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UNINTENDED CONSEQUENCES OF CURIOSITY TOWARDS STRANGER: BLACK AFRICAN DESCENT STUDENTS AND UNINTENTIONAL RACIAL MICROAGGRESSIONS

Yıl 2024, Sayı: 60, 295 - 319, 17.01.2024

Serdar Ünal

https://doi.org/10.30794/pausbed.1309501

Öz

Foreign students at the higher education level in Turkey vary in terms of the countries they come from. In the study, black African descent students who are studying in the province of Aydın, which is considered a medium-sized city with less experience in terms of meeting with foreigners, were targeted. Micro-aggression(s) often manifests as condescending, derogatory, vulgar words or trivial glances, gestures, and tones that are unconscious, unintentional, and implicit, but sometimes consciously or intentionally made. For this reason, in this study, the exposure of black African descent students to racial micro-aggressions, which can be revealed as a result of the conscious, intended or unintended actions of the local people, has been tried to be understood and explored on the basis of a qualitative research design in accordance with micro-interpretive understanding. For this purpose, micro-aggressions that black African descent students may be exposed to were tried to be defined around certain sub-themes or categories. In the study, it was determined that although black African descent students are less exposed to overt, vulgar or intentional forms of discrimination in terms of their life experiences in the city they live in, they are more likely to be exposed to implicit, unconscious or unintended micro-aggressive behaviors. In this sense, whether it has an overt or deliberate discriminatory purpose in the relationship with the stranger, such an approach infiltrates into life and invades everyday language and actions. Thus, micro-aggressive discriminatory behaviors continue to reproduce themselves continuously through exoticization, objectification, homogenization, denial of experiential realities, attribution of intelligence, jokes, nicknames, and impolite attitudes.

Anahtar Kelimeler

Racial Microaggressions Black African Descent Students Curiosity Discrimination Exclusion

Proje Numarası

Yok

Kaynakça

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  • Blanton, H. ve Jaccard, J. (2008). Unconscious Racism: A Concept in Pursuit of a Measure. Annu. Rev. Sociol, 34, 277-297.
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  • Clark, D. A., Kleiman, S., Spanierman, L. B., Isaac, P. ve Poolokasingham, G. (2014). “Do You Live in a Teepee?” Aboriginal Students’ Experiences with Racial Microaggressions in Canada. Journal of Diversity in Higher Education, 7(2), 112-125.
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  • DeCuir-Gunby, J. T. ve Gunby Jr, N. W. (2016). Racial Microaggressions in The Workplace: A Critical Race Analysis of The Experiences of African American Educators. Urban Education, 51(4), 390-414.
  • Dovidio, J. F., Gaertner, S. L., Kawakami, K. ve Hodson, G. (2002). Why Can’t We All Just Get Along? Interpersonal Biases and Interracial Distrust. Cultural Diversity and Ethnic Minority Psychology, 8(2), 88–102.
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  • Er, M. (2021). Yabancılara Türkçe Öğretiminde Kültürlerarası İletişim ve Mikro Saldırganlık. Doktora Tezi, Hacettepe Üniversitesi Türkiyat Araştırmaları Enstitüsü, Ankara
  • Er, M. ve Durmuş, M. (2021). Yabancılara Türkçe Öğretiminde Öğreticilerin Sınıf İçi İletişim Yaklaşımları ve Mikro Saldırganlık. Turkish Studies-Language and Literature, (16), 1873-1884.
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YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR

Yıl 2024, Sayı: 60, 295 - 319, 17.01.2024

Serdar Ünal

https://doi.org/10.30794/pausbed.1309501

Öz

Türkiye’de yükseköğrenim düzeyinde yabancı uyruklu öğrenciler geldikleri ülkeler bakımından çeşitlilik göstermektedir.
Çalışmada yabancıyla karşılaşmalar anlamında daha az tecrübesi olan orta ölçekli bir kent olarak kabul edilen Aydın ilinde
lisans eğitimi görmekte olan Afrika kökenli siyah tenli yabancı öğrenciler hedef alınmıştır. Mikro saldırganlık(lar) genellikle
bilinçsizce, niyetlenilmemiş ve örtük bir şekilde yapılan ama bazen bilinçli ya da niyetlenilmiş olarak da yapılabilen
küçümseyici, aşağılayıcı, kaba sözler ya da önemsemez bakışlar, jestler ve tonlar biçiminde açığa çıkar. Bu nedenle, çalışmada
Afrika kökenli siyah tenli yabancı öğrencilerin yerel halkın kasıtlı, niyetlenilmiş ya da niyetlenilmemiş eylemlerinin sonucunda
açığa çıkabilen ırksal temelli mikro saldırgan ayrımcı davranışlara maruz kalma durumları mikro yorumlayıcı anlayışa uygun
olarak nitel araştırma deseni temelinde anlaşılmaya ve keşfedilmeye çalışılmıştır. Bu amaçla, Afrika kökenli öğrencilerin
maruz kalabildikleri mikro saldırganlıklar belirli alt temalar veya kategoriler etrafında tanımlanmaya çalışılmıştır. Araştırmada,
Afrika kökenli siyah tenli öğrencilerin içinde yaşadıkları kentteki yaşam deneyimleri açısından aleni, kaba veya niyetlenilmiş
ayrımcılık biçimleriyle daha az karşılaşsalar da örtük, bilinçsiz veya niyetlenilmemiş türden mikro saldırgan davranışlara daha
fazla maruz kalabildikleri tespit edilmiştir. Bu anlamda, yabancıyla olan ilişkide aleni ya da kasti bir ayrımcı amaç taşısa da
taşımasa da bu tür bir yaklaşım, yaşamın içine sızarak gündelik dili ve eylemleri işgal eder hale gelmektedir. Böylelikle de
mikro saldırgan ayrımcı davranışlar egzotikleştirme, nesneleştirme, aynılaştırma, deneyimsel gerçekliklerin yadsınması, zeka
düzeyi atfetme, şakalar, lakaplar, nezaketsiz tavırlar vasıtasıyla sürekli olarak kendini yeniden üretmeye devam etmektedir

Anahtar Kelimeler

Irksal Temelli Mikro Saldırganlıklar Afrika Kökenli Siyahi Öğrenciler Merak Ayrımcılık Dışlama

