Qualitative Research On The Effects Of Racism On Children

1. Using qualitative research while attempting to understand children is productive in providing an insight into their minds and gives a way to challenge adult assumptions of children and youth. Qualitative research goes beyond just numbers and data by providing a child’s perspective on their own understanding of the world and it gives them a voice (Albanese, 2009). When looking at ‘race’, gaining a child’s perspective can aid in a general understanding of the implications of race and racism on children and youth. ‘Race’ is a social construction and as defined in lecture, it is the categorization of specific physical features such as; hair texture, facial features and most importantly skin colour. There are two distinctive types of racism.
One being old racism, which is heavily based on the physical traits of racism previously described and the idea of superiority dependent on what characteristics one possesses (Baker, 2013). New racism is seen as more subtle and can be seen in day-to-day interactions, for example a person of colour not receiving a job they are more than qualified for based on the colour of their skin (Baker, 2013). Many children fall victim to racism and the implications are largely negative. Through qualitative research, children have been able to express the impacts it has on their lives. How children react to racism can be heavily based on the context and the environment. Many students in research done by Baker (2013), expressed their need to ‘act white’ as a way to gain acceptance amongst peers in a predominantly white city. The feeling of needing to act as a certain ‘race’ in order to fit in can leave children feeling highly aware of their differences and gives them a sense of humility towards their race, which was discussed in lecture. Through qualitative research, a voice is given to children and this is beneficial to them as it brings forward issues that are often ignored. Racism can often be seen as an issue for adults and the voices of children go unrecognized. Through the qualitative research of Baker (2013), it became prevalent that what may appear harmless in the eyes of adults or white peers in terms of racism, is in fact considerably harmful and affects children all the way into adulthood. This reflects the concept of Rousseau, who believes it is society that corrupts the innocence of youth; in this case, the effects of racism harm children’s transition into adulthood and are a significant factor in shaping who they become (Albanese, 2009).
In an entirely different context such as a city like Toronto, known to be multicultural; it may be assumed racism is entirely eradicated when in fact this is not the case. The effects of racism on children may be different, but this does not mean they are not as significant. Yon (2000), demonstrates how often in settings seen as multicultural, visible minorities from a variety of backgrounds become grouped together. A student in Yon’s (2000) study demonstrated how she conformed to this concept, as she identified herself as Spanish when she was in fact born in Serbia. The research also demonstrates that many students share similar interests however do not associate with one another because they share different backgrounds. This can be seen with Mario, an Italian student, and Hon, a Vietnamese student. They both share a love for hip-hop music, but do not consider themselves friends (Yon, 2000). This research demonstrates that the form of ‘race’ and racism experienced in a multicultural area appears far more stereotypical and students often interact based on these stereotypes.
This demonstrates the benefits qualitative research can have on young people, as it provides an insight to different contextual situations and does not generalize ‘race’ and racism.
In comparing the research done in Newfoundland to the research conducted in Toronto, a unique socio-cultural lens allows for the same topic of ‘race’ to be acknowledged in a different context.
It provides insight to the effects race and racism has on minorities in a predominantly white city versus the effects it has on children in a more multicultural setting. In both situations the effects are negative, however without qualitative research, the difference would not be acknowledged. This demonstrates how it becomes beneficial to young people. Children are able to provide their thoughts and feelings on topics that they are not frequently addressed on. As addressed by Albanese (2009), including children in research is empowering for them, it gives adults a new and profound perspective on children and it engages children in issues that affect their lives daily.

