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RacismHear me, Understand me, Support me: What young women want you to know about depressionIn this section:
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I don't think it's as much what can they necessarily do in the schools, it's what they need to change; and what they need to change are the teachers. We had a racist teacher in the school, making fun of black girls' hair, etc., . . . I'm not surprised we have so many depressed young women. It's hard for a teacher to get reprimanded - even the vice principal's hands were tied. No one spoke out. Teachers thought they could say anything at all. Race and culture is a large part of who we are, and is an issue that must be surfaced when dealing with depression. Internalized racism can lead to self-hatred. Internalized racism occurs in many young women. It is a contributing factor in depression that can be helped. Having more doctors of different ethnicities and cultures will allow visible minorities and those of different cultures to open up and feel that they are finally understood. At the very least, acknowledging the role culture plays and realizing the "signs and symptoms" of depression could look radically different depending on what culture you are from, how you communicate, what is culturally appropriate and how behaviour is affected by experiences of daily racism and discrimination. The ICERD (International Convention on the Elimination of All Forms of Racial Discrimination) defines racism as: "Any distinction, exclusion, restriction, or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment, or exercise, on equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural, or any other field of public life." In order to understand the many ways in which internalized racism affects young women of colour, it is important to understand what it is. A working definition of internalized racism is: Acceptance by the members of the stigmatized races of negative messages about their own abilities and intrinsic worth. Like any internalized oppression, internalized racism is invisible. Young women of colour may not even know how and to what extent they are being affected by society's messages about race. In addition, these young women may be dealing with multiple internalized oppressions as they also have to cope with sexism, which may become internalized. Because a young woman of colour is bombarded with society's limiting messages regarding both her race and her gender, the damaging affect on her confidence in her abilities and intrinsic worth are potentially compounded. It's very difficult for anyone to truly know what it feels like to be someone else; we cannot get into another's skin and really understand another's experiences, their heritage, history or family dynamics, or how experiences of the social construct of "race" affect them. While all young women struggle to grow and develop a sense of self, young women of colour face added challenges, such as being labelled "other," "dissimilar," even "foreign." They may be survivors of overt racism and struggle to cope with its effects. In addition, there are barriers within the school system that stem from stereotypes around racial and ethnic groups. For example, consciously or unconsciously streaming young women into general level or less academic courses based on skin colour or ethnicity is not only unethical, but can lead to reduced motivation, depression and dropping out. School counsellors in particular need to become aware of the often unconscious assumptions behind ethnoracial stereotypes. To gain power over issues that may feel overwhelming (and which can fester over time if left unattended), young women need to be heard, and their concerns about racism acknowledged, validated and accepted, without reprisal. A young woman's self-esteem can be damaged and overwhelmed by pressures to fulfill the expectations of family and community; intergenerational conflict; frequent experiences of discrimination; subtle and blatant negative messages from the media and others about her religion, ethnoracial group and/or gender; systemic barriers to succeeding in school and in the workforce; and her struggle to find equilibrium between her racial heritage and the society in which she lives. Young women of colour might not raise the issue of racism when discussing depression. This could be due to fear about what is acceptable to say or due to internalized racism; young women of colour may not make a mental connection between their experiences of racism and of depression, or they may feel that the connection is too obvious to mention. A young woman of colour is more likely to feel comfortable exploring issues of racism and internalized racism when she feels she is talking with a person who understands her - either because that person has experienced the same challenges or because that person demonstrates that he or she understands racism and the role that racial privilege plays in sustaining racism. Young women raised the issue of lacking cultural and racial representation among health care professionals. To give young women of colour the opportunity to speak with people who share their struggles with racism, strive for greater representation when hiring for future positions. Young women also suggested that rather than the focus being on depressed people, a proactive approach would require that others take responsibility for the awareness they need to develop. For example, you might carefully consider what privilege you may or may not have in society based on your race. Read about racial privilege. Educate yourself about how racism affects young women. Address internalized racism and oppression. Learn about anti-racist and anti-harassment policies and resources available in schools and workplaces. Doing this work will help you to be a sincere and respectful listener when you invite young women to talk openly about racism and the impact it can have on their lives. The young women of VALIDITY clearly cited the need for more culturally sensitive services where true understanding of race-related aspects of their lives may be found. Provide safe places where they can go to talk about the challenges, and where they will feel understood. For more information, see these resources: Anti-Racism Information Service Canadian Race Relations Foundation Canadian Research Institute for the Advancement of Women Developing antiracism and ethnocultural equity in schools National Action Committee on the Status of Women (NAC) The National Resource Center for the Healing of Racism Diversity and Multiculturalism, Canadian Heritage web site Across Boundaries. (1997). A Guide to Anti-Racist Organizational Change in the Health and Mental Health Sector. Toronto: Author. Almeida, R.V. (Ed.). (1998). Transformations of Gender and Race: Family and Developmental Perspectives. New York: Haworth. Bui, K. (2002). Racism and Mental Health. London: Jessica Kingsley. Campbell, D. & Dhaliwal, B. Challenge the assumptions! Toronto: The Students' Commission. Cummings, C.M., Robinson, A.M. & Lopez, G.E. (1993). Perceptions of discrimination, psychosocial functioning and physical symptoms of African American women. In B. Blair & S.E. Cayleff (Eds.), Wings of Gauze: Women of Colour and the Experience of Health and Illness (pp. 53-67). Detroit, MI: Wayne State University Press. Derman-Sparks, L. & Brunson Phillips, C. (1997). Teaching/Learning Anti-Racism: A Developmental Approach. New York: Teachers College Press. Fernando, S. (2003). Cultural Diversity, Mental Health and Psychiatry: The Struggle Against Racism. London: Brunner-Routledge. Hong Fook Mental Health Association. (2000). Cultural Diversity and Mental Health: Families in Transition. Toronto: Author. Kafele, K. (2003). Racism and Mental Wellness: African Canadians Reconnecting the Circle. A Community Report. Unpublished manuscript. Kafele, K. (2004). Racial Discrimination and Mental Health: Racialized and Aboriginal Communities. Toronto: Ontario Human Rights Commission. Kirmayer, L. J. (1994). Suicide attempts of Canadian Aboriginal peoples. Transcultural Psychiatric Review, 31, 3-45. Lee, E., Menkart, D. & Okazawa-Rey, M. (Eds.). (1998). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington, DC: Network of Educators on the Americas. Ng, R., Staton, P. & Scane, J. (Eds.). (1995). Anti-Racism, Feminism, and Critical Approaches to Education. Toronto: OISE Press. Razack, S. (1998). Looking White People in the Eye: Gender, Race and Culture in Courtrooms and Classrooms. Toronto: University of Toronto Press. Report of the Canadian Task Force on Mental Health. (1988). Issues Affecting Immigrants and Refugees. After the Door Has Opened. Ottawa: Health and Welfare Canada / Multiculturalism and Citizenship Canada. Taylor, J.M., Gilligan, C. & Sullivan, A. (1997). Between Voice and Silence: Women and Girls, Race and Relationships. Cambridge, MA: Harvard University Press. Women's Health in Women's Hands. (2003). Racial Discrimination as a Health Risk for Female Youth: Implications for Policy and Healthcare delivery in Canada. Toronto: Canadian Race Relations Foundation. Available: www.whiwh.com/Research/ePub_RacialDiscrimination.pdf. |
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Last updated: Dec 13, 2006 4:14 PM Published: Jul 04, 2008 1:17 PM ID#P24660 |