According to the materials to which I have been exposed in this course, in my informed judgement, the views of these Millennials are very inaccurate. The society on which we live in today still produces discrimination towards minority groups. These groups include but are not limited to: African-Americans and women. Evidence of discrimination are exemplified via an article by authors Joe Feagin, Adriane Fugh-Berman, and Roxanna Harlow (McIntyre, 2015). These articles examine the discrimination that minority groups face in our society and offers an explanation (social factors) to how this millennial obtained misinformed views.
The statement “having a black president demonstrates that minorities have the same opportunities as white people” is an inaccurate view (McIntyre, 2015). This is an incorrect view because it is a reductionist fallacy. To elaborate, the millennial has concluded that because we have a black president, all minorities have the same opportunities as white people. This fallacy does not take into account the basis that black people or minorities are still discriminated against and have fewer opportunities than white people despite having a black president. The American society is not always obvious when acting in discriminatory behavior. In the article, “Racism,” Feagin explains that it is possible for white people to hold less consciously prejudice thoughts that stem from prior socialization (Feagin, 2015). Thus, racist attitudes can be conscious, half-conscious, or subconscious (Feagin, 2015). Examples of this half or subconscious racist attitude is found in employment settings. For example, Feagin highlights how a white person in authority may select another white person over an equally or better qualified black...
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... completely naïve of. One social factor responsible for this naïve observation is identity theory. Identity theory states “out conception of self is shaped in part by responses from others through interaction” (Harlow, 2015). For example, In reference to the article “Race doesn’t matter, but…,” Harlow “suggest that if behavior is often shaped by our desire to have our conception of self reinforced, then professors’ classroom performances are in part an effort to reinforce, through students, an identity as a good knowledgeable professor. Many black faculty members, however, reported that such an identity was not reinforced for them through students, in part because of broader cultural understandings of blackness as inferior” (Harlow, 2015). The social factor of identity can cause members of the majority group to act prejudicially towards members of the minority group.
Black people are paid almost half of what white people are paid, which forces them to live in low income communities which tend to be unsafe, and also put their whole family in danger. Due to their low income, they might not be able to afford health care which causes them to “lose more work because of illness, have more carious teeth, lose more babies as a result of both miscarriage and infant death…” according to William Ryan from Blaming the Victim page 648. People who have low income due to the wage gap tend not to be able to afford college compared to white people, which hinders their future and their ability to succeed. In fact, on page 214 in Shades of Belonging: Latinos and Racial Identity, Sonia Tafoya states “Hispanics who identified themselves as white have higher levels of education and income and greater degrees of civic enfranchisement than those who pick some other race category.” This shows how minorities are mistreated in society unlike white people. In the end, it doesn’t matter what your abilities are because if you are not white you are not treated equally. “If you’re not white, you’re black,” (141 Sethi). Anyone who is not white in the United States are seen as inferior. If you’re not white, you 're not treated as an equal. Non-whites are judged based on their appearance and are made fun of due to their accents. Numerous non-whites are harassed and are told “you are in America, learn how to speak English!” When in fact, there is no official language of the United States. According to Sonia Shah in Asian American? on page 217, Asians are paid less in the workforce even when they have the same level of education as whites. Regardless of whether non-whites receive the same education level as whites, they are still not equal, not even in the work
Even though slavery was abolished Jim Crow laws were made illegal years ago, racism is still not gone, and this is Bonilla-Silva’s central argument in his book, “Racism Without Racists.” While racist practices are not as overt nowadays, the covert, institutionalized ways of today’s new racism are just as discriminatory, he argues. One particular sentence that stood out that sums up the first part of his argument is “that the main problem nowadays is not the folks with hoods, but the folks dressed in suits.” Because of this switch to a more covert way of discriminating against people of color, white Americans have become color-blind to racism. In turn, the country is now home to “racism without racists,” which is the second part of the author’s argument. Because racism has become so internalized in our institutions, it can sometimes be hard to recognize, or at least admit to, the discrimination that is so prevalent in the U.S. Because whites either don’t recognize or admit to this racism, they claim that they don’t see color, and that any inequalities that are at play are due to the minorities not working hard enough in our meritocracy.
