In Pursuit of Antiracist Social Justice: Denaturalizing Whiteness in the Academic Library

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Universal testing under the No Child Left Behind Act of 2001 is racially biased and widens the gap between disadvantaged and privileged students.

“Helen A. Moore (2005) argues that universal testing under the No Child Left Behind Act of 2001 is racially biased, widening the gap between disadvantaged students and their more privileged peers.”

• cites Moore, 2005Supported

Probably not a substantial claim: may not pass S3 (load-bearing).

Selden and Selden (2001), building on Thomas and Ely (1996), identify four paradigms of diversity and multiculturalism in organizations.

“Selden & Selden (2001), drawing on the work of Thomas & Ely (1996), describe four paradigms of diversity and multiculturalism within organizations”

• cites Selden & Selden (2001) sourceSupported
• cites Thomas & Ely (1996)Not checked — no full text of the source

Classified as probably not a substantial claim.

The ACRL 2011 Standards do not present a clear enough concept of diversity to determine its paradigm.

“This document does not present a clear enough concept of diversity to determine under which of Selden & Selden's (2001) paradigms it would fall.”

• cites ACRL, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Selden & Selden (2001) sourceSupported

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Retaining workers of color requires libraries to be welcoming spaces for staff and users, which requires fundamental change in library functioning.

“In order to retain workers of color, libraries must be welcoming spaces for staff as well as for users, and this requires a fundamental change in the way libraries function (Peterson, 1995;Knapp et al., 2012;Alabi, 2015).”

• cites Peterson, 1995Not checked — no full text of the source
• cites Knapp et al., 2012 sourcePartly supported

  The Introduction and “Desired Elements for Diversity Programming” (page not provided) call for improving libraries’ diversity climate, addressing intolerance among coworkers, and better serving patrons. The paper does not link these efforts to retaining workers of color or say that welcoming staff and users requires a fundamental change in how libraries function. (LLM, conf=0.85)

  Experimental — accuracy not yet measured
• cites Alabi, 2015 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The ACRL 2011 Standards' performance indicator 8.5 mixes different concepts without defining them.

“While it may indicate cultural diversity, this performance indicator mixes substantially different concepts without fully defining any of them, leaving each reader to interpret the standard at will.”

• cites ACRL, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The assessment questions in the ACRL 2013 Guidelines do not address staff diversity, focusing instead on training and student-to-staff ratios.

“These questions, however, do not address diversity of staff, focusing instead on adequate training and the ratio of students to library staff.”

• cites ACRL, 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The ACRL Diversity Standards lay out a framework for integrating diversity across library staff and services.

“These standards lay out a framework for integrating diversity across library staff and services.”

• cites ACRL, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Academic library users whose needs are unmet have found ways around barriers that library workers unintentionally create.

“Users of academic libraries whose needs are not being met have found ways around the barriers that library workers unintentionally construct.”

May combine two claims.

The RUSA 2003 document acknowledges situational context but not users' lived experiences of oppression, privilege, and racism.

“This statement acknowledges difference, or situational context, but does not acknowledge the likelihood that users enter reference desk interactions with the lived experiences of oppression, privilege, and racism.”

• cites RUSA, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

In education, critical race theory recognizes racism as central, permanent, and endemic to explaining individual experience in higher education.

“In education, the epistemological foundations of CRT include the recognition that racism is central, permanent, and endemic to explaining individual experience in higher education.”

• cites Solorzano, 1998 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Academic libraries are overwhelmingly staffed by White workers while serving an increasingly diverse student body.

“which are overwhelmingly staffed by White workers, while serving an increasingly diverse student body.”

Classified as probably not a substantial claim.

White blindness is an ideology that obscures or ignores White identity and privilege while espousing color blindness.

“White blindness, which is an ideology that obscures or ignores White identity and privilege while simultaneously espousing the”

• cites Gusa, 2010 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Critical race theory scholars challenge traditional claims by the education system to objectivity, neutrality, meritocracy, and equal opportunity.

“CRT scholars challenge the traditional claims by the education system to objectivity, neutrality, meritocracy, and equal opportunity (Solorzano, 1998).”

• cites Solorzano, 1998 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Careless language about equality fails to address power imbalances and leads to weak equity policy and trivializes injustice.

“such”

• cites Peterson, 1995Not checked — no full text of the source

May combine two claims.

White faculty and students project stereotypes and misconceptions onto students of color, often oblivious to the harm caused.

“White faculty and students project stereotypes and misconceptions onto students of color, often oblivious to the harm caused by their assumptions.”

