Nastasha Pollard
Critical Response
Tim Wise writes in his novel, Between Barack and a Hard Place, that it is a fact that a person who is biracial will “typically be seen as a member of which ever group is lowest in the racial hierarchy” and that “the racism directed their way is most often aimed at the darkest and least white aspect of their heritage.” These statements prove true to Lou Jing, the daughter of a loving Chinese mother and an African American father who was not apart of her childhood. Lou Jing was named one of the top five finalists for Shanghai’s “Lets Go! Oriental Angel,” a show similar to the U.S. American Idol TV. Show. Lou Jing speaks fluent Mandarin and has a special talent of singing Shanghai opera, which got her to the finalist round on the show. However, Lou Jing says “If she could do it all over again, she would not have gone on the show at all,” because due to her black skin color a “vicious nationwide debate” arose of whether she was fit to be on Chinese television because she was considered not Chinese.
Lou Jing states, “I am Chinese,” but that the media vicious attacks towards her made her question how she is different from others. According to Tim Wise Lou Jing is not going to be considered as mixed of two races, rather she will be labeled by whichever race is the lowest in the racial hierarchy: black. And black is the color of her skin, and that is all her Chinese counterparts see.
I believe its unfortunate that dark skin is looked down upon and is discriminated against. People should not be judged on the color of their skin. We are all human and it is just a color. Lou Jing is indeed biracial both Chinese and Black, yet her being Chinese, is not even acknowledged by her Chinese peers. The racism that still exists in China that Lou Jing had to deal with, as a young girl is really sad. Although Lou Jing might associate more with her Chinese culture while living in China, speaking the mandarin language, and being raised by her Chinese mother, she is still isn’t fully accepted just due to her physical appearance.
The article expresses that in the Chinese culture darker skin receives discrimination, while paler skin tones are admired. Even Chinese people with darker skin are looked down upon by Chinese people with fairer skin, and fairer skin people are considered more beautiful. The fact that they look at fair skin as superior and as what defines beauty is interesting, because fair skin is closest to white skin. It is as if they are confirming that white skin is better. This is bizarre because white America will associate a Chinese person as someone of color and someone who is less than. Chinese is a race that is discriminated against just as the black race. If someone is both mixed of Chinese and White descent, they will be more than likely be considered Chinese before White and face exploitation.
I am Native American, Puerto Rican, and Black West Indian (from Barbados). Within my experiences, I have always just been labeled Black. It does not matter that I speak Spanish, or that the culture that dominated my upbringing was my Puerto Rican background. Rather, I am labeled Black due to my skin color, and physical appearance, and discriminated against because of this. I feel this idea of race is a modern construct based on physical appearance, and essentially the color of one’s skin. Race is a social construct that was created to distinguish the superior versus the inferior group. There aren’t any genes that characterize us into different races. I feel racial practices have just become institutionalize within our government and society and that is what has caused and perpetuated exploitation and inequalities. Race is a very powerful social notion that gives people of the superior group privileges, such as access to opportunities and resources. Racism exists today as seen in the article. We must not act like it does not exist, because that will not work to solve the problem. In efforts to tackle racism, we must embrace everyone’s cultural differences, be inclusive of all skin colors, and identify the social laws that give advantages to the superior group at the expense of others. Jane Junn in the following video does speaks wisely about what race is:
Parenting Biracial Children
The Center for the Study of Biracial Children
Identity Problems in Biracial Youth
Showing posts with label critical opinion. Show all posts
Showing posts with label critical opinion. Show all posts
Monday, November 16, 2009
Friday, November 13, 2009
One boy's Will to sit down for Justice for ALL
"I've always tried to analyze things because I want to be lawyer," Will said. "I really don't feel that there's currently liberty and justice for all."
--William Phillips
At first it was difficult to grasp the concept that this kid is 10 years old, albeit a mature 10 considering he did just skip a grade, but still only 10. Even after watching his speech I still have trouble grasping that this small person, still 8 years away from his right to vote could be so eloquent in his understanding of such a complex and diversely argued issue as gay rights.
Many bloggers argue that he can not possibly understand the concepts and legalities of what he is fighting against, the marginalization of the GLBT population. And coincidentally, in his stand, Will has effectively stationed himself directly opposite the Catholic Church, who have recently decided that they will take the stand against same-sex marriage by threatening to discontinue their social service programs. And by threating to discontunue these program the Church is proving his point that justice is, in effect, not for all.
