Browsing by Subject "Racism"

Abstract Faculty: Faculty of Social Sciences Degree programme: Master’s Programme in Contemporary Societies Study track: Sociology Author: Ona Needelman Title: “So it is… I don’t think that was racism either, but it was just a kind of ignorance.” – Providers’ perceptions on race, racism and addressing racism through School-based mental health support Level: Master’s Degree Month and year: December, 2021 Number of pages: 76 Keywords: Racism, white supremacy, mental health, education, critical race theory, anti-racism, critical discourse analysis Supervisor or supervisors: Elina Paju Where deposited: University of Helsinki Additional information: Abstract: This study explores how mental health providers at schools recognize, conceptualize and address racism and its impact on persons of colour (POC) students’ mental health. The aim was to produce knowledge on what kinds of challenges “white” structures of school-based mental health present for practicing and understanding anti-racism. The main research questions were: 1) How do mental health professionals in schools view the influence racism has on mental health and well-being of POC pupils? 2) How do school mental health professionals make sense of, and deal with, issues of racism faced by POC students and which challenges do they face in doing so? 3) How do school mental health professionals conceptualize anti-racism as part of their professional roles? The main goal for this thesis was to draw attention to and heighten awareness around the new ways in which both organizations and employees must develop and approach anti-racist student welfare services in schools. Knowledge on racism and mental health from Finland produced by POC writers and activists was utilized, as academic research of this topic in Finland is limited. Academic research on racism in Finnish society and schools, and on racism’s impacts on mental health from other countries are introduced in the literature review. The main theory used throughout the research process was critical race theory (CRT), including critical whiteness studies. Eight voluntary in-depth qualitative interviews were conducted, with five school psychologists and four social workers all working in basic education in the metropolitan area. Three main discourses emerged from conducting critical discourse analysis, which I labelled as follows: Equality and tolerance, personal awareness and belonging. Key findings were that colorblind ideology perpetuates white supremacy, anti-racism mainly relies on individuals’ awareness of racism, and reactive strategies surpassed proactive anti-racist practices Based on the findings, colorblind ideology and reliance on individual awakenings make anti-racism targeting both prejudice and structural racism vulnerable. Recognizing racism challenges all adults with power in schools. Anti-racism will require more activism and collective action within organizations to commit professionals practicing in the field to address racism through their work.