended into certain harmful stereotypes about southern cuisine and black people by serving “ribs, collard greens, cornbread, smashed yams, mac and cheese and two beverages, red Kool-Aid and watermelon-flavored water.”[3] However, NYU is sadly far from the only institution that has been institutionally racist through descending into stereotypes of a particular racial group.
  2. Viewing nonwhite people a just a number, or part of a number. Every time a college talks about their diversity rates, they are viewing nonwhite people as numbers. Every time they talk about the percentage of students at their colleges who are minorities, they are viewing nonwhite people as numbers. Viewing nonwhite people as numbers is a form of institutional racism, as this type of racism is one where nonwhite people are viewed as not having worth beyond being part of a statistic.
  3. Turning a blind eye to various racial injustices at campus. From inaction towards racial slurs (which has happened not just at my alma mater, but at many other campuses) to a stunning refusal to confront common stereotypes that people of different races often face on campus (blacks being viewed as “beneficiaries of affirmative action” being one of the notable ones), many a college campus just seems to ignore racial injustices. These injustices continued to be ignored by many college campuses in spite of the outspokenness of many student leaders. This is institutional racism of a sort as well, as the type of racism demonstrated by institutions is the idea that people of color are not worth listening to.

Some people may think of higher education institutions as places where high-minded academia can overcome some of the racial vitriol that exists elsewhere. I challenge those of us who think this way to think again, and to open our eyes to the institutional racism that affects many college campuses across the United States.

[2] There are certainly other types of institutional racism beyond the three that I cover here. People who want to bring attention to other forms of institutional racism at college campuses should feel free to reply in the comments section for this blog post.
[3] Watermelons and Kool-Aid in particular have histories as racial stereotypes. This article from The Atlantic covers the racial dynamics of watermelons:

On Starbucks, Other Employers, and Racial Bias

While I took my break from the blogging world on the week of Memorial Day, Starbucks had racial bias training for its employees.

The reviews of the racial bias training from the general public were about as mixed as the reviews are for their lattes and cappuccinos. Some thought of this as a necessary step, while others were skeptical as to whether one afternoon of racial bias training would have any impact on individuals.

I will not use this post to review their racial bias training or racial bias training in general, because there are probably hundreds of other sites doing the same. Instead, I’m here to suggest that Starbucks and other employers should not just look at the racial biases of their rank-and-file employees but also at their own leadership’s racial biases. Likewise, we as consumers should look at the biases of not just rank-and-file employees but also at the leadership of companies.

Without looking both outward at employees and inward at the employer’s leadership, one ends up with a company like Starbucks, a company that outwardly gives the façade of attempting to be just but inwardly has its own biases. Those biases are demonstrated through the company’s stunning refusal to open up stores in neighborhoods dominated by people of color (even neighborhoods dominated by people of color that are middle class, such as my neighborhood in Queens). If you doubt me, look at how many Starbucks are in Harlem (in New York City), Chicago’s South Side, Baltimore excluding the parts around the Inner Harbor or Johns Hopkins University, or Philadelphia outside of Center City and the area near the 30th Street Station. Indeed, Starbucks’ bias training feels like a façade for its own biases.

However, I am not here just to pick on Starbucks, because the fact is that Starbucks is not the only large organization guilty of having bias training while having its own biases. For example, Google’s bias training has existed much longer than Starbucks’, yet their demographics demonstrate that there is bias somewhere along the way: their workforce is severely lacking in black and Latino employees, for example. The New York City Public Schools will spend millions in racial bias training for its educators while allowing a school system that is severely segregated. They are just two of numerous employers that have training to try preventing racial bias while continuing to have their own unconscious biases as an organization.

This is not to suggest that the racial bias training should end at these organizations—I am not enough of an expert (yet) on them to give an answer on that. What I am suggesting, however, is that we can’t just look at the racial biases of a barista at Starbucks or a public school teacher in New York City, but also the racial biases of those who decide where to open up Starbucks or those who decide on policies that segregate schools further in New York City. After all, if we fail to look at organizations’ racial biases, from top to bottom, we will find ourselves blind to a significant amount of racial injustice.

Southeast DC is predominantly black. It is also almost completely lacking in Starbucks, just like many other American neighborhoods where people of color are in the majority. This picture taken by me.

Institutional Racism Series: How it Affected How I, and Others, Were Policed

From a young age, I was taught that as long as I didn’t look for trouble, I wouldn’t get in trouble with the police.

Thankfully, for me, that has been the case. I’ve never looked to cause any trouble, even with something relatively harmless like marijuana, and I haven’t gotten into trouble.

But because of institutional racism, which I defined in my introductory post in the institutional racism series as “racism that is practiced and sometimes even normalized by social, economic, governmental, and other institutions,” the story is often different for those who don’t look Caucasian.

For example, some of my brother’s elementary school friends who were people of color got into troubling situations with the police, even though they weren’t looking to cause trouble (yes, you read that correctly: elementary school). For example, these friends were often searched thoroughly by police under a practice in New York known as “stop-and-frisk,” even though there was zero evidence of their carrying weapons. On the other hand, you never heard similar tales from my brother’s and my white friends or from my Caucasian family. It was therefore no coincidence that the bias against people of color in stop-and-frisk was so severe that some people called it “walking while brown.”