It is true he has a family that is socially active in the movement for GLBT rights, but to a child who has not yet even begun puberty what would marriage, let alone gay marriage mean to him? Then it occurred to me, it is not only about the fight for gay rights. This child is fighting for justice; justice for everyone, every group, every American. In his life he hears the cries for justice and in the pledge of allegiance he hears the proclamation of justice. At 10 years old he realized the discrepancy between the two, and as the child of social advocates he knows how to take a stand.
If more parents, communities and institutions as a whole were to raise children to be as insightful and socially aware as Will is, the war on social injustice would finally be a thing of the past. If every parent, teacher, civil servant, religious elder, and the such were to instill in our youth the same vigor for equality, as this child’s parents have in him, it would serve to influence and change the landscape of our society.
We discuss how it is our silence that perpetuates social injustice. Ironically it is this child’s silence that has become a shout for fair treatment for all peoples. If a child of 10 has the tenacity to stand up against the social injustices of a marginalized group, even in the face of adversity and persecution, what are you willing to do?
It begins with one.
"I've always tried to analyze things because I want to be lawyer," Will said. "I really don't feel that there's currently liberty and justice for all."
--William Phillips
At first it was difficult to grasp the concept that this kid is 10 years old, albeit a mature 10 considering he did just skip a grade, but still only 10. Even after watching his speech I still have trouble grasping that this small person, still 8 years away from his right to vote could be so eloquent in his understanding of such a complex and diversely argued issue as gay rights.
Many bloggers argue that he can not possibly understand the concepts and legalities of what he is fighting against, the marginalization of the GLBT population. And coincidentally, in his stand, Will has effectively stationed himself directly opposite the Catholic Church, who have recently decided that they will take the stand against same-sex marriage by threatening to discontinue their social service programs. And by threating to discontunue these program the Church is proving his point that justice is, in effect, not for all.
It is true he has a family that is socially active in the movement for GLBT rights, but to a child who has not yet even begun puberty what would marriage, let alone gay marriage mean to him? Then it occurred to me, it is not only about the fight for gay rights. This child is fighting for justice; justice for everyone, every group, every American. In his life he hears the cries for justice and in the pledge of allegiance he hears the proclamation of justice. At 10 years old he realized the discrepancy between the two, and as the child of social advocates he knows how to take a stand.
If more parents, communities and institutions as a whole were to raise children to be as insightful and socially aware as Will is, the war on social injustice would finally be a thing of the past. If every parent, teacher, civil servant, religious elder, and the such were to instill in our youth the same vigor for equality, as this child’s parents have in him, it would serve to influence and change the landscape of our society.
We discuss how it is our silence that perpetuates social injustice. Ironically it is this child’s silence that has become a shout for fair treatment for all peoples. If a child of 10 has the tenacity to stand up against the social injustices of a marginalized group, even in the face of adversity and persecution, what are you willing to do?
It begins with one.
Thursday, October 29, 2009
Inequality in Schools Based on Race and Social Class
Article : http://swirlinc.wordpress.com/2009/09/22/separate-and-unequal-a-structural-analysis-of-educational-inequality-in-america/
A child must not feel powerless. However, the American school system has provided a structure of social inequality that acts as a barrier for intellectual growth. As mentioned in the article, students of low socioeconomic status must cope with the loss of motivation and the injustices of poor housing, economic hardships, and unemployment. The educational institutions in their neighborhoods only further their disenfranchisement as the infrastructure, the resources, and the attention given to the students is minimal because in the eyes of society that’s what they deserve. Their lives are labeled by words and actions of failure. So since whiteness works, the rest should just bear with it? The 21st century is reproducing historic calamities such as segregation and discrimination in a manner that goes unnoticed, but defines itself in the way our organizations work. The Latinos and Blacks are left with shattered hopes. Thus, they’re shoved to feel like outsiders, a position where they don’t threaten the privileges available to the affluent Whites.
