Abstracts
Résumé
Cet article propose d’analyser les cadres raciaux, ou les prismes par lesquels les individus interprètent le rôle de la race dans la société, mobilisés par les étudiantes et étudiants blancs de deux universités d’élite étatsuniennes. Pour la plupart d’entre eux, l’entrée dans une université d’élite coïncide avec le renforcement du cadre de la diversité qui met l’accent sur les retombées positives de la diversité culturelle. Beaucoup adoptent, cependant, un cadre de neutralité raciale (colorblidness) qui considère les groupes comme équivalents et les identités raciales comme non significatives. À partir d’une enquête par entretiens approfondis auprès de 47 étudiantes et étudiants blancs nés aux États-Unis et inscrits à Brown et à Harvard (N = 47), nous explorons les tensions et les ambivalences qui parcourent ces deux cadres raciaux, potentiellement divergents ; la manière dont ils influent sur les perceptions étudiantes des politiques d’affirmative action et des relations interraciales sur les campus. Nous soulignons le dynamisme et la plasticité des cadres raciaux montrant les effets que les institutions peuvent avoir sur la construction des perspectives individuelles.
Mots-clés :
- race,
- université,
- affirmative action,
- diversité,
- neutralité raciale,
- élites
Abstract
This article examines race frames, the interpretive lenses through which individuals understand the role of race in society, as mobilized by white students at two elite U.S. universities. For most of them, entering an elite institution reinforces the diversity frame, which emphasizes the benefits of cultural diversity. However, many also adopt a colorblind frame, which sees race groups as equivalent and racial identities as insignificant. Drawing on in-depth interviews with 47 white U.S.-born students enrolled at Brown and Harvard (N = 47), we explore the tensions and ambivalences that arise from these divergent frames and their influence on student perspectives on affirmative action and interracial relations on campus. Emphasizing the mutability of race frames, our findings also highlight the impact of institutional contexts on shaping individual perspectives.
Keywords:
- Race,
- higher education,
- affirmative action,
- diversity,
- color-blindness,
- elites
Resumen
El presente artículo analiza los esquemas raciales — o prismas a través de los cuales que los individuos interpretan el rol de la raza en la sociedad — adoptados por los estudiantes blancos de dos universidades estadounidenses de élite. Para la mayoría, el ingreso a una universidad de élite coincide con el fortalecimiento del esquema de diversidad que hace hincapié en el impacto positivo de la diversidad cultural. Sin embargo, muchos adoptan un esquema de neutralidad racial (daltonismo) que percibe a los grupos como equivalentes y a las identidades raciales como insignificantes. A partir de una encuesta con entrevistas detalladas a 47 estudiantes blancos nacidos en Estados Unidos e inscriptos en Brown y Harvard (N=47), exploramos las tensiones y ambivalencias que atraviesan estos dos esquemas raciales potencialmente divergentes y la forma en que las percepciones de los estudiantes inciden sobre las políticas de acción positiva y las relaciones raciales en el campus. Destacamos el dinamismo y la plasticidad de los esquemas raciales que ponen de manifiesto los efectos potenciales de las instituciones en la construcción de perspectivas individuales.
Palabras clave:
- Raza,
- universidad,
- acción positiva,
- diversidad,
- neutralidad racial,
- élites
Appendices
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