• cites Solorzano et al., 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Davis et al., 2004Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Solorzano, 1998 sourceNot checked — no full text of the source

May combine two claims.

Public schools remain greatly segregated, with unequal funding and resources.

“Studies show that public schools are still greatly segregated, while funding and resources are unequally distributed (Spatig-Amerikaner, 2012; Schott Foundation for Public Education, 2009).”

• cites Spatig-Amerikaner, 2012Not checked — no full text of the source
• cites Schott Foundation for Public Education, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Students of color are ignored or excluded by their professors and classmates.

“Students of color are ignored or excluded by their professors and classmates.”

• Also stated in: § Higher Education as the Context of Academic Libraries · plain

  “Others have described how their professors and fellow students disregard their opinions or exclude them from group projects (Solorzano et al., 2000;Davis et al., 2004).”

• cites Solorzano et al., 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Davis et al., 2004Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

High-stakes testing is rooted in White values of individualism, competition, and meritocracy, as opposed to African American values of cooperation, collaboration, and socialization.

“High-stakes testing itself is rooted in the values of individualism, competition, and meritocracy, which are all culturally White values as opposed to traditionally African American values such as cooperation, collaboration, and socialization (Rovai et al., 2005).”

• cites Rovai et al., 2005Not checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Professional guidelines shape weak hiring practices in academic libraries.

“an examination of how professional guidelines shape weak hiring practices”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Racism in higher education does not occur in a vacuum, and many students of color do not enter academe on an equal playing field.

“racism in higher education does not occur in a vacuum, and that many students of color are not entering the halls of academe on an equal playing field.”

Classified as probably not a substantial claim.

Critical discourse analysis is an appropriate method for this social justice project because it emphasizes action as its end result.

“Its emphasis on action as its end result makes critical discourse analysis an appropriate method for this social justice project”

Classified as probably not a substantial claim.

An antiracist approach rejects most claims of neutrality and objectivity as coded instances of normative Whiteness in the profession.

“this approach rejects most examples of”

Classified as probably not a substantial claim.

Monoculturalism is the expectation that all individuals conform to one scholarly worldview stemming from beliefs in the superiority and normalcy of White culture.

“Monoculturalism,”

• cites Gusa, 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

Realigning librarianship with antiracist values and practices will enable libraries to better serve their communities.

“they offer tools and suggestions to realign the profession with antiracist values and practices that will enable libraries to better serve their communities.”

• Also stated in: § Introduction · plain

  “realigning librarianship with antiracist values and practices will enable libraries to better serve their communities by working for the collective goal of antiracist social justice.”

Probably not a substantial claim: may not pass S4 (based).

The over-representation of White workers in the library profession negatively impacts users, staff, and organizations.

“how the over-representation of White workers in the profession has a negative impact on users, staff, and organizations.”

May combine two claims.

Racialized groups have attendant social experiences, stigmas, and stereotypes and experience racism differently.

“Racialized groups have attendant social experiences, stigmas, and stereotypes and experience racism in different ways and to varying degrees.”

Classified as probably not a substantial claim.

White Institutional Presence is the multifaceted and often overlooked cultural domination of Whites and Whiteness in higher education that leads to discrimination and marginalization for students of color.

“WIP is the multifaceted and often overlooked cultural domination of Whites and Whiteness in institutions of higher education that lead to discrimination and marginalization for students of color.”

• cites Gusa, 2010 sourceNot checked — no full text of the source

May combine two claims.

Diversity and multiculturalism discourse can ascribe difference and otherness, affirming Whiteness as the neutral and normal way of being in libraries.

“celebrations of”

• cites Hussey, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Race is socially constructed through social processes, not biological.

“Although race is still popularly conceived of as a biological category, critical race theorists reject this notion and describe race as constructed through social processes (Yancey, 2003).”

• cites Yancey, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Taken together, White Institutional Presence mechanisms result in White cultural domination of higher education that is neglectful or abusive to people of color and often unnoticed by the cultural majority.

“Taken together, these mechanisms result in a White cultural domination of higher education that is neglectful or even abusive to people of color within the institution, yet, with devastating effect, is often unnoticed by those in the cultural majority.”

• cites Gusa, 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Critical race theory is a productive and prudent lens for analyzing the professional texts because it disrupts common understandings of race and racism and delineates racism's intractability.

“Critical race theory (CRT) is a productive and prudent lens through which to analyze the professional texts chosen for each section of this article, because this approach disrupts common understandings and discourses of race/racism both by unearthing complexities of the concept of race and by delineating the intractability of racism (Valdes et al., 2011).”