Moreover, the students are not only battered by poverty and crime at home but in the only place that can serve as a shelter they’re confronted with a deaf and blind educational system. Instead of white walls they have graffiti, instead of hardwood floors they have cracks and mildew, instead of books and computers they’re given the minimum. They’re seen as the minimum. Their possibilities to advance or even believe in the ideals of school are viewed as unreachable because of the concept Anyon discusses as the “social stratification of knowledge.” Although their teachers adjust the pedagogy to them, these educators are also constrained by the lack of available resources from the government and most of the time they take out of their own pockets to have posters on their walls or markers in a classroom. The effort to end the inequality of school funding is not present in America.
I ask myself, how can race or social class be sufficient to deny a child from something so valuable? For instance, the attached video titled “A Tale of Two Schools” reflects this imbalance. The Black teen questions what makes him unworthy of having the same materials and opportunities as the white school across the street, because unquestionably they are all students. The disadvantaged are conscious of the monetary benefits that other schools receive in the form of funding and unfortunately they adapt to how others perceive them. It’s disheartening to think that a child walks to school with the mindset that he might not have enough lunch money or that his class doesn’t have the money for a fieldtrip. It’s even more disheartening that they internalize a passive acceptance for this situation. Even when they do protest, their voices are heard, but the ignorance of a society that works triumphs.
Video:
Article#1:http://www.nytimes.com/2008/11/08/nyregion/08specialized.html?_r=1&pagewanted=2
Article#2: http://www.wrcbtv.com/Global/story.asp?S=10379911
Article#3: http://www.miamiherald.com/multimedia/news/americas/mexico/side1.html
A child must not feel powerless. However, the American school system has provided a structure of social inequality that acts as a barrier for intellectual growth. As mentioned in the article, students of low socioeconomic status must cope with the loss of motivation and the injustices of poor housing, economic hardships, and unemployment. The educational institutions in their neighborhoods only further their disenfranchisement as the infrastructure, the resources, and the attention given to the students is minimal because in the eyes of society that’s what they deserve. Their lives are labeled by words and actions of failure. So since whiteness works, the rest should just bear with it? The 21st century is reproducing historic calamities such as segregation and discrimination in a manner that goes unnoticed, but defines itself in the way our organizations work. The Latinos and Blacks are left with shattered hopes. Thus, they’re shoved to feel like outsiders, a position where they don’t threaten the privileges available to the affluent Whites.
Moreover, the students are not only battered by poverty and crime at home but in the only place that can serve as a shelter they’re confronted with a deaf and blind educational system. Instead of white walls they have graffiti, instead of hardwood floors they have cracks and mildew, instead of books and computers they’re given the minimum. They’re seen as the minimum. Their possibilities to advance or even believe in the ideals of school are viewed as unreachable because of the concept Anyon discusses as the “social stratification of knowledge.” Although their teachers adjust the pedagogy to them, these educators are also constrained by the lack of available resources from the government and most of the time they take out of their own pockets to have posters on their walls or markers in a classroom. The effort to end the inequality of school funding is not present in America.
I ask myself, how can race or social class be sufficient to deny a child from something so valuable? For instance, the attached video titled “A Tale of Two Schools” reflects this imbalance. The Black teen questions what makes him unworthy of having the same materials and opportunities as the white school across the street, because unquestionably they are all students. The disadvantaged are conscious of the monetary benefits that other schools receive in the form of funding and unfortunately they adapt to how others perceive them. It’s disheartening to think that a child walks to school with the mindset that he might not have enough lunch money or that his class doesn’t have the money for a fieldtrip. It’s even more disheartening that they internalize a passive acceptance for this situation. Even when they do protest, their voices are heard, but the ignorance of a society that works triumphs.
Video:
Article#1:http://www.nytimes.com/2008/11/08/nyregion/08specialized.html?_r=1&pagewanted=2
Article#2: http://www.wrcbtv.com/Global/story.asp?S=10379911
Article#3: http://www.miamiherald.com/multimedia/news/americas/mexico/side1.html
High School Drop Out Rate Crisis
http://www.gatesfoundation.org/united-states/Documents/TheSilentEpidemic3-06Final.pdf
Additional Links:
http://www.usatoday.com/news/education/2006-03-01-dropouts-expectations_x.htm
http://www.cnn.com/2009/US/05/05/dropout.rate.study/index.html
http://www.courant.com/news/education/hc-drop-out-rates-1020.artoct20,0,668220.story
High school dropout rate on the rise
It is disturbing that high school drop out rates continue to rise in
The issue of having little motivation to do well in school is alarming. If parents, teachers and school administrators can help students realize the importance of graduating high school, I believe that students would become more motivated to do well in school. Some facts that I feel would help motivate some students would be to inform them that those who drop out are more likely than those who graduate high school to be unemployed, live in poverty, be in prison, and be single parents of children who also drop out of high school.
