Aneisa Babkir

1 November 2018

Annotated Source List

Alexander, Michelle. “The New Jim Crow: Mass Incarceration and Institutional
Racism.” UUA.org, Memoirs of Margaret Fuller Ossoli (1852), Vol. I, p. 132., 28 May
2015, www.uua.org/multiculturalism/ga/new-jim-crow.

Summary:
In this transcript civil rights activist and scholar, Michelle Alexander, discusses the social issues
regarding race in the US and how it impacts the justice system- calling it “the new Jim
Crow”. Alexander is attempting to expose the United States’ legal system for its institutionalized
racism, discrimination, and mass incarceration of black people. Michelle Alexander claims that
the United States’ “criminal injustice system” is creating a race class caste system. This caste
system is an attack against poor, minority families, trapping them in a vicious poverty
cycle. Alexander lists specific policies that reflect this caste system, such as Ohio’s strict laws
that make it difficult to get a job after being convicted of a felony. Alexander explains that once
these people get out of prison they find themselves unable to get legal employment, housing, or
food. Because people cannot provide for themselves or family they are forces once again to
return to illegal activities to survive, which will end with people returning to prison.

Application to Research:
There seems to be a lot of helpful information here; the author draws her conclusions from
previous research which I’ll be able to verify. The article inspires to investigate specific state
policies and laws to discover discriminatory policies. Question: Is there another minority group
being impacted by institutionalized racism or is it all minorities being equally impacted.

Antoinette. “Exposing Bias: Race and Racism in America.” Harvard Professional Development |
Harvard DCE, Harvard Continuing Education, 20
Apr.2017, www.extension.harvard.edu/inside-extension/exposing-bias-race-racism-
america.

Summary:
This article gives an overall lesson on racism and its foundations in the United States. The
article is divided into subsections which all connect and attempt to explain America’s racial
problems and tensions. The subsections include: the origins of race in America, the social
construction of racism, how children process race, admission and affirmative action, and
expanding perspectives on race. Each subsection is discussed with examples and easily
understood. The article also uses other sources, such as the Yale Child Study Center, to back up
its claims.

Application to Research:
While this article does not directly discuss the justice system in the United States, it is still vital
to my topic because it discusses the background and gives information vital to
understanding race in America and how it relates to the justice system. This article was well
organized and provided thorough explanations and analogies which made this complex topic
easy to understand. This article will be useful because I will be able to use it to provide
background knowledge on my topic.

Babkir, Aneisa. “Discussion with Judge Zwaig.” 4 Dec. 2018.

Summary:  
In this interview with Judge Zwaig, we focused on the racist history of the United States
regarding the drug epidemic. Judge Zwaig, a former federal public defender, explained that as a
nation the government and society only started to care about the cocaine epidemic when it started
impacting white communities. The government only acted against the opioid crisis when white
people started to be negatively affected. He explained that in the eyes of the government, it was
viewed as a good thing when black people were dying from cocaine overdoses as they were
“killing off each other”, but when white lives started to also die from cocaine, the government
finally took action and declared it a crisis. They emphasized that when the government began the
War on Drugs all races were using drugs at the relatively same rate, but black people were being
punished for it far more than any other race.
 
Application to Research:  
This interview was very helpful; I was able to get insight into how the Federal government
reacted to the drug epidemic from someone who worked in the system.
 
Babkir, Aneisa. “Discussion with Judge Brooks.” 4 Dec. 2018.

Summary:  
In this interview with Judge Brooks we focused on how the 13th Amendment in its foundation is
racist- the loopholes it provided (and continues to allow) are so drastic and detrimental to
African Americans economically and socially. He discussed how when African Americans were
“freed” from slavery they were left vulnerable to many other forms of slavery such as the prison
system. The US prison system was a legal way for the government and society to control the
African American population. Black people were arrested for frivolous and false allegations,
then received absurd sentences- incomparable to white people’s sentences for the same crimes.
Judge Brooks also recommended many different sources that discuss the 13 th Amendment and
would be beneficial to my research. He directed me to sources such as, Law Man by Dennis
Burke and Shon Hopwood and The New Jim Crow: Mass Incarceration in the Age of
Colorblindness by Michelle Alexander.

Application to Research:  
Judge Brooks directed me to many other sources of research I can look into and use as they relate
to the focus of my research.

