Visualizing Everyday Racism: Critical Race Theory, Visual Microaggressions, and the Historical Image of Mexican Banditry
Abstract
Drawing from critical race and sociolinguistic discourse analysis, this article further develops the conceptual tool of racial microaggressions—the systemic, cumulative, everyday forms of racism experienced by People of Color—to articulate a type of racial microaggression, we call visual microaggressions. Visual microaggressions are systemic, everyday visual assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname that emerge in various mediums such as textbooks, children’s books, advertisements, film and television, dance and theater performance, and public signage and statuary. These microaggressions reinforce institutional racism and perpetuate ideologies of white supremacy. In this article, we use a racial microaggressions analytical framework to examine how the “Mexican bandit” visual microaggression has been utilized as a multimodal text that (re)produces racist discourses that in turn reinforce dominant power structures. These discourses have allowed for the Mexican bandit image to pervade the public imagination of Latinas/os for over 100 years.
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Racism and ableism work interdependently.
“but also ways racism and ableism work interdependently.”
From Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society (2017) · cites this paper as Perez-Huber and Solorzano 2015
Cites
Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates
Yosso, T., Smith, W., Ceja, M., & Solórzano, D. (2009) · Harvard Educational Review · doi:10.17763/haer.79.4.m6867014157m707l · Cited by 1,221 · see citing works
Self-citationSolorzano, D. G. (1998) · International Journal of Qualitative Studies in Education · doi:10.1080/095183998236926 · Cited by 1,132 · cited 5× · see citing works
“…the systemic, everyday forms of racism encountered by People of Color that are layered, cumulative assaults based on race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname (Solorzano, 1998; Solorzano, Ceja, & Yosso, 2000; Solorzano & Pérez Huber, 2012).”
BackgroundMethodInfluentialDismantling Contemporary Deficit Thinking: Educational Thought and Practice
Valencia, R. R. (2010) · doi:10.4324/9780203853214 · Cited by 729 · cited 1× · see citing works
“Richard Valencia (2002, 2010) developed the concept of contemporary deficit thinking to explain how low educational outcomes of Students of Color are often attributed to students’ cultures and backgrounds.”
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Annamma, S. A., Jackson, D. D., & Morrison, D. (2017) · Race Ethnicity and Education · doi:10.1080/13613324.2016.1248837 · Cited by 738 · see citing works
- Authors
- Pérez Huber, L., & Solorzano, D. G.
- Affiliations
- California State University, Long Beach, USA
- University of California, Los Angeles, USA
- Venue
- Qualitative Inquiry
- Publisher
- SAGE Publications
- Published
- 2015-02-25
- Volume
- 21
- Issue
- 3
- Pages
- 223-238
- ISSN
- 1077-8004 (ISSN-L)
- 1552-7565
- OpenAlex
- W2001159280
- Cited by
- 93
- References
- 3
- Citations by year
- 2026: 7 · 2025: 7 · 2024: 6 · 2023: 5 · 2022: 10 · 2021: 12 · 2020: 10 · 2019: 12 · 2018: 9 · 2017: 5 · 2016: 8 · 2015: 2
- FWCI
- 26.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Qualitative Inquiry (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Linguistics and Language › Cultural and political discourse analysis
- Social Sciences › Cultural Studies › Latin American and Latino Studies
- Keywords
- racial microaggressions, racism, white supremacy, institutional racism, Latinas/os, multimodal discourse, stereotypes, public signage, children's literature, film and television representation
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