So could one reason for little motivation also have to do with students not finding the classes interesting or stimulating enough? In order for adults to expect students to do well in school, I feel that it is vital that teachers are able to keep the students’ attention. If students do not find the curriculum interesting they are less likely to pay attention, do well and more than likely be less motivated to come to class or do well in the class. We cannot expect students to pay attention when the material is not related or interesting to them in any way.
Other prevalent issues that many drop outs say contributed to them quitting school was little parental involvement and or students were failing high school. Many say their parents didn’t get involved in their education until they were close to dropping out. I think it is partially the responsibility of the parents to keep their children in school. If there is little help and motivation from the parents part, the children are less likely to see the importance of graduating from high school. Those students that were failing school either missed too many days of school or were not academically prepared for high school. They felt that help such as tutoring was not available to them. Many of these students also felt that what they were taught in elementary and middle school did not properly prepare them for high school which led them to fall behind in school work and eventually drop out.
With all this said, I do not believe that finding classes boring is an excuse for dropping out of high school. If there is a problem students should feel that they are able to talk to their teachers and school administrators about what can be changed. There needs to be more resources for students such as tutoring or after school activities that involve learning. Parents should be more involved in their students’ academic lives and be more encouraging. Finally, teachers and administrators need to find ways to best help their students from dropping out, whether that be changing their curriculum, the way they teach the curriculum or asking the students what they would find most helpful. I believe the more students are involved in the curriculum they are inclined to pay attention and the less they can say it is boring because it is what they wanted.
Additional Links:
http://www.usatoday.com/news/education/2006-03-01-dropouts-expectations_x.htm
http://www.cnn.com/2009/US/05/05/dropout.rate.study/index.html
http://www.courant.com/news/education/hc-drop-out-rates-1020.artoct20,0,668220.story
High school dropout rate on the rise
It's not all about winning...
article:
Palestinian women have been trying to fight for equality for women since the early 1920s; however, still after almost ninety years, “women are often considered secondary and their work without economic value” (el-Raifi). Since there are constant political problems with neighboring country, Israel, finding equality for women in Palestine seems like one of their last problems. Sexism in this extremely male dominated society is practically normal. Women are frustrated with these circumstances.
However, yesterday, Palestinian women definitely caught the world’s attention. For the first time ever, Palestinian women played an international soccer game, outside against Jordanian women. In the west bank, there were 10,000 screaming fans, men and women alike, cheering for a women’s soccer team. Women ran around the soccer field and ended up tying the game 2-2. Their coach, Rukayya Takrori said, “in our culture, Palestinian women work side by side with men in the fields and factories. They fight together, demonstrate together.” She then exclaimed, “Palestinian women can do everything--even football” (Kershner).
After I read this inspirational article, I started thinking that if a predominately, male-oriented society would allow and support women’s soccer, then how is it possible that still today in America, women are not treated completely as equals to men.American women play sports, vote, have successful jobs, take care of their children, and can even support themselves; yet, there are still subtle inequalities in our society. America too is still a highly patriarchal society.
For example, many people still believe that women should not study math or science. In schools, little girls are usually discouraged to study math and science, and are encouraged to study language arts. Although there are many female doctors in America, these women had to go against the norm throughout their schooling to get where they are today.
Sexism is also extremely common in the workplace. Women are still paid less than men in our society: “white females earn 73 cents for every dollar earned by a white male, according to a study released last month by the Institute for Women’s Policy Research in Washington, D.C” (Lewis 1). Also, women often have to deal with hearing sexist comments from fellow coworkers.
Women also are expected today to partake in homemaker activities and raising the children as their main priority, while these tasks are only somewhat important to men. Women are innately given these maternal attributes, while men are only seen as the money providers in the family. Mothers and fathers should play an equal role in their child's life. It is their child.