2. Until recently, childhood was nonexistent. As society developed, so did the concept of childhood. As discussed in lecture, childhood is not a set or universal definition and this definition shifts in meaning through time and across cultures. There are many theories that attempt to explain the importance of childhood and childhood experiences, which directly affects how many socially constructed discourses on children have been developed. Tabula Rasa is one of these theories, invented by John Locke; who believed that children were born blank slates and have distinct needs that are required in shaping them into functioning adult members of society (Albanese, 2009). Contrary to Locke, J.J. Rousseau’s theory claimed children were born innocent and are corrupted by society (Albanese, 2009). Many theories, including these two, have contributed to the social construction that is childhood. Some discussed in lecture include, the idea of children being innocent, vulnerable, easily corrupted, dependent and powerless, just to name a few.
This plays into the understanding of how a ‘one-size-fits-all’ approach to childhood is problematic.
The previous theories mentioned all contribute to societies’ understanding of children; however they have a strong Westernized influence. When it comes to child work, there are many laws in place to ensure the safety and wellbeing of children. However, many of these laws are strongly generalized and mostly applicable to Western, First World cultures. The international campaign against child labour is one of many actions taken in order to prevent child labour and protect children all around the world (Bourdillon, 2005). However, what may be considered labour in one culture or contexts is not in another. Bourdillon (2005), emphasizes this as he says, “in appropriate situations, work and even employment, can be beneficial to children” (p.7). This is especially true for children in third world countries who depend on their manual labour to support their families as well as themselves. The labour they partake in may be considered dangerous or unethical when viewed through a Westernized lens; however it is necessary to survival, which is why applying laws following a ‘one-size-fits-all’ approach is
problematic.
Aside from the difficult distinction between work and labour across cultures, child work has many benefits when considering the theory of Tabula Rasa, which is in support of child work, as experience is a necessary component in child development when considering children a blank slate. There are many jobs considered ‘appropriate’ for children and youth. McJobs, as defined in Allan et al. (2005), are jobs that are ideal for students, demand low skills, and are part-time, which work well with youth. They are a form of child work that benefit children and aid them into becoming functioning adults. When taking the ‘one-size-fits-all’ approach in the sense of which work is and is not considered appropriate for children the context and cultures needs to be a large factor, which it often is not. Just because the jobs in Western societies vary from those in Third World countries, does not mean they are any less significant to the socialization and development of children, and in some cases crucial to their livelihood.
Although Tabula Rasa and Locke’s discourse of innocence are applicable when looking at Western cultures, these same discourses cannot necessarily be applied globally. Children of Third World countries are exposed to a far different environment with economies that are dependent on the work of children. Child work in Western society is not necessarily crucial, however aids in their transition into adulthood and provides children with experience in the work force (Allan et al., 2005). Child work in other parts of the world can be crucial for children and their families as well as unavoidable in the economy. For these reasons alone, a ‘one-size-fits-all’ approach is entirely impractical and harmful to children who are not a part of Western society. The assumptions made about children are often based on discourses about children that are unable to be applied to all children around the world. As discussed in lecture the definition of childhood is socially constructed and shifts depending on time and location, making one simple definition that fits all children seriously problematic.
3.
When it comes to being in control, children have little to no say over the influence of socio-cultural norms and fall powerless to the discourses of childhood innocence.
When it comes to bodily discipline, particularly in schools, children are at an entire lack of control. Children’s bodies are regulated in a plethora of ways. This can be viewed through the concept of bio power; a term coined by Foucault, meaning bodies that exempt docility and are prepared to comply (Allen, 2009). Some examples of this discussed in lecture that are demonstrated in the school system include: dress codes, curriculum, classroom rules and expectations as well as many more policies and regulations. These are all put in place to inflict control over children and their
bodies. The words sexuality and children in the same sentence waves a big red flag to many parents and teachers. Whether this has to do with how children dress, act or how they identify, there is constant surveillance on their behaviours in order to maintain the social construction of childhood innocence. This concept of constant surveillance can be defined as Panopticon; another one of Foucault’s terms which internalizes the feeling of being constantly surveilled. Through this concept it is expected that students would constantly comply to regulation on their bodies in anticipation that they are being watched. In a case study done by Allen (2009), students demonstrated how they resisted this form of surveillance. The school has a rule called the five-centimeter rule implemented; this rule restricts students from being any closer than five-centimeters to one and other and allows for zero physical contact. One student explained that after being yelled at for not following the five-centimeter rule, students would go back to disobeying once they became aware the teacher was out of sight (Allen, 2009). This is one of many ways children and youth attempt to push back against socio-cultural forces and gain control of their own identities and bodies. There are many negative consequences on children in regards to concepts such as the five-centimeter rule being applied in schools. In accordance to Allen (2009), this rule applies particular meanings to sexuality that can be relayed negatively as student’s sexuality is seen as forbidden and consequential. Sexuality can also be relayed negatively in forms of dress codes applied in schools. There is a large sum of examples of students attempting to resist this form of bodily discipline. This includes many discussed in lecture, such as a local teenager that attempted to commence a ‘crop top day’ as a form of resistance to school dress codes. Many dress codes implemented, sexualize female body parts; such as shoulders, that are in no way sexual. This unnecessary sexualisation “positions young women not as innocent victims of unwanted male touching but as ‘conniving’, using their ‘vulnerable sexual status’ as a means of exerting power (Allen, 2009, p. 450). It comes as no surprise that youth would resist these forms of bodily discipline, as it interferes with the development of their personal identities, which they are able to express through the clothing they choose to wear. Many rules and restrictions based around sexuality follow the presumption of heterosexuality. This is another form of bodily discipline that is thrust upon on children and youth from a very young age. An example given in lecture demonstrates this, as young girls are often asked questions such as ‘do you like boys yet?’ or young boys are asked ‘if they have a girlfriend?’ which enforces these heteronormative cultures. Heteronormative cultures enforce heterosexuality as a norm therefore controlling bodily discipline in regards to sexuality (Meyer, 2009). Some schools also imposes a double standard to children that are not heterosexual as many rules such as the five-centimeter rule are heavily enforced on homosexual students and not as heavily enforced on those who are heterosexual (Meyer, 2009). Although adults attempt to make it difficult for students of different sexual orientations, they still find a way to resist. An example of this being students fighting back against unfair punishments, such as Ms. Nguon who argued against a suspension that she believed harmed her identity. In this specific case the student’s suspension led to her being outed to her family and harmed her emotionally and had the potential to lead to physical harm (Meyer, 2009). No matter what socio-cultural forces seem to come in the way of youth, they attempt to find a way to express their identities and take control of their bodies.

References:
Albanese, P. (2009). Doing Research on and with Children. Children in Canada Today, 39-57.
Albanese, P. (2009). Histories in Childhood in Children in Canada Today. Oxford
University Press, 1-10.
Allan, C., Bamber, J.G., Timo, N. (2004). Fast Food Work: Are McJobs satisfying? Employee
Relations, 28 (5), 402-420.
Allen, L. (2009). The 5 Cm Rule: Biopower, sexuality, and schooling. Discourse: Studies in the
Central Politics of Education, 30 (4), 443-456.
Baker, J. (2013). Just kids? Peer racism in a predominately white city. Center for Refugee
Studies at York University, 9 (1), 75-85.
Bourdillon, F.C.M. (2005). Working Children in Zimbabwe. Sociological Studies of Children and Youth, 10, 7-21.
Meyer, J. E. (2009). Queer Youth and the Culture Wars: From classroom to courtroom in
Australia, Canada and the United States. Journal of LGBT Youth, 6, 135-154.
Yon, A. D. (2000). Urban Portraits of Identity: on the problem of knowing culture and identity in intercultural studies. Journal of Intercultural Studies, 21, (2), 143-157.