Benjamin, Shawn. “The Core Journal, Issue 21 » Core Curriculum | Boston University.” Family
and Medical Leave Act (FMLA) | Human Resources.
Summary:
This chapter from a periodical (journal) focuses on the development of institutional racism in
the United States. The author begins by explaining that the social hierarchy- which legally
created the idea that black people are inferior to white people- developed in the 16th century. He
explains that white people were given many privileges in economics, politics, education, etc. He
also explains this idea of a “psychological wage of whiteness” in society that degraded black
people, and even allowed for poor white people to be labeled as “above” blacks. The author
states that, although the Civil War occurred, it did not change the perception that blacks are
inferior to whites. Therefore, black people continued to be disenfranchised in housing, voting,
etc. The journal also explains that after World War II, the policies and benefits such as the G.I.
Bill were only granted to whites. This happened through the strategic discharge of African
American men right before the war ended, so that they would not have access to the veteran
benefits. Black people were also discriminated through mortgage and college loans. The US
Department of Veteran Affairs “systematically denied black veterans equal access”, this
prevented them from entering the growing middle class. The author explains that the Civil Rights
Movement resulted in white government officials and business owners creating new ways to
discriminate against black people. For example, During the War on drugs policy period,
President Regan allowed for harsher penalties for crack cocaine- a form of cocaine used more by
black people. In contrast to powdered cocaine- used mostly by white people- which only
prompted a 5-year sentence.

Application to Research:
Through reading this, I’m realizing that I need to focus and research the development and start of
institutional racism in the US, to fully understand how it is being implemented today. Perhaps I
should examine how national policies are implemented in different states and counties?

Board, The Editorial. “How Racism Doomed Baltimore.” The New York Times, The New
York Times, 9 May 2015, www.nytimes.com/2015/05/10/opinion/sunday/how-
racism-doomed-baltimore.html.

Summary:
This article discusses the federal and state/ local policies implemented throughout the
United States and Baltimore, Maryland’s history that explain the city’s segregation and
extreme poverty. Baltimore has a well-documented history that reflects the racist policies
which resulted in today’s growing racial wealth disparities. It explains how the “ghettos”
were purposefully created by the government to allow whites to gain an economic
advantage- especially during the homeownership boom during the 1930-60s.
Homeownership, which blacks were denied through policies, restricted them from gaining
wealth that comes from homeownership- impacting family generations. These policies not
only restricted Black people but promoted and allowed for whites to reach “the American
dream”.
Application to Research:
While this does not relate to the criminal justice system, it discusses systemic racism and
how it is imbedded into federal and local polices. It also reflects my argument that
institutional racism is built into the foundation of the United States.

Board, Editorial. “The Systemic Racism in Baltimore's Police Force.” The Washington
Post, WP Company, 10 Aug. 2016, www.washingtonpost.com/opinions/the-systemic-
racism-in-baltimores-police-force/2016/08/10/86ce448a-5f3f-11e6-9d2f-
b1a3564181a1_story.html?utm_term=.63ba2b64de5e.

Summary:
This article discusses the Baltimore (MD) Police Department’s systemic racism towards
Black Americans. Investigation into this department has provided evidence that their
police department is running unconstitutionally and disproportionally impacting the Black
community. The evidence provided includes an email with a template of a trespassing
arrest form, with most of the blanks filled out including the race section, where it was
marked “black male”. This template supports the statistics that show patrol officers
routinely use this type of arrest to harass and detain black males.

Application to Research:
This article is useful to my research as it discusses a local case of systemic racism.

Boegel, Ellen. “Racism Makes a Criminal Justice System Reform Impossible.” America

Magazine, 17 May 2018, www.americamagazine.org/politics-society/2018/05/17/racism-
makes-criminal-justice-system-reform-impossible.

Summary:
This website discusses how conscious and unconscious racism is imbedded into every level of
society in the United States. It emphasizes that even without discriminatory laws, the atmosphere
has not changed. For example, school segregation laws have been repealed since the 1960s, but
the website explains that many public schools are still as segregated as they were in the 1960s.
The website further backs up its claims by citing discrimination in many fields, for instance, it
explains that though members of minority groups are all eligible for jobs, studies show that
employers still favor white applicants. It also discusses how racial bias and racial assumptions
fuel institutionalized racism. Minority groups are often the victims of this because people will
assume that innocent activity is threatening because of the person’s skin color. The author also
discussed how there is evidence of racism in the data not shown. This is known as “differential
selection and processing”- referring to the lower ratio of police calls made about white people for
the same non-threatening activities, warnings instead of arrests made, misdemeanors instead of
felonies being charged, etc.

Application to Research:
There seems to be a lot of helpful information here; the author draws her conclusions from
previous research. The author also made me realize to start looking/ researching for “missing”
evidence/ use evidence that is not there as evidence.
Cole, Nicki Lisa. “Understanding Systemic Racism.” Thoughtco., Dotdash, 1 June 2018,
www.thoughtco.com/systemic-racism-3026565.

Summary: 
This website takes a sociological approach to defining systemic racism. The writer, Nicki Lisa
Cole, claims systemic racism is both a theoretical concept and reality. She states that as a theory,
“it is premised on the research-supported claim that the United States was founded as a racist
society”. This means that racism is embedded in all the United States’ institutions and social
relations. Cole claims the reality of systemic racism is composed of intersecting and codependent
institutions, policies, and behaviors that give an unjust amount of privilege (power, rights,
resources) to white people while denying them to people of color. The website also elaborates on
the cost and burdens of systemic racism. This includes: limited income and wealth potential,
shorter life spans, impacted family structure due to mass incarceration, limited access to
educational resources, voter oppression which results in limited political participation, the
psychological burden of being viewed as “less than”, etc.