This power keeps the behavior of the oppressed well within the set guidelines of the oppressor (Freire, 2000, pg. 47). Critical Race Theory outlines this system of oppression as it relates to white and non-white races. By using the critical race theory coupled with the system of oppression described by Freire (2000), I propose that within the system of oppression, the oppressor must keep its own members in line with the prescribed guidelines by reinforcing the social norms from birth. Freire (2000) suggest that the interest of the oppressors lie in “changing the consciousness of the oppressed not the system” (pg.34). Identifying as white, therefore, starts at birth when members of the white class work to reinforce social norms that began with our founding fathers at Plymouth Rock. This long history of white privilege was taught to me and I continue to teach it to my children. As an educator of white affluent high school students, I believe we provide college and career counseling based on this white privilege system of oppression as well. Here, I journey even closer to unraveling the myth of white privilege as I encounter the intersection of an affluent white student choosing a career after high
However, this general knowledge is not apparent to White people. Similar to microaggressions, John F. Dovidio discusses the concept of aversion racism, “a subtle, often unintentional form of bias that characterizes many White Americans who possess strong egalitarian values and who believe that they are nonprejudiced” (90). Eduardo Bonilla-Silva and Sue both demonstrate from their research that Whites do not comprehend the impact of their unconscious biases. These biases towards students of colour in a white-based post-secondary school environment can result in stress and weak interracial relationships. This is an issue since the significance of these everyday actions are not fully recognized and acknowledged. I will elaborate on a variety of examples, specifically the influence of the peers, and
Many of the privileges that white people have are unnoticed as they have become such a daily part of life that not even people of color notice these privileges sometimes. Because of the portrayal of the typical person of color in media, institutional racism continues to exist, and it continues to bring out the hate and the fear of other races in people. In order to fight this injustice, people need to be made aware of these things, and as the studies have shown, awareness to white privilege
“…Everybody jumped on him, and beat him senseless… Everybody was hitting him or kicking him. One guy was kicking at his spine. Another guy was hitting him on the side of his face… he was unconscious. He was bleeding. Everybody had blood on their forearms. We ran back up the hill laughing… He should have died… He lost so much blood he turned white. He got what he deserved…” (Ridgeway 167). The skinheads who were beating this man up had no reason to do so except for the fact that he was Mexican. Racism in this day and age is still as big of a problem as it was in the past, and as long as hate groups are still around to promote violence, society is never going to grow to love one another.
Some feel that affirmative action in universities is the answer to the end of racism and inequality. If more black students get into and graduate from good colleges, more of them will go on to even out the lopsided numbers in the work force. Prejudice secretly slips through everyone¹s thoughts. Or so Barbara Ehrenreich believes when she writes of a quiet, subliminal prejudice that is caused by statistics that prove the fewer numbers of blacks in high profile jobs. When we see ninety percent of leadership roles in the corporate world held by white men, we begin to doubt other¹s competence in that field. With so many minorities in menial roles, people begin to believe the white man is best for ...
In this world we are constantly being categorized by our race and ethnicity, and for many people it’s hard to look beyond that. Even though in the past many stood up for equality and to stop racism and discrimination, it still occurs. In this nation of freedom and equality, there are still many people who believe that their race is superior to others. These beliefs are the ones that destroy our nation and affect the lives of many. The people affected are not limited by their age group, sex, social status, or by their education level.