America is a progressive country, however to have such inequalities in our country still is very shocking. Americans should look to this story of the Palestinian women’s soccer team as inspiration and believe in what their coach said, women can do anything. Yes, in America we say we believe in this; yet, women must overcome the social norms in order to achieve what ever they want to. If Palestinian women can stand up for themselves and end this hierarchy of gender, the women of America can as well.
Palestinian Women
The inequality in the workplace
fromgaza
Palestinian women have been trying to fight for equality for women since the early 1920s; however, still after almost ninety years, “women are often considered secondary and their work without economic value” (el-Raifi). Since there are constant political problems with neighboring country, Israel, finding equality for women in Palestine seems like one of their last problems. Sexism in this extremely male dominated society is practically normal. Women are frustrated with these circumstances.
However, yesterday, Palestinian women definitely caught the world’s attention. For the first time ever, Palestinian women played an international soccer game, outside against Jordanian women. In the west bank, there were 10,000 screaming fans, men and women alike, cheering for a women’s soccer team. Women ran around the soccer field and ended up tying the game 2-2. Their coach, Rukayya Takrori said, “in our culture, Palestinian women work side by side with men in the fields and factories. They fight together, demonstrate together.” She then exclaimed, “Palestinian women can do everything--even football” (Kershner).
After I read this inspirational article, I started thinking that if a predominately, male-oriented society would allow and support women’s soccer, then how is it possible that still today in America, women are not treated completely as equals to men.American women play sports, vote, have successful jobs, take care of their children, and can even support themselves; yet, there are still subtle inequalities in our society. America too is still a highly patriarchal society.
For example, many people still believe that women should not study math or science. In schools, little girls are usually discouraged to study math and science, and are encouraged to study language arts. Although there are many female doctors in America, these women had to go against the norm throughout their schooling to get where they are today.
Sexism is also extremely common in the workplace. Women are still paid less than men in our society: “white females earn 73 cents for every dollar earned by a white male, according to a study released last month by the Institute for Women’s Policy Research in Washington, D.C” (Lewis 1). Also, women often have to deal with hearing sexist comments from fellow coworkers.
Women also are expected today to partake in homemaker activities and raising the children as their main priority, while these tasks are only somewhat important to men. Women are innately given these maternal attributes, while men are only seen as the money providers in the family. Mothers and fathers should play an equal role in their child's life. It is their child.
America is a progressive country, however to have such inequalities in our country still is very shocking. Americans should look to this story of the Palestinian women’s soccer team as inspiration and believe in what their coach said, women can do anything. Yes, in America we say we believe in this; yet, women must overcome the social norms in order to achieve what ever they want to. If Palestinian women can stand up for themselves and end this hierarchy of gender, the women of America can as well.
Palestinian Women
The inequality in the workplace
fromgaza
Monday, October 26, 2009
Unintentional Racism, Institutional Racism, and the Achievement Gap
Nastasha Pollard
Critical Opinion #1:
Article: http://www.miller-mccune.com/culture_society/racism-in-schools-unintentional-1075
Within our education system, racism is still very prevalent today and continues to have a huge impact on the educational achievement gap between white students and students of color. The article I read titled, “Racism in School: Unintentional But No Less Damaging” by Rob Kuznia, discusses this topic specifically speaking about the subtle racism that takes place within school and how this affects student of color. Teachers and other professionals within our society’s’ school systems need to be taught about unintentional racism so they can be aware of what may take place unconsciously, but is prominent to those being oppressed: students of color. Once these educators recognize this subtle racism, then elimination of the continuing achievement gap can begin to close. In addition, society as a whole, must address the discrimination that poor, urban schools with a majority of students of color, receive. With a lack of funding and opportunities, students of color are facing barriers that hinder their ability to achieve in the classroom.