Application to Research: 
There seems to be a lot of helpful information here; the author explains systemic racism through
sociology (a different approach compared to my other sources).

Drayton, Tiffanie. “White People Need to Confront Systemic Racism, Not 'Alt-Right'
Extremists.” The Daily Dot, 17 Feb. 2018, www.dailydot.com/irl/white-people-systemic-
racism/.
Summary:
This article explains that Americans often focus too much on explicit racism and overlook
institutional racism and segregation. The author discusses how blatant racist are often seen as the
greatest threat to people of color, but that is simply not true. According to the article, government
institutions like the prison system pose a greater immediate threat to Black people. The article
lists several examples of how government and private institutions are systemically racist. For
example, the banking system. The U.S. banking system continues to exploit the Black middle
class by not allowing for any possibility of generational wealth to begin or grown. Gentrification
is another form of systemic racism. Through gentrification, neighborhoods of color are being
threatened, and force Black people into poverty. This article emphasizes that if more was being
done to dismantle the system of institutional racism, then angry white extremist wouldn’t seem
that bad.

Application to Research:
This article was interesting to read. It discusses many recent and current cases regarding the
criminal justice system, but also other forms of institutionalized racism.
Duca, Lauren. “How ‘Nice White People’ Benefit from Charlottesville and White
Supremacy.” Teen Vogue, 14 Aug. 2017, www.teenvogue.com/story/complacency-
racism-white-supremacy-charlottesville-thigh-high-politics-lauren-duca.
Summary:
This article discusses how many moderate white Americans believe that racism is only in one
form- explicit racism. However, this article emphasizes that participating in white supremacy can
be through staying silent and reaping the benefits. While the author talks about President Trump
a lot, she explains that racism in America has been an issue long before him. The article’s focus
is how white privilege must be confronted by moderate whites in a better way than it currently is.
Instead of feeling guilt for unwanted privilege people must speak against and work to fight it.

Application to Research:
This article was written in a slightly informal manner but was still very accurate and referenced
current events in America. This article was very useful in that it offered numerous solutions to
help fight institutional racism.], which I can research more thoroughly.
Erler, Zoe. “Is Racism a Factor in Juvenile Justice Disparities?” Prison Fellowship, 11 May
2017, www.prisonfellowship.org/2016/10/racism-factor-juvenile-justice-disparities/.

Summary:
This article focuses on racial inequality in the juvenile system. The article explains that,
commonly, when a person under the age of 18 commits a crime deemed serious- enough, a
prosecutor will ask the court to try that person as an adult. The article provides statistics that
show almost 90% of minors that prosecutors requested be tried as an adult were black or
Hispanic minors, and of that number over half were granted by a judge to be tried as an adult.
The article explains that Caucasian minors committed the same waivable crimes as their black
counterparts but not nearly as many requests were placed for them to be tried as adults. The
article emphasizes the detrimental consequences of minors being tried as adults. Minors tried as
adults face harsher sentences, are sent to adult prisons where they will face countless terrors and
will have their record stained with a childhood offense. For mainly black and Hispanic minors to
be faced with this burden is an injustice of the juvenile justice system.

Application to Research:
There seems to be a lot of helpful information here because it is an article centered around the
juvenile justice system which I have not looked very much into yet.

Freeman, Jo. “Institutional Discrimination.” Institutional Discrimination, 1970,

www.jofreeman.com/womensociety/institidiscrim.htm.

Summary: 
This essay is written based on a lecture given by Jo Freeman. It explains the concept of
Institutionalized discrimination, which can include racism but is not limited to
racism. It provides a written explanation of Freeman’s beliefs and ideas. It not only discusses the
social issues regarding discrimination in the US, but also how institutional discrimination is
imbedded in every level of the US. It explains discrimination regarding race, sex, social classes,
etc. The author exposes institutions for their constant discrimination and creating of small social
circles, which affect job opportunities. The article explains that institutional
discrimination restricts access and privilege. The author gives a step by step explanation of how
institutional discrimination begins- in relation to employment. For example, Freeman explains
that discrimination begins in the recruitment process, and that if one is not already a part of the
inner circle they will likely not be given an opportunity or may not even know of the job
opportunity. The essay also discusses the affects discrimination has on one’s mental health and
self-confidence. This is because through discrimination, people’s self-confidence is often
undermined.

Application to Research: 
There seems to be a lot of helpful information here; the author uses a broader definition of
discrimination and closely examines how it affects job opportunities. The author also draws
attention to how social discrimination impacts institutions.

Freund, David M. P. “We Can't Forget How Racist Institutions Shaped Homeownership in
America.” The Washington Post, WP Company, 28 Apr. 2016,
www.washingtonpost.com/news/wonk/wp/2016/04/28/we-cant-forget-how-racist-
institutions-shaped-homeownership-in-
america/?noredirect=on&utm_term=.11abadd77095.