There exists symbolic racism and statistical discrimination, which play into society’s biases and put black people at a disadvantage. Symbolic racism suggests black people have different social values and statistical discrimination explains the hostility towards black people as a group. The relationship between symbolic racism and statistical discrimination is that the two forms of racism feed into each other. In having experiences with a few black individuals, the person judging them might subconsciously generalize all black people based on that experience, which is statistical discrimination. This leads to symbolic racism because they now perceive black people as a group to be different. This is evident in the hiring practices of some employers, both white and black, who have explained their biases against hiring black people. Employers cite issues based on their observations with black employees, claiming that when some of their black employees “talk black,” customers are driven away, or that employers have had experiences with employees who were lazy, leading to a general distrust of the commitment of black employees. It is not wrong for the employers’ experiences to shape their perceptions, but generalized perceptions have put black people as a group in an undesirable
For example, it has been said many times in multiple different ways that academic success is typically associated with certain races and not others. This is a very stereotypical comment and it is sad that these types of judgements are present in the educational system. In Beverly Daniel Tatum’s essay entitled, “Why Are All the Black Kids Sitting Together in the Cafeteria?” she discusses how self-segregation occurs in the education system today. Tatum touches on that the possible reasons that students tend to socialize with students of the same racial identity as themselves are cultural stereotypes. It is understandable that a student in order to avoid judgements would want to be around others who understand them and know what they are going through at school. A possible and very hurtful example of judgement that may cause students of color to flock together is that “doing well in school becomes identified as trying to be White,” (Tatum). A student in today’s education system undergoes enough stress as it is and they should not have to be worried with racial protocols. Why is being advanced and thriving in school only to be considered a White characteristic? I know plenty of White students who are struggling with passing classes and I also know several overly intelligent latinos, black and Asians. I am sure that I am not the only student to think that this unspoken rule that you
Blacks considered the N-word to be one of if not the the absolute worst and most offensive word throughout history. Why should that suddenly change because the last two letters are changed to an a? The meaning and history of the word is something of which many members of the younger generation are completely oblivious. Why should this dehumanizing, demeaning word be used freely in songs and everyday speech? In the words of Martin Luther King Jr: “We hold these truths to be self-evident: that all men are created equal.” If all men are created equal, then why should blacks be discriminated against in everyday language and in popular songs?
Discrimination has always been there between blacks and whites. Since the 1800s where racial issues and differences started flourishing till today, we can still find people of different colors treated unequally. “[R]acial differences are more in the mind than in the genes. Thus we conclude superiority and inferiority associated with racial differences are often socially constructed to satisfy the socio-political agenda of the dominant group”(Heewon Chang,Timothy Dodd;2001;1).
Racism is a belief or doctrine that inherent differences among the various human races determine cultural or individual achievement, usually involving the idea that one's own race is superior and has the right to rule others. This trend has been around for a long time, from slaves, to discrimination, etc. Although in many cases, people in the time period often tend to act like it does not exist. When looking back on certain situations and their aftermath people then realize the true nature of racism. In 1962, 85% of whites thought that black children in their community had just as good of a chance of getting a good education as white children. The constant trend for lack of knowledge about racism and/or discrimination is real. Now, whites, realize that in 1962 black children did not have as good of a chance, if any, of getting a good education in comparison to white children. In 1969 nearly half of all whites (45%) believed that blacks had a better chance of getting a good-paying job than they did. Once again history repeated itself, in that many whites now realize that blacks not only did not have a better chance of getting a good-paying job than they did, they had a worse chance. (Abagond)
Those efforts improve students' learning and experiences by cultivating key behaviors and knowledge and by providing a unique educational context. Published in the American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies, is fully explored. The findings of the study presented can be generalized to the argument of institutional racism, as this piece presents rationale against it. The limitations of this paper are the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
Blacks look for jobs longer and sometimes more aggressively than whites do and they are 44% less likely to get hired for the job even when they are just as qualified. Today they have a law that jobs cannot discriminate on who to hire just because of their race or ethnicity, and even though that’s a law some jobs still discriminate, they just use a different reason for why they could not hire you. Other races have heard so many stereotypes and stories about African Americans and they also grew up being taught certain beliefs which become part of the economy.