• cites Valdes et al., 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

White ascendency leads to a sense of White entitlement, the notion that it is right and natural for Whites to maintain control over spaces, discourses, and outcomes.

“White ascendency, the system of”

• cites Gusa, 2010 sourceNot checked — no full text of the source

May combine two claims.

Spaces are socially constructed moment to moment by occupants while bearing physical evidence of past power.

“spaces are socially constructed moment to moment by those who occupy them, while simultaneously bearing the physical evidence of those who have exerted power over them in the past (Lefebvre, 1991).”

• cites Lefebvre, 1991Not checked — no full text of the source

Classified as probably not a substantial claim.

Because systems of oppression play a major role in American life, the power expressed in campus architecture is invariably connected to a normative, male, able-bodied, upwardly mobile Whiteness.

“Because of the systems of oppression that still play a major role in American life, that power is invariably connected to a normative (male, able-bodied, upwardly mobile) Whiteness.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

A majority of students experience harassment on campus; White students most often experience gender-based harassment, while students of color most often report race- or ethnicity-based harassment.

“Rankin and Reason (2005) found that while a majority of students (84 percent) experience harassment on campus, White students most often experience harassment based on gender, while students of color most often report harassment based on race or ethnicity (p.49).”

• cites Rankin and Reason, 2005 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Students' experiences of race in higher education occur on campuses and in physical contexts with racist histories, associations, and performative influences.

“Students' myriad experiences of race in higher education-whether privileged or discriminatory-happen on campuses and within physical contexts that have racist histories, associations, and performative influences.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

College campuses are imbued with the same assumptions, imaginations, fantasies, and intentions as academic libraries.

“college campuses are imbued with all of the same assumptions, imaginations, fantasies, and intentions as academic libraries.”

May combine two claims.

Feeling intimidated in higher education spaces is common, but may be compounded for students who already feel they do not belong on campus because of race.

“While feeling intimidated in spaces of higher education is a common experience for many students, this feeling may be compounded for students who already feel that they do not belong on campus on the basis of their race.”

May combine two claims.

White students find their campuses more accepting and perceive less racism than students of color.

“Harper & Hurtado (2007) found research consistently showing that White students find their campuses to be more accepting and perceive less racism than do students of color.”

• cites Harper & Hurtado, 2007 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Princeton's example, though extreme, is not unique; similar architectural echoes exist on campuses nationwide.

“The Princeton example, while extreme, is by no means unique, as evidenced by its architectural echoes on campuses nationwide.”

May combine two claims.

Students of color are more likely to report campus racial climate as hostile, racist, or unfriendly, while more White students say it is improving.

“Students of color are more likely to report the campus racial climate as”

• cites Rankin and Reason, 2005 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Under-representation of non-White cultures suggests White cultural norms are something to aspire to if students and faculty of color are to succeed in higher education.

“It further suggests that White cultural norms are something to be aspired to if students and faculty of color are to succeed in higher education.”

May combine two claims.

Because of a cultural history of excluding people of color from power and decision making and a racially homogenous profession, past and present decision makers about library spaces tend to share a cultural understanding of what faculty and student work is and should be; this may differ from realities of library staff and students of color.

“Unfortunately, with a cultural history of excluding people of color from positions of power and decision making, and a profession that continues to be extremely racially homogenous, those who have made decisions about library spaces in the past and those who continue to make them in the present tend to have a shared cultural understanding of what the work of faculty and students is and should be.S”

• cites Adkins & Hussey, 2006 sourceNot checked — no full text of the source

May combine two claims.

Black students have lower satisfaction with campus racial climates and report more biased treatment than Asian American, Latino/a, Native American, and White peers.

“Black students have lower satisfaction with their campus racial climates and report more biased treatment than their Asian American, Latino/a, Native American, and White peers (Harper & Hurtado, 2007).”

• cites Harper & Hurtado, 2007 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

For Chicana/o students, the campus physical world elicits cultural alienation through sculptures, buildings, flyers, and office postings that do not reflect Chicana/o histories or experiences; cars and clothes of the predominantly White student body further evidence physical reproduction of White middle-class culture.

“A student's physical world also elicits cultural alienation, featuring campus sculptures, buildings, flyers, and office postings that do not reflect Chicana/o histories or experiences.The cars and clothes of the predominantly White student body further evidence the physical reproduction of White middle-class culture”

• cites Yosso & Lopez, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Built environments are socially produced by construction and architecture as a project embedded in a spatial context.