Summary:
This article discusses how systematic racism impacted homeownership in the United States. The
author explains that today, past segregation policies are still visible in most neighborhoods. The
author explains that systematic racism is more powerful then explicit racism because its affects
are continuing, while explicitly racism may just be confrontational and personal. The author
focuses on the private housing system in the United States but emphasizes that government is
involved through the policies and laws related to housing. The author also explains that this from
of racism is not only damaging to people of color regarding housing, but because of economic
success.

Application to Research:
This article is helpful because it provides a specific and clear example of how institutions use
systematic racism. This clear and direct use of institutional racism makes my research easier to
understand, even if it does not relate to the justice system.

Gonzalez, Sarah. “Kids in Prison: Getting Tried as An Adult Depends on Skin Color | WNYC |
New York Public Radio, Podcasts, Live Streaming Radio, News.” WNYC, 10 Oct. 2016,
www.wnyc.org/story/black-kids-more-likely-be-tried-adults-cant-be-explained/.

Summary:
This article discusses the racial disparities in minors being tried as adults and provides statistics
to back up its claims. The article uses the state of New Jersey’s statistics because of their
thorough research on the topic. According to the article, New Jersey prosecutor requested that
1,251 minors be tried as adults. Of those minors 849 were Black and 247 were Hispanic, leaving
only 139 to be White, 5 Asian, 1 Native American, and 10 unknowns. The article explains that
black minors are tried as adults more than any other race. The article also references a specific
prosecutor- a prosecutor in Hunderton County who has not requested a minor be tried as an adult
in the past five years. The juvenile demographic of this county is 80% white. The article
emphasizes that the only difference of these minors and their crimes are their race.
Application to Research:
This article is helpful because it provides a specific and clear example of how racism is used in
the juvenile justice system. This clear and direct use of institutional and explicit racism
corroborates my research.

Hackett, Ashley. “A Report to the U.N. Reveals Deep Racial Disparities in America's Criminal
Justice System.” Pacific Standard, Pacific Standard, 23 Apr. 2018, psmag.com/social-
justice/a-report-to-the-un-reveals-deep-racial-disparities-in-american-criminal-justice-
system.

Summary:
This article, written only a few months ago, discusses the racial disparities in the United States’
criminal justice system. The article lists multiple sources, such as the United Nations and The
Sentencing Project, to back up its claims. The article also links its sources, allowing for easier
further investigation. The article provides statistics that confirm its findings. According to the
article, “African Americans comprised 27 percent of all individuals arrested in the U.S… double
their share of the population” (Hackett). The author credits the racial disparity to unequal levels
of police contact towards African Americans.

Application to Research:
This article is relevant to my question because it discusses the overarching issues of racism in the
United States. The article highlights the key factors that contribute to the racial disparities- police
work and the political foundation of America. It is also very useful that the article lists its
sources- which I can use for more research.

Hetey, Rebecca, and Jennifer Eberhardt. “Your Gateway to World-Class Research Journals.”
Journal of Research in Crime and Delinquency, May 2018, journals.sagepub.com/.

Summary:
This scholarly article focuses on racial inequality in the criminal justice system, and how the
way these racial disparities are presented to the public is crucial to ensuring this information is
understood correctly. The authors of this article understand that activists and scholars attempt to
motivate the public to fight inequality through showing statistics of racial disparities but claim
that this often causes people to become supportive of policies that cause racial inequality. This is
because people are usually not given context to the disparities, consequently reinforcing their
prejudice beliefs. Subsequently, people continue the stereotypic association of linking Black or
African- American people with crime. This article offers solutions on how to properly present
racial inequality information to the public. Such as; offering proper context to all claims and
statistics, challenging political and social institutions that cause racial disparities, and
highlighting specific institutions that target people of color and minorities. The article also
discusses “stereotypic associations” that link Black people with crime. For example, the article
stated that “when whites were exposed to a ‘Blacker’ prison population, they became
significantly more fearful of crime” and therefore more likely to favor harsher prison sentences
and policies.
Application to Research:
This scholarly article brought to my attention the negative effects of presenting racial disparities
to the public- as this was my main solution to combating institutional racism and inequalities.
This article also provides interesting studies done on the public that reflects American beliefs and
prejudices towards people of color (mostly Black people).

Huling, Tracy, and Marc Mauer. Young Black Americans And the Criminal Justice System: Five
Years Later. The Sentencing Project, 1995, pp. 1–36, Young Black Americans And the
Criminal Justice System: Five Years Later.

Summary:
This report discusses the statistics of racial disparities in the U.S. justice system. The Sentencing
Project had released a report in 1990 that highlighted the drastic racial disparities in the US
criminal justice system. The report included statistics such as; 23% of African- American men
are under criminal justice supervision (not limited to being in prison). The Sentencing Project
then conducted a study and reported on the same racial issues 5 years later in 1995 in hopes of
seeing positive changes in the U.S. justice system. This (new) report employs that the factors
contributing to the high rates of racial disparities in the criminal justice system have remained
unchanged or worsened in the 5-year period. The report discusses the “US War on Drugs”,
explaining that it was done to achieve corrupt political goals- disenfranchising black voters. The
report also discussed the impact of the “US War on Drugs” on the Black female population.
During the “US War on Drugs” the number of African- American females in US prisons grew by
278% (the number of black males grew 186%) just in this 5-year period. This increase was more
than any other demographic.