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

  • Allen, Q. (2012). They Think Minority Means Lesser Than: Black Middle-Class Sons and Fathers Resisting Microaggressions in the School. Urban Education, 48(2), 171-197.
  • Bhattacharyya, G. (2002). Race and Power: Global Racism in the Twenty-First Century. London and New York: Routledge.
  • Blanton, H. ve Jaccard, J. (2008). Unconscious Racism: A Concept in Pursuit of a Measure. Annu. Rev. Sociol, 34, 277-297.
  • Boréus, K. (2009). Söylemsel Ayrımcılık ve Dışavurumları. Çev. E. C. Dağlıoğlu, Nefretsoylemi.org.
  • Capodilupo, C. M., Nadal, K. L., Corman, L., Hamit, S., Lyons, O., ve Weinberg, A. (2010). The Manifestation of Gender Microaggressions. In D. W. Sue (Ed.), Microaggressions and Marginality: Manifestation, Dynamics, and Impact, 193-216. New Jersey: John Wiley & Sons.
  • Clark, D. A., Kleiman, S., Spanierman, L. B., Isaac, P. ve Poolokasingham, G. (2014). “Do You Live in a Teepee?” Aboriginal Students’ Experiences with Racial Microaggressions in Canada. Journal of Diversity in Higher Education, 7(2), 112-125.
  • Collins, P.H. (1999). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York, NY: Routledge.
  • Collins, P.H. (2005). Black Sexual Politics: African Americans, Gender and the New Racism. New York: Routledge.
  • Connolly, W.. E., (1995) Kimlik ve Farklılık. Çev. Ferma Lekesizalın, Ayrıntı Yayınları, İstanbul.
  • Davis, P. (1989). Law as Microaggression. Yale Law Journal, (98), 1559-1577.
  • DeAngelis, T. (2009). Unmasking “Racial Micro-aggressions.” Monitor on Psychology, 40, (42-46).
  • DeCuir-Gunby, J. T. ve Gunby Jr, N. W. (2016). Racial Microaggressions in The Workplace: A Critical Race Analysis of The Experiences of African American Educators. Urban Education, 51(4), 390-414.
  • Dovidio, J. F., Gaertner, S. L., Kawakami, K. ve Hodson, G. (2002). Why Can’t We All Just Get Along? Interpersonal Biases and Interracial Distrust. Cultural Diversity and Ethnic Minority Psychology, 8(2), 88–102.
  • Durmuş, M. (2019). Kültürlerin Temas Alanı Olarak Dil Öğretimi Süreçleri ve Mikro Saldırganlıklar. Milli Folklor, 16(122), 50-63.
  • Er, M. (2021). Yabancılara Türkçe Öğretiminde Kültürlerarası İletişim ve Mikro Saldırganlık. Doktora Tezi, Hacettepe Üniversitesi Türkiyat Araştırmaları Enstitüsü, Ankara
  • Er, M. ve Durmuş, M. (2021). Yabancılara Türkçe Öğretiminde Öğreticilerin Sınıf İçi İletişim Yaklaşımları ve Mikro Saldırganlık. Turkish Studies-Language and Literature, (16), 1873-1884.
  • Ford, D. Y., Scott, M. T., Moore III, J. L. ve Amos, S. O. (2013). Gifted Education and Culturally Different Students: Examining Prejudice and Discrimination Via Microaggressions. Gifted Child Today, 36(3), 205-208.
  • Franklin, J. (2016). Racial Microaggressions, Racial Battle Fatigue, and Racism-Related Stress in Higher Education. Journal of Student Affairs at New York University, 12(44), 44-55.
  • Fredrickson, B. L., ve Roberts, T. A. (1997). Objectification Theory: Toward Understanding Women's Lived Experiences and Mental Health Risks. Psychology of Women Quarterly, 21, 173-206.
  • Güngör, F. Ş. (2018). Zenefobi – Yabancı Düşmanlığına Felsefi Bir Yaklaşım. Maarif Mektepleri, İkinci Basım, Ankara.
  • Güleç, İ. ve Özden, E. (2019). Kasıtsız Hakaret (Microaggressions) ve Türkiye’de Sık Görülen Örnekleri. Akademik İncelemeler Dergisi, 14(2), 121-162.
  • Harding, S. T. ve Turner, T. (2015). Assessing Racial Microaggression Distress in A Diverse Sample. Evaluation & The Health Professions, 38(4), 464-490.
  • Harris, J. C. (2017). Multiracial College Students’ Experiences with Multiracial Microaggressions. Race Ethnicity and Education, 20(4), 429-445.
  • Helbling, M. (2008). Islamophobia in Switzerland: A New Phenomenon or a New Name for Xenophobia. Annual Conference of the Midwest Political Science Association (MPSA) Chicago.
  • Henley, N. M. (1977). Body Politics:Power, Sex and Nonverbal Communication. Englewood C., NJ:Prentice-Hall.
  • Huber, L. P. ve Solorzano, D. G. (2015). Racial Microaggressions as A Tool for Critical Race Research. Race Ethnicity and Education, 18(3), 297-320.
  • Iyer, D. S. ve Haslam, N. (2003). Body Image and Eating Disturbance Among South Asian American Women: The Role of Racial Teasing. International Journal of Eating Disorders, 34(1), 142-147.
  • İnce, H. O. (2011). Almanya’da Farklı Olmak: Entegrasyon ve Hoşgörü Kavramına Eleştirel Bir Bakış. Bilig Dergisi, 58, 173-202.
  • Jones, M. L. ve Galliher, R. V. (2015). Daily Racial Microaggressions and Ethnic Identification Among Native American Young Adults. Cultural Diversity and Ethnic Minority Psychology, 21(1), 1-9.
  • Johnston, M. P. ve Nadal, K. L. (2010). Multiracial Microaggressions: Exposing Monoracism in Everyday Life and Clinical Practice. In D. W. Sue (Ed.), Microaggressions and Marginality: Manifestation, Dynamics,and Impact (pp. 123-144). Hoboken, NJ, US: John Wiley & Sons Inc.
  • Kim, S. (2014). An Extension of Objectification Theory: Examining the Roles of Racial and Cultural Factors on Self-Objectification and Depression Among Asian American Women (Doctoral dissertation, Columbia University).
  • Koç, Z. (2003). Kültüre Duyarlı Psikolojik Danışma Yaklaşımı: Kuramsal Bir Açıklama. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, (11), 1-17.
  • Kozee, H. B., Tylka, T. L., Augustus-Horvath, C. L. ve Denchik, A. (2007). Development and Psychometric Evaluation of the Interpersonal Sexual Objectification Scale. Psychology of Women Quarterly, 31, 176–189.
  • Kristeva, J. (1991). Strangers to Ourselves. Columbia University Press, New York.
  • Levinas, E. (1998). On Thinking of the Other: Between Us. London: Athlone Press.
  • Lin, A. (2010). Racial Microaggressions Directed at Asian Americans. In D. W. Sue (Ed.) Microaggressions and Marginality: Manifestation, Dynamics, and Impact, (pp. 85-102). New Jersey: John Wiley & Sons.
  • McTernan, E. (2018). Microaggressions, Equality, and Social Practices. Journal of Political Philosophy, 26(3), 261-281.
  • Mercer, S. H., Zeigler-Hill, V., Wallace, M. ve Hayes, D. M. (2011). Development and Initial Validation of the Inventory of Microaggressions Against Black Individuals. Journal of Counseling Psychology, 58(4), 457-469.