Currently, unintentional racism is just contributing to widening the achievement gap between white students and students of color. Already certain policies and procedures perpetuate racial inequities within schools. According to the article, “minority students feel unintelligent, despised, or marginalized” within this oppression. Racism that is taking place is called unintentional because a lack of blatant, intense hate is recognized. Unconscious thoughts that take place by educators are directed through certain behavior towards students of color, due to deeply rooted stereotypes and prejudices. With in these subtle racist thoughts, educators have fewer expectations for students of color. They believe false ideas such as; students of color are not committed to achieving academically, when in fact students of color are just as motivated as Caucasian students. They believe ideas like students of color are more likely to misbehave in the classroom, not understand complex material, not go to a four-year college, and are not as smart as their white counterparts. Inadvertent thoughts like such follow through into the behavior and oppression towards students of color. Due to these thoughts, minority students are not placed or given the chance to be in honors or advanced placement classes even when they qualify. They are only called on for the easy questions in class. White teachers expect them to misbehave or be the distraction with in the classroom. They expect less academic achievement from these students. I’ve been subjected to unintentional racism myself, whether it was being continuously reminded that their was after school extra help if needed when I wasn’t struggling in the class, or when I was barely ever called on in the class when my hand was continuously up. With in the article, they give an example of a Mexican immigrant student who was “dissuaded by her school counselor to go to a four-year college” just because of her race, although she was more than qualified. Just a small incident like that of unintentional racism can have a huge impact on the student. She stated the experience filled her with self-doubt, so she ended up attending a community college. As a result of this discrimination, the achievement gap widens when systemic inequity is being practiced within school. Students of color are insulted, forced to expect less of themselves, and have a less of self-efficacy. Check this video out for more insight on the achievement gap: object width="425" height="344">
When this discrimination takes place, minority students who are neglected and undergo this subtle racism that is obvious to them, withdraw from their schoolwork, become frustrated, fall behind in achieving academically, and cut themselves short of opportunities.Less on an individual basis, institutional racism is directed toward schools, with the majority population being students of color, that are usually located in poor, urban communities. This is essential in contributing to the achievement gap between white students and students of color. Schools filled with the majority of underrepresented students face an enormous amount of inequities in terms of opportunities available to them. First, they receive lack of funding. Lack of funding contributes to a lot of other problems like: lack of course offerings, poor quality of teachers, lack of resources, poor school discipline, adequate preparation for standardized tests, and higher education. In my opinion, it is hard to see how this institutional racism becomes unintentional or becomes unrecognized discrimination. If this has been a perpetuating problem with the education system, why are schools that have a majority of students of color, still undergoing these inequities? Why hasn’t there been much improvement? Why are predominantly white schools consistently funded? The article gives an example of a school in California that filed a lawsuit in 2000 due to complete neglect and lack of funding. “Textbooks were so scarce, students could not take them home” and “certain times during the school day their were no bathrooms” so students urinated on themselves. The state wasn’t providing “the basic necessities for a decent education,” which had a huge impact on the academic achievement of these students that their white counterparts in funded schools don’t have to face. When you have a multitude of schools that are challenged with this institutionalized racism and lack of funding, how can you then question why there is an educational achievement gap? These issues of racism were heavily prevalent back in history when schools were segregated, and people of color fought for equities with in school. This issue of institutional racism directed towards schools with the larger population being students of color, should not still presently be a huge problem in our education system.
As a solution to this problem of institutional racism, whether unintentional or not, whites must first take responsibility for recognizing the racism and discrimination that exist. They must step outside their comfort zone and discuss what’s not usually talked about. They must learn to be fully committed to equity within the classroom, so students of color do not have to experience discrimination that inhibits them to do well and feel positive about their abilities. Their quality of education should be just the same as their fellow white students, and the color of their skin should not be a reason they have to face oppression. The article discusses an organization called Just Communities that is “dedicated to teaching educators about unintentional racism, which is the key contributor to the persistent achievement gap.” The organization wants to work towards addressing the racism that unconsciously takes place within white educators so they understand the “architecture”, or framework of oppression and can battle to eliminate it. The organization has made progress by informing white educators who must be willing to believe and listen to the subtle discrimination that goes on, so they can address it. They monitored the students of color’s progress within the schools that educators had attended workshops, and results such as reading test scores of students of color went up 20%. When white educators are aware of this racism and states as a whole can work to put an end towards this institutional racism, then the “atmosphere of inequity” as the article states, will gradually diminish. When students of color are given the same opportunities and are not marginalized due to their skin color, they can achieve too without facing barriers to get there.
Research Center: Achievement Gap
Rethinking Schools
Unconscious bias and unintentional racism
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