Application to Research:
This report provides many statistics and explanations that I have not considered but can now
thoroughly research. Such as, the way the “US War on Drugs” impacted Black women.

Ingraham, Christopher. “The 'Smoking Gun' Proving North Carolina Republicans Tried to
Disenfranchise Black Voters.” The Washington Post, WP Company, 29 July 2016.

Summary:
This article discusses North Carolina’s voter ID Laws. North Carolina holds one of the nation’s
strictest voter laws. The law was in place under the guise that it is for combating voter fraud, but
research has shown the type of fraud it is in place to combat is non-existent. The federal court in
Richmond found the law’s purpose was to disenfranchise minority voters; the judges stated that
the law “target[s] African Americans with almost surgical precision". Specifically, lawmakers
targeted African Americans by using data to discover the least common form of ID held by
Blacks- DMV issued ID. They then made it so that the only acceptable ID for voting is the one
disproportionally used by white people. Also, data showed that Black people utilized early
voting the most, so lawmakers eliminated most early voting days.
Application to Research:
This article discusses a modern-day policy that promotes systemic racism. Specific policies, such
as North Carolina’s, must continue to be researched and challenged to combat institutional
racism. This exemplifies my solution for institutional racism.

“James Baldwin The Price of the Ticket.” PBS American Matters.

Summary:
In this T.V. interview of James Baldwin on the Dick Cavett show, James Baldwin explains
institutionalized racism strictly based on the facts of the polices and how it directly affects
African Americans. He emphasizes that he cannot know how every white person may feel about
African Americans, but through the systemic racism that occurs the majority’s feelings are
obviously hateful. James Baldwin concisely and clearly explains his argument.

Application to Research:
This interview is helpful because it emphasizes how this issue of systemic racism has been going
on for so long, and while some have recognized its detrimental impacts, it is still widely
unknown.
Jones, Rick. “Confronting Systemic Racism in the Criminal Justice System: We All Have a Duty
to Act.” Medium, Medium, 3 Oct. 2017, medium.com/@NACDL/confronting-systemic-
racism-in-the-criminal-justice-system-we-all-have-a-duty-to-act-981709bff608.
Summary:
This article discusses how the criminal justice system of the United States has not changed much
since the 19th century, despite the huge (years) gap. The author focuses on the systemic racial
discrimination black people face in the justice system. This racism includes: longer sentences/
harsher punishments, increased scrutiny from law enforcement, bad media portrayal, etc. The
author uses statistics to back up his claims. For example, “Black drivers are two and a half times
more likely to be searched during a traffic stop… using and selling drugs at rates similar to those
of their white counterparts, African Americans and Latinos comprise 62 percent of those in state
prisons for drug offenses”. The author emphasizes that the racism is made worse by the fact that
the statistics do not support a need for the added harassment and scrutiny. The author suggests
that a way to resolve this major issue is through educating not only the public but also the
officials in charge to change policies and the minds of law enforcement.
Application to Research:
This article is helpful because it compares today’s society with that of the 19 th century, making
the similarities clear. It also discusses modern issues and policies unique to today’s society that
are a direct attack on minorities- emphasizing the racial issues of our society.

Kijakazi, Kilolo. “Structural Racism in America.” Urban Institute, 17 Aug.

2017, www.urban.org/features/structural-racism-america.

Summary:
In this website, author Kilolo Kijakazi focuses on the racial wealth gap to measure the degree of
institutionalized racism in the United states. She explains that it is not lack of effort, but
systematic barriers that facilitate wealth gain for white people. Kijakazi explains
that homeownership is essential for wealth, but black people still face discrimination in this field.
The article also states that over qualified black people are given subprime loans- another form
or institutionalized racism. Kijakazi offers solutions in her argument; she states that these
barriers can be resolved with policy change and equitable treatment of tax subsides.

Application to Research:
This article is helpful for my research because it gives me another measurement of
institutionalized racism- the wealth gap. The solutions offered in this article seem too simple and
optimistic. Kijakazi is claiming that with policy change, institutionalized racism will go away but
there are also social aspects to this racism that must be resolved for any issue regarding race to
be solved.

Maxwell, Connor, and Danyelle Solomon. “Mass Incarceration, Stress, and Black Infant
Mortality.” Center for American Progress, 2018,
www.americanprogress.org/issues/race/reports/2018/06/05/451647/mass-incarceration-
stress-black-infant-mortality/.