  • Minikel-Lacocque, J. (2013). Racism, College, and the Power of Words: Racial Microaggressions Reconsidered. American Educational Research Journal, 50(3), 432-465.
  • Morales, E. M. (2014). Intersectional Impact: Black Students and Race, Gender and Class Microaggressions in Higher Education. Race, Gender & Class, 21(3/4), 48-66.
  • Museus, S. D., Sariñana, S. A. L., Yee, A. L. ve Robinson, T. E. (2016). A Qualitative Analysis of Multiracial Students' Experiences with Prejudice and Discrimination in College. Journal of College Student Development, 57(6), 680-697.
  • Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S. ve Rasmus, M. (2014). The Impact of Racial Micro-Aggressions on Mental Health: Counseling Implications for Clients of Color. Journal of Counseling & Development, 92(1), 57–66.
  • Nussbaum, M. C. (1995). Objectification. Philosophy & Public Affairs, 24(4), 249-291.
  • OECD (2022). Organisation for Economic Co-operation and Development Staff. Education at A Glance: OECD Indicators 2002. Paris: OECD.
  • Ong, A. D., Burrow, A. L., Fuller-Rowell, T. E., Ja, N. M. ve Sue, D. W. (2013). Racial Micro-Aggressions and Daily Well-Being Among Asian Americans. Journal of Counseling Psychology, 60(2), 188–199.
  • Pierce, C., Carew, J., Pierce-Gonzalez, D. ve Willis, D. (1978). An Experiment in Racism: TV Commercials. In C. Pierce (Ed.), Television and Education (pp. 62–88). Beverly Hills, CA: Sage.
  • Pierce, C. M. (1995). Stress Analogs of Racism and Sexism: Terrorism, Torture, and Disaster. In C. V. Willie, P. P. Rieker, B. M. Kramer, & B. S. Brown (Eds.), Mental Health, Racism, and Sexism (pp. 277–293). Pittsburgh: University of Pittsburgh Press.
  • Prentice, D. A., & Miller, D. T. (2007). Psychological Essentialism of Human Categories. Current Directions in Psychological Science, 16(4), 202-206.
  • Quinn, B. A. (2002). Sexual Harassment and Masculinity: The Power and Meaning of "Girl Watching." Gender & Society, 16, 386-402.
  • Ross-Sheriff, F. (2012). Microaggression, Women, and Social Work. Affilia: Journal of Women and Social Work. 27(3), 233-236.
  • Russon, J. (1995). Heidegger, Hegel, and Ethnicity: The Ritual Basis of Self‐Identity. The Southern Journal of Philosophy, 33(4), 509-532.
  • Segalen,V. (2001). Essay on Exoticism: An Aesthetics of Diversity. Durham: Duke University Press .
  • Shapiro, S. (2014). "Words That You Said Got Bigger": English Language Learners' Lived Experiences of Deficit Discourse. Research in the Teaching of English, 386-406.
  • Solorzano, D., Ceja, M. ve Yosso, T. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. The Journal of Negro Education, 69 (1), 60–73.
  • Stucky, B. D., Gottfredson, N. C., Panter, A. T., Daye, C. E., Allen, W. R. ve Weightman, L. F. (2011). An Item Factor Analysis and Item Response Theorybased Revision of the Everyday Discrimination Scale. Cultural Diversity and Ethnic Minority Psychology, 17, 175–185.
  • Staszak, J. F. (2008). Exotic Dance, Erotic Dance: Displaying the Other's Body from the 18th to the 20th Century. In Annales de Geographie (Vol. 660661, No. 2, pp. 129-158). Armand Colin.
  • Staszak, J. F. (2009). Other/Otherness. In N. Thrift and R. Kitchin (eds.), International Encyclopedia of Human Geography, 43-7. Oxford: Elsevier.
  • Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L. ve Torino, G. C. (2007a). Racial Microaggressions and The Asian American Experience. Cultural Diversity & Ethnic Minority Psychology, 13(1), 72–81.
  • Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., ve Esquilin, M. (2007b). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, 62(4), 271–286.
  • Sue, D. W., Nadal, K. L., Capodilupo, C. M., Lin, A. I., Torino, G. C., ve Rivera, D. P. (2008). Racial Microaggressions Against Black Americans: Implications for Counseling. Journal of Counseling & Development, 86(3), 330-338.
  • Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., ve Rivera, D. P. (2009). Racial Microaggression and Difficult Dialogues on Race in The Classroom. Cultural Diversity & Ethnic Minority Psychology, 15(2), 183–190.
  • Sue, D. W. (2010). Microaggressions and Marginality: Manifestation, Dynamics, and Impact. Hoboken, NJ: Wiley.
  • Sue, D. W. ve Constantine, M. G. (2007). Racial Microaggressions as Instigators of Difficult Dialogues on Race: Implications for Student Affairs Educators and Students. College Student Affairs Journal, 26(2), 136-142.
  • Todorov, T. (1989). Nous et les Autres, Seuil, Paris.
  • Todorov, T. (1994). On Human Diversity: Nationalism, Racism, and Exoticism in French Thought. Harvard: Harvard University Press.
  • Uchida, A. (1998). The Orientalization of Asian Women in America. Women’s Studies International Forum, 21(2), 161-174.
  • Uygur, S. S., Sarı, D. ve Aslı, U. Z. (2018). Kültüre Duyarlı Psikolojik Danışma Bağlamında Mikrosaldırganlık: Ayrımcılığın Örtük Hali. Turkish Psychological Counseling and Guidance Journal, 8(51), 143-189.
  • Ünal, S. (2018). Irksal Temelli Ayrımcılığın Yeni Görünmez Yüzü: Kültürel Karşılaşmalar ve Mikro-Saldırganlıklar. Journal of Social and Humanities Sciences Research (JSHSR), 5(28):3288-3308, ISSN: 2459-1149.
  • Waldenfels, B. (2008). Yabancı Fenomolojisi. Çev. M. Keskin, Avesta Yayınları, İstanbul.
  • Wong, G., Derthick, A. O., David, E. J. R., Saw, A. ve Okazaki, S. (2014). The What, The Why, and the How: A Review of Racial Microaggressions Research in Psychology. Race and Social Problems, 6(2), 181-200.
  • Yancura, L., Fruhauf, C. A., ve Greenwood-Junkermeier, H. (2016). Recognizing microaggressions: A framework for helping grandfamilies. GrandFamilies: The Contemporary Journal of Research, Practice and Policy, 3(1), 106-121.
  • Yeğenoğlu, M. (2002). Küreselleşen Dünyada Çokkültürcülük ve Konukseverlik. Toplum ve Bilim, Birikim Yayınları, (92), 120-137.
  • Yosso, T., Smith, W., Ceja, M. ve Solórzano, D. (2009). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/O Undergraduates. Harvard Educational Review, 79(4), 659-691.
  • YÖK (2023). Yükseköğretim Öğrenci İstatistikleri, https://istatistik.yok.gov.tr/
  • Zimmerman, D. H. ve Wieder, D. L. (1970). Ethnomethodology and the Problem of Order. J. D. Douglas (ed.), Understanding Everyday Life, Cambridge, UK: Cambridge University Press.
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyoloji (Diğer)
Bölüm Araştırma Makalesi
Yazarlar