“Lefebvre describes one of the ways in which built environments are socially produced:”

• cites Lefebvre, 1991Not checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Each of these library space examples communicates something specific about anticipated users, behaviors, and cultural histories, and by omission excludes those not anticipated.

“While each of these examples has multiple meanings-some desirable, beautiful, or functional-they each communicate something specific about the anticipated users, behaviors, and cultural histories of those in that space, and, by omission, they exclude those who are not anticipated (O'Gorman, 1998, pp.95-96).”

• cites O'Gorman, 1998Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Students and faculty of color frequently subvert White norms and make spaces their own, but such actions oppose a White norm and entail duress.

“While students and faculty of color frequently subvert those norms, and make spaces their own, such actions are frequently in opposition to a White norm and entail the duress of opposition to accepted ways of being.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The ivy of the Ivy League refers to an architectural adornment cultivated to mirror Oxford and Cambridge.

“the”

• cites Maynard, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The impression a college campus gives is invariably a play for conceptual power.

“The impression that a college campus gives-be it one of pseudo-classical prestige or of visionary modernity-is invariably a play for conceptual power (O'Gorman, 1998, pp. 97-98).”

• cites O'Gorman, 1998Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

A Mount Holyoke alumna connected the library reading room's resemblance to Westminster Hall, an iconic space of White male power and privilege, to her identity as a scholar who would access power and privilege through education.

“In this passage, the alumna draws an implicit connection between the resemblance of the library's reading room to an iconic space of White, male power and privilege (Westminster Hall is the historic seat of the British Parliament), and her identity as a scholar who would access power and privilege through her education.”

• cites Gieseking, 2007 sourceNot checked — no full text of the source

May combine two claims.

In one study, White participants ranked White and Black job candidates; when applicants were very weak or very strong, participants showed no discrimination against Black candidates, but when candidates were moderately qualified, White participants recommended Black candidates significantly less often than White candidates.

“In one study, White participants were presented with interview excerpts and asked to rank White and Black job candidates.When applicants were either very weak or very strong, the participants did not exhibit any discrimination against the Black candidates.Yet in less clear situations, when candidates were moderately qualified, the White study participants recommended Black candidates significantly”

• cites Gaertner & Dovidio, 2005 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

By learning about study habits, architectures, and ideal learning environments of marginalized students, and being invested in constant transformation of library spaces, library workers can create spatial responsiveness.

“By learning about the study habits, architectures, and ideal learning environments of marginalized students, and being invested in the constant transformation and change of library spaces, library workers can create spatial responsiveness.”

May combine two claims.

Long (2011) found many Latino/a participants had positive associations with public libraries from youth as places of cultural and social value, but in college those same students expressed confusion or ambivalence about the purpose and value of academic libraries.

“In his study of Latino/a students' perceptions and use of the academic library, Long (2011) found that many participants had positive associations with public libraries from their youth as places of cultural and social value.Yet in college those same students expressed confusion or ambivalence about the purpose and value of academic libraries.”

• cites Long, 2011 sourceNot checked — no full text of the source

May combine two claims.

Thornton (2001) examined job satisfaction of female African American librarians and found they experienced isolation and racial discrimination, and that the combination of race and gender made these librarians the least satisfied of any group in the profession.

“Similarly, Thornton (2001) examined the job satisfaction of female African American librarians and found that they experienced isolation and racial discrimination, and that the combination of race and gender made these librarians the least satisfied of any group in the profession.”

• cites Thornton, 2001 sourceNot checked — no full text of the source

May combine two claims.

How space is occupied is influenced by inherited physical structures, what is put in the space, how it is configured, regulated, and resisted.

“While the way in which space is occupied is largely influenced by inherited physical structures, it is also influenced by what is put in that space (Costello, 2001), how it is configured, how it is regulated, and how it is resisted.”

• cites Costello, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

In practice, the process-oriented approach is not as effective as goal-oriented programs because the presumption of fairness in the process ignores the system of racial oppression in society.

“However, in practice the process-oriented approach is simply not as effective as goal-oriented programs (Tatum, 1999), because the presumption of fairness in the process entirely ignores the system of racial oppression in society.”

• cites Tatum, 1999Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• AssumptionRests on an assumption: There is not a level playing field in access to information.

Classified as probably not a substantial claim. May combine two claims.

In a goal-oriented approach, organizations can seek a more diverse candidate pool by advertising and recruiting in racial minority-focused publications, universities, and networks, and can direct hiring committees to favor qualified candidates aligned with diversity hiring goals.