Summary:
This article discusses the impact of racial disparities caused by systemic racism. The article uses
the term “structural racism” and defines it as a system of “public policies, institutional practices,
cultural representations, and other norms that work in reinforcing ways to perpetuate racial
inequality” Making the term synonymous with systemic and institutional racism. The author
states that the US criminal justice system is the most obvious form of structural racism. It uses
evidence to defend its claims such as, “incarceration rates more than 500 percent higher than
they were forty years ago” and “black Millennials and post-Millennials are at greater risk of
contact with the system than any previous generation”. This reflects the attack on Black
communities because so many Black people are being put into the criminal justice system.

Application to Research:
This article uses new vocabulary for institutional racism, which I can use to expand my search
for information related to my topic.

McElwee, Sean. “The Hidden Racism of Young White Americans.” PBS, Public Broadcasting
Service, 24 Mar. 2015, www.pbs.org/newshour/nation/americas-racism-problem-far-
complicated-think.

Summary: 
This chart reflects the narrative that racial judgement and stereotyping does not change over
generations. People often believe that racist die out and new generations are progressive- this
graph disproves this idea. It shows that many white Americans continue their parents and
ancestors’ beliefs on people of color. In a survey, Americans were asked if they agree with the
statement that “Generations of slavery and discrimination have created conditions that make it
difficult for blacks to work their way out of the lower class”. The results were categorized by
race- Black people and White people- and by age. The first group, ages 17- 34; second group,
ages 34-49; third group, ages 50- 64; and fourth group, ages 65+. There was little to no
discrepancy in the answers of White Americans by age, with less than 30% of white Americans
answering “agree” in all age groups. This shows that the idea that racism can eventually “die” is
incorrect, racism is continued through generations by people teaching it.

Application to Research: 
This graph reflects the argument that racism cannot be battled by time. My current proposition to
changing the systems of institutional racism, is by educating the public. This graph implies
racism is being taught, therefore it is possible to teach people the right thing.

“Prejudice Plus Power.” SJWiki, 17 June 2015, sjwiki.org/wiki/File:Bob_and_race.png.

Summary:
In this political cartoon, the artist focuses on the systemic racial discrimination black people
face and white privilege that most people don’t realize they are benefitting from. The artist was
able to clearly represent this difficult concept with pictures and captions that are easy to
understand. Depicted in the cartoon are two generations of both a black couple and a white
couple. The cartoon properly shows the generational racial gap that still affects the most recent
generations. The cartoon shows that that it is not lack of effort from black people, but systematic
barriers that halt wealth and political gain. The cartoon ends with an oblivious white
man claiming he has never benefitted from racism, but it is clear through the past images that he
has not only benefitted from it, but he also succeeded because of racism. This statement is what
many ignorant people believe, this is because society is so focused on explicit racism that they
often don’t realize the power of implicit racism- though it is far more detrimental to black
people.

Application to Research:
This cartoon is helpful for my research because it provides another method of explaining this
topic. The picture also draws attention to an overlooked aspect of racism- white privilege. The
picture also represents today’s oblivious society, proving how modern this issue is.

Randall, Vernellia. “What Is Institutional Racism?” What Is Institutional Racism? 2008,

academic.udayton.edu/race/2008electionandracism/raceandracism/racism02.htm.

Summary:
This article focuses on racial inequality and how institutions can be explicitly and inexplicitly
racist. The author, Vernellia Randall, explains that companies can respond to blacks and whites
differently. She emphasizes that when institutions are systematically racist they may not be doing
it intentionally, but because of the foundation of the institution, racism is an automatic
byproduct. The author explains that the differences between prejudice and discrimination are
vital to understanding institutional racism. Prejudice is an attitude towards a group of people
based on pre-conceived ideas or stereotypes- this can be negative or positive; while
discrimination is behavior that negatively treats a group based on race. With these definitions,
she then classifies institutions as “non-racist”, “reformed racist”, “reluctant racist”, and “overt
racist.”. Non-racist institutions do not discriminate and have no prejudices. A reformed racist
institution has biases against Blacks but does not act on them. A reluctant racist is an institution
that appears to have no negative biases or prejudices against Blacks but has definite
discriminatory behaviors. An overt racist institution has definite bias or prejudice and definite
discriminatory behaviors, this is the type of racism most people are familiar with

Application to Research:
There seems to be a lot of helpful information here; the author classifies the data of institutional
racism differently compared to my past research- giving me another perspective.

Rothstein, Richard. The Color of Law: A Forgotten History of How Our Government Segregated
America. Liveright Publishing Corporation, a Division of W.W. Norton & Company,
2018.
Summary: 
This book, The Color of Law, by Richard Rothstein focuses on how government institutions
implemented racism and promoted systematic racism through private business to segregate the
United States and marginalize African Americans. The book is filled with evidence that backs up
Rothstein’s claims that the government played a major role in creating racial ghettos, which are
still existent today. Richard Rothstein recognizes President Franklin Roosevelt as causing one of
the worst offenses towards African Americans regarding institutionalized racism. Roosevelt
implemented New Deal laws mainly in favor of white people; for example, the Public Works
Administration, built 47 public housing projects, but only allowed black people 17 and gave the
rest to whites. Roosevelt’s praised Tennessee Valley Authority put white employees in a “model
village” of 500 homes, while African Americans endured “shoddy barracks” far away from their
jobs. During the war, the Roosevelt administration provided housing for white defense plant
workers, but only temporary, poorly constructed dwellings for black workers. This book
provides thorough explanations and evidence to defend its claims.