Serdar Ünal 0000-0003-2755-9456

Proje Numarası Yok
Erken Görünüm Tarihi 17 Ocak 2024
Yayımlanma Tarihi 17 Ocak 2024
Kabul Tarihi 28 Aralık 2023
Yayımlandığı Sayı Yıl 2024 Sayı: 60

Kaynak Göster

APA Ünal, S. (2024). YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(60), 295-319. https://doi.org/10.30794/pausbed.1309501
AMA Ünal S. YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR. PAUSBED. Ocak 2024;(60):295-319. doi:10.30794/pausbed.1309501
Chicago Ünal, Serdar. “YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, sy. 60 (Ocak 2024): 295-319. https://doi.org/10.30794/pausbed.1309501.
EndNote Ünal S (01 Ocak 2024) YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 60 295–319.
IEEE S. Ünal, “YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR”, PAUSBED, sy. 60, ss. 295–319, Ocak 2024, doi: 10.30794/pausbed.1309501.
ISNAD Ünal, Serdar. “YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 60 (Ocak 2024), 295-319. https://doi.org/10.30794/pausbed.1309501.
JAMA Ünal S. YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR. PAUSBED. 2024;:295–319.
MLA Ünal, Serdar. “YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, sy. 60, 2024, ss. 295-19, doi:10.30794/pausbed.1309501.
Vancouver Ünal S. YABANCIYA YÖNELİK MERAKIN NİYETLENİLMEMİŞ SONUÇLARI: AFRİKA KÖKENLİ SİYAHİ ÖĞRENCİLER VE IRKSAL TEMELLİ MİKRO SALDIRGANLIKLAR. PAUSBED. 2024(60):295-319.
 Kapak Resmi İndir