“In this type of approach, organizations can seek to create a more diverse candidate pool by actively advertising and recruiting in racial minority-focused publications, universities, and networks.Further, an organization can direct its hiring committee to favor any qualified candidates who are also aligned with the organizations' diversity hiring goals (Tatum, 1999).”

• cites Tatum, 1999Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Some studies found greater or more consistent library use by students of color, but numerous studies across many institutions find evidence of disparate library experiences for students of color.

“While there are some studies that have found greater or more consistent use of the library by students of color (Whitmire, 2003), there are numerous studies across many institutions that find evidence of disparate library experiences for students of color.”

• cites Whitmire, 2003 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Statistical evidence from across the country makes clear that the problem does not lie only in certain communities or institutions but at the heart of the profession, encoded into its standards, expectations, and behaviors.

“While the anecdotal evidence is often the most compelling, the statistical evidence from across the country makes it clear that the problem does not lie only in certain communities or institutions but at the heart of the profession, encoded into its standards, expectations, and behaviors.”

Classified as probably not a substantial claim.

These ACRL guidelines are an example of Espinal's assertion that the profession appears neutral and objective yet is coded White.

“These guidelines are an example of Espinal's (2001) assertion that the profession appears neutral and objective, yet is in fact coded White.”

• cites Espinal, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

It is not the case that only Black librarians can help Black students, or only Latino/a librarians can help Latino/a students.

“It isn't the case, of course, that only Black librarians can help Black students, or that only Latino/a librarians can help Latino/a students.”

May combine two claims.

In a white-dominated society, standards of librarianship are applied and described as neutral, universal, and true for all people, but the criteria are not universal and come from a white perspective.

“In a white-dominated society, standards are applied and are described as neutral, universal, and true for all people.But in fact the criteria are not universal.They come from a white perspective.(p.141)”

• cites Espinal, 2001Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Learning about communities served, including their needs, histories, and experiences, and including them in decision making over library spaces will help transform academic library spaces into ones that reflect and support work and contributions of communities of color.

“Learning about the communities that should be served by those spaces-what their needs, histories, and experiences are-and including them in decisionmaking processes over library spaces will help to transform academic library spaces into ones that reflect and support the work and contributions of the communities of color that should be served.”

May combine two claims.

Students of color often feel marginalized and unwelcome by their institutions, and those feelings can extend to campus libraries.

“As demonstrated above, students of color often feel marginalized and unwelcome by the institutions they attend, and those feelings can extend to their campus libraries.”

May combine two claims.

Without training and support, it is difficult for library workers to identify and address racism and discrimination, which can create hostile climates for students and other library users.

“Without training and support, it is difficult for library workers to identify and address instances of racism and discrimination, which in turn can create hostile climates for students and other library users.”

May combine two claims.

The process-oriented approach is often favored by hiring managers and is more consistent with White cultural notions of meritocracy.

“The process-oriented approach is often favored by hiring managers (Davis & West, 1984), and it is more consistent with the White cultural notions of meritocracy.”

• cites Davis & West, 1984 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Many library workers have daily decision-making power over at least some spatial practices, and without critical antiracist spatial consciousness they are likely to reproduce monocultural spaces.

“Many library workers have daily decision-making power over at least some of these spatial practices, and without critical antiracist spatial consciousness, they are likely to reproduce monocultural spaces.”

May combine two claims.

White Institutional Presence proscribes certain modes of behavior for libraries, alienating students of color and contributing to estrangement between White students and their peers of color.

“White Institutional Presence proscribes certain modes of behavior for libraries, alienating students of color and contributing to the estrangement between White students and their peers of color.”

May combine two claims.

Downing (2009) found that for librarians of color race is the most salient aspect of their identity when approaching their work, while for most White librarians race held little or no bearing on their professional work.

“Downing (2009) found that for librarians of color race is the most salient aspect of their identity when approaching their work.Yet the opposite is true for White librarians, for most of whom race held little or no bearing on their professional work.”

• cites Downing, 2009Not checked — no full text of the source

May combine two claims.

Students from marginalized communities often gravitate toward staff who share their background or a common language other than English, while lack of staff diversity sometimes inhibits these students from seeking help or using the library.

“Students from marginalized communities often gravitate toward staff members who offer the comfort and familiarity of a shared background or a common language other than English, while a lack of diversity among the staff sometimes inhibits these students from seeking help or even using the library (Bonnet & McAlexander, 2012;Elteto & Jackson, 2008;Long, 2011).”

