Resisting the System: A Critical Race Theory Analysis of Racial Discrimination in Netflix’s Self Made
DOI:
https://doi.org/10.32493/pnp.v4i1.58457Keywords:
critical race theory, racial discrimination, Madam C.J. Walker, interest convergence, self-madeAbstract
This study examines the portrayal of racial discrimination and its influence on identity formation and agency in the Netflix limited series Self Made: Inspired by the Life of Madam C.J. Walker (2020). Employing a qualitative descriptive methodology, the research investigates how protagonist Madam C.J. Walker navigates and resists systemic barriers within a racialized socioeconomic landscape. The analysis is grounded in Critical Race Theory (Delgado & Stefancic, 2001) and Mellor’s (2004) framework of responses to racism. Findings indicate that racial discrimination is depicted as a normalized element of social interaction, manifested through interpersonal belittlement and intra-racial tensions. Furthermore, the study identifies the presence of "interest convergence," wherein dominant power structures support Walker’s entrepreneurial efforts only when such support aligns with their own material or political interests. The study concludes that Self Made functions as a narrative of resilience, highlighting the necessity of multifaceted resistance strategies in the face of institutionalized racism.
References
Mellor, D. (2004). Responses to Racism: A taxonomy of coping styles used by Aboriginal Australians. American Journal of Orthopsychiatry, 74(1), 56–71. https://doi.org/10.1037/0002-9432.74.1.56
Delgado, R., & Stefancic, J. (2023). Introduction to critical race theory. The Bible and Cultural Studies: Critical Readings, 379–384. https://doi.org/10.5040/9780567677655.0035
Clair, M., & Denis, J. S. (2015). Racism, sociology of. In International Encyclopedia of the Social & Behavioral Sciences (pp. 857–863). Elsevier. https://doi.org/10.1016/b978-0-08-097086-8.32122-5
Yilmaz, K. (2013). Comparison of Quantitative and Qualitative Research Traditions: Epistemological, theoretical, and methodological differences. European Journal of Education, 48(2), 311–325. https://doi.org/10.1111/ejed.12014
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