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layout: post | ||
title: Confronting Racism | ||
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meta: | ||
nav: blog | ||
author: mtomko | ||
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--- | ||
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In the wake of unrest in the United States and elsewhere following the | ||
deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, and countless | ||
others, it is important for us to consider the impact of racism in | ||
every sector of our lives. This includes taking a long, hard look at | ||
race and racism in our community | ||
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In this blog post, I want to discuss the problem briefly and then | ||
begin to look at ways that individuals and organizations can learn | ||
about racism and to make changes to improve diversity, equity, and | ||
inclusion. | ||
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### The Problem | ||
The United States Equal Employment Opportunity Commission (EEOC) | ||
produced a | ||
[report](https://www.eeoc.gov/special-report/diversity-high-tech) | ||
showing some sobering statistics about the employment of African | ||
Americans in the technology sector. In the private industry overall, | ||
African Americans represented 14.4 percent of the workforce, but in | ||
the technology sector that number was just 7.4 percent. For | ||
comparison, according to [recent census | ||
data](https://www.census.gov/quickfacts/fact/table/US/RHI225218), | ||
black or African Americans make up approximately 13.4 percent of the | ||
U.S. population. The problem becomes even worse at the executive | ||
level: African Americans fill between 2 and 5.3 percent of executive | ||
roles in technology firms. | ||
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A [2016 commissioned | ||
paper](https://www.nap.edu/read/24926/chapter/14#183) produced by the | ||
U.S. National Academies of Science found that African American and | ||
Hispanic people were not underrepresented in terms of computer science | ||
degrees (about 9.2%), but that they were underrepresented in the labor | ||
force (only 5.9%). That study did not address the cause of the | ||
disparity - we are left to speculate if they encountered bias in | ||
hiring and interviewing, hostile work environments, or something else. | ||
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Also in 2016, the Harvard Business Review [reported on a | ||
study](https://hbr.org/2016/04/if-theres-only-one-woman-in-your-candidate-pool-theres-statistically-no-chance-shell-be-hired) | ||
on bias in hiring. Their findings showed that when choosing between | ||
three candidates for a position, people tended to choose a black | ||
candidate only if the candidate pool had at least 2 black candidates. | ||
It is worth noting that the effect was the same for gender - a | ||
candidate pool of two men and one women virtually always resulted in | ||
committees recommending a man. | ||
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If we are honest with ourselves, these statistics, while sobering, | ||
should not really surprise us. Looking around at our fellow employees, | ||
open source collaborators, and conference attendees, we know that most | ||
are white men. With that, the question becomes, how do we begin to | ||
confront the racism that appears endemic in our industry? | ||
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### What Can We Do? | ||
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#### Workplace culture | ||
In May, 2020, the Harvard Business Review issued a | ||
[report](https://www.umass.edu/employmentequity/what-works-evidence-based-ideas-increase-diversity-equity-and-inclusion-workplace) | ||
titled "What Works? Evidence-Based Ideas to Increase Diversity, | ||
Equity, and Inclusion in the Workplace". One of the authors, David | ||
Pedulla, also contributed a | ||
[summary](https://hbr.org/2020/05/diversity-and-inclusion-efforts-that-really-work) | ||
which included five strategies for employers to help increase | ||
diversity. These recommendations can help companies attract, and | ||
retain diverse talent. | ||
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#### Codes of Conduct | ||
Typelevel has a [code of | ||
conduct](https://typelevel.org/code-of-conduct.html) that emphasizes | ||
the goal of making the community "friendly, safe and welcoming" for | ||
everyone. It prohibits harassment based on (among other things) race | ||
or ethnicity. If you are a member of an underrepresented minority and | ||
feel that anyone in the community is making you feel unwelcome, report | ||
it. | ||
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Familiarize yourself with the codes of conduct in whatever | ||
organizations, meetings, or events you participate in. Taking time to | ||
digest these in advance will help guide your behavior but also to | ||
recognize when others may be out of line, and help you understand what | ||
steps you can take. If your professional or avocational circles don't | ||
have a code of conduct, you can begin discussions to find one that | ||
will suit the community. | ||
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#### Intervention | ||
However, it must not fall to people of color to recognize and report | ||
harassment or unwelcome behavior. As members of a positive and | ||
welcoming community, we must not be passive bystanders. Learning to | ||
intervene constructively may take some practice. | ||
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Robin DiAngelo has a list of [Silence Breakers for Whites in | ||
Cross-racial | ||
Discussions](https://robindiangelo.com/resources/attachment/silence-breakers-for-whites/) | ||
containing 18 different phrases you can use to intervene directly in | ||
an ongoing situation. These phrases can help diffuse a difficult | ||
situation calmly and allow people to save face and, ideally, replace a | ||
harmful discussion with a constructive one. | ||
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The Southern Poverty Law Center has also produced some useful | ||
[suggestions](https://www.splcenter.org/20171005/splc-campus-guide-bystander-intervention) | ||
for bystander intervention. Although their document was intended for | ||
use on college campuses, the suggestions may be more broadly | ||
applicable. For instance, the SPLC points out that even if you do not | ||
intervene in the moment, you can document harassing behavior and | ||
provide it to moderators or authorities. In addition, they suggest | ||
that you can provide support to victims even after harassment has | ||
taken place. | ||
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When you think about intervening, consider the feelings of the people | ||
you are hoping to protect. You may wish to discretely ask if they | ||
would like help in a situation, if there is time or a private channel | ||
available, especially if you intend to notify a moderator or | ||
supervisor. | ||
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#### Education | ||
Those of us who are in the (white) majority owe it to ourselves to | ||
learn about race, racism, and the dark history behind them. We should | ||
also take time to reflect on our role in perpetuating racist power | ||
structures, and how we benefit from the repression of others. Today | ||
there is no shortage of books and resources to help us. Here are a few | ||
commonly-cited resources: | ||
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* [Stamped from the Beginning](https://www.ibramxkendi.com/stamped) by [Ibrahim | ||
Kendi](https://www.ibramxkendi.com/) | ||
* [How to Be an Anti-Racist](https://www.ibramxkendi.com/how-to-be-an-antiracist-1) by Ibrahim Kendi | ||
* [So You Want to Talk About Race](https://www.hachettebookgroup.com/titles/ijeoma-oluo/so-you-want-to-talk-about-race/9781580056779/) by [Ijeoma | ||
Oluo](http://www.ijeomaoluo.com/) | ||
* [White Fragility](https://robindiangelo.com/publications/) by [Robin DiAngelo](https://robindiangelo.com/) | ||
* [Seeing White](https://www.sceneonradio.org/seeing-white/) (podcast) | ||
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In addition, we need to look around our own communities for | ||
opportunities to volunteer or contribute. If you cannot march, | ||
consider donating to organizations supporting the Black Lives Matter | ||
movement or to bail funds. | ||
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### Black Lives Matter. | ||
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### Acknowledgments | ||
This blog post incorporates suggestions and resources provided by Lina | ||
Dahlberg and Maria Dahlberg. |