Application to Research: 
This book is helpful because it provides detailed explanations of past and current laws and
policies put in place to protect institutionalized racism. This author also goes even further by
explaining the long-term impacts of racist police. It is also a very interesting and shocking book
to read.

“Systemic, Structural and Institutional Racism.” The Responsible Consumer, 12 Aug. 2018,
theresponsibleconsumer.wordpress.com/systemic-implicit-microaggression-racism/.

Summary:
This website uses several methods to explain the complex concept of institutionalized racism. It
provides videos, interviews, and written explanations. It not only discusses the social issues
regarding race in the US, but also how systemic racism is imbedded in every level of the US. The
author exposes the United States’ criminal justice, housing, wealth, and education system for its
institutionalized racism and discrimination of minorities. The article explains that racism is
beyond hate. Racism restricts access and privilege, causing ignorance and apathy. The author
explains that the root of institutionalized racism is the trans- Atlantic slave trade. Slavery was
protected by political and legal policies that were based on dehumanizing African
Americans. Following slavery came racial segregation through legal Jim Crow laws which lasted
about half a century. Later, these laws were replaced by the mass incarceration of black people
for nonviolent drug offenses. The author also lists statistics such as, “Every 28 hours, a black
person is extrajudicially killed by a police officer, security guard or self-appointed vigilantes
such as Zimmerman”.

Application to Research:
There seems to be a lot of helpful information here; the author draws her conclusions from
previous research which I’ll be able to verify with the provided links. The article also inspired
me to open my research to looking for interviews from experts on this topic.

Taifa, Nkechi. “Racism in the U.S. Criminal Justice System: Institutionalized Genocide?”
American Constitution Society for Law and Policy, Oct. 2016, www.acslaw.org/wp-
content/uploads/2018/04/Racism_in_the_U.S._Criminal_Justice_System.pdf.

Summary:
This scholarly article focuses on extreme racial inequality in the criminal justice system. The
article compares the US criminal justice system to “institutionalized genocide”. The author
explains that the term “institutional genocide” is not an exaggeration, but accurate in accordance
with the international definition of genocide; with it he is describing the US’s criminal
punishment system and the detrimental impact it has on Black communities. The article
discusses the creation of the international genocide policies and definition, then explains how the
US’s treatment of Black people falls under the category of genocide. For example,
institutionalized genocide is “the aggregate impact of discriminatory treatment of a community”,
this is reflected in the US through the laws, policies, and practices that restrict Black people from
the equal privileges of white people. The article discusses how aspects of the US’s treatment
clearly reflects a genocide, for instance, racially biased executions. Extrajudicial killings against
African- Americans have been occurring for hundreds of years- through lynching or police
brutality. The article also references a US General Accounting Office study, which found that
those who murder Whites are more likely to be given the death penalty than those who murder
Blacks.

Application to Research:
This scholarly article is full of helpful and relevant information that references past cases and
policies- which I can investigate further.

“The Issue of Institutional Discrimination with a Few Examples.” OpinionFront, OpinionFront,

21 Dec. 2017, opinionfront.com/examples-of-institutional-discrimination.

Summary: 
This website focuses on discrimination by race, color, sexual orientation, education, etc. It first
explains what institutional discrimination is and how it is detrimental to society. It defines
institutional discrimination as denying equal rights to a person based on different uncontrollable
factors. It explains that institutional discrimination is so dangerous because it is embedded into
various structures, organizations, and procedures. It emphasizes that this discrimination is
beyond a single person showing hate towards another person, and that it is “policies and
practices that are put forth by an institute [to] benefit only a particular group at the expense of
another”. The website then continues its explanation by providing many real-life examples to
allow for a greater understanding of this concept. For example, if a teacher uses vernacular that
students from a certain socio-economic background may not understand or asks questions that
require prior knowledge about an incident or tradition.

Application to Research: 
This website is helpful for my research because it provides many examples of institutional
discrimination. It also made me realize I should also investigate the educational system in
prisons to see if they face the same issues as the “normal” education system.

“What Is Systemic Racism? [VIDEOS].” Race Forward, 22 Feb. 2018,

www.raceforward.org/videos/systemic-racism.

Summary: 
This website discusses how systematic racism impacts people of color in all aspects of their
lives. It discusses systemic racism in the wealth gap, employment, housing discrimination,
government surveillance, incarceration, drug arrests, immigration arrests, and infant mortality.
The website includes statistics to back up its claims, such as, in 2010 Black Americans made up
13% of the population but had only 2.7% of the country's wealth. The website explains that black
college graduates are more than twice as likely to be unemployed compared to white college
graduates. The website exposes the NYPD for targeting their surveillance based on, what they
call, “ancestries of interest”. This means that depending on your ancestors, you could be
subjected to extra surveillances- those who received surveillance were those with ancestors of
color. To explain systemic racism in U.S. incarceration, the website references statistics, such as
that out of every 100,000 Americans about 700 are incarcerated, but out of every 100,000 Black
men over 4,000 are incarcerated. This mass incarceration of black people leads to the
disenfranchisement of 13% of Black American men, which is contributes to voter oppression in
the U.S.