• cites Bonnet & McAlexander, 2012 sourceNot checked — no full text of the source
• cites Elteto & Jackson, 2008 sourceNot checked — no full text of the source
• cites Long, 2011 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The difference in salience of race may reflect the perceived neutrality of Whiteness in librarianship and higher education.

“This may be a reflection of the perceived neutrality of Whiteness in librarianship and in higher education.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Focusing solely on the numerical racial gap ignores both causes and implications of the situation.

“While this racial gap is striking, focusing solely on these numbers in and of themselves ignores both the causes and the implications of the situation.”

May combine two claims.

The apolitical stance limits library workers' abilities to participate in antiracist reference practices and reinforces the status quo.

“This stance not only limits library workers' abilities to participate in antiracist reference practices, but it also reinforces the status quo.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

A diverse and culturally competent staff is perhaps the only way to create safe, welcoming spaces and develop needed services.

“A diverse and culturally competent staff is perhaps the only way to create safe, welcoming spaces and to develop the services that students need and want.”

Classified as probably not a substantial claim.

Librarians are generally encouraged to take an objective or neutral approach to reference queries.

“When engaging the specific content of reference queries, librarians are generally encouraged to take an objective or neutral approach to assisting patrons.”

May combine two claims.

If library workers do not recognize and mitigate microaggressions, they fail to be culturally responsive and may perpetuate racist practices.

“If library workers do not recognize microaggressions that they enact or see enacted in the reference desk space and work to decrease them and to mitigate their impact, then they are failing to be culturally responsive and may be further perpetuating racist practices.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The ACRL Diversity Standards exhibit a more nuanced and holistic sense of diversity than other ACRL documents.

“This set of standards clearly exhibits a far more nuanced and holistic sense of diversity than do the other ACRL documents.”

• cites ACRL, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Questions with consequences on racialized lives come up constantly in reference, yet they have not been central to ethical debates.

“While questions like these may arise occasionally, questions that have consequences on the lived, racialized lives of users come up constantly, which begs the question: Why have the latter questions not been at the center of ethical debates?”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Taking antiracist steps toward caring will contribute to distributing the impact of reference services more equitably.

“Taking these antiracist steps toward caring for academic communities in this manner will contribute to distributing the impact of reference services more equitably in these communities.”

May combine two claims.

Broadly applied, the principle of objectivity becomes an apolitical stance, but library users live politicized lives.

“Broadly applied, the principle of objectivity becomes an apolitical stance, but library users live politicized lives.”

Probably not a substantial claim: may not pass S2 (checkable).

If reference librarians lack a collective antiracist stance, they send a message that racial injustice is not of primary concern or that the profession has transcended racism.

“If reference librarians do not have a collective antiracist stance, then they send a message to their user communities that racial injustice is not of primary concern, or that they have transcended racism as a profession.”

Classified as probably not a substantial claim.

Relegating diversity to its own set of standards potentially allows other ACRL documents to ignore or sideline diversity issues.

“While one can hope that libraries and librarians will use these standards as a framework to create more inclusive and robust organizations, relegating the concept of diversity to its own set of standards potentially allows other documents to ignore or sideline diversity issues.”

• cites ACRL, 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Culturally responsive caring practices have been developed in education and are beginning to be elaborated in library literature.

“in the field of education (Gay, 2010) and that are beginning to be elaborated in library literature (Chu, 1999(Chu, , 2014) ) need to be an active and intentional dimension of reference work.”

• cites Gay, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Chu, 1999Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Chu, 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Structural racism is complex and experienced in varied ways, so no single strategy exists for partnering with students of different racial identities to challenge racism.

“Structural racism is complex, and individuals experience it in a range of ways; therefore, there is no one particular strategy for partnering with students with different racial identities in order to challenge racism.”

May combine two claims.

The lack of people of color in the library profession is a problem of both hiring and retention.

“There are many ways to go about this, and as discussed above, the lack of people of color in the profession is not simply a problem with hiring, but with retention as well (Reese & Hawkins, 1999).”

• cites Reese & Hawkins, 1999Not checked — no full text of the source

May combine two claims.

The GBP employs monoculturalism and White blindness by ignoring cultural plurality and White dominance.

“However, the document employs what Gusa (2010) calls monoculturalism and White blindness by ignoring both the plurality of cultures and the dominance of White perspectives and influence upon the field.”

• cites Gusa (2010) sourceNot checked — no full text of the source