These stories seemed to fit with the actual statistics on stop-and-frisk. For example, a May 2012 New York Times article cited by Forbes said that “85% of those stopped were black or Hispanic even though those groups make up about half of NYC’s population.” With a statistic like this, there is validity to the claim that someone is stopped for “walking while brown.”

Readers might be looking at these statistics and thinking, “Fine…you have stories and statistics, but where does the institutional racism come in?” To find the answer, it’s important to look at how stop-and-frisk was justified—it was justified by saying that people who are deemed a threat need to be stopped. Hence, by using stop-and-frisk disproportionately on people of color, an institution (the police) was sending the racist message that a disproportionate number of people of color were a threat.

While stop-and-frisk in New York City is much less common than it once was, the idea among many law enforcement institutions that people of color are still a threat still exists. From two people of color getting arrested at a Starbucks in spite of doing nothing wrong to a graduate student at Yale having her ID taken away after she slept in a common room and was getting called in as a potential threat by a white student, there are still widespread stories of people of color—many of whom are doing nothing wrong—being treated like threats and criminals.

In contrast, similar stories are never heard of from light-skinned people like me. You see a white person sleeping in the common room at college? The thought is that, “Oh…the person has studied a ton. No big deal.” You see two white people at a Starbucks waiting to meet with someone? You don’t think anything of it, probably. But people of color doing these things are viewed as a threat by many people, law enforcement or not.

As I said in the beginning of this piece, I was taught from a young age that I would not get into trouble if I didn’t seek trouble. As it turns out, though, I might not have gotten into trouble even if I had sought some trouble.

At the same time, I recognize that it is a different story for friends of mine who are people of color. It is a different story because of the startling disparities between the way whites are policed and the way people of color are policed. Indeed, institutional racism exists in the way that I, and others, are policed.

This image is from a march against racially disproportionate policing. The racial disparities in the way practices like New York City’s stop-and-frisk was implemented raised concerns about racially disproportionate policing. By longislandwins [CC BY 2.0 (, via Wikimedia Commons.

Institutional Racism Series: How it Affected Where I Went to School

I went to a great elementary school from 5th to 8th grade, a high school I loved, and a great college. While I sometimes had small complaints, such as having too much homework or dealing with the stress of end-of-year exams, I was extremely lucky to get the education I received.

However, for several months in 2004, the educational system in New York viewed my family as a family of color (even though we’re white), and the results for a time cast uncertainty over where my younger brother would go to kindergarten.

This uncertainty was the result of institutional racism, or racism that is practiced and sometimes even normalized by social, economic, governmental, and other institutions.

The beginning of this story was during the 2003-04 school year, when my family was trying to get my younger brother into the kindergarten program at the public magnet school I went to at the time (which drew students from districts throughout New York City’s borough of Queens). What happened was that the school changed its “sibling policy”—the school previously had automatically admitted siblings of students already attending the school, but the policy changed so that siblings of students were limited to being somewhere between 10% to 20% of new student admissions.

The justification for this policy was to diversify the school—administrators viewed the school as drawing “too many” students from certain districts throughout Queens and “too few” students from other districts; the “too many” were usually from districts that predominantly had students of color, while the “too few” were usually from districts that predominantly had white students. In order to diversify the school, the sibling policy was changed so that the school didn’t get many more kids from districts drawing “too many” kids (mostly districts of color, as I said earlier). Indeed, as someone at the New York City Department of Education told my parents, administrators wanted more kids from places like Bayside and Douglaston (neighborhoods in Queens that were extremely white). In other words, they wanted more white kids at the school and fewer people of color.

At this point, you’re probably reading this and saying the following: “Now, wait a minute, Brendan…you’re white! You’re not a person of color! So what do you or your family have to do with all this commotion?”

Where we came into the commotion was that the school system viewed my entire family, including my brother, as people of color. Since I lived in a Queens neighborhood dominated by people of color, the system viewed my brother as a person of color and therefore as a person who would not achieve the goal of giving my school a more “diverse” student body (more white people). Basically, the educational institution in New York viewed my family as people of color for several months in 2004, and as a result my brother couldn’t get into the kindergarten program we wanted to get him into. My parents said nothing to argue with this misperception because they didn’t want to use our race to give my brother an advantage on the sole basis of the color of his skin.

Then things changed.… Once the educational powers that be saw me mark myself as “white” on a standardized test, they realized that my brother was probably also white and they suddenly offered him a seat at the school. It was too late, though, because my brother started kindergarten at a Catholic school he loved, and I transferred to that school.

The story ended on a positive note for my entire family because we had the money to pay for Catholic elementary school for my brother and me and avoid the public school system entirely after transferring.

However, as I’ve shared this particular story in talks with friends, I have found out about people who had similar issues in their own school systems, but were not so lucky because they were people of color who came from families without many economic resources. Indeed, institutional racism in education prevents some great kids from having the educational opportunities they deserve.

Note: If you missed my previous two posts in my series on institutional racism, please refer to my introductory post for the series and the post on how institutional racism affected where I (and others) live.