Application to Research: 
This article is helpful because it provides specific examples of systemic racism and many
statistics to back up its claims.

World, TRT, director. Institutional Racism in the US Explained. YouTube, YouTube, 11 Apr.
2018, www.youtube.com/watch?v=MdOCyqPcp2o&feature=youtu.be.
Summary:
This video edit uses a creative way to explain institutionalized racism in the United States. It
uses the Michael Jackson song and video of “They Don’t Really Care about Us”. Through this
video the editor is attempting to emphasize the government’s reach into people’s lives and the
horrendous impacts the government has had on African Americans through institutionalized
racism. The song discuss segregation in government institutions such as, housing, the criminal
justice system, and education. The video also discuss how past systemic racism is still alive in
today’s institutions and society.

Application to Research:
This video is directly relevant to my research because it discusses institutionalized racism in the
criminal justice system, but also in other government institutions. It also presents its information
in a creative and entertaining manner.
13th. (2016). [video] Directed by A. DuVernay. Oakland, USA: Kandoo Films.

Summary: 
This film, 13th, focuses on the history of racial inequality in the United States, especially the U.S.
Prison system that is disproportionally filled with African Americans. The film explains that
during the ratification of the 13th Amendment in 1865, its writers allowed for a loophole that can
easily be exploited. This loophole allowed slavery to change from a legal business to a legal
form of punishment for criminals. The film discusses major movements in US history that
contributed to this systemic racism: the Jim Crow era, Nixon’s presidential campaign, Reagan’s
War on Drugs, Bill Clinton’s Three Strikes Law, and today’s sentencing laws that allow for
private bail and incarceration firms to make millions. The film also discusses how people of
color, especially black people, are constantly and automatically perceived as criminals. It
explains that because it has been engrained in Americans to dehumanize black people, laws and
ideas that punish blacks remain unquestioned.

Application to Research: 
This film, full of ample relevant information, aligns with my research and promotes the idea that
society cannot rely on politicians for change to occur, but that we must educate American society
to open their hearts and mind.
 ATTACH THIS TO YOUR ASSIGNMENT!
Student Name: ___Aneisa Babkir__________

  Annotated Source List Rubric

First Quarter – 15 sources required
_____Evidence of ability to use resources effectively (a range of kinds of sources appropriate to the
topic, current
sources, high level sources consulted) -10 pts
• At least two sources from scholarly, peer-reviewed journals.
• At least one human source (interview, email, letter, notes from discussion)
• At least two media sources (video, image, etc.)
• At least one book or reference material
_____Correct bibliographic formatting (MLA/APA format) -20 pts

_____ Elaborated, informative annotations (ability to isolate main ideas and themes, critical reading
skills)
Source Summaries and Application to Research, as completed for Weekly Reading Reports -
40 pts

_____Apparent effort (edited annotations/entries, quantity of sources listed, neatness, correct

formatting) -20 pts

_____Coherence (one or a few clear topics are emerging for further, more focused research – entries
do not cover a
bewilderingly diverse number of issues/topics) -10 pts TOTAL
SCORE_______________/100
General Suggestions:

Possible Format and Citation Issues:

___Provide a title: Annotated Source List at the top of the first page
___Do not number the entries in a bibliography
___Keep in mind that underlining and italics are equivalent; you should select one or the other to use
throughout your citations.
___Remove hyperlinks and/or underlines from url’s
___Use capital letters as appropriate to APA or MLA citation conventions
___Add needed punctuation or correct incorrect punctuation
___Alphabetize all entries according to the first letter of the last name of the author of the source or the
first letter of the word of the title (disregard an initial “A/An” or “The”)
___Align entries on the left margin, make sure text follows to the right margin, and indent the second
and all subsequent lines of each entry
___Fix alignment issues (do not use “Justified”; align on left margin with all text ending at right margin)
___Consult an APA or MLA manual or website for formatting issues
___Be consistent in the way you cite each kind of source
___Use consistent formatting for entire document (such as the number of spaces between items)
 ___Read the Originality Report on Turnitin.com
___Fix mistakes where indicated

Source and Annotation Issues:

___You have fewer than 15 sources; address this before the final list is due
___Find more up-to-date sources
___You are over relying on the internet.
___Cite a greater variety of kinds of sources: human, Web sites, books, electronic articles, etc.
___Not enough evidence of networking with experts (interviews)
___Seek out more scholarly material (with bibliographies and citations)
___Supply annotations (several sentences about the content and application to your research) after
every entry.
___Annotations must be summaries in your own words (direct quotes are in quotation marks)
___Do not over-quote